Guidelines For Writing Research Papers

Guidelines For Writing Research PapersResearch papers are, by definition, the product of research and, sometimes, quite comprehensive research. These papers are generally meant to inform the reader of what a researcher has discovered in the course of his or her research and perhaps to give them an idea as to what kind of work may be done in this area. All scholars would agree that research is an important part of the academic career. This is true for every academic, no matter what discipline.In fact, it is not at all unusual for academics to engage in some academic writing to seek recognition from their peers. It is also true that they, at times, think up elaborate methods for producing research papers. But, the concept is relatively new in academia. As far as writing academic papers is concerned, there is no standard guideline as to how one writes a research paper on the topic of their choice. There are, however, some fundamental guidelines that are followed by most academics.The fi rst guideline is that the researcher must have an objective viewpoint. This means that the researcher must have an objective understanding of the subject he or she is researching and that is motivated by the desire to understand and, consequently, write about the subject. Therefore, to make a truly good research paper, the researcher must make sure that he or she has clear and defined objectives.Next, the researcher must write out his or her research findings in such a way that the reader can easily understand them. The researcher should write what he or she has learned from the work done so far. The writer must then explain how these findings relate to the topic, show how these findings are relevant to the topic, and explain the implications that result from these findings.Finally, the researcher must always try to be as clear as possible when writing the research paper on his or her chosen topic. This means that he or she must do all he or she can to make it as easy as possible fo r the reader to follow what he or she has written. This means, for example, that he or she must provide all the facts and figures in a straightforward manner. All necessary background information should also be included.An important thing to remember is that the research paper is meant to be as concise as possible. Thus, in order to ensure that the paper is as concise as possible, the researcher must either keep notes on what he or she has done so far or use a shorthand method.In the end, it is impossible to produce a research paper in a hurry. The researcher must, therefore, take his or her time and be careful when writing the paper. Moreover, the researcher must not only be careful with the paper he or she writes, but he or she must also be careful with the language he or she uses. To produce a perfectly clear, clear, and concise research paper, the researcher must be guided by the knowledge that these two guidelines serve as guiding lights.

Why Did Hatshepsut Become King Why Stay in Power

In about 1473 BCE, a woman, Hatshepsut, took the unprecedented step of becoming king of Egypt with full kingship powers and a male identity. She thus displaced, for about two decades, her stepson and nephew Thutmose III, assumed heir of her husband. And she did this in a time of relative peace and considerable economic prosperity and stability in Egypt; most women who ruled as regents or solely did so in chaotic times. Heres a summary of some of the current thinking about Hatshepsuts motivations for becoming—and remaining—the Pharaoh of Egypt. Initial Rule as Regent: A Tradition Hatshepsuts initial rule was as the regent for her stepson, and though she was depicted as a senior ruler and he as the junior partner in their rule, she did not initially take on full kingship. In ruling as a regent, protecting the throne for her husbands heir, she was following in some recent footsteps.  Other women of the 18th Dynasty had ruled  in that relationship. The Trouble With Titles Women rulers before Hatshepsut had ruled as the mother of the next king. But Hatshepsuts regency was a bit different, and thus her legitimacy in ruling may not have been quite so clear. For kings of ancient Egypt, we often use the title Pharaoh—a word derived from an Egyptian word that came to be used for individuals only with the New Kingdom, about the time of Thutmose III. The meaning of the word is Great House and earlier may have referred to the government or, perhaps, the royal palace. The more generic king is probably more accurate a title for describing the royal rulers of ancient Egypt. But later usage has made the title Pharaoh common for any king of Egypt. No Queens? Theres no word in ancient Egypt equivalent to the English word queen—that is, a female equivalent of king. In English, its customary to use the word queen not just for women who ruled as fully equivalent of kings, but also for the  consorts of kings. In ancient Egypt, and more to the point in the Eighteenth Dynasty, the titles of consorts of kings include such titles as Kings Wife or Kings Great Wife. If she was eligible, she might also be designated Kings Daughter, Kings Mother, or Kings Sister. Gods Wife The Kings Great Wife might also be called Gods Wife, probably referring to the wifes religious role. With the New Kingdom, the god Amun became central, and several kings (including Hatshepsut) depicted themselves as divinely conceived by the god Amun, coming to the Great Wife of their (earthly) father in the guise of that father. The disguise would have protected the wife from allegations of adultery—one of the most serious offenses against marriage in ancient Egypt. At the same time, the divine parent story let people know that the new King had been chosen to rule, even from conception, by the god Amun. The first kings wives to be named as Gods Wife were Ahhotep and Ahmos-Nefertari. Ahhotep was the mother of the founder of the Eighteenth Dynasty, Ahmose I, and the sister/wife of Ahmose I, Ahmos-Nefertari. Ahhotep I was the daughter of the previous king, Taa I, and wife of her brother, Taa II. The title Gods Wife has been found on her coffin, so it may not have been used during her lifetime. Inscriptions have been found as well naming Ahmos-Nefertari as Gods Wife. Ahmos-Nefertari was the daughter of Ahmos I and Ahhotep, and wife of Amenhotep I. The title Gods Wife was used later for other Great Wives, including Hatshepsut. It was also used for her daughter, Neferure, who apparently used it when performing in religious rites alongside her mother Hatshepsut after Hatshepsut had assumed the power, title, and image of a male king. The title fell largely out of use by the middle of the Eighteenth Dynasty. No Title for Regent? There was also no word in ancient Egyptian for regent. When women earlier in