The Origin Of Salsa Music Film Studies Essay

The Origin Of Salsa Music Film Studies Essay The Caribbean region was the first American area to be populated by the immigrants from Africa. Those people with features and traits that differed greatly from the population of two American continents could nor but had a strong influence upon all the spheres of life of the Caribbean region. Their impact embraced the most various spheres: arts, literature, speech, religion, and, of course, music and dance. Their impact was great. Nevertheless all the following waves of immigrants brought to Americas their culture too, the influence of the African people was the greatest: everybody adopted their culture. The vital energy of African people let them took the Caribbean culture, transform it and create a new one, unique and unusual. That phenomenon got the name of creolization the adoption of new African black culture and its quick and effective spread across two continents. Since then Latin American music could avoid the influence of strong African rhythms. The rhythmic loud energetic black music had imprinted the African homeland of the Caribbean inhabitants forever. That is why many genres of the worlds most favorite music originate from Latin America. They come from such countries as Cuba, Puerto Rico, Chile, Argentina, Colombia, Costa Rica and many others. One of the most popular and famous genres of music is salsa. It comes from Puerto Rico. Salsa got a very strong influence of vibrating and energetic black music from the African continent. Salsa resembles mambo to a certain extent. It actually originated from mambo having become the independent musical genre. Nowadays the name of the genre denotes a rhythm, but originally it was a genre derived from Cuban rhythms such as Chachacha, Son and Mambo. The present salsa corresponds to a music style. This modern genre plays Cuban rhythms, such a Son, Guaracha, Son Montuno and Guaguanco. In this respect Johnny Pacheco a man who is considered to have shown salsa to New York claims that salsa has always had Cuban origin and has always been its native music. The word salsa itself is of Spanish origin. It means a sauce. It can be associated with Spanish cuisine: the music may be as saucy as meals that is a possible connotation implied on the name of the genre of music. This music style was created approximately in 1960-1970s. Actually salsa is a mixture of African and Spanish music that embraces the most peculiar features of two cultures. It is filled with the history of Puerto Rica and Cuba. Salsa usually begins with a simple melody that is usually improvised. Latin jazz adapted it. Trombone adds it additional aggressiveness and makes it more alike Cuban music. Besides trombones usually add to the general rhythm of a melody; they are usually accompanied by congas, bongos and timbales. Sometimes piano and horn are also present in salsa music. The bands that play salsa music usually diversify their repertoire with songs that differ greatly from each other. They are bombas and plenas, merengue and vallenato. Practically all of them are variations of the famous Cuban son. All of them begin in the same way: with a melodic song; then a montuno break follows; then jazzy solos and instrumental breaks take their turn. The USA have slightly changed salsa music: they made a mix of different genres: meringue, salsa, cumbia, chachacha, bachata. But that actually depends on a DJ that performs music for young people. Percussion is a distinctive feature of salsa music. It can be performed by many different instruments, such as cowbells, claves, conga and timbales. The other instruments that are used during the performance of salsa music are trombones, trumpets, and bass guitar. These are the principal instruments that are necessary and actually obligatory for salsa, but some artists can add many other instruments too. That does not violate the style, but gives additional individuality to a performer of music. In other words these are manifestations of a performers individuality and own style. Recently salsa music was performed by the tres guitars. The band that performed it was called a conjunto. But actually these groups are extinct now, and the tres has become a rarity. There are often twelve people in a band. One of them is a leader that rules the whole band. There are usually from two to four players that are responsible for horns. Other members of a band usually play different instruments: co nga, bongo, piano, timbales and bass guitar. Some instruments may also be used by a singer -a vocalist: such as claves, maracas or guiro. Sometimes a vocalist also uses a bell to accompany the melody. Salsa music is considered to be more appropriate for dances. That is why many songs do not abound in lyrics. If there are some lyrics in the song, they do not usually carry a difficult content; they are easy to understand, as the main idea of salsa music does not consist in words but in music itself and the feelings it arises. Modern salsa music is often very romantic, even sentimental and besides very touching. Its lyrics very often carry a sexual and emotional implication. The music and therefore lyrics do not necessary have to be strictly and before-planned. Improvisation is very welcome during the performance. It gives the additional confidential feeling and creates a very emotional atmosphere and relations between a performer and a listener of the salsa music. Besides practically all the lyrics refer to the Afro-Catholic religion. That does not depend on a person who performs a song, but is implied in the general idea of the salsa songs. As it has already been said salsa originated from the Cuban son. It became the result of mixture of two cultures: African and European (particularly Spanish). Though the intensive development of salsa began after the 1960s, in 1930s salsa music was already rather popular in Cuba. It began to spread across the USA very quickly. American people liked the lively rhythms very much. The most popular performers of salsa music were Felix Chappotin and Arsenio Rodrà ­guez that period. Those days salsa was very close to mambo. The centers of these music genres were in New York City and New Mexico. This situation can be justified by the fact that many bands that performed Latin music were attracted by the developing Hollywood. Most of the members of salsa and mambo bands were of Cuban and Puerto Rico origin. They were Perez Prado, Machito, Tito Rodrà ­guez and Tito Puente. New York really likes that music of African immigrants. Mambo and therefore jazz were in a great degree influenced by jazz music. However jazz tradition was greatly developed in the era of bebop. The 1950s also liked the Latin music. The main popular genres were rumba, mambo and chachacha. They were already widespread across the USA and Europe. Unfortunately the Cuban Revolution of 1959 cut the relations between New York and Cuba and salsa motives declined a little bit. The Latin music leaders of the 1960s were Johnny Pacheco, Ray Barretto and Eddie Palmieri. Nevertheless the crisis in the relations between Cuba and New York Latin music developed gradually as the Afro-American culture had a very strong influence. However the modern