Music and Brain Development Essay

There are three major perspectives on the positive impact of music education to the core curricula in school. The study on how music shares value to brain development has opened new views for all educators. According to the study of Neurological Research in February 1997, music develops abstract reasoning skills needed for the learning process of children in math and science. It was proven that training in music is more efficient than computer learning for teaching math and science skills (Peretz and Zatorre, 2005).   It was reported that music training could be more effective than computer instruction for teaching these skills. The findings were the result of a two year experiment with preschoolers by Rauscher et. Al. Wriht et al in 1997, compared the effects of musical and non-musical training on intellectual development as a follow-up to their studies on music can enhance spatial-reasoning. They concluded that music enhanced brain functions that were required for learning mathematics, science and engineering (Brust, 2003). Several studies have suggested that beginning music training early corresponds to greater growth in certain areas of the brain (Schlang et al, 2003). For example, researchers in Germany identified the planum temporale, a part of the left hemisphere as the region of the brain responsible for the perfect pitch and speech. This term used magnetic resonance imaging (MRI) to look at the planun temporale in non-musicians and professional musicians, some with perfect pitch and some without it. They discovered that the planum temporale in those with perfect pitch was twice as large as the other groups. Also with perfect pitch has started a music lesson before age seven. Rauscher et al. (1997) found that musicians had thicker nerve fibers in the corpus callosum, the part of the brain that carries signals between the two hemispheres, if they started keyboard training before the age of seven. Babo (2001) discussed, researchers, work at the University of Konstanz in Germany which focused that exposure to music helped to rewire neural circuits. They concluded that the brains of pianists were more efficient at making skilled movements than the brains of others. These findings suggested that musical training could enhance brain function (Trainor and Schmidt, 2003). Schlaug et al. (1995) used MRI to discover that musicians who started studying music before the age of 7 had regions in their brains (the corpus callosum and the right motor cortex) that were larger than corresponding regions in both non-musicians and musicians whose training began at a later age. However, in response to questions about his study, Schlaug et al preferred not to recommend when music should be taught, since some very skilled musicians began performing in their twenties or thirties. Schlaug et al. also reported that most musicians who have perfect pitch started music lessons before the age of seven. However, according to Diamond and Hopson (1998), â€Å"early music training is associated with more growth in this one particular brain region†¦. if training starts later or is absent altogether, perfect pitch rarely shows up† (p. 4). Zatorre (2003) reported evidence that infants are born with nervous systems devoted exclusively to music. Studies are showing that early and ongoing musical training can help organize and develop children’s brains. In a study to determine the effect of systematic prenatal musical stimulation by observing musical behaviors exhibited between birth and 6, Fujioka et al (2006) found that infants who received systematic prenatal musical stimulation exhibited â€Å"remarkable attention behaviors.   Those infants could imitate accurately sounds made by adults (including non-family members), and appear to structure vocalization much earlier than infants who did not have prenatal musical training† (p. 21).   Only quite the researches focused on the prenatal musical training of the fetus. Personal Reflection I believe that musicians have more active contribution to brain development because they are required to perform in more complex sequences of finger movements. Musicians are regularly adapting to decisions on tempo, tone, style, rhythm, phrasing and feeling-training the brain to become incredibly good at organizing and performing a lot of activities all at the same time. Musicians in my point of view, exercise orchestration that have better payoff for lifelong attention skills, intelligence and skills in self-knowledge and self-expression. In my own opinion, there is a significant relationship between music and brain development. There is an interrelationship between music and education because of the eight basic intelligences:   linguistic; logical-mathematical; spatial; bodily-kinesthetic; musical; interpersonal; intrapersonal; and