Music Therapy in obstertic patient Essay Example | Topics and Well Written Essays - 1500 words

Music Therapy in obstertic patient - Essay Example ncluded in the review they must have investigated the effect of music, involved adult hospital patients and used a randomized controlled trial design. These studies must also have used outcome measures such as anxiety, satisfaction, pain, mood and vital signs. Identified studies were critically appraised, and then categorized according to whether music was evaluated during normal care delivery or during invasive and unpleasant procedures. When appropriate, studies were combined in a meta-analysis. RESULTS: A total of 29 studies were identified that fulfilled the inclusion criteria, of which 10 were subsequently excluded following critical appraisal. Music played via headphones reduces anxiety of patients during normal care deliver, but it has no impact on the anxiety of patients undergoing procedures such as bronchoscopy, sigmoidoscopy or surgery with a spinal anaesthetic. Music produces a small reduction in respiratory rate during normal care delivery, but appears to have little eff ect on other vital sign parameters. It has no impact on the vital signs of patients undergoing procedures. Although the evidence is limited, music also appears improve the mood and tolerance of patients. CONCLUSION: This review demonstrates the effectiveness of music for the reduction of anxiety during normal care deliver. Given the inexpensive nature of this intervention, and the lack of adverse events, it is recommended as an adjunct to normal care practices. This review also highlights the need for further research into many aspect of this intervention. The control of labor pain and prevention of suffering are major concerns of clinicians and their clients. Nonpharmacologic approaches toward these goals are consistent with midwifery management and the choices of many women. We undertook a literature search of scientific articles cataloged in CINAHL, PUBMED, the Cochrane Library, and AMED databases relating to the effectiveness of 13 non-pharmacologic methods used to relieve pain and

History Of Computer Architecture First Generation Information Technology Essay

History Of Computer Architecture First Generation Information Technology Essay In 1945 Electronic Numerical Integrator And Computer it was the first general purpose computer designed by Mauchly Echert, built by United States army to calculate  artillery  firing tables for ballistic shells during World War II. The machine was developed using vacuum tubes and relays, and it was programmed to work manually by setting switches. UNIVersal  Automatic  Computer  I (UNIVAC) 1950: It was the first commercial computer developed. John Von Neumann architecture: Goldstine and Von Neumann took the idea of ENIAC and developed concept of storing a program in the memory. Known as the Von Neumann architecture and has been the basis for virtually every machine designed since then. Features: Electron emit devices Data and programs are stored in a single read-write memory Memory contents are addressable by location, regardless of the content itself Machine language/Assemble language Sequential execution Second Generation (1950-1964) Transistors William Shockley, John Bardeen, and Walter Brattain invent the transistor that reduce size of computers and improve reliability. First operating Systems: handled one program at a time On-off switches controlled by electricity High level languages Floating point arithmetic Third Generation (1964-1974) Integrated Circuits (IC) Microprocessor chips combines thousands of transistors, entire circuit on one computer ship Semiconductor memory Multiple computer models with different performance characteristics Smaller computers that did not need a specialized room Fourth Generation (1974-present) Very Large-Scale Integration (VLSI)/Ultra Large Scale Integration (ULSI) Combines millions of transistors Single-chip processor and the single-board computer emerged Creation of the Personal Computer (PC) Wide spread use of data communications Artificial intelligence: Functions logic predicates Object-Oriented programming: Objects operations on objects Massively parallel machine 32 bit architecture In computing 32 bit architecture refers to how a computer is build. In a 32 bit architecture computer the integer values can be stored in 32bits is 0 through 4,294,967,295 or à ¢Ã‹â€ Ã¢â‚¬â„¢2,147,483,648 through 2,147,483,647 using twos complement encoding. Bus architecture In  computer architecture a  bus  refers to structure handling data transmission between components inside a  computer system, or computer network which transmit binary numbers, one bit per wire. Modern computer buses can use both parallel and bit-serial connections, and can be wired in either a electrical parallel or  daisy chain  topology, or connected by switched hubs, as in the case of  USB. A microprocessor communicates with memory and other devices (input and