salsa is said to have got the strongest push in 1960s in New York. By this time Latin music did not have that strong influence as it did. It gave way to other music genres and directions: doo wop, rock and roll and RB. Still people could hear Latin mambo, salsa and other Latin genres in different parts of New York but they have lost their leading part in musical world of that period of time. They ceased to be the most famous American music. Among the popular performers of salsa of those times were and the Lebron Brothers and Joe Bataan. In the late 1960s the political situation in America became rather unstable. A lot of groups and political organizations were formed by the young population of Afro-American part of the country. These organizations were of rather radical character, such as Black Panthers for example. The Latin part of the population could not stand apart from these active actions of young generation of Americans and also took part in these movements. It could not but reflected on Latin music. It became more mixed, more energetic and more aggressive. It was also based on Cuban son, because it had been the most favorite music of many people for a long time. Besides, it was favored both in New York and in Puerto Rico. By the 1970s the salsa centre moved to the Cheetah and Manhattan. In Manhattan a recording company Fania Records was organized. This company paid much attention to the rising stars of salsa music. Actually it is the credit of this company that the world saw many great performers of salsa music. Fania Records studio was founded by a flautist from the Dominican Republic Johnny Pacheco and Jerry Masucci, an impresario. But the peak of Fania Records career coinsided with the work of Hà ©ctor Lavoes El Malo and Willie Colà ³n in 1967. They introduced some new melodies: plena tunes and son montuno. These motives became the gound for the modern salsa genre. Several years later after the hard work of many people salsa music was actually reborn: the year 1971 saw the performance in Cheetah nightclub. More than one thousand people gathered in order to hear the fascinating tunes of salsa music; that became a new push in the salsa development. It spread rather quickly outside the New York City and reached Miami, Puerto Rico, Cuba, Colombia and many other places. Cali (the city in Colombia) became one of the worlds centers of salsa music. Salsa also was very honored in many places, such as Caracas, Guayaquil and Panama City. That became a very good ground for the further development of salsa music. It spread across Colombia, Mexico, Dominican Republic, Cuba, Venezuela, Puerto Rico and some other countries of Latin America. This new style of music became something more than just a musical genre. Many Latinos associated it with their native music, the music of their culture and their people. The number of salsa bands increased greatly. In New York some radio stations appeared that translated salsa music only. Thus, the Sunday Salsa Show, for instance, became one of the most popular programs in New York. The audience of this show comprised more than one million people who put all their affairs aside every Sunday when the show began. The most popular performers of salsa music that period were Celia Cruz and Eddie Palmieri. They brought some modern innovations to salsa music and made it popular for the next twenty years 1970s and 1980s. The album of salsa music Siembra that saw the world that period became t he best-selling album of Latin music in the whole history. The innovations made by Celia Cruz and Eddie Palmieri did not stop. They were made by many other people after them. Salsa musicians loved this music very much and from the very depths of their hearts brought something new in it. Willie Colà ³n, the leader of a salsa band, introduced the cuatro that was a string Puerto Rican musical instrument. This instrument became popular not only in salsa music, but also in rock, jazz and many other directions including Brazilian and Panamanian music. A man from Fania Records whose name was Larry Harlow made another great innovation in salsa music. He introduced electric piano into it. Thereby salsa genre acquired new features, became a little bit different and therefore fresh and interesting for the new generations. Despite this some of the Latin listeners turned to hip hop, disco, techno or other styles of popular modern music of that period. The 1980s saw another rebirth of salsa music. This time it was made by salsa music band La Verdad and their leader Joe Arroyo. They added the new breath in salsa genre. It has already been said above that modern salsa has romantic and sweet character. Exactly the 1980s gave it this sweetness. During these years salsa music acquired its sweet melodies and romantic character. It became more perceptional, more sensory, and sexual. It became evident after the album Noches Calientes by Josà © Alberto with Louie Ramirez as a producer was released. That provoked a wave of romantic singers and romantic songs. This genre became less popular among energetic Latin people, but it found the new admirers in America among young generation. In the 1980s salsa became very diverse and spread across Mexica, Argentina, Peru, European countries and even Japan. During this period musicians experimented with various genres. They tried to combine different elements of other musical directions and find something new. They succeeded in their intentions as salsa was combined with hip hop and many other popular genres. Some people as Sergio George, for example tried to revive salsas commercial success of the previous years. This man worked with Japanese musicians and made everything possible to bring something new in salsas genre. The most prominent performers of that period were Celia Cruz, Tito Nieves, La India, Josà © Alberto, Luis Enrique and Tito Puente. The years 1990s saw salsa revival. It already had its own genre which was called timba. Such bands as NG La Banda and Los Van Van made a lot to develop it. It still remained Colombian music. Some singers created their own style of performing salsa music. Carlos Vives was among them. He made a lot to popularize it. And he succeeded much as his work resulted in the rising of such stars of salsa music as Gloria Estefan. Nowadays a steady growth in the genre of salsa music is observed. There a lot of performers of it (La India, Brenda K. Starr, Marc Anthony, Son By Four and Và ­ctor Manuelle) and every one of them introduces new elements into this peculiar music that has already proved its independence from the other musical genres. It is popular not only in the Latin America, but in many other countries of the world. This genre of music proved itself to be resistant to social changes and to the changes of time. That is why it does not seem to stop its developing and it surely promises the admirers of it to introduce new elements and to give the world new stars. The innovations of the last time are Latin house, salsa-merengue, merenhouse, salsaton. Since 1990s the African population seems to revive the interest to salsa music. They gave the world such musicians as Bambino Diabate, Bambino Diabate, Ricardo Lemvo. And the world will definitely see new and new salsa stars.