naturalist. Although, these intelligences are different from musical intelligences:emotional, spiritual and cultural than the other kinds of intelligences. Most importantly, he assumed that music could help some organize the way they think and work by helping them develop in other areas, such as math, language, and spatial reasoning. Gardner criticized school districts that sacrificed music in children’s education, calling them â€Å"arrogant and ignorant about the value of music education† (p. 142). Essay 2-The Mozart Effect Rauscher et al. (1993) used the term Mozart effect to describe the results of their study on the relationship between music and spatial task performance. It is based on the ear’s role in the development of movement, balance, language and pre-verbal communication as well as the integration of neurological responses stimulated by music The Mozart effect also refers to the way music is used to enhance the quality of life. For example, music helps children in obtaining good health, education, and creativity (Cjabris, 1999).   Rauscher et al. (1997) gave a group of college students three 10-minute-long sets of standard IQ spatial reasoning tasks: listening to a Mozart sonata for two pianos, listening to a relaxation tape, and sitting through silence. The results showed that the individuals who listened to Mozart had a distinct advantage in spatial task performance. Steele et al (1999) noted that students performed better â€Å"on the abstract/spatial reasoning tests after listening to Mozart than after listening to either the relaxation tape or to nothing† (p. 2). Although conditions differed significantly between music, silence, and relaxation, Shaw and his colleagues were careful to qualify the study results. Although spatial reasoning test scores rose as a result of listening to Mozart’s piano sonata in D major (K488), the effects were temporary. Jenkins (2001) noted that â€Å"the enhancing effect of the music condition is temporary, and does not extend beyond the 10-15 minute period during which subjects were engaged in each spatial task† (Rauscher et al., 1993, p. 2). The authors posed several questions for further research: â€Å"Could varying the amount of listening time optimize the Mozart effect? Could listening to Mozart also enhance other intelligence measures such as short-term memory, verbal reasoning, and quantitative reasoning? Would other kinds of music have an effect on IQ performance† (p. 2)? Though the answers to these questions were unclear, the authors concluded that music lacking in complexity failed to enhance performance. They also concluded that the complexity of Mozart’s music was responsible for its enhancing effect. Rauscher et al. replicated and extended these findings in 1995. They used the same tasks used in their first experiment but extended the types of listening examples used. College students were divided into 3 groups: those exposed to silence, the same Mozart music used in the 1993 study, and a piece by Philip Glass. As before, the Mozart group showed a significant increase in spatial IQ scores. Tomatis, a French physician, psychologist, and educator, researched the connection between early childhood development in the 1960s and the music of Mozart (Jenkins, 2001). College students listened to a Mozart sonata, then performed complicated visual tasks involving cutting and folding paper. However, there was no difference in the way these tasks were performed by either the students who listened to the sonata or the control groups who just relaxed before taking the test or listened to other kinds of music. Schellenberg (2006) pointed out that the studies on music instruction insubstantial overall because researchers only tried to repeat and extend their findings. For example, no one knew exactly which kind of musical training produced results and which kinds did not, who benefited most from it, and how long any intellectual gains resulting from music training lasted. In another study, Chabris (1999) reviewed previous studies and compared the effects of the Mozart recordings. Results revealed a statistically insignificant increase in the ability of individuals to complete tasks requiring spatial visualization skills and abstract reasoning. Chabris noted that â€Å"if listening to Mozart improves cognitive performance at all, it’s by improving overall cognitive arousal and concentration. It shouldn’t be viewed as an intellectual miracle drug† (p. 1). Steele (2001) agreed with Chabris, by stating that â€Å"there is a problem with the concept of classical music as Gatorade for the brain† (p. 1). A number of other researchers (Crncec et al, 2006) supported the belief that classical music does not increase basic intelligence. Rauscher, et l (1995) noted that because many researchers only measured the effect on general intelligence instead of on