output) using three busses: Address Bus Data Bus Control Bus. Address Bus   The address bus  is a  computer bus, which consist series of lines connecting two or more devices that is used to specify a  physical address. When R3900  processor   needs to read or write to a memory location, it specifies that memory location on the address bus sent through the  data bus. The width of the address bus determines the amount of memory a system can address. In toshiba R3900 Processor Core address bus can address 232  (4,294,967,296) memory locations which is 32bit. If each memory address holds one byte, the addressable memory space is 4 GB. Address bus is unidirectional, numbers only sent from microprocessor to memory, not other way. Data Bus A data bus is a  computer  subsystem that allows for the transferring of data from one component to another on a  motherboard  or system board. Data bus used to transmit data, information, results of arithmetic, etc, between memory and the microprocessor This can include transferring data to and from the memory, or from the  central processing unit  (CPU) to other components, it is bi-directional. The R3900 data bus is designed to handle so many bits of data at a time. The amount of data a data bus can handle is called bandwidth. The toshiba 32 bits R3900  processor  can transfer data through a data bus every second. At the same time they are making data buses to handle more bits, they are also making devices that can handle those higher bitrates Control Bus A  control bus  is (part of) a  computer bus, used by  CPUs  for communicating with other devices within the computer. The control bus will tell the memory that we are either reading from a location, specified on the address bus, or writing to a location specified. Various other signals to control and coordinate the operation of the system. The R3900 32 bit buss, which allow larger number of instructions, more memory location, and faster arithmetic. Microcontrollers organized along same lines, except: because microcontrollers have memory etc inside the chip, the busses may all be internal. In the microprocessor the three busses are external to the chip (except for the internal data bus). In external busses, the chip connects to the busses via buffers, which are simply an electronic connection between external bus and the internal data bus. Memory management unit  (MMU) Memory management unit  (MMU) is also called as  paged memory management unit  (PMMU), is a  computer hardware component responsible for handling accesses to  memory  requested by the  CPU. Its functions include translation of  virtual addresses  to  physical addresses  (i.e.,  virtual memory  management),  memory protection,  cache  control,  bus  arbitration, and, in simpler computer architectures, bank switching. The functions performed by the memory management unit can typically be divided into three areas: hardware memory management operating system  memory management application memory management The Toshiba R3900 Processor Core Operating Modes The R3900 Processor Core has two operating modes user mode kernel mode It operates in the user mode normally, when exception is detected it changes to kernel mode. In kernel mode, it continues until an RFE (Restore from Exception) instruction is executed. The existing virtual address space varies with the mode. User mode User mode exist only one of the two 2 Gbyte virtual address spaces (kuseg). The most considerable bit of each kuseg address is 0. The range virtual address kuseg is of 0x0000 0000 to 0x7FFF FFFF. Attempting to access an address when the MSB is 1 while in user mode returns an Address Error exception. Kernel mode Kernel mode makes available a second 2 Gbyte virtual address space (kseg), in addition to the kuseg accessible in user mode. The range virtual address kuseg is of 0x8000 0000 to 0xFFFF FFFF. Direct Segment Mapping The Toshiba R3900 Processor Core has a direct segment mapping MMU. User mode One 2 Gbyte virtual address space (kuseg) is available in user mode. In this mode, the most important bit of each kuseg address is 0. The virtual address range of kuseg is 0x0000 0000 to 0x7FFF FFFF. Attempting to access an address outside of this range, that is, with the MSB is 1, while in user mode will raise an Address Error exception. Virtual addresses 0x0000 0000 to 0x7FFF. FFFF are translated to physical addresses 0x4000 0000 to 0xBFFF FFFF, individually. The upper 16-Mbyte area of kuseg (0x7F00 0000 to 0x7FFF FFFF) is reserved for on-chip resources and is not cacheable. Kernel mode The kernel mode address space is ta as four virtual address segments. One of these, kuseg, is the same as the one in user mode; the other remaining three are kernel segments kseg0, kseg1 and kseg2. Pipeline Architecture Computer  pipeline  is a set of data processing parts connected in series, so that the output of one element is the input of the next one. The elements of a pipeline are often executed in parallel or in time-sliced