the Eighteenth Dynasty ruled for their sons during their sons minority, they were described with the title Kings Mother. Hatshepsuts Title Problem With Hatshepsut, the title Kings Mother would have been problematic. Her husband, Thutmose II, died when his only known surviving son was probably quite young. Thutmose IIIs mother was a minor, presumably non-royal wife named Isis. Isis had the title, Kings Mother. Hatshepsut, as the Kings Great Wife, half-sister to her husband, Thutmose II, had more claim on royal descent than Thutmose IIIs mother, Isis. Hatshepsut was the one chosen to be regent. But Thutmose III was her stepson and nephew. Hatshepsut had titles of Kings Daughter, Kings Sister, Kings Great Wife, and Gods Wife—but she was not Kings Mother. This may be part of the reason it became—or seemed at the time—necessary for Hatshepsut to take another title, one unprecedented for a Kings Wife: King. Ironically, by taking the title King, Hatshepsut may also have made it difficult for her successors to carry on any public memory of her co-rule with or regency for Thutmose III. Wicked Stepmother Theory Older versions of Hatshepsuts  story assume that Hatshepsut seized power and ruled as a wicked stepmother, and that her stepson and successor got his revenge after her death by removing her memory from history. Is this what happened? Soon after evidence of the existence of a female pharaoh,  Hatshepsut, was recovered in the 19th century, archaeologists figured out that Hatshepsut had ruled as a king, and not just regent for her stepson and nephew, Thutmose III;someone, presumably Thutmose III, had defaced inscriptions and statues, attempting apparently to remove evidence of such rule; andHatshepsut had an unusually close relationship with a commoner, Senenmut. The conclusion many drew was whats now referred to as the wicked stepmother story. Hatshepsut was assumed to have taken advantage of the true heirs infancy or youth, and seized power from him. Hatshepsut was also assumed to have ruled alongside Senenmet, or at least with his support, and to have taken him as her lover. As soon as Hatshepsut died, in this story, Thutmose III was free to exercise his own power. Out of hatred and resentment, he carried out a vicious attempt to erase her memory from history. Questioning the Story Although traces of this story can still be found in many reference sources, especially older ones, the wicked stepmother story eventually became suspect. New archaeological finds—and, perhaps, changing cultural assumptions in our own world that influenced assumptions of Egyptologists—led to serious questioning of the Hatshepsut the wicked stepmother myth. Selective Removal of Images It became apparent that the campaign to remove Hatshepsuts inscriptions had been selective. Images or names of Hatshepsut as queen or priestess were far less likely to be defaced than images or names of Hatshepsut as a king. Images unlikely to be seen by the public were far less likely to be attacked than those that were obvious. Removal Was Not Immediate It also became apparent that the campaign didnt happen immediately after Hatshepsut died and Thutmose III became sole ruler. One would expect a hate-filled campaign rooted in deep resentment would take place more quickly. It was thought that the wall around the bottom of Hatshepsuts obelisks was built by Thutmose III to cover images of Hatshepsut. The date of the wall was put at about twenty years after Hatshepsuts death. Since images on the lower covered part of the obelisks werent defaced and represented Hatshepsut as king, this led to the conclusion that it took at least twenty years for Thutmose III to get around to this literal cover-up of Hatshepsuts kingship. At least one group, a French archaeology team, conclude that Hatshepsut herself had the wall built. Does that mean that Thutmose IIIs campaign could have been immediate? No—because new evidence shows statues with cartouches naming Hatshepsut as king were built over about ten years into Thutmose IIIs sole reign. So, today, Egyptologists generally conclude that Thutmose III took at least ten to twenty years to get around to removing the Hatshepsut-as-king evidence. Thutmose III Not Idle To read some of the older sources, youd think Thutmose III was idle and inactive until after the death of his wicked stepmother. It was commonly reported that  after  Hatshepsuts death, Thutmose III embarked on a series of military campaigns. The implication: that Thutmose III was powerless while Hatshepsut lived, but that he was so militarily successful afterwards that some have called him the Napoleon of Egypt. Now, evidence has been interpreted to show that, after Thutmose III was old enough, and before Hatshepsuts death, he became head of Hatshepsuts army, and actually carried out several military campaigns. This means that its highly unlikely that Hatshepsut held Thutmose III as a virtual prisoner, helpless until her death to take power. In fact, as head of the army, he was in a position to seize power and depose his stepmother during her lifetime, if he were—as the wicked stepmother story would have it—festering with resentment and hate. Hatshepsut and the Egyptian Theology of Kingship When Hatshepsut took power as king, she did so in a context of religious beliefs. We might call this mythology today, but to the ancient Egyptian, the identification of the king with certain deities and powers was essential for the security of the unified Egypt. Among these deities were Horus  and Osiris. In ancient Egypt, including in the time of the Eighteenth Dynasty and  Hatshepsut, the kings role was tied up with theology—with beliefs about the gods and religion. By the time of the Eighteenth Dynasty, the king (pharaoh) was identified with three separate creation myths, all of which featured a male exercising generative creative power. As with many other religions, this identification of the king with generativity was assumed to be the foundation of the generativity of the land. The kings power, in other words, was believed to be at the base of Egypts survival, thriving, strength, stability, and prosperity. Ancient Egypt was comfortable with human/divinity duality—with the idea that someone could be both human and divine. A king had both a human name and a crown name—not to mention a Horus name, a golden Horus name, and others. Kings played parts in the rituals—but to the Egyptians, the identification of the person and the god was real, not play. Kings took on the identity with different gods at different times, without diminishing the power and truth of the identification within the Egyptian theology. Religious rituals involving the king were believed to recreate the land. When a king died and the male heir was too young to take the role of the creative male gods in the rituals, the question was opened: whether Egypt could prosper and be stable during this time. One wonders if the reverse might also be true: if Egypt turned out to be strong and stable and prosperous without those male-king-centered rituals, might not there be questions about whether the king was necessary? Whether the temple and its rituals were necessary? Hatshepsut began to exercise a co-rulership with her stepson and nephew, Thutmose III. If she were to adequately protect Egypts strength and power for the time when Thutmose III would be old enough to exercise power on his own, it may have been deemed necessary—by Hatsepsut? the priests? the court?