Music Therapy for Traumatic Brain Injury (TBI) | Research

Music Therapy for Traumatic Brain Injury (TBI) | Research CHAPTER I INTRODUCTION â€Å" Music gives a soul to the universe, wings to the mind,  flight to the imagination and life to everything† Plato Head injury (Traumatic Brain Injury) is defined as an insult to the brain, not a degenerative or cognitive nature, but caused by an external physical force, that produces a diminished or altered level of consciousness which results in impairment in cognitive abilities or physical functioning. (American Head Injury Foundation, 2012) Traumatic Brain Injury can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. Approximately half of severely head injured patients will need surgery to remove or repair hematomas or contusions. Some common disabilities include problems with cognition, sensory processing, communication and problems with behaviour or mental health. (Newman, 2003) Road Traffic Accidents (RTA) are the sixth leading cause of death in India with a greater share of hospitalizations, deaths, disabilities and socioeconomic losses in young and middle-age populations. It also place a huge burden on the health sector in terms of pre hospital, acute care and rehabilitation. (WHO, 2012) Almost 10 million head injuries occur annually, about 20 % of which are serious enough to cause brain damage. Among men under 35 years, accidents, usually motor vehicle collisions are the chief cause of death and > 70 % of these involve head injury. Furthermore, minor head injuries are so common that almost all physicians will be called upon to provide immediate care or to see patients who are suffering from various sequels. (Allan H Ropper, 2011) The advancement in medicine and technology has increased the survival rate of patients with head injury and many of them do have various disabilities. When injury is severe or even minor it lead to large number of behavioural and cognitive problems with the physical disability. Each patient represents a unique disabilities which include physical, visual, cognitive and behavioural abnormalities. Sensory Stimulation Programmes are usually started in the Neuro Intensive Care Unit and should be continued in rehabilitation. This may include tactile, olfactory, visual, gustatory and auditory. (Ellen Barkers, 2002) Music is a magical medium and a very powerful tool. Music can delight all the senses and inspire every fiber of being. Its multidimensional nature touches the individual’s physical and psychological levels of consciousness suggested that music exerts its effect through the entertainment of body rhythms. (Wilson Parsons, 2002) Music has been used as a healing force for centuries. Appolo is god of music and of medicine. Aesculapius was said to cure diseases of the mind by using song and music. Aristotle taught that music affects the soul and described music as a force that purified the emotions. Aulus cornelius advocated the sound of cymbals and running water for the treatment of mental disorders. Music therapy goes back to biblical times, when David played the harp to rid King Saul of a bad spirit. In the thirteenth century, Arab hospitals contained music-rooms for the benefit of the patients. Music therapy began in the aftermath of World Wars I and II. Musicians would travel to hospitals, particularly in the United Kingdom and play music for soldiers suffering from war-related emotional and physical trauma. (Lee Mathew, 2000) Neurologic Music Therapy (NMT) is the therapeutic application of music to treat cognitive, sensory and motor dysfunctions that come from neurologic impairment. The treatment is based on stimulating music perception and production parts in the human brain. The targeted neurologic disorders like Stroke, Autism, Huntington’s disease, Cerebral palsy, Alzheimer’s disease and other neurological disease affecting cognition, movement and communication (mild , moderate or severe traumatic brain injury). (Blosser DePompei, 1994) Need for the Study: Everyday men, women and children suffer head injuries. A fall, a car accident, a sports injury – these everyday injuries can range in severity from concussion to coma. Traumatic Brain Injury can be fatal or, in survivors, can produce persistent problems that significantly affect the livelihood and well-being of millions around the globe. Ninety-five percent of trauma victims in India do not receive optimal care during the â€Å"golden hour† period after an injury is sustained, in which health care administration is critical. (Indian Head Injury Foundation, 2010) The annual global incidence rates of traumatic brain injury ranges from 91 per 100,000 populations to 546 per 100,000. The traumatic brain injury constitutes 70–90% of all head injuries, with rates of hospital treatment ranging from 100 to 300 per 100,000 populations per annum. This high variability in incidence is due to sampling of population ranging from only hospitalized patients to all the patients who visit emergency department. A large number of cases are not treated at hospitals; the actual rate is possibly in excess of 600 per 100,000 cases. There is bimodal distribution of brain injury with peaks at age group 15–24 