fashion; in that case, some amount of  buffer storage  is often inserted between elements. Each cycle different instruction is executed in different stages For example, 5-stage pipeline (Fetch-Decode-Read-Execute-Write), The Toshiba R3900 Processor Core executes instructions in five pipeline stages (F: instruction fetch; D: decode; E: execute; M: memory access; W: register write-back). The five stages have the following roles. F : An instruction is fetched from the instruction cache. D : The instruction is decoded. Contents of the general-purpose registers are read.. E : Arithmetic, logical and shift operations are performed. The execution of multiple/divide instructions is begun. M: The data cache is accessed in the case of load and store instructions. W: The result is written to a general register. Each of the above pipeline stage is executed in one clock cycle. When the pipeline is fully used, the five instructions are executed at the same time, which will be resulting in an average instruction execution rate of one instruction per cycle. Delay Slot The R3900 Processor Core instructions are executed with a delay of one instruction cycle. Delay slot is the cycle in which an instruction is delayed. A delay occurs with load instructions and branch/jump instructions. Delayed load Delayed branching Non blocking Load Function In the R3900 processor the non blocking load function stops the pipeline from stalling when a cache miss happens and a refill cycle is needed to refill the data cache. Instructions after the load instruction that do not use registers involved by the load will continue to be executed. Multiply and Multiply/Add Instructions(MULT, MULTU, MADD, MADDU) The R3900 Processor Core is able to execute multiply and multiply/add instructions continuously, and able to use the results in the HI/LO registers in immediately following instructions, without pipeline stall. The processor requires only one clock cycle to use the outcome of a general-purpose register. Divide Instruction (DIV, DIVU) The Processor Core performs division instructions in the division unit independently of the pipeline. Division starts from the pipeline E stage and takes 35 cycles. Streaming The R3900 Processor Core can resume execution immediately after arrival of necessary data or instruction in cache even though cache refill operation is not completed during a cache refill operation. This is referred to as streaming.

Saddling High Levels of Debt :: essays research papers

Saddling High Levels of Debt During the 1970’s, the managers of Ling-Temco-Vought, Inc. (LTV)—manufacturers of aircraft and aircraft related electronics, borrowed heavily to exploit the advantage of financing operations with debt. At first the airlines were making profits; their operating income a lot higher than interest expenses. Unfortunately as the business cycle turned, the company was unable to continue making profits, reporting losses. Their expenses were a lot higher than their interest income. This burdened the company with a lot of debt, and hence pushed the company to the brink of bankruptcy. Airline manufacturing is one of the riskiest industries. The major cost of airline industries is money spent on research and development. Products of the aerospace industries are very expensive, a lot of money is spent on researching products that might not even leave the drawing board, even if the product finally leave the drawing boards, there is no guarantee that they will be bought. Furthermore their products are only bought when the economy is doing extremely well. This makes the aerospace manufacturing an extremely risky industry. The luxuries we enjoy today, for instance: cheaper and better air travel, would not be here, were it not for high risk taking by the airline-manufacturing administrators. In spite of the afore mentioned points, I still do not think that it is ethical for managers of Ling-Temco-Vought, Inc to saddle the company with a lot of debt. Financing business operations with debt, is a common business practice, but having high levels of debt is not good business practice at all. As a consequence of high levels of debt taken by the managers of Ling-Temco-Vought, Inc, people at the lower end of the ladder and investors are going to suffer a lot. When the Ling-Temco-Vought, Inc is pushed to the brink of bankruptcy the managers are going try to cut input cost, that means that people with skills that are easily acquired, will lose their jobs. Also people who invested in the company will lose a lot of money. It is unethical for the managers to take so much risk when they know that the chance of them losing their jobs or being affected in any form is very low. In conclusion, even though taking a lot of debt means more money is spent on research and development, and hence better products for the consumers in the long run (provided that the economy will be stable for a long period of time), I do not approve of what the managers of Ling-Temco-Vought, Inc are doing.

