English for Specific Purposes Essay Example | Topics and Well Written Essays - 2500 words

English for Specific Purposes - Essay Example The first studies on special languages were in fact those on register, which developed in a Firthian environment. Following strictly in Halliday's footsteps (Halliday, 1978), British linguists identified special registers on the basis of lexical aspects, which they considered sufficient in themselves to distinguish them from common language. For example, the presence of a lexical item such as tablespoonful was enough to presume that the register was that of recipes or prescriptions (Halliday, McIntosh & Strevens, 1964; Strevens, 1977). However, as recent approaches to special languages have pointed out, differences do not apply to the lexical level only, but also concern morph syntactic choices and textual and pragmatic organization (Swales, 1990; Gotti, 1991; Bhatia, 1993). The social context (and therefore the aim) of each of the subdivisions of ESP exerts a strong influence on the linguistic strategies which are to be adopted. Therefore situational and functional requirements dire ct linguistic choices such as lexical density, the complexity and the length of clause structure, the degree of formality and the management of information, to name but a few. The most important d... cate a set of professional skills and to perform English and are learning the language in order to communicate a set of professional skills and to perform particular job-related functions. An ESP program is therefore built on an assessment of purposes and needs and the functions for which English is required. ESP concentrates more on language in context than on teaching grammar and language structures. It covers subjects varying from accounting or computer science to tourism and business management. The ESP focal point is that English is not taught as a subject separated from the students' real world (or wishes); instead, it is integrated into a subject matter area important to the learners. However, ESL and ESP diverge not only in the nature of the learner, but also in the aim of instruction. In fact, as a general rule, while in ESL all four language skills; listening, reading, speaking, and writing, are stressed equally, in ESP it is a needs analysis that determines which language skills are most needed by the students, and the syllabus is designed accordingly. An ESP program, might, for example, emphasize the development of reading skills in students who are preparing for graduate work in business administration; or it might promote the development of spoken skills in students who are studying English in order to become tourist guides. As a matter of fact, ESP combines subject matter and English language teaching. Such a combination is highly motivating because students are able to apply what they learn in their English classes to their main field of study, whether it be accounting, business management, economics, computer science or tourism. Being able to use the vocabulary and structures that they learn in a meaningful context reinforces what is taught and

An exploration of notions of 'order' present in Bernard Tschumi's Dissertation

An exploration of notions of 'order' present in Bernard Tschumi's deconstructive architecture of the late 70's - Dissertation Example From the mid-1970s, small pockets of resistance began to form as architects in advanced, post-industrial cultures began to adopt a system of defamiliarization from the established norms. The new mediated world reflected and reinforced dismantled reality. Architecture incorporated such dismantling and fragmentation, through â€Å"celebrating the culture of differences, by accelerating and intensifying the loss of certainty, of centre, of history†4. Deconstruction as a style of architecture has become increasingly influential among architects, educators, policy makers, and developers of prestige projects. Numerous recent projects are based on the deconstructive style. Besides visual fashion, this type of architecture is conceived around form, function and aesthetics. The main characteristics of deconstructive architecture are a â€Å"lack of human-scale details, jagged and convoluted figures, disjointed masses and planes, glittering glass and polished metal surfaces†5. De constructive architecture is rooted in a branch of philosophy whose chief proponent was the late French philosopher Jacques Derrida. To create order in an architectural composition, form, space and other principles play an important part. Order does not refer only to geometric regularity, but to a â€Å"condition in which each part of a whole is properly disposed with reference to other parts and to its purpose†6, towards producing a harmonious arrangement. A natural diversity and complexity is present in the program requirements for buildings. The forms and spaces of any building should acknowledge the hierarchy that is fundamental to the functions they facilitate, the users they serve,... The importance of a theoretical framework in architecture, for increasing the aesthetic and functional value of the built environment has been underscored. Bernard Tschumi’s work which introduces the urban setting into the Parc de la Villette has a distinctive characteristic emphasizing contemporary deconstructive trends. A theoretical framework elucidates the reasons why some buildings affect human beings in specific ways. Nikos Salingros, a colleague and adversary of Tschumi who promotes traditional aesthetics in architecture, also supports this view . He adds that one of the essential requirements of architectural theory is to integrate and organise scattered and seemingly unrelated observations of the ways in which human beings interact with built form. Another significant element of theory is to formalize those observations into an easily applicable framework usable for design. Architecture’s recent embarking on a formulation of its theoretical basis has been long overdue. Until now architecture has been based on personal notions and fashion, rather than on theoretical support.