The Sensory Stimulation Theory Education Essay

The Sensory Stimulation Theory Education Essay Chapter 2 Literature Review Learning: Learning is a relatively permanent change in behavior with behavior including both observable activity and internal process such as thinking, attitudes and emotion(Burns, 1995) According to Bruner, learning is a social process, whereby students construct new concepts based on current knowledge(Thanasoulas). There are different theories about learning that is how people learn. It is very useful to consider their application and how student learn and how teachers teach in educational programmes(Dunn, 2002). It is also very important to know that every does not learn by the same way. This understanding helps teachers to devise effective strategies for teaching(Sirhan, 2007). Burns definition shows that learning might not manifest itself in observable behavior until some time after the educational programme has taken place. Sensory Stimulation Theory: According to sensory stimulation theory effective learning occurs when the senses are stimulated. According to Laird, research has proved that the majority of knowledge held by adults (75%) is learned through seeing. Hearing is the next most effective (about 13%) and the other senses touch, smell and taste account for 12% of what we know (Laird, 1985). Reinforcement Theory: Reinforcement theory was presented by B.F. Skinner. Skinner viewed that behavior is a function of consequences. The learner will repeat the desired behavior if positive reinforcement (pleasant consequent consequence) follows the behavior. (Laird 1985, Burns 1995). Competency based Training is based on this theory and although it is useful in learning repetitive tasks like multiplication tables and those work skills that require a great deal of practice, higher order of learning is not involved (Burns, 1995). Cognitive-Gestalt approaches This approach emphasizes on the importance of experience, meaning, problem-solving and the development of insights (Burns, 1995, p. 112) Burns notes that this theory has developed the concept that individuals have different needs and concerns at different times, and that they have subjective interpretations in different contexts. Holistic learning theory The basic premise of this theory rests on that for learning to be effective require activation of individual personality which consists of many elements specifically the intellect, emotions, the body impulse (or desire), intuition and imagination (Laird, 1985, p. 121). Facilitation theory (the humanist approach) Laird (1985) discussed this theory and ascertained that learning will occur by the educator acting as a facilitator, that is by establishing an atmosphere in which learners feel comfortable to consider new ideas and are not threatened by external factors. He further characterized this theory by arguing that i) human beings have a natural eagerness to learn ii) there is some resistance to, and unpleasant consequences of, giving up what is currently held to be true and that the most significant learning involves changing ones concept of oneself. Experiential learning Kolb (in McGill Beaty, 1995) proposed an experiential learning model which is a four-stage learning process. In fact, the process can begin at any of the stages and is continuous in that there is no limit to the number of cycles you can make in a learning situation. This theory posits that without reflection one would simply continue to repeat our mistakes. Kolbs research found that people learn in four ways with the likelihood of developing one mode of learning more than another. As shown in the experiential learning cycle model above, learning is i) through concrete experience ii)through observation and reflection iii)through abstract conceptualization iv)through active experimentation. It is worth discussing Kolbs work further Constructivism Constructivism is a theory founded on observation and scientific study about how people learn. It is a method of teaching that encourages the thought process of the student and assumes that prior knowledge, attitude, motivation, and learning style affect the learning process (Spencer, 1999).It is the idea that the learners construct their own knowledge. Constructing of knowledge is a personal process where the student is involved in their own learning by seeking to find meaning to their present and past experiences (Boghassiam, 2006). Constructivism may become an alternative methodology to the traditional teaching method known. The traditional method for teaching science has its roots in what is called behaviorism, which is the belief that an idea can be transferred intact from the mind of the instructor to the mind of the student, or that telling is teaching (Spencer, 1999). Behaviorism views the student as an unreflective responder (Boghassiam, 2006).When implementing the behaviorism method; students are expected to respond to questions in class or on a test. If their answers are correct, they receive a good grade as a way to encourage their good behavior. If the student does not get the answer correct, they will receive a poor grade with the hope to send the message to the student that their behavior is bad and that they need to change it until they get the answer correct. There is no subjective element to learning-either in determining what to study or in how information is interpreted, used, or understood (Boghassiam, 2006). Behaviorism dominated the educational landscape 25 years ago, while the foremo st learning theory today is constructivism (Boghassiam, 2006). Table 1 lists some comparative features of behaviorism and constructivism. Table 1. Comparison of Behaviorism and Constructivism Constructivism Behaviorism Knowledge is constructed. Group work promotes the negotiation of and develops a mutually shared meaning of knowledge. Individual learner is important. The ability to answer with only one answer does not demonstrate student understanding. Truths are independent of the context in which they are observed. Learner observes the order inherent in the world. Aim is to transmit knowledge experts have acquired. Exam questions have one correct answer. (Spencer, 1999). New Directions in Teaching Chemistry: A philosophical and Pedagogical Basis. Journal of Chemical Education, 76(4), 566. Professor Jean Piaget lifes work was based on the study of the nature of knowledge and the childs psychology. Jean Piagets theory on the mental development of children included the concept of cognitive structures, which the child himself constructs in interaction with the environment in a continuous way from birth to adolescence (Schwebel Raph, 1973). Advocates of constructivism agree with Piaget claiming that constructivism is the individuals processing of stimuli from the environment and the resulting cognitive structures that produces adaptive behavior (Kathleen Bahr, 2008)(Brandon, 2010). These structures take the form of schemata, explanations, and experiences that a student uses to understand the world they experience around them (Todd, 2004, p. 12). The philosophy of constructivist education operates by four major assumptions. The first assumption is that previous constructs are the foundation of the learning process in each student. In other words, new information is transformed and interpreted based upon what a student previously learned. Second, assimilation and accommodation processes lead to new constructions. New information may not be able to assimilate with previous knowledge, so the student accommodates the new information resulting in new zones of cognitive development or higher learning. Third, learning is not mechanical, but a process of invention. This is the idea that students hypothesize, predict, manipulate, and construct knowledge, rather than simply memorize facts. Finally, constructivists assume that meaningful knowledge occurs through reflection and the linking of new information to the existing framework of knowledge.