—for Hatshepsut to take on these religious roles. It may have been deemed more dangerous to neglect those rites than to have Hatshepsut assume the maleness that was assumed to be needed to perform them properly. Once Hatshepsut took the step of becoming fully king, she went to great lengths to justify that this was the right thing to do—that all was right with the universe even with a woman taking on a male and kingly role. Heiress Theory Many of the royal kings (pharaohs) of ancient Egypt were married to their sisters or half-sisters. Many kings who were not themselves the son of a king, were married to the daughter or sister of a king. This has led some Egyptologists, since the 19th century, to post an heiress theory: that succession was through inheritance in a matriarchal line. This theory has been applied to the Eighteenth Dynasty, and thought to explain the justification  Hatshepsut  might have used to declare herself a king. But in the Eighteenth Dynasty, there are a number of instances where a kings mother and/or wife is known or suspected not to be royal. Amenhotep I, predecessor of Hatshepsuts father, Thutmose I, was married to Meryetamun who may or may not have been his sister, and thus royal. Thutmose I was not the son of a royal woman. Thutmose Is wives, Ahmes (mother of Hatshepsut) and Mutneferet, may or may not have been daughters of Ahmose I and sisters of his son, Amenhotep I. Thutmose II and III were not sons of royal women, as far as is known. Both were born of minor, non-royal wives. Amenhotep IIs mother and Thutmose IIIs wife, Meryetre, was almost certainly not royal. Clearly, royalty could be seen in the Eighteenth Dynasty as passing through either father or mother. In fact, Thutmose IIIs desire to emphasize the legitimacy of the descent of his son, Amenhotep II, through the patrilineal line of Thutmose I, II, and III, may have been a major motive for removing images and inscriptions that documented that Hatshepsut had been a king. Why Did Hatshepsut Stay King? If we think we understand why Hatshepsut or her advisors felt it necessary to take on the full kingship, theres one question left: why, when Thutmose III became old enough to rule, didnt he seize power or Hatshepsut step aside voluntarily? The female pharaoh Hatshepsut ruled for more than two decades, first as a regent for her nephew and stepson, Thutmose III, then as full Pharaoh, assuming even a male identity. Why didnt Thutmose III become the pharaoh (king) as soon as he came of age? Why didnt he remove his stepmother, Hatshepsut, from the kingship, and take power for himself, when he was old enough to rule? Its estimated that Thutmose III was very young at the time his father, Thutmose II, died, Hatshepsut, wife and half-sister of Thutmose II, and thereby stepmother and aunt of Thutmose III, became regent for the young king. In early inscriptions and images, Hatshepsut and Thutmose III are shown as co-rulers, with Hatshepsut taking a more senior position. And in year 7 of their joint reign, Hatshepsut took on the full powers and identity of a king, and is shown dressed as a male king from that time. She reigned, it seems from the evidence, for more than 20 years. Surely Thutmose III would have been old enough to take over by the end of that time, whether by force or with Hatshepsuts cooperation? Does the failure of Hatshepsut to step aside speak for her usurpation of power against the will of Thutmose III? For his weakness and powerlessness, as in the no-longer-widely-accepted wicked stepmother story? In ancient Egypt, the kingship was tied up with several religious myths. One was the Osiris / Isis / Horus myth. The king was identified, during life, with Horus—one of the kings formal titles was a Horus name. At the kings death, the king became Osiris, father of Horus, and the new king became the new Horus. What would it do to this identification of the deities Horus and Osiris with the king, if the previous king did not die before the new king took on full kingship? There are some co-ruling kings in Egyptian history. But there is no precedence for a former Horus. There was no way to become un-king. Only death could lead to a new king. Religious Reasons Thutmose III Could Not Take Power It was most likely in Thutmose IIIs power to overthrow and kill Hatshepsut. He was general of her army, and his military prowess after her death attests to his skill and willingness to take risks. But he did not rise up and do so. So if Thutmose III did not hate his stepmother, Hatshepsut, and out of hate want to overthrow and kill her, then it makes sense that for the sake of Maat (order, justice, rightness) that he cooperated with her remaining as king, once shed taken the step of declaring herself king. Hatshepsut had already apparently decided—or the priests or advisors had decided for her—that she must take on the role of king and a male identity, as there was also no precedence for a female Horus or Osiris. To break with the identification of the king with the myth of Osiris and Horus would have also been to question the identification itself, or to seem to open Egypt to chaos, the opposite of Maat. Hatshepsut may have been, essentially, stuck with the identity of the king until her own death, for the sake of Egypts prosperity and stability. And so also was Thutmose III stuck. Sources consulted include: James H. Breasted.  A History of Egypt from the Earliest Times to the Persian Conquest.  1905.Kara Cooney.  Interview, July 3, 2007.Aidan Dodson and Dyan Hilton.  The Complete Royal Families of Ancient Egypt.  2004.W. F. Edgerton.  Thutmosid Succession.  1933.Zahi Hawass.  The Realm of the Pharaoh.  2006.John Ray. Hatshepsut: the Female Pharaoh.  History Today.  Volume 44 number 5, May 1994.Catharine H. Roehrig, editor.  Hatshepsut: From Queen to Pharaoh. 2005. Article contributors include Ann Macy Roth, James P. Allen, Peter F. Dorman, Cathleen A. Keller, Catharine H. Roehrig, Dieter Arnold, Dorothea Arnold.Secrets of Egypts Lost Queen. First aired: 7/15/07. Discovery Channel. Brando Quilico, executive producer.Joyce Tyldesley.  Chronicle of the Queens of Egypt.  2006.Joyce Tyldesley.  Hatchepsut the Female Pharaoh.  1996.