Organizational Communication and Culture Research Paper

Organizational Communication and Culture - Research Paper Example During this meeting, the manager presented a revamp plan that involved a higher focus on online advertising and less focus on traditional modes of advertising. Each member of the key staff was assigned with specific tasks by the manager. The session did not have any scope for discussion or providing suggestions as the manager did not encourage it. Shortly, the manager sent out an email communication to the rest of the department informing them about the new changes and revamp plans. However, the email communication did not mention anything about employee’s questions or suggestions either. Instead, the specific tasks for each team, along with the desirable goals as well as deadlines, were assigned to them. In such a situation, the decision has left me and the rest of the employees confused and frustrated as to why the changes were made. Lack of communication between upper management and the employees during a change is a common phenomenon in most organizations (Frahm & Brown, 2007). The problem in this case occurs because there was no employee involvement in the decision making process which, in turn, results in employees feeling confused and unvalued. In this case, employees were not encouraged to get involved in the company as well as the marketing department’s strategic decisions; instead, they were assigned with tasks without the opportunity of discussion or consultation. The specific communication problem mentioned above can be attributed to the work culture of many Asian companies. According to Hofstede, countries such as Japan and China are particularly high in power distance, which means that subordinates in organizations that are managed by leaders from those countries are not encouraged to question the decision of their authorities for fear of negative consequences or conflicts (Samovar, Porter, & McDaniel, 2009). As it is evident from the

Utilitarianism - Act and Rule Essay Example for Free

Utilitarianism Act and Rule Essay

Quota Printing Essay Example for Free

Quota Printing Essay The best things in life are free. However, anything that is provided without any controls attached should impose a certain degree of responsibility. This will ensure that the overall efficiency of the right can be maximized by all individuals concerned. In the case of the free printing abuse in the library, the best possible resolution is to implement an individualized imposition of responsible printing instead of simply making the facility available without limitations.   Ã‚  Ã‚  Ã‚   One possible solution for the problem is to implement a quota for printing per student. Each enrolled individual will have to register first in the database in which they will have to input their complete name and student number. Afterwards, the library can impose a printing system which will allow each student to avail the first 50 to 100 pages (depending on the decision of the library) of printing free for the entire semester. The next pages thereafter shall be charged a definite amount of at least about five cents per page as noted in the article. This way, the students will have the responsibility to only use their free pages of printing in an efficient way which will help them become responsible. Moreover, five cents worth of printing page is still reasonable for any student’s budget allowance.   Ã‚  Ã‚  Ã‚   For the concern of having to wait long queue of printing, the library can install one more printing machine in the library. Because of the great savings in resources (paper, electricity, ink) and the possible accumulation of budget coming from the 5c/page beyond quota charges, is it possible to purchase another equipment to make printing faster for all the students who want to request for a printing job. Of course, the same implementation ruling should be provided to the second printer which will be connected in the single student user database for the number of printed page monitoring.   Ã‚  Ã‚  Ã‚   It is always an exciting experience to acquire something without any charges. But sometimes, it is inevitable to encounter inconsiderate individuals who would only want to abuse something that is free. In order to resolve this problem, it is always necessary to impose a definite restriction in free services to help each user become responsible. A simple limitation rule can greatly help a free system effective.