(Brandon, 2010) Piaget discusses constructivism by explaining it as intelligence, what it means, where it comes from, and how it is developed. From Jean Piagets point of view, intelligence is the ability to adapt to new situations. In order to adapt to a new situation, a person must comprehend the situation and come up with a solution through their understanding. In order to understand a new situation, one must assimilate it to knowledge that has already been built and brought to the situation. Piaget calls this knowledge that is brought to the new situation as structures. Knowledge is in some way organized or structured for all ages. Structures become more elaborate as a person grows older (Schwebel Raph, 1973, pp. 217-218). An example of this would be adult humor. A 4 year old and their parent can go to the movies and there will be concepts in the movie that the adult will comprehend, that the child will not. Another example of richer structures of knowledge amongst older people can be tested by asking what the first thing that comes to mind when a 4, 10, and 20 year old hear the word mommy. A 4 year old may say she loves me or I love her. A 10 year old may say she stays home and takes care of the house. A 20 year old may respond with motherhood. Piaget would explain that because knowledge is an organized structure, no meaningful concept can exist in isolation (Schwebel Raph, 1973). To the contrary, a behaviorist would expect for each person to have the same answer when thinking of the word mommy. The development of intelligence is a continuous process of constructions from birth to adolescence in a sequence that is the same for all children in all cultures (Schwebel Raph, 1973, p. 222). A behaviorist would state that knowledge is absorbed from the outside, while Piaget would see knowledge as a building of structures from inside. Piaget supports his difference to a behaviorist by explaining that children would not have similar sequences in development if information was simply absorbed. The only major difference in development amongst children has been the rate of development and not the sequence (Schwebel Raph, 1973, p. 222). The four factors of development are: biological factors, experiences with physical objects, social factors of inter-individual coordination and cultural and educational transmission, and factors of equilibration (Schwebel Raph, 1973, p. 223). It is the role of the teacher to teach in such a way that all the factors are at work (Schwebel Raph, 1973, p . 224). Constructivists have shown that the model that is the closest to how students learn is called the learning cycle. A learning cycle is illustrated in Figure. Inductive Deductive E I A Exploration Concept Invention Application à ¢Ã¢â€š ¬Ã‚ ¢What did you do? à ¢Ã¢â€š ¬Ã‚ ¢What did you find? à ¢Ã¢â€š ¬Ã‚ ¢Organizes Information à ¢Ã¢â€š ¬Ã‚ ¢Data Aquisition à ¢Ã¢â€š ¬Ã‚ ¢Is there any pattern to the data? à ¢Ã¢â€š ¬Ã‚ ¢Predict, form a hypothesis à ¢Ã¢â€š ¬Ã‚ ¢What does it mean? à ¢Ã¢â€š ¬Ã‚ ¢Test hypothesis à ¢Ã¢â€š ¬Ã‚ ¢Higher level of thinking Figure . The Learning Cycle (Spencer, 1999).New Directions in Teaching Chemistry: A philosophical and Pedagogical Basis. Journal of Chemical Education, 76(4), 566. The constructivist-learning-cycle approach is also called inquiry-based and has been shown to facilitate retention of information and the transfer of thinking skills and content (Spencer, 1999). It is through the constructivist-learning-cycle that students proceed from the concrete to the abstract.(Spencer, 1999). The constructive theory encourages learners to be active creators of their knowledge. The role of the student is to pick out and transform information, build ideas, and make decisions, while relying on cognitive structures. Rather than using the teachers knowledge and textbooks for solving problems, the students comes up with solutions and develops knowledge in the learning process. The student must feel connected to their teacher for constructivist learning to occur. If the student feels disconnected from their teacher, they will go back to the old ways of learning they feel most comfortable with such as rote memorization, algorithmic techniques, and cramming (Todd, 2004, pp. 12-18).The job of the teacher is to design a learning format that is aligned with the students current state of knowledge. The teacher becomes a facilitator of knowledge asking, What do students need to learn? rather than, What do I want to teach? Recognizing students preexisting conceptions, teachers guide act ivities to build students knowledge. As each new activity is taught, the student uses previous knowledge to develop more complex ideas and integrate new information (Brandon All, 2010). The guided inquiry curriculum begins with the assumption that knowledge is not directly transferred from the instructor to the student; that is the constructivist approach is implemented and follows the learning cycle (Spencer, 1999).A closer look at guided inquiry and its practical implication will be discussed in further detail in the next section. Application of Constructivism theory Guided Inquiry Guided-inquiry learning is a process by which students discover basic concepts through active investigation (Jin Bierma, 2011).Guided-inquiry, commonly known as POGIL (for Process Oriented Guided-Inquiry Learning), has been shown to significantly increase student comprehension of difficult-to-understand concepts (Jin Bierma, 2011). Guided-inquiry is an active learning technique that focuses on concept understanding. Recent developments in classroom research results suggest that students generally experience improved learning when they are actively engaged in the classroom and when they construct their own knowledge following a learning cycle paradigm (Farrel, S.Moog, Spence, 1999).Active learning techniques are used by educators who recognize that students learn better by doing rather than listening (Jin Bierma, 2011) Guided-inquiry is commonly used in chemistry labs. The student is guided through questions in their lab assignments until they discover the concepts where the mechanisms at work are too small to observe with the naked eye (Jin Bierma, 2011). The student looks for trends and patterns in the data they collect. At that point they would form a hypothesis and then test their hypothesis. The goal is to make connections between observations and principles. This approach is based on the learning cycle: data collection, concept invention, and application (Farrel, S.Moog, Spence, 1999). Throughout the entire lab the student would be asked guiding questions to require the student to think about the various steps rather than simply following instructions (Farrel, S.Moog, Spence, 1999) With the implication of guided-inquiry methods, students work in teams with specifically designed guided-inquiry materials. The materials will either provide information or guide students through experiments, so they can collect their own information. These materials can be in the form of worksheets that serve as a tutorial to the students. The worksheets can contain questions that help to construct understanding by having the student build on previous knowledge. These guiding questions would be asked for students to discover by their own conclusions (Jin Bierma, 2011).A large part of guided-inquiry is the questions asked of the students. These questions can be referred to as probing questions. Teachers who have incorporated guided-inquiry techniques into their classroom have found that their students grades have improved because of it (Jin Bierma, 2011);(Farrel, S.Moog, Spence, 1999).It is important when implementing guided-inquiry for the students to be given time when working on an answer to a probing question, the teacher should observe, but once they interject their opinion, the benefit of the inquiry-based learning is compromised. The more the students discuss amongst themselves, the more likely they will come to the correct answer and learn the concept in order to retain it. Probing questions need to be constructed in a way that students can come to their predictions before the class time is complete. The downside to guided-inquiry is that it takes more time to create the learning materials and not as much information can be covered in a class period (Jin Bierma, 2011). Because this type of curriculum takes a lot of time for the teacher to prepare, it is very impo rtant that when a teacher finds a lesson that works well, and the students are learning, they must share their lesson with other teachers. Teachers should not be spending time creating guided-inquiry curriculum that has already been created, they should be creating another lesson that has not been formatted into guided-inquiry curriculum (Jin Bierma, 2011) Importance of Mathematics Ibn Khaldun, a great historian, sociologist, philosopher who born in 1332AD, in Tunis,is the Strongest personalities of Arab-Muslim culture in the period of its decline. He stressed the role of mathematics in his book al-Muqaddima as Education should be started with mathematics. For it forms well designed brains that are able to reason right. It is even admitted that those who have studied mathematics during their childhood should be trusted, for they have acquired solid bases for arguing which become to them a sort of second nature. According to the Britannica Concise encyclopedia, mathematics is the science of structure, order and relation that has evolved from counting, measuring and describing the shapes of objects. It deals with logical reasoning and quantitative calculation. Since it involves quantitative calculations this makes it necessary to our everyday life as a day shall not pass without one doing some form of calculation really or abstractly in his or her brain. Imagine how it would be life if there was no mathematics; how were we going to count days, months and years, etc. Mathematics plays an important role in the complex world of science and technology. The scientific and technological development since 1940 emphasized for the first time that we live in scientific age and the disciplines which support