years and after 65 years. (Centre for Disease Control and Prevention, 2010) The annual national incidence rates among 28 states of India, the mortality rate per million population due to road traffic accident. A varied from as low as 20 in Nagaland to as high as 216 in Tamil Nadu. States with rapid and high growth in motorization had a higher number of deaths. Nearly half of the total road fatalities were in the 4 states of India, Tamil Nadu (14.5%), Andhra Pradesh (11.4%), Maharashtra (11.1%) and Uttar Pradesh (10.2%). (National Crime Records Bueareau, 2005) A combination of neurological and neuropsychological deficits seems to contribute to residual handicap in patients with head injury. Neurological deficits include motor deficit (55%), ataxia (49%) and anosmia (46 %) along with memory impairment, poor initiativeness and increasing irritability. Among them very least could return to their occupation and occupational and psychological rehabilitation may found to be more effective. (Zebenlozer and Oder, 1998) Over the past few decades major advancements have been made in the management of patients with traumatic brain injury and significant improvements have been made in their care in the pre hospital and emergency department settings. Patients with complex, multisystem trauma are admitted to critical care unit and these patients require complex care. (Lind D Urden, 2010) Rehabilitation is an important part of the recovery process for a traumatic brain injury patient. The patients with brain injury are completely dependent on health care providers to meet all their needs. Rehabilitation should begin as soon as possible after brain injury patient is stable, often with 24-48 hrs after resuscitation. The overall goal of rehabilitation after a traumatic brain injury is to improve the patients ability to function at home and in society. (Davis White, 1995) Music therapy benefits patients across the spectrum, from premature infants in neonatal intensive care units responding to lullabies to swing band numbers in elderly Alzheimer’s patients’ moods and appetites. Involving the primary care givers take care in auditory stimulation program will helps in continuity of care and also helps to reduce cost of care. (German, 2003) Broca’s area is important in processing the sequencing of physical movement and in tracking musical rhythms. It is critical for converting thought into spoken words. Scientists speculate, therefore, that Broca’s area supports the appropriate timing, sequencing, and knowledge of rules that are common and essential to music, speech, and movement. The brain areas involved in music are also active in processing language, auditory perception, attention, memory, executive control, and motor control. Music efficiently accesses and activates these systems and can drive complex patterns of interaction among them. (Michael Thaut Gerald Mclntosh, 2010) Complementary and alternative therapies are now the fastest growing areas of health care. Music therapy is one of the best and cheapest alternative methods. Teaching the care giver about the auditory stimulation helps to promote care and satisfaction to the patient. For many individuals, music is a source of pleasure and therefore more preferable. Hence the researcher believes that the use of auditory stimulation for patients with brain injury provides the rehabilitative as well as physical assistance with most cost effective manner. Statement of the Problem: A Study to Evaluate the Effectiveness of Auditory Stimulation on Motor and Verbal Responses among Patients admitted in Intensive Care Unit with Traumatic Brain Injury at Selected Hospitals, Salem. Objectives: To assess the motor and verbal responses among patients with traumatic brain injury in experimental group and control group. To evaluate the effectiveness of auditory stimulation on motor and verbal responses among patients with traumatic brain injury in experimental group and control group. To associate motor and verbal responses among patients with traumatic brain injury with their selected demographic variables in experimental and control group. Operational Definitions: Effectiveness: Improvement of motor and verbal responses among patients with traumatic brain injury after implementing auditory stimulation along with routine nursing care as observed by Glasgow Coma Scale Score. Auditory Stimulation: In this study it refers to auditory stimulation in which classical instrumental music therapy is given to patients with traumatic brain injury using I pod for twenty minutes for three times a day. Motor function: In this study it refers to patient actively moving upper extremities or lower extremities as response towards the auditory stimulation with best motor response 6 in G C S score. Verbal response: In this study it refers to ability of the patient to respond orally towards the auditory stimulation with maximum GCS Score of 5. Traumatic brain injury: It refers to injury to the brain resulting from external mechanical force such as violent blow or jolt to the head. In this study it refers to patients diagnosed to have traumatic brain injury with GCS between 8 -12. Assumptions: Sensory stimulation may