spatial-temporal abilities, they failed when they tried to repeat the original experiment. In 1995, Rauscher et al. replicated this study and again found that spatial-temporal reasoning improved after listening to the Mozart Sonata. Though daily exposure to Mozart’s music produced daily increases in scores, this effect did not apply to all styles of music or to all areas of intelligence. For example, Phillip Glass’ minimalist music did not enhance spatial-temporal reasoning. Further, the students’ scores did not improve when they performed a short-term memory task after listening to Mozart. Rauscher et al. (1999) concluded that â€Å"although the Mozart effect is intriguing and holds great promise for further explorations into the transfer of musical processing to other domains of reasoning, merely listening to music probably does not lead to lasting enhancement of spatial-temporal intelligence. Listening to music is a passive experience for most people, and does not require the involvement that actively creating music does† (p. 2).   This observation led researchers to suspect that actively creating music has greater benefits for spatial temporal intelligence than simply listening to it. Combining separate elements of an object into a whole or arranging them in a specific order are spatial-temporal operations. They require successive steps, which are dependent upon previous steps. Spatial-logical operations also require recognition of similarities or differences among objects and are generally one-step processes. For example, a child who is asked to classify objects according to their color or shape would be performing a spatial-logical operation. The Rauscher et al. (1999) model predicted that music training may increase spatial-temporal task scores, but not necessarily spatial-logical tasks. These studies did suggest casual relationships between music and spatial task performance. The authors concluded that music education was helpful for maximum cognitive development by demonstrating that music could improve the intellectual functioning of children. Personal Reflection In my own opinion, the study in Mozart effect is a new proof of music’s education and its importance. Since it is believed to development a child’s IQ, schools must offer music programs to help their students in a very substantial way. Music educators should work towards the inclusion of music education in the curriculum of public education. Also, the public’s perception of music education must be altered so that policymakers in education are forced to provide for conditions where music education may thrive. Many educators and researchers posit that music should be a more central part of   the school curriculum in light of studies that demonstrate a relationship between music and intellectual growth. Also, tentative research findings in support of music education have shown that people believe that there is an essential value to learning about music. Diamond (1998) argued that learning to play an instrument could increase a child’s capacity for â€Å"voluntary attention† (p. 7), while Porter (1998) concluded that music can teach â€Å"discipline, care, concentration, and perseverance† (p. 7). Music Learning and Memory for Music When memory for a sequence of visually presented letters is tested, the marked recency effect that characterizes studies of the PAS system is absent. Nonetheless, clear evidence of phonological coding is found in the form of a marked effect of phonological similarity ( Schlkind et al, 2003). auditory input. Further evidence for the interaction between self-generated phonological codes and auditory input is, of course, offered by the irrelevant speech effect. Performance is impaired by unwanted spoken material, with the crucial feature of the material being its phonological rather than its semantic characteristics, again suggesting that the interaction is occurring at a common phonological level ( Dowling, 1994). It should be pointed out at this stage, however, that the nature of the irrelevant sound is crucial. While speech in a foreign language is quite disruptive to performance, white noise is not, even when the intensity of the noise is pulsed so as to resemble the intensity envelope of the speech signal that has been shown to disrupt memory ( Dowling et al, 1995). The fact that memory is more disrupted by vocal than by nonvocal music might seem to suggest that the system is essentially speech based. It is possible, however, that the greater disruption by speech reflects the nature of the primary task, namely remembering digits, a task that is likely to operate principally in terms of the spoken names of the digits. It is entirely conceivable that a different primary task would lead to a different degree of disruption. One possibility then might be to look at studies investigating memory for