this scientific and technologist civilization such as physics, chemistry, engineering, the management sciences, economic, the biological and medical sciences and the behavioral sciences all require Mathematics for their understanding and their further development. The place of mathematics in education must be determined by analysis of the society, the culture and the civilization, which the education is designed to serve. The dominant features of our civilization today are a series of major even revolutionary scientific developments, which have occurred in the twentieth century. Mathematics by virtue of its extensive, practical applications and the aesthetic appeal of its methods and results has long held a prominent place in education. Mathematics occupies a central position in curriculum. It is a compulsory subject from class I X. It is being taught as an integrated subject. It covers various areas like arithmetic, algebra, geometry, trigonometry and statistics etc. Mathematics has gained the status of a special and universal language, which enables man to express his ideas about shape, quantity and relationship. Therefore knowledge of Mathematics is essential for successful life. The traditional theories of mathematics have been changed with the advent of the computer. In the past, application of mathematics was limited in extent. It is to be conceived as an integrated study of the learners environment, which contains the element of mathematics. The development of mathematics concept in our children will be best achieved mathematics concepts from concrete situations needs perceptive teaching. Gall and Hicks (1964) described that mathematics has played a key role in science, technology, industry, business, and ag riculture. Its study has been associated with habits of effective thinking, intellectual independence, aesthetic appreciation and creative expression. (Arif, 2011) Mathematics and Science Education in Pakistan Pakistans Education system can be broadly divided into Basic Education (primary, elementary and secondary levels) and Higher Education (post secondary and graduate levels). Both are governed by separate ministries with distinct management and financial systems. Mainstream or government schools offer primary education from class I V (5 to 9) and then middle or elementary schooling, class VI-VIII (10-13) and finally secondary schooling, class IX X (14 15). In classes IX and X students take the secondary school matriculation examination which is conducted by the Boards of Secondary Education. The medium of instruction in primary schools is Urdu, but English is introduced as a second language in class VI. The medium of instruction in the public schools is mainly Urdu, however, most of the teachers use their regional language as the language of instruction. Schools in the Provinces also teach their regional languages as a subject. However, Sindh is an exception where government schools can opt for Sindhi as a medium of instruction. As noted in the white paper and subsequently elaborated in media briefs in line with the curriculum reform to be introduced in 2007, the Ministry of Education has taken a policy decision to change the language of instruction to English in Science and Mathematics classrooms from grade VI and above (HassanAly, 2006). Science is taught as a compulsory subject at primary and elementary level (I-VIII) in an integration of biology, chemistry, physics and earth science. In primary classes (I-V), students study science 12 % of the total school time. At middle school level (VI-VIII) students spend 13-15% of their school time in studying science. At the secondary school level (IX-X) science is optional and those who opt for it study 12-14 % on each science subject physics, chemistry and biology. The content of the teaching in the middle classes revolves around three broad areas: living things, matter and energy, and the earth and the universe.(Halai, Razvi, Rodrigues, 2007) Mathematics is also taught as a compulsory subject for classes I VIII. The curriculum content is organized mainly into five major strands, number and number operations, measurement, geometry, data handling and algebra. At the secondary level (classes IX X) students can opt to take science group or general group. The former includes among other subjects physics, chemistry, biology and advanced mathematics (with a greater focus on algebra, functions, and trigonometry). The latter includes humanities and a course in general mathematics (with greater emphasis on arithmetic and less emphasis on algebra, functions and trigonometry). However, in 1995-96 the policy has changed according to which both groups take the same course in mathematics at the secondary level. A consequence of this policy is that school examination at class VIII serves the role as gate keepers in terms of who gets the science group and who doesnt. Those who perform well in mathematics and science at class VIII level get the opportunity of taking the science group. This bifurcation at an early stage in the academic life has implications for subsequent employment opportunities and poverty reduction. In a historical account of science education in Pakistan, Iqbal Mahmood (2000) maintain that until 1950 science was not taught at primary and middle level. It was the Science Education Commission established in 1959 which recommended that science education be made compulsory for classes VI-VIII. In the early sixties science education was made compulsory for I VIII but its quality was very poor. Iqbal Mahmood (2000) have shown that various education policies (1972, 1979, 1998-2010) have increasingly shifted the emphasis from a general education to science and technology education with a concomitant emphasis on school curriculum reforms both at primary and secondary level, to trigger students curiosity in scientific inquiry and understanding of scientific concepts and processes(Halai, Razvi, Rodrigues, 2007). For example, a recommendation of 1979 policy was to set Science Education Project (SEP) a six years project initiated in 1984 for promotion of science education in Pakistan at elementary and secondary and higher secondary level (6- 12) in collaboration of Asian Development Bank (Hill Tanveer, 1990). Relationship between mathematics and chemistry. In all nations of the world science and mathematics are given first class attention due to numerous benefits derived from them. Chemistry which is believed to be the mother of science equips students with knowledge in areas such as drugs, diseases, pollution, food, chemicals etc which when applied to the society improves man standard of living.(udousoro, 2011) Mathematics has generally been accepted as the foundation of science and technology and it is a very important subject in the secondary school curriculum, therefore, every nation needs it for sustained scientific and technological development.(udousoro, 2011) Also, mathematics is considered as a service tool for the study of sciences especially chemistry. But despite its importance and usefulness, it is a subject that is most feared by students at primary, secondary, even in the tertiary levels of education. Hence student with poor mathematics knowledge cannot solve calculation problems in chemistry (Kramers-pals, Lambrechts, Wolff, 2000). A careful study of the senior secondary chemistry curriculum in Nigeria and West African Senior Certificate syllabus reveal that a proper understanding of the mathematical concepts on Isotopy, formula, equations, solubility, chemical kinetics, quantitative and molar ratio, radioactivity, pH and laws of chemical equilibra etc in chemistry needs a good knowledge of basic mathematics and generally involves a lot of computation which make mathematics an important aspect of it(udousoro, 2011). The potency of mathematics as an anchor that holds the desirable achievement in the physical and biological sciences has been widely acknowledged. For instance, in chemical education, substantial studies have examined the relationship between mathematics and chemistry and found that mathematics forms the basic ingredients to the understanding of chemistry and the establishment of new facts by many researcher like Abdullahi, 1982; Johnstone, 1984; Adesoji, 1985; Carter and Brickhouse, 1989; Bello, 1990; Schmidt, 1992; Kogut, 1993; Axalonu, 1995; Adeyeye, 1999; Olayiwola, 2001; Kehinde, 2005; Adesugba, 2006(Oluwatayo, 2011). Though earlier studies in this area conducted in Nigeria reported that many students find chemistry difficult because of its abstract nature and the mathematical skills required, the bulk of the blame has been placed on the teachers for failing to develop the needed mathematical skills in the students to tackle chemical problems with ease. It is intriguing that many chemistry teachers tactically skip some perceived difficult concepts in chemistry, especially the quantitative aspects of chemical reactions due to their inability to effectively teach them, the factor which has scared many students away from chemistry(Oluwatayo, 2011).