Nathaniel Bacon Essay

One historian has remarked that Bacon’s Rebellion was â€Å"a rebellion with abundant causes but without a cause.† Do you agree? What were the causes of Bacon’s Rebellion? Did Nathaniel Bacon have a cause? Did William Berkeley? In 1676, Nathaniel Bacon marched into Jamestown, Virginia alongside 600 men ready to fight, demanding a military commission. After threatening William Berkeley, the Governor of Virginia and Nathaniel’s own cousin, Bacon was given a military commission. â€Å"In the following months, Bacon’s men waged brutal war against the Indians, turned their guns on Berkeley’s government, forced it to flee Jamestown, and burned the colony’s capital to the ground† (Hollitz, 19). I do not agree with this historian because some of Bacon’s causes for rebellion were important enough to the people living in Virginia to want changes. Taxes began to rise on tobacco, salaries of the government officials began to increase, and no servants were selected to the council after 1640. In 1675 colonists ordered Governor Berkeley to return with an army after killings by the Indians alongside the Fall Line (The line marking the waterfalls of nearly parallel rivers). In March of 1676 the representatives announced war on â€Å"all such Indians who †¦ shall be discovered to have committed murders †¦ and depredation† (Hollitz, 23). Trading with Indians was also now illegal which placed even more economic stress on those traders that needed Indian products to survive. Nathaniel Bacon had a cause for the rebellion after one of his supervisors was killed in a Susquehanna attack. Berkeley’s main reason for being against Bacon’s Rebellion was because he worked out an arrangement in 1644 to avoid conflicts with the Native Americans. In exchange for a large piece of land, he agreed to keep settlers from pushing farther into their lands. After Bacon’s death on October 26, 1676 his rebellion began to decease and everything was eventually restored back to order.

Difference of girls and boys in school Essay

How do boys and girls experience school? Somewhat differently it seems, because their learning styles tend to differ somewhat. Although individual differences always trump gender-related differences, here are some differences between the ways boys and girls in K12 grades classrooms behave that have implications for teaching and learning. Girls are more likely to Boys are more likely to 1. be good listeners -a trait that serves them well in today’s language-rich classrooms. 1. do well when using mathematical-logical thinking. 2. print neatly and follow directions carefully. 2. settle for messy handwriting and disorganized work. 3. sit calmly in their seats. 3. need space to spread out their materials; move around in that space. 4. gather facts before they draw conclusions. 4. deduce conclusions from general statements. 5. need concrete examples when learning abstract principles. 5. be comfortable with mathematical symbols and general ideas in math. 6. need to talk about their subject before beginning a writing project. 6. lose focus on a writing task and spend little time talking about what they plan to write. 7. work well in cooperative groups. 7. Prefer to work alone; argue over who will lead when working in a group 8. entertain themselves during boring parts of the school day. 8. act out and disrupt the class when bored. 9. pay attention to more than one activity at a time. 9. find it hard to concentrate on learning when they are upset. 10. discuss problems with a teacher. 10. act as if they don’t care about learning when they are confused or frustrated. At a primary school Manning, a small town 65 miles east of Columbia, South Carolina, second grade teachers Holly Garneau and Anna Lynne Gamble are convinced that segregating elementary-age boys and girls produces immediate academic improvement—in both genders. Eager to capitalize on their past progress, the two created a teaching plan for the upcoming semester. The kids will be in a coed environment for homeroom, lunch, and recess, then  divide up for four hours each day to learn their math, science, reading and social studies. But first, Garneau and Gamble need the parents’ approval. That’s where David Chadwell, South Carolina’s coordinator of single gender education, comes in. He doesn’t argue the politics of the issue. He emphasizes the science â€Å"These (learning) differences are tendencies, not absolutes. That is important,† he tells the group. â€Å"However, we can teach boys and girls based on what we now know because of medical technology.† Just as he’s explained to hundreds of parents and teachers across the state, Chadwell patiently walks the Manning crowd through how boys and girls perceive the world. â€Å"They see differently. Literally,† he begins. Male and female eyes are not organized in the same way, he explains. The composition of the male eye makes it attuned to motion and direction. â€Å"Boys interpret the world as objects moving through space,† he says. â€Å"The teacher should move around the room constantly and be that object.