Development Of Emotional Resilience

Development Of Emotional Resilience What is emotional resilience and how does this develop? What might the consequences be for someone who has this process disturbed? Emotional resilience is not a unitary concept of the self but integral to the multi-faceted, wider process of psychological resilience; retaining homeostatic mental security in an eternally shifting, socially constructed world. Resilience develops through experiential maturation; a dynamic process of adaptation and resistance in the endeavour to maintain social identity within specific hereditary and adaptive cultures. This response proposes that emotion is the core of an embodied individual resilience within relational contexts; therefore to seek conceptual understanding, consideration must be made of biological, behavioural and phenomenological influences on the psychological state. Empirical evidence proposes that the templates of emotional resilience are formed from the first day of a new life (even in uteri) and develop within the attachments of familial and systemic structures, experiencing both positive and adverse environmental factors. This brief insight will offer the reade r some understanding of the specific concept of emotion in our Western world. It will lead to focus on the crucial factor of human attachments as they model individual psychological development, and it will become clear that emotional resilience is part of a development synthesis (Cairns 1979) assimilated into psychological, social and cognitive theories that accumulatively demonstrate the emotional range of culture. When this synthesis is disturbed or traumatised, the concepts of fear or anxiety are experienced and begin an organic protective conditioning that if continual, can become manifested as negative psychological conditions and maladaptive behaviour. In seeking therapeutic efficacy, emotions might therefore be explored in relation to individual needs. The complexity of the social-mind-body assimilation presents a fascinating challenge for reparative treatment; research leading to a modernity of thought and beginning pro-active application of preventative measures through va rying social programmes. What are emotions? From early philosophical consideration to date, emotion has been viewed as an interference with rationality; an echo of pre-sapient expression. Darwin (1872)  [1]  introduced the concept of emotion in The expression of the Emotions in Man and Animals as he defined specific emotions finding expression through facial movement and overt behaviour. William James (1884)  [2]  extended this perspective in an article in Mind as he proposed this as a result of a prior, emotional neural signal; the feeling of physiological change Is the emotion. James Lange (1890)  [3]  developed this hypothesis further defining the first systemic theory of emotion, proposing three stages of emotional elicitation and physiological response: a presented emotional stimulus arousal in the autonomic nervous system physiological feedback leading to experience of an emotion In adverse extremity, we might acknowledge this as the basis of the fight or flight stress response, however this concept was extended by the Cannon-Bard Theory (1929)  [4]  as it specifically identified the hypothalamus of the brain to be the organ that activated physiological changes. Whereas the James-Lang Theory argued that human experience of emotion depended on preceding bodily changes, the Cannon-Bard Theory claimed that emotional experiences and bodily changes are independent. Early thought therefore understood resilience to be embedded in neurological physiological states. These proposals held historical behavioural cognitive validity, however there was no clarity of how an emotional situation actually activated the thalamus, i.e. how did the cognitive system detect that a stimulus was threatening or innocuous? The question remained: do individuals experience emotion based on their bodily perception, or are there specific emotional neural patterns which respond to envi ronmental events that result in physiological and visceral expressions? Perhaps the fulcrum of research was Schachter (1922 -1977)  [5]  as he proposed that only a general stage of visceral arousal was necessary for the experience of emotion and the individual would present the experience in the language of cognition, i.e. thought, past experiences, environmental references. Historical witness gave rise to Schachters James theories taken in accordance; as visceral arousal being essential for emotional experience but the manifestation of the emotion dependent on the cognitive, perceptual evaluations of external environment. To connect our animal nature with the world in which it is embeddedemotions respond immediately to the truth of things. They are the most alert form of attention. Disgust turns away from decay, fear warns of danger, desire recognizes beauty and pity responds to need. Hillman (1972) The psycho-biological and social perspectives are therefore implicit to the concept of emotional resilience within experiential processes. Drever (1964) stated that emotion is a complex state of the organism, involving bodily changes of widespread character in breathing, pulse, gland secretion etc. à ¢Ã¢â€š ¬Ã‚ ¦and on the mental side, a state of excitement or perturbation, marked by a strong feeling, and usually an impulse towards a definite form of behaviour. Intrinsically connected the neurological and physiological systems create behavioural responses, evoking feelings and thoughts subsequently manifesting as learned behaviour and leaving a residue of experience. Drevers analysis alludes to trans-theoretical components which could initially be assumed to be in contextual concordance; cognitive, physiological, experiential, expressive and behavioural. These assumptions are integral to the research of Schachter Singer (1962) and their cognitive labelling theory  [6]  ; two f actors proposed as essential for emotional experience: high physiological arousal (neuro-psychological) emotional interpretation or label of the arousal, e.g. fear, pleasure, anger, (expressed through culturally shaped language). Critique could hold these assumptions as simplistic when considering Craske Craigs (1984) study of performing pianists, which typically found a lack of concordance of components during adverse situations. Whilst stress measurements of an individual component correlated significantly, trans-component measurements reflected little concordance, amplifying the complexity of emotion and its development of resilience. Why therefore can an individual appear to be very anxious or angry when one component of emotion is considered, but not