Black Boy :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  In Richard Wright’s non-fiction novel Black Boy the main character, Richard, faces many problems that he must deal with. In this book the author writes about his life and hardships. The book starts off with Richard at the young age of four. Black Boy represents the deprivation Wright faces growing up. It shows poverty, hunger, lack of emotional support, miserable living conditions and Richard’s response to these difficulties.   Ã‚  Ã‚  Ã‚  Ã‚  Education and acquiring knowledge was a problem that Richard faced in the course of his life and which he emphasized heavily in this book. He was a very curios boy that wanted to learn. He would look at the books of the kids in the neighborhood and ask them what the black print was. He would also question his mother until finally she sat down with him and they read together and he would ask about words. He was enrolled into school but since they were constantly moving he never went one year without his schooling have been broken. At one point his teacher read to him from her novels and his grandmother scorned her and said that was the devils work. This didn’t stop him. He would read novels and not even know enough words for what he was reading to make sense. His quest for literacy was one that he had to deal with alone. He didn’t have much support from his family but he would not give up on furthering his education. The black white issue didn’t affect Richard until later in his life when he started to acknowledge there was such an issue. He wanted to be accepted into society and wanted to change the ways people treated the blacks of the south. He wanted to be equal with the whites and felt that knowledge would bring him closer to them and understand them and how they think.   Ã‚  Ã‚  Ã‚  Ã‚  Richard’s hatred towards his father posed a problem in his earlier life. He felt that his father was a stranger to him since he worked at night and slept during the daytime. He noticed his father’s personality when they were living in a two-room apartment. Richard and his brother had to remain quiet while his father was sleeping. Richard had a tendency to rebel against parental authority. One day him and his brother were playing with a kitten that lingered around the house and their father woke up and told them to either kill the cat or make it leave from the area.

Gilgamesh and Enkidu Character Building Plot Essay -- essays papers

Gilgamesh and Enkidu Character Building Plot Gilgamesh and Enkidu: Character Building Plot The creation of an intriguing plot must involve at least one major character whose own actions and external interactions dictate his or her development. External interactions between round characters, static characters, and environmental or supernatural activities, within the plot affect the decisions of the major character, providing the foundation for the story line to proceed. These decisions also mold the character’s thoughts, values and will, thereby, influencing future choices. Through this pattern of cause and effect, an author can sculpt a character in anyway he or she desires. This character building and story telling technique is nothing new in the history of literature, as it appears in the oldest written story known to man, Gilgamesh. In this classic epic, an unknown author employs these techniques to illustrate and develop the characteristics of the two major characters, Gilgamesh and Enkidu, in their march towards their destinies. Gilgamesh exemplifies character development through the arrival and death of his best friend, Enkidu. At first, the people of Uruk describe their ruler Gilgamesh, with resentment of his actions. They complain â€Å"His arrogance has no bounds by day or night. No son is left with his father, for Gilgamesh takes them all†¦yet the king should be a shepherd to his people. His lust leaves no virgin to her lover, neither the warrior’s daughter nor the wife of the noble; yet this is the shepherd of the city, wise, comely, and resolute.† This causes the god of Uruk, Anu, to create Enkidu, a companion and diversion for Gilgamesh. Immediately after their friendship begins, Gilgamesh’s selfish characte... ...ie like a man fallen in battle†¦happy is the man who falls in battle.† This quote sums up Enkidu’s total transformation from animal to human and his acquisition of heroic values, such as honor, through his friendship with Gilgamesh. Throughout the epic novel of Gilgamesh, the cause and effect nature of the plot, affect the development of the major characters Gilgamesh and Enkidu. The character development, in turn, advances the plot towards its theme of fate. This vicious cycle repeats itself numerous times as the story and characters feed off each other. This remarkable ancient literary work displays one of the most clever and fascinating uses of character and plot development and serves as a guideline for modern writing. Bibliography: Lawell, Sarah, ed. The Norton Anthology of World Masterpieces: The Western Tradition. vol.I. New York: Norton, 1999.

Strongman by Tony Curtis and Mid-term break by Seamus Heaney :: English Literature

Strongman by Tony Curtis and Mid-term break by Seamus Heaney deal with the subject death of a family member. Compare both poems showing how the poets introduce their subjects. Which poem did you prefer and why? One of the poets, Tony Curtis, is Welsh, whilst, Seamus Heaney is Irish. Seamus Heaney has grown up on a farm in Northern Ireland with his brothers and his parents. The whole family has taken on the family business of farming, while Seamus Heaney received an education. Both poets are still alive today. These two poems describe the deaths of a family member. The "Mid-term break" is the tragic death of Heaney's four-year-old brother and the poem progresses over twenty-four hours. "Strongman" is describing the author's strong, caring father who dies naturally in "his final hour". While the "Mid-Term Break" had an awkward and devastating mood the "Strongman" has a more positive outlook on the family member's death as it looks back into the younger, happier times. There are a few other comparisons that can be made, whilst the "Mid-Term Break" is a death that shocked people, the "Strongman" was a peaceful and easy to accept death. In this essay I intend to look at the differences and similarities in the poems. The first poem I intend to discuss is "Mid-Term Break" by Seamus Heaney. The title "Mid-Term Break" suggests the poem is about children as we associate a mid-term break with school holidays. Other first impressions given in this poem relate to poor health or death. We relate to this due to the use of nouns such as "sick bay" and adverbs describing school bells as "knelling". This could also be reflecting the emotions of the child in the sick bay; at this point we are not sure. The structure is interesting, because at first glance we see that it has a regular pattern to it, which are three lines to each stanza. This possibly implies that the events that take place in the poem are predictable. However, the final line is a stanza on it's own, drawing you to it and creating a large impact on the audience. In the second stanza an awkward atmosphere and tone is introduced. The poet meets his "father crying"; this is one of the factors that make this stanza awkward. Men in the days when this poem was written (1966) were stereotypically thought of as strong people emotionally and physically, therefore, for the young poet to see his father crying on the porch would have made him feel uneasy. Furthermore, the dash at the end if each line causes the lines to flow as one sentence, this is