Ethical And Legal Boundaries Of Wells Fargo - 1355 Words

Wells Fargo is an American bank that was created in 1852 by Henry Wells and James Fargo. It is the second largest bank in the USA in terms of market cap, operates in over 42 countries around the world, and has over 260,000 employees. In 2016, federal regulators caught Wells Fargo, creating millions of fake bank and credit card accounts; over 1.5 million bank accounts were created. Furthermore, federal regulators also said that 565,443 credit cards were created, and 1400 of those accounts had been charged over 400,000 dollars in fees. Wells Fargo employees broke many ethical and legal boundaries and engaged in counterproductive work behavior. Counterproductive work behavior has a negative impact on the company, it’s employees and†¦show more content†¦This practice was so common that Wells Fargo employees had several methods for doing this. The first method is sand bagging. Sand Bagging involves failing to open accounts by customers at their requested date, instead accumulating accounts to open in the next sales period to inflate profits. Another practice was called Pinning which was creating pin numbers without customer’s authorization, and attaching them to credit cards. Then employees would impersonate customers on Wells Fargo’s computers and use these pin numbers to create online banking and bills for customers. Finally, a practice called bundling was done where Wells Fargo employees would mislead customers saying that certain banking products were only available in bundles which forced customers to add more products than they wanted. So, one wonders, how could this have happened? Why di d high expectations of sales lead to unethical, almost criminal behaviour? This is tied to Goal Setting theory. Goal setting theory, created by Edwin Locke, states that employees are motivated by clear goals, and appropriate feedback. Individuals that were given clear, specific and difficult goals had greater performance than individuals given general and easy goals. However, research has shown that setting unattainable and challenging goals can lead to risky or even unethical behaviour. A study done byShow MoreRelatedOur Paper Today Will Be On Wells Fargo. Wells Fargo Is1354 Words   |  6 PagesOur paper today will be on Wells Fargo. Wells Fargo is an American bank that was created in 1852 by Henry Wells and James Fargo. It is the second largest bank in the USA in terms of market cap, operates in over 42 countries around the world, and has over 260,000 employees. In 2016, federal regulators caught Wells Fargo creating millions of fake bank and credit card accounts; over 1.5 million bank accounts were created. 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Application of Music Intervention-.com

Question: Conduct a Critical Literature Review to identify research gap regarding a significant public health problem, and present the findings of this review. Answer: Proposal topic Application of music intervention for the treatment of Attention deficit hyperactivity disorder among 14-17 year aged children in Australia. Background Attention deficit hyperactivity disorder ADHD is a neurodevelopmental disorder, primary found in children, characterised by inattention and impulsivity or hyperactivity that interferes with their development and functioning. It was initially known as Hyper Kinetic Disorder. The most common characteristic features of HKD were overactivity, restlessness, distractibility and short attention span while completing a particular task Cahill et al., 2012. ADHD was specifically characterised by the DSM-R criteria during the late 1980s and considered hyperactivity as the most consistent feature (Polanczyk et al., 2014). ADHD can be categorised into three types that are mentioned below: Predominantly inattentive type Combined type Predominantly hyperactivity and impulsive type The common symptoms of ADHD create subsequent difficulties for children to learn, socialise, maintain interpersonal relationships and manage behaviour. Disagreements exist regarding the number of people who are affected. Globally, ADHD is reported to be present among 4.6 million children, belonging to the age group of 4-17 years (Efron, Davies Sciberras, 2013). It is thought to be prevalent among 6.8% children in the Australian community (Al-Yagon et al., 2013). Furthermore, data from the National Survey of Mental Health and Wellbeing suggest an 11% prevalence of ADHD among adolescents in Australia. Approximately 0.5% children belonging to that age group had been prescribed stimulant medications during 2006-2007, for treatment of the disorder (Whitely, 2012). Repeated manifestation of aggressive behaviour reduces self-esteem, increases chances of academic failure and school dropouts among such children. Recent studies provide evidences that suggest the effectiveness of music therapy in increasing attention, focus, strengthening of social skills and reducing hyperactivity among ADHD children (Moffitt et al., 2015). Recent data suggests that volume and musical distractions exhibit enhancing effects on development of cognitive skills among those children (Smith et al., 2013). The studies suggest that music therapy leads to an increase in the dopamine levels of the brain owing to shared networks with essential cognitive processes (Jang et al., 2013). This results in enhancement of attention, memory, and executive functioning. Therefore, it can be deduced that music therapy affects the physical, mental, emotional, social, spiritual and aesthetical aspects of a person and helps in improving their mental health. Goal of the project The purpose of the grant proposal is to support children and adolescents with ADHD, who face behavioural and mental issues at home settings or schools that impacts their self-confidence and learning capabilities. The proposal intends to increase attention, improve cognitive skills and reduce hypersensitivity with the use of musical therapy among children aged 4-17 years, suffering from ADHD in Australia. Literature review This review of literature will discuss about the prevalence, cause and symptoms of ADHD along with the effectiveness of the proposed intervention to reduce the