when a different one is assessed? If the components were in correlation with each other, a singular measurement would only be necessary to understand an individuals emotional state. This observed lack of correlation supports consideration of integrative theoretical perspectives, as individuals have unique systemic foundations and neurological processing modalities. If as so far theoretically proposed, the origin of an emotion is an inherently organic and genetically pre-determined reaction to a stimulus; if the stimulus is adverse, how long can negative psychological impact be sustained without harm? Concepts of emotions and resilience are therefore embedded in a dynamic and interactive process of environmental interaction and socialisation, leading to a phenomenological consideration of experience. Phenomenological consideration reveals a diversity of emotional states identified at an experiential level. Mauss (1872 -1950)  [7]  and Mead (1901 -1978)  [8]  proposed individual minds to be penetrated by social and cultural practices; internal representations creating a dynamic view of the self. As we consider the socio-biological/cognitive proposals, it seems emotions are an individuals indicator of their human state in society and crucial to the defence of the self; therefore what of psychoanalytical thought? Freud purported emotions as a biological function, manifested as neuroses originating inner desires ; Jung (1875-1961)  [9]  proposed an archetypal self care system; for Adler (1870-1937)  [10]  self defence was socially based in the drive for success; existentialists such as Heidegger (1972)  [11]  and Kierkegaard (1960)  [12]  propose emotions as exposure of the threat of non-being; Ekman  [13]   Davidson  [14]  (1994) the evolutionary forc e that enables us to adapt to our life tasks and Hillman (1972),  [15]  emotions as symbols representative of the holistic pattern of the soul (Freshwater Robertson 2002). Is an individuals consciousness and internal world therefore systemically distorted to avoid anxiety? Within the psychodynamic realm, it seems individuals are not rational truth-seekers, attempting to accurately interpret the world, but defensive beings who distort reality in the avoidance of psychological pain. Within the interactive subtleties of the individual and social environment, two areas of thought occur in consideration of disturbed emotional resilience; the relationship with sustained, negative environmental forces and the impact of sudden trauma. Emotional resilience One of the most profound sources of anxiety is evoked through fear of a loss of identity or fragmentation and loss of self. The self evolves from birth as emotions develop from pre-verbal experiences, many of which are paralleled with another human being; the mother or primary care giver. Through the development of emotional resilience the crucial impact of attachments as familial and social interactions are internalised, not only to form emotional templates, but also the raw material of the self. Resilience of the self evolves if relations are stable; if not individuals will struggle to create a secure internal version of reality that enables assimilation with the external world. In healthy psychological development, everything depends upon a gradual humanisation and integration of the archetypal opposite inherent of the self as the infant and young child wrestles with tolerable experiences of frustration (hate) in context of a good-enough (not perfect) primary relationship.in as much as the traumatised child has intolerable experiences in the object world, the negative side of the self does not personalise, remaining archaic.the internal world becomes menaced. Kalsched (1996) Integral to the narrative of attachments, and the phenomenological experience fundamental to emotional resilience, Rothbart Ahadi (1994) proposed the element of genetic temperament. Encompassing differences in reactivity and self-regulation within a conjoint physiological and psychological concept, they identified the behavioural scales of surgency/extraversion (high intensity, pleasure v. impulsiveness and shyness); negative/affectivity (discomfort, fear v. satiability comfort) effortful control (inhibitory control, attentional focussing v. perceptual sensitivity). The first two dimensions of infant temperament; fearfulness and irritability correlate with childhood and adult dimensions of negative affectivity or neuroticism and reflect a parallel proposal to Eysencks (1916 -1997)  [16]  theory of arousal systems and the correlation with extraversion and introversion. Rutter Quinton (1984) found that children with heightened negative temperament and low malleability were like ly to elicit irritability and hostility from their parents; the formation of a negative attachment cycle. Rutter (1990) further suggested that this reflected a pattern in which the childrens attributes make them a focus for discord[increasing] the probability that exposure will set in motion a train of adverse reactions that will prolong the risk. Such cyclical behaviour leads us to note the socially constructed self formed through familial scripts and systemic legacies of beliefs and interaction; therefore as personality traits are considered, a set of variable responses may be interpreted as internalised habitual behaviour, thoughts, values, needs and goals. In the search of self, inner reflection arouses further emotions that might lead to additional adaptations, both negative and positive. Satinoff (1982) summarises; an organism behaviour at a particular time depends on the state of its nervous system, the stimuli in its immediate environment, its past individual history and the evolutionary history of its species. This analysis can be applied to the development of attachment as Bowlby (1969)  [17]  noted that adaptive function of proximity maintenance in the protection of human young, and simply identifying humans as social species therefore suggests the evolutionary functions of systems serve to keep individuals physically and emotionally close to others. If formulated on secure systemic attachments, there will be resilience of self; if conversely formulated on dysfunctional, avoidant or anxious attachments, emotional resilience is jeopardised. Social scripts and dogmas of early life, such as men dont cry can become exemplars of inappropriate relational paradigms which lead to conflict of an instinctual demand of attachment behaviour being socially accepted. When internalised distorted scripts remain active in the unconscious, they might severely restrict an adult ability to express emotion. The parody revealed is that through the formations within a psycho-social and behavioural paradigm, individuals who