† The male eye is also drawn to cooler colors like silver, blue, black, grey, and brown. It’s no accident boys tend to create pictures of moving objects like spaceships, cars, and trucks in dark colors instead of drawing the happy colorful family, like girls in their class. The female eye, on the other hand, is drawn to textures and colors. It’s also oriented toward warmer colors—reds, yellow, oranges—and visuals with more details, like faces. To engage girls, Chadwell says, the teacher doesn’t need to move as much, if at all. Girls work well in circles, facing each other. Using descriptive phrases and lots of color in overhead presentations or on the chalkboard gets their attention. Parents tilt their heads, curious to hear more. Boys and girls also hear differently. â€Å"When someone speaks in a loud tone, girls interpret it as yelling,† Chadwell says. â€Å"They think you’re mad and can shut down.† Girls have a more finely tuned aural structure; they can hear higher frequencies than boys and are more sensitive to sounds. He advises girls’ teachers to watch the tone of their voices. Boys’ teachers should sound matter of fact, even excited. Chadwell’s voice sounds much more forceful as he explains. Chadwell continues. A boy’s autonomic nervous system causes them to be more alert when they’re standing, moving, and the room temperature is around 69 degrees. Stress in boys, he says, tends to increase blood flow to their brains, a process that helps them stay focused. This won’t work for girls, who are more focused seated in a warmer room around 75 degrees. Girls also respond to stress differently. When exposed to threat and confrontation, blood goes to their guts, leaving them feeling nervous or anxious. â€Å"Boys will rise to a risk and tend to overestimate their abilities,† he says. Teachers can help them by getting them to be more realistic about results,† he says. â€Å"Girls at this age shy away from risk, which is exactly why lots of girls’ programs began in the private sector. Teachers can help them learn to take risks in an atmosphere where they feel confident about doing so.† It’s an aha! moment for many of the parents, who seem to understand. These differences can be accommodated in the classroom, Chadwell adds. â€Å"Single gender programs are about maximizing the learning.† Mar. 5, 2008 — Although researchers have long agreed that girls have superior language abilities than boys, until now no one has clearly provided a biological basis that may account for their differences. Share This: 811 For the first time — and in unambiguous findings — researchers from Northwestern University and the University of Haifa show both that areas of the brain associated with language work harder in girls than in boys during language tasks, and that boys and girls rely on different parts of the brain when performing these tasks. â€Å"Our findings — which suggest that language processing is more sensory in boys and more abstract in girls — could have major implications for teaching children and even provide support for advocates of single sex classrooms,† said Douglas D. Burman, research associate in Northwestern’s Roxelyn and Richard Pepper Department of Communication Sciences and Disorders. Using functional magnetic resonance imaging (fMRI), the researchers measured brain activity in 31 boys and in 31 girls aged 9 to 15 as they performed spelling and writing language tasks. The tasks were delivered in two sensory modalities — visual and a uditory. When visually presented, the children read certain words without hearing them. Presented in an auditory mode, they heard words aloud but did not see them. Using a complex statistical model, the researchers accounted for differences associated with age, gender, type of linguistic judgment, performance accuracy and the method — written or spoken — in which words  were presented. The researchers found that girls still showed significantly greater activation in language areas of the brain than boys. The information in the tasks got through to girls’ language areas of the brain — areas associated with abstract thinking through language. And their performance accuracy correlated with the degree of activation in some of these language areas. To their astonishment, however, this was not at all the case for boys. In boys, accurate performance depended — when reading words — on how hard visual areas of the brain worked. In hearing words, boys’ performance depended on how hard auditory areas of the brain worked. If that pattern extends to language processing that occurs in the classroom, it could inform teaching and testing methods. Given boys’ sensory approach, boys might be more effectively evaluated on knowledge gained from lectures via oral tests and on knowledge gained by reading via written tests. For girls, whose language processing appears more abstract in approach, these different testing methods would appear unnecessary. â€Å"One possibility is that boys have some kind of bottleneck in their sensory processes that can hold up visual or auditory information and keep it from being fed into the language areas of the brain,† Burman said. This could result simply from girls developing faster than boys, in which case the differences between the sexes migh t disappear by adulthood. Or, an alternative explanation is that boys create visual and auditory