environmental sounds. Unfortunately, the evidence in this area seems to be relatively sparse. Deutsch (2004) showed that their patient was better at remembering environmental sounds than spoken digits, but, unfortunately, it is possible that the task was done by first identifying the sounds and then remembering them semantically. Personal Reflection . Thinking of music memory as schematic is probably accurate for many of the interactions that both trained and untrained people have with music. However, recently I have become interested in the nature of representation when memory for music is essentially perfect. Whereas it appears that the majority of work in music cognition has examined short-term memory, I would like to examine longterm memory. By this I mean that I am interested in the way well-learned music is represented. People are able to remember a large repertory of music and retain it for many years. What kinds of codes make this retention possible? Clearly, proposing verbal codes in the traditional sense is impractical when trying to understand memory for melody (as opposed to the lyrics in vocal music). Even if we assume that a small minority of musicians can encode tunes in terms of musical structure, motor commands, or musical notation, the successful retention of music by untrained people suggests the existence of other types of durable codes. The explication of those codes has been the goal of my current program of research References    Blood, A., & Zatorre, R. (2001). Intensely pleasurable responses to music correlate with activity in brain regions implicated in reward and emotion. Proceedings of the National Academy of Sciences,98, 11818-11823. Brust, J. (2003). Music and the neurologist: A historical perspective. In I.Peretz, & R. Zatorre (Eds.) The cognitive neuroscience of music (pp. 181-191). New York: Oxford University Press. Chabris, C (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400, 6747, 826-7. Crncec, R., Wilson, S., & Prior, M. (2006). No evidence for the Mozart effect in children. Music Perception, 23(4), 305- 317. Deutsch, D. (2004). The octave illusion revisited again. Journal of Experimental Psychology: Human Perception and Performance, 30 (2), 355-364. This article can be downloaded from Psych Info and from the author’s web page. Dowling, W. J. (1994). Melodic contour in hearing and remembering melodies. In R. Aiello (Ed.) Musical perceptions, (pp. 173-190 ). New York: Oxford University Press. Dowling, W. J. , Kwak, S., & Andrews, M. ( 1995). The time course of recognition of novel melodies. Perception & Psychophysics, 57(2), 136-49. Fujioka, T., Ross, B., Kakigi, R., Pantev, C., & Trainor, L. (2006). One year of musical training affects development of auditory cortical-evoked fields in young children. Brain, 129, 2593-2608. This article can be downloaded. Jenkins, J.S. (2001). The Mozart effect. Journal of the Royal Society of Medicine,   94,170-172. Patel, A. (2003). Language, music, syntax and the brain. Nature Neuroscience, 6(7), 674-681. This article can be downloaded. discuss it from the neuroscientific perspective. Peretz, I., & Zatorre, R. (2005). Brain organization for music processing. Annual Review of Psychology, 56, 89-114. This article can be downloaded. This is an excellent review. Rauschecker, J. (2003). Functional organization and plasticity of auditory cortex. In Peretz, I., & Zatorre, R. (Eds.) The cognitive neuroscience of music (pp. (357-365). New York: Oxford University Press. Rauscher, F. (1999). Reply to Prelude or requiem for the â€Å"Mozart effect’? Nature, 400, 6747, 827-8. Schellenberg, E. G.(2005). Music and cognitive abilities. Current Directions in Psychological Science, 14 (6), 317-320. This article can be downloaded. Schellenberg, E.G. (2006). Long-term positive association between music lessons and IQ. Journal of Education Psychology, 98 (2), 457-468. This article can be downloaded. Schlaug, G. ( 2003). The brain of musicians. In Peretz, I., & Zatorre, R. (Eds.) The cognitive neuroscience of music (pp. (366-381). New York: Oxford University Press. Schulkind, A., Posner, R., & Rubin, D. (2003). Musical features that facilitate melody identification: How do you know it’s â€Å"your† song when they finally play it? Music Perception, 21, (2), 217-249. Steele, K., Dalla Bella, S., Peretz, I., Dunlop, T., Dawe, L., Humphrey, K., Shannon, R., Kirby, J. Jr., & Olmstead, C. (1999). Prelude or requiem for the ‘Mozart effect’? Nature, 400, 6747,826-7. Trainor, L., & Schmidt, L. (2003). Processing emotions induced by music. In I. Peretz, & R. Zatorre (Eds.) The cognitive neuroscience of music (pp. 310-324). New York: Oxford University Press. Zatorre, R. (2003). Absolute pitch: A model for understanding the influence of genes and development on neural and cognitive function. Nature Neuroscience, 6 (7), pp. 692-695.   