evolve within a negative or abusive environment, despite the continual experience of pain and anxiety, often continue to seek such relations and environments perpetuating the projective cycle of negativity with exposure to the risk of psychopathological development. Freshwater Robertson (2002) highlight the specific pathogenic personality of the parent(s) and the specific pathogenic atmosphere in which the child grew up that account for mal-developments, fixations and unsolvable inner conflicts characterising the adult personality; the correlation reflecting the breakdown in emotional resilience. Manifestation might then be seen in conditions such as social disorders, substance or alcohol abuse, obsessive compulsive disorder, depression, and in the extreme psychosis. What of the impact of sudden trauma? We are aware of the physiological response of the autonomic nervous system, however the psychological impact is not easily assessed as this is dependent on the formulated emotional resilience of an individual. Jung (1929) stated that certain complexes arise from painful or distressing experiences of an emotional nature leave lasting psychic woundsoften [crushing] valuable qualities in an individual. All these produce unconscious complexes of personal nature..others come from quite a different source.the collective unconscious.  [18]  The historical Western script in relation to psychological pain has been to ignore it; to get on with life. There has to be an element of stoicism to return to functional life; however the psyche is powerful in demanding remembrance of pain as poignantly recorded in the recent memorial to the liberation of Auschwitz 65 years later: So I was hiding out in the heap of dead bodies because in the last week when the crematoria didnt function at all, the bodies were just building up higher and higher. So there I was at night time, in the daytime I was roaming around in the camp, and this is where I actually survived. Bart Stern  [19]   Social scripts are changing but some denial still exists in corners of Western culture. Theorists have suggested that in the desire to block psychological pain, or to control or avoid emotional responses in accordance to this legacy of the collective unconscious, an emotional numbing becomes an automatic process; evoking symptoms of disinterest, detachment or denial. Avoidance of emotional material is thought to be a central factor in negative outcomes such as post traumatic stress disorder (PTSD). The emotional processing model proposed by Foa Kozak (1986) and the relational construct theory of human learning (Kelly 1905 -1967 )  [20]  give some insight to the effect and symptoms of PTSD. The theories account for the generalisation of trauma cues within learned behaviour, of memories of trauma and experiential and external, emotionally associated responses. Avoidance of emotion can lead to paradoxical increases in emotional experience; suppression of thoughts leading to target- related anxiety, i.e. situational factors. The crucial note of Jungian theory is that traumatic emotional experiences can remain in the psyche by becoming autonomous and adopting characteristics of their own, which can then dominate or even possess the conscious ego (Roemer Borkovec 1994). Following trauma, concealment of emotions has also been associated with diminished memory for information and cognitive ability interfering with an individuals ability to engage adaptively with the environment. Therapeutic efficacy in the maintenance of emotional resilience The complicity of factors relating to the disturbance of emotional resilience continues as a focal height of research. Salters et al (2002) highlighted areas of theoretical empirical evidence gaining credence in the link between and emotionally avoidant perception, social interaction and, in the area of therapeutic efficacy, the experience of clinical anxiety. Plagued by definitional and methodological challenges, the study of emotional resilience holds complex phenomena; however cross-theoretical approaches now contribute to holistic understanding. Craske Zucker (2002) proposed models for psycho-social interventions as they highlight several of the specific factors discussed that affect emotional resilience; anxiety, familial transmission, temperament, life stresses and co-morbidity. Their research focussed on buffer factors of emotional resilience through concepts such as hardiness and social support. Seligman (2000) had emphasised the importance of optimism as Rutter (1995) outl ined five categories of protective factors: reduction of adverse experiences, reduction of negative chain reactions, promotion of self esteem and self efficacy; the opening of positive opportunities and the positive cognitive processing of negative experiences. Davidson (2000) clarified these as a broad constellation of processes that serve to amplify, attenuate or maintain the strength of emotional reactions. It is identified that anxiety disorders are most likely to develop during critical developmental stages, dependent on the resilience of the emotional templates; (Blehar 1995) transitions such as adolescence and mid-life could therefore be crucial times for the support of a proactive-developmental-ecological approach (Winett et al 1989). Conclusion The area of research into emotional resilience is self perpetuating and too vast to address comprehensively in this short response. It is therefore hoped that some insight is offered to the complexity of emotions as structured phenomena, and resilience as the dynamic component of this. It has reflected a trans-theoretical combination of psychotherapeutic thought, and presented the evolution of human emotional resilience to be a synthesising process that demands positive adaptation to lifes adversity. Crucial to the maintenance of healthy emotional resilience within social interaction is the exposure to, internalisation of, and management of positive and negative stimuli. Emotions are not merely feeling states but internal states that when disturbed, the distinction between the collective and individual unconscious becomes obscured creating internal distress and continues to reflect what Jung described in1912 as the problem of our time. The Gestalt perspective exemplifies the struggle to address this problem and maintain a healthy emotional resilience as it presents the human psyche and body to be an organic function and ultimate experiential unit (Perls 1969).  [21]   I do my thing you do your thing. I am not in this world to live up to your expectations And you are not in this world to live up to mine. You are you and I am I And if by chance we find each other, its beautiful. If not, it cannot be helped. Gestalt Prayer [3209]