increase the motor and verbal responses among patients with traumatic brain injury. Nurses can enroll music therapy as a simple nursing intervention to promote the well being among patients with traumatic brain injury. Hypotheses: H1:There will be a significant difference in the pre test and post test motor and verbal responses among patients with traumatic brain injury after administering auditory stimulation in experimental group at P ≠¤ 0.05 level. H2:There will be a significant association between pretest scores on motor and verbal responses among patients with traumatic brain injury with their selected demographic variables in experimental group and control group at P ≠¤ 0.05 level. Delimitation: Study period is limited to 4 weeks. Projected Outcome: This study would help the nurses to enlighten their knowledge regarding auditory stimulation. Nurses can utilize music therapy as an integral part of their routine care to the brain injury patients. Conceptual Framework: Conceptual models are made up of concepts which are words describing the mental images of phenomena and proportions which are statements about concepts. It provides a schematic representation of some relationship among phenomenon. Ernestine Wiedenbach, (1964) proposed a prescriptive theory for nursing which is described as conceiving of a desired situation and the ways to attain it. Prescriptive theory directs action towards an explicit goal. The present study is based on the concept of providing auditory stimulation to patients with traumatic brain injury patients. The investigator adopted Wiedenbach’s Helping Nursing Art Theory (1964). This theory, describes the desired situation and way to be attained. It directs action towards the explicit goals. This theory has three factors Central purpose Prescription Reality Central Purpose: It refers to what a nurse wants to accomplish. It is an overall goal towards which a nurse strives. The central purpose of this study is to evaluate the effectiveness of auditory stimulation on motor and verbal responses among patients with traumatic brain injury Prescription: It refers to the plan of action for the patient. It will specify the nature of the action that will fulfil the nurse’s central purpose. The prescription of this study is providing auditory stimulation to patients with traumatic brain injury . Reality: It refers to the physical, psychological, emotional and spiritual factors that come into play in situation involving the nurses. The five realities identified by Widenbach’s are agent, recipient, goal, mean activities frame work. According to this theory, nursing practice consist of 3-steps, which are all guiding the researcher to attain the desired objectives. Step – I Identifying the need for help. Step – II Ministering the needed help. Step – III Validating that the need for help was met. Step-I: This involves determining the need for help. The investigator assesses motor and verbal response among patients with traumatic brain injury by Glasgow Coma Scale score and demographic variables through the structured interview schedule. Step-II: After identification of the patient’s needs ,the researcher facilitate the plan for care and implement it. In this study , the researcher provided auditory stimulation to the experimental group. Wiedenbach theory defines the five realities: Agent: Nurse Investigator. Recipient: Patients with traumatic brain injury. Goal: To determine the effectiveness of auditory stimulation on motor and verbal responses among patients with traumatic brain injury. Means and activities: Implementation of music therapy. Frame work and facilities : Sri Gokulam Specialty Hospital and Sri Gokulam Hospital Step-III: This is accomplished by means of validation of the prescription. It is done through the pretest and posttest assessment of the motor function and verbal response among patients with traumatic brain injury. If there are no significant changes in the perceived behaviour we need to reconstruct the experience to ascertain step – I II. Not included in study Figure-1.1: Conceptual Frame Work Based on Modified Wiedenbach’s Helping Art of Clinical Nursing Theory (1964) on Effectiveness of Auditory Stimulation on Motor and Verbal Responses among Patients with Traumatic Brain Injury. Summary: This chapter dealt with introduction, need for the study, statement of the problem, objectives, operational definitions, assumptions, delimitations, projected outcome and conceptual framework

What gave rise to urbanisation in the mediterranean Essay -- essays re