Professional Role/Code of Ethic

Codes of Ethis on the case of Mr. E Professional Roles and Values Western Governor University State Regulations and Nursing Standards Nursing, as other medical profession, aims at helping and saving the life of other. As much as nurses and physician wants to intervene to prolong a patient life, it’s important to consider patient’s wishes. Ethically, intubating Mr. E without proper discussion and consideration of his wishes is against his living will. It’s a violation of Provision I of ANA Code of Ethics in respecting patient’s dignity.The nurse also fail to meet the Standards of Competent Performance based on California Code of Regulation, Article 4, code 1443. 5, which stated â€Å" [nurses] acts as the client’s advocate, as circumstances require, by initiating action to improve health care or to change decisions or activities which are against the interests or wishes of the client [†¦]† (p. 70) Implication. According to code 2. 1 †Å"Primacy of patient’s interest† from American Nurses Association, it’s the nurse’s commitment to respect the uniqueness of each patient, and respect patient’s wishes.Therefore, the nurse is responsible to seek for a solution if patient’s wishes are conflict with others (p. 5). Based on the above codes, the nurse in the scenario must inform Mr. Y about Mr. E’s wish. The nurse also need to assess Mr. Y understanding of risk and benefit of the procedure, so he would have all the neccesary information to make decision. Code of Ethics The Code of Ethics was developed by the American Nurses Association as a framework for ethical guideline. The work serves as a standard in assisting nurses making ethical decision.According to the ANA Code of Ethics,(2001), provision I stated that nurses must treat patient with compassion and respect the patient’s dignity, worth, and uniqueness, regardless of social and economical status, nature of hea lth problem, and person’s attributes (p. 1). In specific, the interpretive statement 1. 4, in which the focus is on patient’s right to self-determination, is appropriate to apply in this scenario. (p. 4) Impact of Code. Code 1. 4 stated that nurses respect patient’s dignity by honor his or her own wishes. Thus, it’s important to inform Mr.Y of Mr. E’s wish as â€Å"do not resuscitate† (DNR). Although Mr. E is mentally challenge, he has his own feeling and perspective on his health status. Moreover, the patient’s mental condition when he signed Advance Directive and Power of Attorney is unclear; therefore, ignoring his wishes is a false assumption and an understatement to his decision-making capabality. As a nurse in this scenario, I would inform Mr. Y of his brother wish on Advance Directive. Ethics of Putting Patient on Ventilator. Putting Mr. E on ventilator based on the niece’s permission is unethical.The decision didnâ€⠄¢t make based on patient’s best interest due to Mr. Y unawareness of Advance Directive. In addition, the niece made the decision instead of Mr. Y; therefore, the patient’s Power of Attorney was not followed completely. As the nurse, I would call Mr. Y to explain the situation and the decision of his niece. I would also inform him of the patient’s wishes in the Advance Directive. As an advocate for patient, I would also bring up the patient’s wish to the physican’s attention, and discuss the need to inform both Mr. Y and his niece of the Advance Directive.Although Ms. H doesn’t have Power of Attorney, she plays a role in assisting Mr. Y decision-making since Mr. Y called her for suggestion. Ethics of Authorizing Ventilator. Mr. Y should considers his brother’s wish based on the Advance Directive. Mr. Y should also ask for the risks and benefits of putting his brother on ventilator. As his brother, Mr. Y would want to prolong his broth er’s life; however, Mr. Y should take in account of his brother’s desire, quality of life, and the extend of suffering. If Mr. Y doesn’t agree with the Advanced Directives, Mr.Y’s authorization is valid since the Advanced Directives is not fully completed. Analysis of Mr. E’s Advanced Directives Because of Mr. E mental health status, his capabality to make decision is unclear when he signed the Advanced Directives. Moreover, according to EmedicineHealth, â€Å"it’s important that the designated power of attorney knows and understands your [the patient] wishes† (Nabili, 2012). However, family member didn’t sign the Advance Directives, and the involvement of family is unclear. Thus, the appointed Power of Attorney may not know and understand the patient’s wish.The patient and family might not discuss patient’s decision. In addition, when the decision of Mr. Y conflicts with the decision of Mr. E in Advance Directive s, the situation becomes very complicated. HIPAA Aside from Mr. E complicated situation, there are major Health Insurance Portability and Accountability Act (HIPAA) violations in the scenario. The physician violated patient’s right to privacy protection by discuss his medical condition and situation to Ms. H in the waiting room, a public place. The information was disclosed to other patients, to Ms.H’s boyfriend, and other non-related health care staff. Moreover, discussing Mr. E condition to Ms. H should be questioning because Ms. H, although she’s the patient’s niece, is not the appointed power of attorney. One of the nurse role is advocate for paient. By not protecting