Cystic Fibrosis and Gene Therapy Essay -- Science Genetics Biology Pap

Cystic Fibrosis and Gene Therapy The average life span of a person with Cystic Fibrosis is 25-30 years of age. Although the more traditional treatments of this disease are adequate, is there something else that could be even better? Gene therapy is fast becoming one of the more studied aspects of genetics today. Let's take a look at some details of Cystic Fibrosis and gene therapy. Technical Aspects Cystic Fibrosis (CF) is the most common fatal genetic disease in the United States today. CF is an autosomal recessive disease that occurs approximately one out of 3,300 live births (Cystic Fibrosis Foundation, 1998). Autosomal means that the gene for CF is not carried on the sex chromosomes and males and females are both afflicted by this disease. Recessive inheritance is when both parents "carry" the abnormal gene in their DNA but they themselves do not show evidence of the disease. The mother and father have one normal gene and one abnormal gene and don't show signs of disease because the normal gene dominates the abnormal gene. To have CF, a child must inherit two abnormal genes, one from each parent. Remember that chromosomes are made up of DNA or deoxyribonucleic acid. DNA is made up of genes, and genes are made up of building blocks called base pairs. The specific gene responsible for CF was identified in 1989 on human chromosome 7 (Pseudomonas Genome Project, 1998). A mutatio n, or change in the genetic material, resulting in a substitution or loss of one of the base pairs causes the CF gene to be abnormal (Cystic Fibrosis Foundation, 1995). CF does not affect all people the same way. The basic problem for all patients however is an abnormality in glands, which produce mucus or sweat. The mucus produced by people... ...ctsabo.htm">http://www.cff.org/factsabo.htm Cystic Fibrosis Foundation, "Gene Therapy". Obtained from the WWW 10/31/98: http://www.cff.org/genether.htm Genentech Incorporated, "Gene Therapy-An Overview". Obtained from the WWW 10/31/98: http://www.gene.com/AE/AB/IWT/Gene_Therapy_Overview.html McClean, Phillip. "Variation in Chromosome Structure". Obtained from the WWW 10/15/98: http://www.ndsu.nodak.edu/instruct/mcclean/plsc431/chromstruct/chrmo2.htm Pseudomonas Genome Project, "Cystic Fibrosis". Obtained from the WWW 10/31/98: http://www.pseudomonas.com/cystic_fibrosis.html Cystic Fibrosis Foundation, "An Introduction to Cystic Fibrosis for Patients and Families" in Respiratory Diseases and Disorders Sourcebook". Health Reference Series, V. 6, 1995. Sect. 5.1, p. 240. WWWebster Dictionary. Obtained from the WWW 11/2/98: http://www.m-w.com/