symptoms and bring about positive behavioural changes among children. Numerous studies have been conducted on ADHD in order to understand the effects of music on the cognitive performance of hyperactive children. Several randomised controlled trials have found music therapy to be an effective intervention for ADHD. An RCT recruited 235 children of whom 114 were subjected to music therapy and 121 formed the control group. An analysis of the Complier Average Causal Effect estimation method (CACE), showed promising effects among the sample in regards to rate of reading correct words per minute, phonological awareness and secondary outcomes (Cogo-Moreira et al., 2013). Another study randomly assigned 29 children, aged 4 years to visual art and music classes and determined the effects of music education on development of cognitive skills. A partial replication attempt that compared no-treatment control to groups where music training had been conducted showed no significant improvements in cognitive skills (Mehr et al., 2013). The positive effects of music therapy on social interaction improvements were supported by another study that recruited 23 children with severe cognitive disabilities of whom, 12 children received family-centered music therapy. An improvement in social interaction was observed among the children who were subjected to the therapy. However, there was lack of improvement in general social responsiveness or language skills (Thompson, McFerran, Gold, 2014). Another systematic review also investigated the impact of musical experiences on the neural structures associated with emotional regulation and found that activation patterns in the brain when subjects listened to preferred and familiar music (Moore, 2013). Thus, it can be stated that several evidences exist that confirms the effectiveness of musical intervention. This forms the basis of the grant proposal. Research gaps The research conducted by Cogo-Moreira et al., (2013) used a randomized control trial to evaluate the effectiveness of music intervention on development of cognitive skills among ADHD children. However, the research gaps are associated with the fact that some children who formed the sample population had been enrolled in music sessions from early childhood. Therefore, the effects of cognitive improvement could not be contributed to the intervention. The research conducted by Mehr et al., (2013) had gaps in the observation of cognitive benefits due to music classes that had been conducted for a longer period of time. The absence of general IQ measure and the lack of direct effect assessment were other gaps associated with the study. The most important limitation of the study conducted by Thompson, McFerran, Gold, (2014) was a small sample size and utilization of parent-report assessments. The parents were non-blinded, which could have resulted in biased outcomes. The lack of specific information on the type of music intervention included in the systematic review was a major research gap. Other gaps lie in the inclusion criteria and use of western music as the stimulus (Moore, 2013). Therefore, further investigation is required to assess the effects of music intervention on improvement of cognitive skills and behavior among children with ADHD. Target population The target population that this grant proposal will aim to serve is children aged 4-17 years who attend school in the Australian Capital Territory (Canberra). There are more than 50,000 children belonging to that age group. All children who have been diagnosed with ADHD (according to the DSM-IV criteria) will be considered as eligible participants for the program (Fayyad et al., 2017). Around 50 participants will be selected across 10 schools from the region. Strategies used to select a funding source The funding source was selected by researching online sources. Key search terms included children, ADHD, funding, disability research, and mental health grants for children. The National Disability Insurance Scheme (NDIS) was selected as the funding option owing to the fact that its mission was congruent with the purpose of the research proposal (Ndis.gov.au, 2017). Although, the Department of Families, Housing, Community Services and Indigenous Affairs(FaHCSIA) initially controlled funding of research studies for disabled children, it is now controlled by the Department of Social Services (DSS). Funding is required in order to ensure effective functioning of the operations. Locating proper funding is a tedious task. Therefore, it was essential to have a well-defined idea about the research proposal. Program summary After selection of the prospective participants from 10 schools, they will be randomly divided into 2 groups, each containing 25 students. The students in the focus group as well as the control group will attend a 1 hour academic session, conducted by the teacher. The focus group will be subjected to music and videos as distracters or interventions. On the other hand, there will be no distraction in the control group. The children and staff will get adapted to the program in the first week. The music and video sessions will be introduced in the second week and will be continued through the remaining weeks of the program. The General Radio Sound Level Meter will be utilized to make the teacher turn on the video or the music when the children will be instructed to begin their class work. The distracter will be turned off at the end of the work period. The study will be conducted throughout by using behavioral intervention strategies. The program will encompass several aspects such as, point systems with response coast components and rewards, social reinforcement, classroom rules, time out, contingency privileges, and home-based regular report programs. The participants in the control group will not be subjected to any musical intervention therapy and they will continue the prescribed medications for ADHD throughout the study. The academic performance and behavioral patterns will be assessed based on the same test that will be employed in the focus group. This will help the research to ascertain the effectiveness of music therapy on cognitive skill development of ADHD patients. Evaluation