patient’s privacy, a nurse also violate HIPAA. The nurse, although aware of the physician violation, did not intervene to protect Mr. E’s information. Therefore, she could be hold accountable for violation of HIPAA. In this scenario, a nurse commented on ignoring HIPAA.The nurse is not only violated patient’s privacy legally, but also ethically according to ANA Code of Ethics. Besides physician and nurse, the facility is also accountable for HIPAA violation, for the facility did not reinforce the importance of HIPAA with its staff and physician. Professional Conduct As the above paragraphs discuss, the nurse fails to conduct the standard of nursing by ignoring patient’s rights for privacy protection. By stating â€Å"forget it†¦no one pays attention to HIPAA anyway,† the nurse is at risk for violating HIPAA.Beside HIPAA, the cafeteria nurses fail to act as patient’s advocacy by stating â€Å" What difference does it makes? The guy’s got diabetes, ir retarded, and is already in a nursing home. † This nurse violated Provision I in Code of Ethics by ANA in which a nurse cares for patient with compassion and respect regardless of social and economical status, personal’s attribute, and nature of health problems (p. 1). Futhermore, lack of knowledge of Advance Directives is a misconduct of Provision II in Code of Ethics by not â€Å"primacy patient’s interest† and respect patient’s wishes.Steps. To avoid misconduct of professional standard, the nurse in this scenario should talk to the physician in private about disclosing patient information. The nurse first suggests to call Mr. Y and obtain permission to discuss care with Ms. H; then the nurse must inform Mr. Y the Advance Directives as well as assess Mr. Y understanding of risks and benefits of the procedure. Obtaining informed consent from Mr. Y is also a crucial step. If Mr. Y can’t be reach in a time sensitive manner, the nurse should contact the agent that helped Mr.E with the Advance Directive; she can then obtain information related to Mr. E decision-making ability at the time, and inform doctor and charge nurse for decision-making. However, in this scenario, the nurse should notify charge nurse and higher chain of command about the situation and the violation of HIPAA. Ethical committee should be notified to consult for appropriate actions. Regarding her colleagues, the nurse should inform her supervisor, without naming name, the need to orient staff regarding HIPAA, Advance Directives, and reinforce in Code of Ethics.By taking appropriate interventions, the nurse ensures dignity in patient care and maintain respect in work environment. References American Nurses Association. (2001). Code of ethics. Retrieved from http://nursingworld. org/MainMenuCategories/EthicsStandards/CodeofEthicsforNurses/Code-of-Ethics. pdf California. (2005). California nursing practice act: With regulations and related satutes. Matthew Bender & Co. , a member of the Lexis Group. Nabili, S. (2012). Advance directives. Retrieved from http://www. emedicinehealth. com/advance_directives/page2_em. htm

The Dinosaurs and Prehistoric Animals of Missouri

Violence at Work Westside Health Sytems - 1413 Words

Violence At Work: Westside Health Systems Located in Chicago, Illinois is a private nonprofit health care system called â€Å"Westside Health Systems†. The company consisted of a hospital, a nursing home and 5 minor emergency clinics. Maryanne Walker is the Director of Pharmacy Services, and oversees the main pharmacy located in the hospital, a pharmacy in the nursing home and four satellite pharmacies. She directly reports to her supervisor Nancy Smith. Maryanne is one of 5 total supervisors in Pharmacy Services. Rhonda Carter the inventory supervisor , is the direct supervisor of both employees involved in the allegation : Susan Miller and Brenda Lawson, both pharmacy technicians in the receiving area. The episode claimed that Susan had†¦show more content†¦Skills in taking disciplinary actions. Basic skills in handling crisis situations. Basic emergency procedures, including who to call and what support resources and services are available. Appropriate screening of pre-employment references. Basic skills in conflict resolution. 2. In light of this incident, should West-side change any of its standards of behavior policies or Corrective action policies? Explain. The only changes that I would suggest to West-Side regarding their standards of behavior policies would include: In any verbal counseling, both the employees direct supervisors should be present along with a member of upper management. This would ensure that no favoritism is being placed in one employee over another. Further, I would ensure that employees sign a statement acknowledging the fact that verbal counseling was undertaken. In written counseling, I again would require that each employee sign a statement that they received said written counseling. I am not sure how well written counseling would be as it does not require personal interaction between the employer and employee. Include a statement that indicates all parties involved will be required to meet management to discuss the matter. Failure to do so may require said employee to be reprimanded for simply refusing said meeting. The system of correction that West-side has is not a progressive one. I would suggest that it is progressive. If an employee is