â€Å"What gave rise to urbanisation in the Mediterranean region?† What is urbanisation? To ‘urbanise’ is to ‘make (a rural area) more industrialized and urban’ , urban meaning ‘of or living in a city or town’ . Marja C.V. Vink argues that â€Å"The word urbanization was used for the first time in Spain a little more than one hundred years ago† to show the â€Å"quantitative and qualitative growth if cities† . The degree of urbanisation is quite different when comparing towns or cities of antiquity to the modern understanding of an urban centre; however, essentially it is the same process. When talking about the rise of urbanisation in the Mediterranean region 3 main civilisations spring to mind, firstly the Greeks who were inspired by advanced civilisations of the Near East. Secondly, the Etruscans who ruled central Italy from the eighth century to the third century B.C. when the last Etruscan cities fell to Rome. Etruria was bordered to the south by the River Tiber and to the north by the River Arno. City states developed in Etruria in the eighth and seventh centuries B.C., and â€Å"by the last decades of the eighth century B.C. the centres which had undergone the process of urbanization and social diversification had acquired some of the status of cities.† Etruria flourished until the Gauls invaded in the fourth century B.C. From 616-509 Etruscan kings ruled over Rome. Finally, the Romans dating back to 753 B.C. with the founding of Rome by Romulus. Urbanisation is synonymous with cities. It seems impossible to consider a civilisation ‘urbanised’ if it does not have urban centres. So what is an urban centre? And why were these urban centres needed? Looking at what the cities consisted of can help one answer these questions. In Greece the most obvious choice for studying the process of urbanisation is Athens. I have chosen Marzabotto as the example of an urban centre for Etruria and finally, for the Roman Empire I have chosen Rome. These three cities all adapted to the needs of their population and the one thing common to all three is a cult centre. The first urban centres were certainly not Roman, however once urbanised Rome surpassed any of the Greek or former Etruscan cites in terms of monumentalisation. The Neolithic & Dark Age sees the beginning of domestication of plants and livestock, as well as the emergence of weaponry. With cultivation now possible peopl... ...biliography. Andersen, D., Urbanisation in the Mediterranean, 1997, Museum Tusculanum Press, University of Copenhagen. Barker, G., and Rasmussen, T., The Etruscans. 1998, Blackwell Publishers. Boitani, F., et.al. Etruscan Cities. 1973, Cassell and Company, London. Camp, D.M., The Athenian Agora, 1986, London. Easterling, P.E., and Muir, J.V., Greek Religion and Society. 1985, Cambridge. Lassus, J. The Early Christian and Byzantine World, 1967, Paul Hamlyn, London. Owens, E.J., The City in the Greek and Roman World. 1991, Routeledge, London and New York. Rykwert, J., The Idea of a Town. 1999, The MIT Press, London and Cambridge. Tomlinson, R., From Mycenae to Constantinople: The evolution of the Ancient City, 1992, Routeledge, London and New York. Ward-Perkins, J.B., Cities of Ancient Greece and Italy: Planning in Classical Antiquity. 1974, George Braziller, New York. Collins New Pocket English Dictionary, Harper Collins Publishers, 1992 Websites http://projectsx.dartmouth.edu/classics/history/bronze_age/lessons/les/22.html#8 http://www.anistor.co.hol.gr/english/enback/e992.htm http://www.localcolorart.com/encyclopedia/Minoan_civilization/ http://www.cedarland.org/trade.html

A Comparison of Federal and Puerto Rican Employment Protections

Following the Industrial Revolution of the Nineteenth Century, the federal government of the United States pursued the enactment of various laws to protect the rights of individual laborers.This was primarily spawned at the insistence of labor unions, which were legalized in the same time period. Throughout the following century, a number of revisions and improvements were made upon these laws, to the point where at the present individual workers enjoy the full legal protections of the United States government at their places of employment.These federal statutes cover all areas from age discrimination to discrimination against those with disabilities. One major statute is based on Title VII of the Civil Rights Act, which makes it illegal for an employer to discriminate against a worker on the basis of race, color, religion, sex, or national origin.This applies to not only treatment on the job, but to all aspects of the employment process, including hiring, promotion, discharge, pay, fringe benefits, job training, classification, and referral.Employers are prohibited from showing preference while advertising or recruiting. For example, an employer may not post advertisements for a position that are tailored exclusively to a particular gender, or insinuate during the hiring process that individuals fitting a certain description are more likely to be hired. (Department of Labor.)Falling under the same statute, employers cannot dismiss an employee for any of the above classifications, and cannot pay less on the basis of gender, race, etc. This was a common practice before the creation of such protections, as in many circumstances women were paid much less for working the same jobs that men were being paid much higher to complete.In addition to this, the federal statutes prohibit child labor, which means in most states that workers under the ages of 18 or 16 are subject to certain restrictions in the number of hours a week they may work, and other aspects of working the job including the use of tools and operation of machinery. (Department of Labor.)As well, Title I of the Americans With Disabilities Act prohibits employers of fifteen or more employees to