The research process will be based on a survey and the participants (focus and control group) will be made to fill up the survey questionnaires thrice during the entire duration of the research. The initial survey will be conducted before commencing the intervention in order to evaluate the initial cognitive skills and behavioral ability of the participants. They will be made to respond to the questions in between the intervention in order to evaluate the short-term effects of music and video therapy on their cognitive development. A final survey questionnaire will be distributed at the end of the research that will assist in analyzing the attention paying skills, cognitive functions, general intelligence and behavioral improvements among the participants. The evaluation will also consider feedbacks form the teachers who used the intervention strategy and that of the parents of the respective participants. On comparing the feedback with other cohorts, changes will be accordingly made in the presentation. Time frame The research will be carried out over a time period of 8 weeks. The surveys will be conducted during the first, fourth and eight week of the intervention program. Outcomes The proposal aims to measure the following outcomes: Is music therapy associated with low impulsivity among children with ADHD? Does music intervention improve classroom behaviour? Does music intervention improve class performance? Sustainability This is a short term project as it will be conducted for a period of 8 weeks during which the effectiveness of music therapy on cognitive skill improvement among ADHD children will be evaluated. This project will be sustainable as a positive research outcome will help in implementing music therapy as an effective intervention to improve the quality of life of ADHD patients (Hahn Khnen, 2013). Thus, it would greatly benefit the mentally disabled children. Collaboration with the Department of Social Services and the schools will help to continue outreach and informational services for Australian children suffering from hyperactivity disorder. Proposed budget range and categories Personnel Amount ($) Non-personnel Amount ($) Program Director 8640 Office supplies 700 Social worker (Behavioural therapist) 6720 Office equipments 1500 Administrative Assistant 4320 Gas reimbursement costs 600 Teachers (4) 19200 Training 1000 Independent evaluators 1000 Miscellaneous 1000 Total cost 39880 4800 Overall expense $44680 The program director, a part-time employee will be paid $90 per hour, for 8 weeks (12 hours per week). He will hold a graduate certificate in social work and will have minimum 5 years of experience in the field. He will implement the daily management and operations of the research program. The behavioural therapist will be a full-time social worker who will have experience in working with children who suffer from ADHD. He will help in the presentations and feedback evaluations, and will be paid $70 per hour. The administrative assistant will help to conduct the screenings, telephonic interviews, surveys, and data entry (Chen, Lin Zhou, 2013). Each of the 4 teachers, who will implement the therapy on the selected students, will be paid $50 per hour for 8 weeks. Office supplies would include pens, papers, notebooks, paper clips, folders, tape and markers. The budget for office equipment will be fixed for laptops, projectors and copy machines. Gas mileage reimbursements will help the social workers to reach the different schools in order to conduct the interventions. Miscellaneous costs would include unexpected expenses such as, snacks, shipping, postage, and presentation materials during the 8 week period. The total costs would approximately be around $44680. Therefore, the budget would be approximately fixed at $49000. Lessons learned The initial step was writing the grant proposal to identify the needs of the target population. This was done by consulting with the teachers, students and their parents. An online search helped to identify the funding agencies available in the community. The literature review further helped to determine the effects of music therapy, which was the proposed intervention. Challenges The initial challenge was identifying the social need and developing a program to address the need. Challenges were faced in searching for funding organisations and locating them. In addition, developing an economically fair budget was difficult. Implications for social work This grant proposal will benefit the wellbeing of the community and will enhance the quality of life among children suffering from ADHD. This will eventually work towards facilitating changes once the funding gets approved by the agency (Larkin, Felitti Anda, 2014). It is essential to identify the indicators of ADHD and develop early intervention strategies that facilitate positive outcomes among the children. References Al-Yagon, M., Cavendish, W., Cornoldi, C., Fawcett, A. J., Grnke, M., Hung, L. Y., ... Margalit, M. (2013). The proposed changes for DSM-5 for SLD and ADHD: International perspectivesAustralia, Germany, Greece, India, Israel, Italy, Spain, Taiwan, United Kingdom, and United States.Journal of learning disabilities,46(1), 58-72. Cahill, B. S., Coolidge, F. L., Segal, D. L., Klebe, K. J., Marle, P. D., Overmann, K. A. (2012). Prevalence of ADHD and its subtypes in male and female adult prison inmates.Behavioral Sciences the Law,30(2), 154-166. Chen, X., Lin, Q., Zhou, D. (2013, February). Optimistic knowledge gradient policy for optimal budget allocation in crowdsourcing. InInternational Conference on Machine Learning(pp. 64-72). Cogo-Moreira, H., de Avila, C. R. B., Ploubidis, G. B., de Jesus Mari, J. (2013). Effectiveness of music education for the improvement of reading skills and academic achievement in young poor readers: a pragmatic cluster-randomized, controlled clinical trial.PloS one,8(3), e59984. Efron, D., Davies, S., Sciberras, E. (2013). Current Australian pediatric practice in the assessment and treatment of ADHD.Academic pediatrics,13(4), 328-333. Fayyad, J., Sampson, N. A., Hwang, I., Adamowski, T., Aguilar-Gaxiola, S., Al-Hamzawi, A., ... Gureje, O. (2017). The descriptive epidemiology of DSM-IV