Brave New World Analysis on Characters

Brave New World Analysis on Characters â€Å"The world’s stable now. People are happy; they get what they want, and they never want what they can’t get†¦ they are so conditioned that they practically can’t help behaving as they ought to behave† (Huxley 198). Many people speak and dream about a perfect world, for the problems which we face in the present world to simply just go away. Brave New World is a novel which shows an example of what life would be like in a utopian society. Read also Analysis of Characters in Flannery O’Connor’s â€Å"The Life You Save May Be Your Own†It shows the differences that civilization has against the savage world, which is how we live in present day. The characters in Brave New World all experience the controversy between nature vs nurture ultimately leading to their unhappiness. An individual can be given everything they need but yet still live unhappy. This especially can be seen with one of the main characters in Brave New World, Bernard. He was an Alpha Plus, the highest class in civilization, but unfortunately didn’t look like most Alphas (69). Despite his class, he was an outcast and spent most of his time alone.The narrator in the novel explains, â€Å"The mockery made him feel an outsider; and feeling an outsider he behaved like one, which increased the prejudice against him and aroused hostility about his physical defects†¦ which increased the sense of being alien and alone† (68) . Although he had a high title it didn’t make him feel happy. He felt like there was more to life than a set routine they were all given in civilization. Bernard felt himself different; he wanted to feel emotions and not just live day by day on fake happiness.Bernard expresses his frustration to be feel different when he states, â€Å" But wouldn’t you like to be free to be happy in some other way, Lenina? In your own way, for example, not in everybody else’s way† (90). Bernard was tired of being enslaved by his conditioning. The people of the New World were all taught to think, act, and see things a certain way. No individuality. Living in a controlled world doesn’t cause happiness, it just numbs people of actual feelings. Lenina is a â€Å"pneumatic girl†, very popular, and has spent a night with almost all of the men in civilization. Pleasure was key in the controlled world.She found herself wanted by men, and like most women enjoyed havi ng sex with men. When Lenina began talking to Bernard, she didn’t agree with him on wanting more to life. She’d rather be on soma, a drug that would numb them from any true emotions, whenever she felt a little uneasy, just like everyone else. Lenina’s unhappiness comes when Bernard takes her into the Savage world and she sees how John and Linda and everyone else is living. Her immediate reaction was to find some soma. She couldn’t believe how people grew old, suffered, and had to deal with everyday problems.Lenina began falling for John and quickly realized that she wanted something specifically with him that most men couldn’t satisfy. Lenina states to her friend Fanny, â€Å"And what about a man– one man. Hes the one i want†¦ and in intervals I still like him. I shall always like him† (171). Lenina had never felt like this before, therefore she didn’t know how to handle it. The only thing she knew of about men was to have sex with them. When John rejected sleeping with her, she was completely taken by surprise. The narrator explains, â€Å" Drying her eyes†¦ she pulled out her soma bottle†¦ hers had been more than a one-gramme affliction† (157).Never being in the position, she immediately turned to soma to help her cope with what she was feeling. She has been living numb to emotion and for the first time she was forced to feel unwanted and ached for an escape. Linda was a Delta in a civilized world who went on a trip with the Director to the Savage world. Unfortunately for her she had fell and bumped her head, causing her to get lost and be taken in by Native Americans (112). The Director searched for her but was never able to find her. To her dismay she was pregnant and had a baby named John. Linda only knew how to act like a civilized person.She was very promiscuous and like the controlled world, began to sleep around with different men. This was strange to the Savage World and th ey then began to call her names and make her an outcast. Linda stated, â€Å"I was so ashamed. Just to think of it; me a Beta– having a baby† (114). Having John was very difficult for her. Linda had no idea how to be a mother, how to nurture, or even how to be a good role model for the child. Linda thought of how perfect her life would be if she were to return to the civilized world, returning to soma. She was willing to do whatever just to be back in the New World, â€Å"†¦ here was her appearance†¦ so the best people were quite determined not to see Linda. And Linda, had no desire to see them. The return to civilization was for her the return to soma† (142). Linda thought all her problems would be solved by going back to the controlled world, but in fact they made her even more depressed and unwanted. She had nobody except for John and she would rather be numb and not feel anything than deal with civilization. Where would she find true happiness if i n the Savage World she is discriminated for her ways, and in civilization she no longer fits in.Living in the Savage world, one can only imagine how perfect the civilized world could be. Unfortunately, having came from the savage world John had something to compare the controlled world to. Being the son to a women in the civilized world, he had heard nothing but wonders about it. On the other hand, having been raised in the Savage World allowed John to learn morals and want to find a purpose in life. When John reached the civilized world he was completely disappointed on how fake everything and everyone was. â€Å" How much I love you, Lenina†¦ or always†¦ to make a promise to live together for always† (174). John had seen his mother sleep with so many men and get teased by it that he did not want to just sleep with the women he liked. He wanted to marry and be with just that one. For Lenina this was just nonsense, and that just made John not want anything to do wit h her. He wanted to feel a special connection with Lenina that she had never had before. By the end John decides to be isolated because he would rather deal with his emotions than live in a â€Å"perfect† world numb and unhappy.Ultimately, the utopian society didn’t mean solving all problems and people forever living happy. If a civilization is all an individual knows, how is it that they still manage to be unhappy? There is no happiness when people are living numb from what is really going on. When it comes to the topic of a utopian society vs the kind of society in which we currently live in, I think there is really no solution. We are human and as much as they can try to condition human beings, there is still going to be some kind of downfall.