White Collar Crime Costs American Tax Payers - 2111 Words

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Symbolism of the Sea in the Awakening free essay sample

Symbolism of the Sea In Kate Chopin’s â€Å"The Awakening,† the sea is symbolic throughout the novel, mostly symbolizing the rush that it brings Edna. When Edna finally learns how to swim, she gets a taste of freedom and the power she has within herself. She recalls, A feeling of exultation overtook her, as if some power of significant import had been given her to control the working of her body and her soul. She grew daring and reckless, overestimating her strength. She wanted to swim far out, where no woman had swum before. Chopin, 2005, Chapter 10, para. 7)† Her feelings of euphoria come from the power that she newly received, which feels as if she has never been in control. The mention of her soul shows that her feeling transcends beyond the being able to swim. As Edna swims out farther, the novel reads, She turned her face seaward to gather in an impression of space and solitude, which the vast expanse of water, meeting and melting with the moonlit sky, conve yed to her excited fancy. We will write a custom essay sample on Symbolism of the Sea in the Awakening or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page As she swam she seemed to be reaching out for the unlimited in which to lose herself. (Chopin, 2005, Chapter 10, para. 10)† The farther Edna is away from the people on the beach, the closer she is to the â€Å"unlimited. † In that instant, the sea becomes the sanctuary in which Edna can lose her superficial self. Then there is nothing left but the essence of her being and the power she has over herself. References Chopin, K. (2005). The awakening [VitalSource digital version]. Raleigh, NC: Hayes Barton Press.

Road Safety Research Proposal Essay Example

Road Safety Research Proposal Essay Road safety is the complex of factors which ensure the safe situation for the traffic and pedestrians on the roads, preventing them from accidents and dangerous situations. It is obvious that the existence of the human society and the human civilization is closely connected with the condition and quality and quantity of roads, because people always travel form one place to another, transport resources and production of different kinds with the help of roads. The roads existed in the prehistoric times and even thousands years ago the quantity of roads reflected the success and power of the country. Nowadays the situation is fairly the same and every country pays much attention to the quality of the roads which can serve for the great number of vehicles of various kinds. Unfortunately, the road is a dangerous place, because every minute there is an accident on the roads all over the world. There are car crashes, accidents with motorcycles, bikes, pedestrians and passengers who lose the ir life and health on the road. The policy of the road safety is aimed at the improvement of the quality of the roads and their safety for everyone. The road safety touches upon the issues of speed, distance, interval, etc. The safety of the roads is maintained with the help of the special lines for the public transport, trucks, bicycles and pedestrians. In addition there are special places for the pedestrians who want to cross the road. The situation in the boarders of a city, small town and village is supported with the help of the traffic lights, road markings, road signs and the representatives of the police services. The situation on the highways is more complicated and the vehicles have to follow the distance and speed between one another. The issue on road safety is quite difficult for the research, because every country has different strategies and norms of safety. The student can work out his own standards of road safety and present them in the research proposal which would try to persuade the teacher in the success of the chosen topic. The student should write about the relevance of the problem on road safety, the purpose of the research, the methodology of the research and must demonstrate the ideas and solutions to the problems and weak sides of the system of the road safety. We will write a custom essay sample on Road Safety Research Proposal specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Road Safety Research Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Road Safety Research Proposal specifically for you FOR ONLY $16.38 $13.9/page Hire Writer A research proposal is a troublesome assignment because students often fail to prepare the assignment correctly and absolutely forget about the convincing tone of the text. Fortunately, the young person is able to take advantage of a free example research proposal on road safety in the Internet. The strong side of a free sample research proposal on road safety is the opportunity to borrow a few pieces of quality advice for the successful writing. At EssayLib.com writing service you can order a custom research proposal on Road Safety topics. Your research paper proposal will be written from scratch. We hire top-rated PhD and Master’s writers only to provide students with professional research proposal help at affordable rates. Each customer will get a non-plagiarized paper with timely delivery. Just visit our website and fill in the order form with all proposal details: Enjoy our professional research proposal writing service!