Adult ADHD in the World Health Organization World Mental Health Surveys.ADHD Attention Deficit and Hyperactivity Disorders,9(1), 47-65. Hahn, R., Khnen, M. (2013). Determinants of sustainability reporting: a review of results, trends, theory, and opportunities in an expanding field of research.Journal of Cleaner Production,59, 5-21. Jang, J., Matson, J. L., Williams, L. W., Tureck, K., Goldin, R. L., Cervantes, P. E. (2013). Rates of comorbid symptoms in children with ASD, ADHD, and comorbid ASD and ADHD.Research in Developmental Disabilities,34(8), 2369-2378. Larkin, H., Felitti, V. J., Anda, R. F. (2014). Social work and adverse childhood experiences research: Implications for practice and health policy.Social work in public health,29(1), 1-16. Mehr, S. A., Schachner, A., Katz, R. C., Spelke, E. S. (2013). Two randomized trials provide no consistent evidence for nonmusical cognitive benefits of brief preschool music enrichment.PloS one,8(12), e82007. Moffitt, T. E., Houts, R., Asherson, P., Belsky, D. W., Corcoran, D. L., Hammerle, M., ... Poulton, R. (2015). Is adult ADHD a childhood-onset neurodevelopmental disorder? Evidence from a four-decade longitudinal cohort study.American Journal of Psychiatry,172(10), 967-977. Moore, K. S. (2013). A systematic review on the neural effects of music on emotion regulation: implications for music therapy practice.Journal of music therapy,50(3), 198-242. Ndis.gov.au. (2017).NDIS.Ndis.gov.au. Retrieved 28 November 2017, from https://ndis.gov.au/about-us/our-sites/ACT.html Polanczyk, G. V., Willcutt, E. G., Salum, G. A., Kieling, C., Rohde, L. A. (2014). ADHD prevalence estimates across three decades: an updated systematic review and meta-regression analysis.International journal of epidemiology,43(2), 434-442. Smith, A. L., Hoza, B., Linnea, K., McQuade, J. D., Tomb, M., Vaughn, A. J., ... Hook, H. (2013). Pilot physical activity intervention reduces severity of ADHD symptoms in young children.Journal of attention disorders,17(1), 70-82. Thompson, G. A., McFerran, K. S., Gold, C. (2014). Family?centred music therapy to promote social engagement in young children with severe autism spectrum disorder: A randomized controlled study.Child: care, health and development,40(6), 840-852. Whitely, M. (2012). The rise and fall of ADHD child prescribing in Western Australia: Lessons and implications.Australian New Zealand Journal of Psychiatry,46(5), 400-403.

Teens problem essay Essays - Feeling, Mood, , Term Papers

Teens problem essay Style can majorly affect a teenagers mind and how they act. Style affects how others think about you. Your style can affect how you view yourself. Your style for that day can show how you feel that day. Style can affect you in many ways. Style can have an effect on how others see you. There are very few instances where your clothing doesnt matter. Even if you know how youre dressing, people may not see that style that you see. You definitely have to think about what you put on, whether its a business suit or sweat pants. People judge other people like the cover of a book and your clothes are that cover. Your style will also affect how you see yourself. Your clothes say far more than you think. Not only do your clothes say how your mood is, it also says whether youre insecure or not. Your clothes can even say how you deal with your problems whether its hiding from them or facing them head on. Dressing in nice clothes can even make you feel better about yourself. Your style will show the mood you are in. Your outfit may alter how you approach and interact with the world. If you are dressed in dark colors, it could mean that youre sad or you dont want to be talked to. If youre dressed in bright colors, it could mean that youre happy and open to being social. Choose your outfits wisely and by doing so; you can have a better day. Style can have a huge impact on a teenagers mind. A teenager can be thought about differently because of their style. Even seeing your own style can make you think differently about yourself. Your style can show or even change your mood for that day. By having a good style that suits you and your personality, you could feel important and your clothes arent always your style.

Evaluative Essay on With Honors essays

Evaluative Essay on With Honors essays In the movie With Honors there are many similarities, as well as differences between the characters on screen and students that I know personally. Especially, when it comes to their values. For example, when the one roommate was complaining about the homeless man being in the apartment too much. I believe that, if put into the same situation, most students that I know would have a problem with him being able to roam freely in and out of the house. I had a friend who was in a similar situation; his older brother brought a strange man to the apartment to stay for a few days. It wasnt the fact that he didnt like the man, it was that he didnt know him or what he was capable of. Now there are a few out there who wouldnt mind but it basically comes down to familiarity. People have a tendency to be untrusting, basically because of the times that we live in. Another situation, in the movie, that is similar to the reality that I line in is when the one female who lived in the apartment walked around half dressed and only one of the guys seemed to mind. We live in a time where a woman walking around half dressed is accepted as the norm. So naturally if a few men and women lived together they would get comfortable enough with each other that they wouldnt mind if one or the other walked around in their unmentionables. I stayed in an apartment with another guy and four women and it wasnt uncommon for one or more of the individuals under this roof to be walking around half dressed or in some extreme cases completely nude. The students in the movie also dealt with relationship and school problems. Such as the young woman having casual relationships and calling one of them sex. Also, the one guy being teased constantly about his love life. These are all problems that student face in real life today. So the movie really came close to being as realistic as possible. On the other side of this equation I dont b...