Business Admin

Describe the sector in which your organization operates. My organization operates In the care sector but I work In the office In the admit and payroll department. 1. 2 Describe your organization mission and purpose London Care provides care support people who live In their own homes . You may be an older person, have a physical disability or impaired hearing or vision or you may have learning disability or mental health needs. This type of service is often referred to as domiciliary care or home care. 1. Compare your organization to other types of organization in your sector My organization is UK largest successful home care, personal assistance and Individual support providers. Our services help people of all ages and abilities to enjoy the benefits of living independently in their homes and local communities. 1. 4 Outline your responsibilities The role of the Administer Is to support the client Care Co-ordination and the Branch Manager In the day to day management of office adminis trative tasks linked to the provision of care support services.It is expected that the Administration Assistant will undertake their tasks in accordance with the Company's policies and procedures. M responsible for a number of duties: Monitoring care worker making sure they arrived carry out task to service user and stay the duration 0 Running of care support worker payroll and resolving any subsequent wage quires. Payroll, electronically paying employees and confirming time sheets. General office administrative duties within Social Care. 0 Ensuring care worker received their Rota on time on a weekly basis 1. Describe how your role fits Into our organization's structure My role is very important I am the first port of call; I am the first person that visitors see on entering our office. I answer the phone deal with pay quires and invoices also help my team with other admit duties 1. 6 Describe how your role contributes to the organization operations organization. It is my roles to e nsure that visitor are taken care of and that I set business image. If I was to treat visitor poorly at the front desk it's likely that they would have a negative image of me.My main role responsibilities as Administrator is to ensure that all care worker are paid each month. I also have to monitor care worker electronically ensure that care has to been carried out. I also have to ensure that timeshares are printed and striated to Care workers in an accurate and timely fashion. Meeting agreed payroll and invoicing deadlines distribute paisleys and gross reports. I also help with typing, archiving, filing, date management and minute taking at meetings. 1. Outlines the policies, procedures, systems and values of organization that is relevant to our role As an employee of this organization, I strive my best to abide by the policies and procedures of my organization Guidelines, procedures and code of practice that relate to my work are very important as each of them gives me critical in formation on how to perform my Job effectively and safely. Guideline: How to answer the phone, dress code, how to handle email, how to store and retrieve information, how to use IT to exchange and store information, how to use office equipment and ensure my own actions to reduce risk to health and safety.Procedures: Reporting of accidents at work, fire drills, reporting absence from work and first aid. Code of practice: Good customer service, quality assurance, freedom of information privacy of personal data 1. 8 Outline who you would consult if unsure about organizational policies, procedures, systems and values If I am unsure about organizational policies, procedures systems and values I would intact my manager. 2. Explain the purpose of working with others people to achieve goals and objectives It is important to keep other people informed about progress because it will help them know the targets already achieved and what they are to achieve . This will help them set up their obj ectives in order to meet their targets. In terms of Business administration I think it is important to keep people informed about progress so that other people can plan priorities their workloads. Is important to keep people informed of where you are.By doing this you can also gain information on timescales, when this work needs to be completed. If you are unable to complete something by the time requested then other people will have to re-priorities their own workloads to fit around you and by keeping people informed of your progress you can show that you are on track with your work 2. 2 Identify situations in which working with others can achieve positive results People can bounce ideas off each other. Working with others can also help with problem solving. Good team work promotes a positive corporate image.Two heads are better than one. T= Together Each A=Achieves M= More 2. 3 Explain the purpose and benefits of agreeing work goals and plans when working with others. Establishing goals and objectives with your employees can help you effectively. When employees have a firm understanding of what is expected of them, they can develop project plans and agendas that will help them manage their work time more efficiently. You will also have tools in place to evaluate employee performance, making changes where necessary to ensure your business functions at optimum levels. . 4 Describe situations in which team members might support each other Team members can be supportive of one another by understanding each other's roles and help each other out when necessary. As part of my admit role I am expansible for the payroll and call monitoring of care workers. I had to train new admit staff who start with the organization in different areas, and I have always been there to support them and advise if any over the phone or personally or via emails 2. Describe ways of providing support to other people in a team Be available to help this is very important, ongoing training t o help them become more effective, also by learning new skills as the nature of their work and of your organization Expect and encourage teamwork be committed to team success and help grow the commitment of others create a team vision and help personalize it, Ochs on relationships and encourage others to do that same If everyone is â€Å"on the same page†, as it were, as to how things should be done – then the product (or service) is consistent, and customers know what to expect.If there is not agreement within the workplace, then the tension will be palpable, and the product or service will be inconsistent, depending on when and who produced it – which will lead to more customer dissatisfaction, when they don't get what they were expecting. 3. 1 Explain the purpose of communicating with other people in a team If you don't communicate you will not know what each person Job role is, we all know he importance of communication in our daily lives without this we wil l not be able to understand each other .If the situation changes (like suddenly someone can't hit the deadline or someone needs help) communication is key to ensure the team plan can be adapted accordingly. Different team-mates often have different areas of expertise or sometimes find out something that is of relevance to one of the other team-members. Communicating with each other about what you need to know and what it is that you know about allows you to pool expertise. . 2 Identify different methods of communication and when they are used Verbal Communication – I constantly use words verbally to pass information to my colleagues to provide information this is either done by telephone or face to face. The person on the receiving end would also need to exercise much caution to ensure that they clearly understand what is being said.This shows that I need to cultivate both my listening and speaking skills, as I would have to carry out both roles in my workplace Written commun ication – Written communication is the medium through which the message of a Sender is conveyed with the help of written words, letters, personal urinals, e-mails ,reports, articles and memos are some forms of written communications. Unlike other forms of communication, written messages can be written communication an indispensable part of informal and formal communication.I can't avoid written communication in my work place its everywhere. Emails, memos, reports and other written documents are all part of my everyday work life. Email is a life saver for me, If I want to say something confidential and not able to speak verbally over the phone, email is a great way to get my point across to the receiver, emails should be brief and to the point. Non -Verbal plays a large role in the way I communicate with others.Unless you're sign language, however, you probably don't want to rely on it as your sole means of communication. You have to be aware of it in the work place when speak ing to employees as this can give out the wrong signals. Your gestures, eye contact and movement and the way you stand and sit all convey a message to the person you are communicating with. Use gestures appropriately, or leave your hands at your side. Don't fidget, which is distracting, and avoid crossing your arms, which sends off appearance of being angry or closed off.Always look the errors you are speaking to in the eye and don't roll your eyes or stare while they talk. 4. 1 Explain the purpose of recognizing the strengths of other The purpose of recognizing the strengths of other So that you can work as a team, knowing each other's abilities, you will be able to decide who is best at doing different things. You know who to go to if there is a problem. Show praise and respect make the person feel good. Watch and learn. Get best out of you and the team 4. Explain the values of diversity within teams Values of diversity within a team refers to the availability of different kinds o f people n one team, increased diversity come new ideas If people are very similar to each other and their way of working then the presentation or result of their task may not be as clear, strong, convincing to others or thoroughly thought out as they could be as many of the ideas, expressions and methods of presentation will be taken as accepted to the group without sufficient exploration of different possibilities. . 3 Explain the purpose of respecting individuals working with a team that their work or way of working is appreciated. Also respect makes people feel allude at work and it can make the team and atmosphere a lot better place to be in. When individuals are respected they work harder within the team to achieves work goals or task more than they felt respect or appreciation wasn't there.Respecting people and their work is beneficial to you because knowing that their work is respected allows them to want to help you and know that it's appreciated and that its making a diffe rence, it can also help with their confidence and input into team work Respect most of them will respect you back 5. 1 Describe the types of problems and disagreements that occur when working with there people in a team. Staff not being trained and one staff have to do everything which will have a delay and affect in the workplace. Staff call in sick there is no other staff able to cover.Someone not keeping you informed on task for example my manager not keeping me informed; she assumes I am a mind reader. Someone not doing task right so you will have to wait for them to finish it again, one of the problems that incurs is you not getting t complete your task on time because of them. Emergency unplanned work if you have tasks deadlines can be moved then make sure they are and concentrate on emergency task. . 2 Describe ways of dealing with problems disagreements when working with other people in a team.