associations such that meanings associated with a word are brought to mind simply from seeing or hearing the word. While the second explanation puts males at a disadvantage in more abstract language function, those kinds of sensory associations may have provided an evolutionary advantage for primitive men whose survival required them to quickly recognize danger-associated sights and sounds. If the pattern of females relying on an abstract language network and of males relying on sensory areas of the brain extends into adulthood — a still unresolved question — it could explain why women often provide more context and abstract representation than men. Ask a woman for directions and you may hear something like: â€Å"Turn left on Main Street, go one block past the drug store, and then turn right, where there’s a flower shop on one corner and a cafe across the street.† Such information-laden directions may be helpful for women because all information is relevant to the abstract concept of where to turn; however, men may require only one cue and be distracted by  additional information. Boy and girl babies differ from the time they are in the crib. Richard Restak studied these differences in babies from birth to twelve months and published his findings in the now classic book The Brain: The Last Frontier (Grand Central Publishing, 1988). He found that boy babies demonstrate early superiority in visual acuity and possess better spatial abilities in dealing with three-dimensional space. Boy babies also perform better in gross motor body movements. He found girl babies to be more sensitive to sounds (especially their mother’s voice) and more attuned to the social contexts of situations (faces, speech patterns and tones of voice). Girl babies speak sooner and develop larger vocabularies. Inborn Learning Styles Dr. Rita Dunn, Director of the Center for Study of Learning and Teaching Styles at St. John’s University in New York, and Dr. Kenneth Dunn of Queens College, have spent nearly 25 years in the study of learning styles. They identify the most common learning styles as Auditory, Visual and Tactile. From their studies, the Dunns have observed that learning styles are inborn and run in families, and can be observed as early as the first year of life. Of the children I have evaluated in my own practice, over 80 percent demonstrates a learning style that is either identical to that of one parent or a blend of both parents’ styles. Ten percent demonstrate the learning style of a close relative, such as a grandparent or uncle. Listeners, Lookers and Movers Listeners, Lookers and Movers are the terms I use for Auditory, Visual and Tactilelearners, respectively. Listeners are attuned to sounds and words. They talk early, have large vocabularies and learn to read with ease. From the first year of life,Lookers are drawn to color, shape and motion. They display excellent eye-hand coordination, and can be expected to excel at math and computers. As babies,Movers often crawl, stand and walk ahead of schedule. They are well-coordinated and confident in their bodies, but their affinity for moving poses problems for them in structured classroom settings. Male vs. Female Learning Styles While external circumstances can have an impact on a child’s preferred  learning style, some generalizations are possible. Girls tend to be auditory learners, more attuned to sounds, and as a result talk earlier than boys. From the time they begin formal schooling, girls excel in auditory subjects, such as reading, which require the ability to break words into individual sound units, and then blend them back into a whole. As auditory learners, they perform well in classroom settings that demand attention to teacher instructions. As adults, they often lean toward careers in communications. Male broadcasters, courtroom attorneys and speech-language pathologists prove that there are exceptions to this rule. Beginning at birth, boys tend to be visually alert and take a whole body stance to learning. As visual learners, boys tend to excel in visual subjects, such as spelling and math. Spelling requires accurate visual recall of the patterns of words, and success in math hinges on the ability to mentally visualize and manipulate quantities. As adults, males tend to favor visually precise fields, or favor fields where they can be physically active. However, female airline pilots, accountants and landscape designers prove exceptions to this rule. Learning and Teaching Strategies Left to their own devices, children, over time, tend to settle into a preferred way of learning to the point of screening out less favored types of information. Whenever a child gets set in a particular way of learning and begins to screen out auditory, visual or tactile information, he or she is at risk of being labeled learning disabled. Children do not â€Å"outgrow† their preferences for learning in a particular way. In fact, without help, as they progress through the grades, they tend to become more set in their learning style ways. Children can, however, become more flexible in their approach to learning when adults encourage them as early as possible to welcome auditory, visual and tactile information.