An Analysis of Ambition in Macbeth by William Shakespeare

An Analysis of Ambition in Macbeth by William Shakespeare In Macbeth, a play set in Scotland, William Shakespeare wrote a tragedy of a man s ambition. In the play, Macbeth is described as a man who has ambitions of becoming king. After the first part of the prophecy by the witches whom he has met returning from battle comes true, he begins to think the second part may also come true, supernatural soliciting cannot be ill, cannot be good. The witches have predicted that Macbeth would first become Thane of Cawdor and then king of Scotland. Encouraged by his wife, Lady Macbeth, he murders King Duncan who stays as a guest in his castle. Macbeth then becomes king of Scotland. According to his critical essay on Macbeth, Shakespeare and the Hazards of Ambition, Robert N. Watson comments that ambition becomes the enemy of all life, especially that of the ambitious man himself, in this play. In Macbeth, Shakespeare interprets a man s lifelong ambition that seems to be fulfilled, but causes consequences that his mind cannot handle. Macbeth s desire to gain wealth and status completely overpowers him. Macbeth becomes more ambitious as his wife and the witches make him question himself and his desires. Lady Macbeth is the biggest encouragement to his ambition, since she uses her husband s trust to change her own future. In Act I, Scene iii, the witches and their prophecies influence Macbeth s ambition as he begins to consider murdering Duncan, If good, why do I yield to that suggestion/ whose horrid image doth unfix my hair/ and make my seated heart knock at my ribs,/ against the use of nature? Macbeth strongly believes witches words. Also, the apparitions who are called by the witches influence Macbeth by making him believe that he is invincible in Act IV, Scene I, rebellion s head, rise never, till the wood/ of Birnam rise, and our high- placed Macbeth/ shall live the lease of nature, pay his breath/ to time, and mortal custom. In Act I, Scene v, Lady Macbeth also influences Macbeth s ambition, Hie thee hither,/ that I may pour my spirits in thine ear,/ and chastise with the valour of my tongue/ all that impedes thee from the golden round,/ which fate and metaphysical aid doth seem/ to have thee crown d withal. She tries to influence him to kill Duncan. She says, Art not without ambition, but without the illness should attend it, meaning that Macbeth is not without ambition, but lack of ruthlessness that is needed. When Macbeth decides not to continue with their plan to murder Duncan, his wife urges him to act on his desires or he will think of himself as a coward. She says, Art thou afeard/ To be the same in thine own act and valour/ As thou art in desire? (Act I, Scene iv) She then makes sure he will perform the deed by taking an active role in preparing for the murder: his two chamberlains/ Will I with wine and wassel so convince, ( Act I, Scene vii) and cleaning up afterwards give me the daggers: the sleeping, and the dead/ Are but as pictures; tis the eye of childhood/ That fears a painted devil. If he do bleed,/ I ll gild the faces of the grooms withal, / For it must seem their guilt. (Act II, Scene ii) As Macbeth worries about failing to carry out the plan, Lady Macbeth tells him to screw up his courage and they wouldn t fail. Although Macbeth becomes king of Scotland after killing King Duncan, he cannot have peace. Duncan s sons escape to England and try to avenge their father. Also, the witches predict that his friend Banquo s descendants will be kings of Scotland. Macbeth orders his men to kill Banquo and his son. During the course of the play, Macbeth changes from a person with some moral sense to a man who will stop at nothing to get and keep what he wants. By the play s end, he has lost all emotion. He cannot even react to his wife s death saying that life is only a tale/ told by an idiot, full of sound and fury,/ signifying nothing. In Macbeth, ambition is the fatal flaw that causes his downfall. The play shows that one may get easily influenced by other people when he/ she is over- ambitions. After becoming king, his endless ambitions lead him into misery and tragic ending. Being obsessed by the witches prophecy, he even tries to control his future, He hath a wisdom that doth guide his valour/ to act in safety. There is none but he/ Whose being I do fear; and under him/ My genius is rebuked, as it is said/ Mark Antony s was by Caesar. Upon my head they placed a fruitless crown,/ And put a barren scepter in my gripe,/ Thence to be wrench d with an unlineal hand,/ No son of mine succeeding (Act III, Scene I). Macbeth considers Banquo and his son Fleance as threats to his security as King. Although outwardly friendly to Banquo, Macbeth is jealous and fearful of him. Throughout the play, it is Macbeth s ambition that destroys his good nature and forces him to break all moral boundaries. Until he meets the three witches, he is loyal to his king, to his wife, and to his friends. If he had not desired to become king, the three withes prophecy would not have changed his life. All of the problems start to develop when he decides to murder Duncan. He commits the murder because he is too ambitious. If he weren t so ambitious and determined to become king, he would not have to kill Duncan. After all, the witches prophecy influences his fate by turning his ambition into a tragic reality. Although he is initially led to evil by the witches prophecy, he does not hesitate to commit crime. After killing Duncan, he kills Banquo and Macduff s family. Macduff flees to England and then gathers an army to overthrow Macbeth. Lady Macbeth becomes a sleepwalker and finally dies in pain. At the end of the play, Macduff kills Macbeth in battle. Duncan s son, Malcom then becomes the king of Scotland. If Macbeth patiently waited for his time, he would have become king peacefully and have had a chance to enjoy it. The play, Macbeth, shares themes with other stories, with historic and current events, and with individual, personal experiences with which one can identify. Ambition which is one of Macbeths themes can be traced to the issue of corruption in national politics, in sports, and in a terrorist government. The Watergate scandal, the 1988 and 1994 Olympic Games, and Haiti s historic civil unrest are examples of abused power, scandal, and violence in which the players are motivated by ambition.