discriminate against qualified individuals with disabilities.This law is inapplicable in some circumstances. Obviously, if an individual is disabled in such a way so as to make them wholly unable to perform the duties of a given job, it is not considered discrimination for the employer to refuse to hire them. However, in some cases involving minor mental illness, where individuals are still able to adequately perform the function of a job, which may or may not require less skill, employers are not permitted to discriminate on the basis of the disability, and are subject to being penalized if they are discovered doing so. (Andrade.)The federal government left some areas of employment protection to be decided by the individual states. One example of this is minimum wage. Though there is a fairl y low standard of minimum wage established by the federal government, individual states may establish a higher minimum wage. In the case of Puerto Rico, the minimum wage is $5.15 per hour worked, though over the summer of 2006 members of the House of Representatives introduced legislation to raise this minimum wage to $5.40.This minimum wage only applies to employers who are covered by the Federal Fair Labor Standards Act (FLSA). Employers not covered by the FLSA may pay their workers much lower rates, close to $3.00 per hour. (Department of Labor.)Even so, Puerto Rico is said to have some of the most strictly regulated labor laws within United States jurisdiction. This is due in part to highly successful labor movements within the territory. All federal statutes regarding labor apply to states, and this includes territories such as Puerto Rico. If these regulations are not followed, the Department of Labor will intervene in some manner and enforce the law. At a minimum, Puerto Rica n labor laws must comply with the labor laws established by the federal government of the United States. (Andrade.)In some areas, Puerto Rico has gone above and beyond the minimum established standards. As mentioned, the House of Representatives has made an effort to raise the minimum wage. As well, the territory has established the Puerto Rico Occupational Safety and Health Administration, which enforces the Occupational Safety and Health Act of Puerto Rico (OSHA).Among other things, this act guarantees to each employee in the Commonwealth of Puerto Rico â€Å"safe and healthful working conditions†. Employers must ensure that each employee has a job and jobsite free of hazards which may cause death or physical injury. (Constitution of the Commonwealth of Puerto Rico; Serrano.)Employers must also obey all occupational safety and health standards, and any rules or regulations that are applicable to the worksite. This includes federal statutes, as well as Puerto Rican laws.This is enforced through the use of inspections, which are conducted on the basis of priority in the following order: imminent danger, fatalities/catastrophes investigations, complaint/referral investigations, programmed inspections, and follow-up inspections to ensure that any necessary modifications have been carried out by the employer. An additional measure established a Boiler and Elevator Inspection Program, the title of which is self-explanatory.In this program, inspectors ascertain the safety of boilers and elevators on jobsites, judging all aspects including manufacture, installment, and safe operation. These measures, while adopted by several other states, are not specifically enforced or provided by the federal government.Contrary to the bad reputation that many labor sites outside of the continental United States have earned, Puerto Rico vigorously follows federal standards of employment protection, and has made initiatives to improve upon the federal model. With a decent mi nimum wage, laws promoting safe workplaces, and an administration in place that actively inspects employers to ensure the enforcement of these laws, Puerto Rico has been deemed by many to be a safe, profitable place for laborers to work.Works CitedAndrade, N (2006, October 4). Puerto Rico-State-Labor Law Center Blog. Retrieved October6, 2006, from Labor Law Center Web site: http://blog.laborlawcenter.com/category/state/puerto-ricoAuthor Unknown, (2006). Constitution of the Commonwealth of Puerto Rico. Retrieved October6, 2006, from ToPuertoRico.org Web site: http://www.topuertorico.org/constitu.shtmlAuthor Unknown, Puerto Rico State Information Page. Retrieved October 6, 2006, from U.S.Department of Labor Web site: http://www.osha.gov/oshdir/stateprogs/Puerto_Rico.htmlSerrano, M, Labor Laws Weigh Heavily on Puerto Rico’s Employers. (2005, August 25). PuertoRico Herald, http://www.puertorico-herald.org/issues2/2005/ vol09n34/ CBLaborLaws.shtml

Basic Japanese Language Vocabulary with Audio Files

When you are learning Japanese, it is essential to hear the words spoken. These audio words and phrases are grouped by topic and you can use them to learn to speak Japanese. Hiragana Pronunciation with Audio Files The following tables contains the 46 basic sounds found in Japanese. Click the link to listen the pronunciation of each hiragana character. (a) (i) (u) (e) (o) (ka) (ki) (ku) (ke) (ko) (sa) (shi) (su) (se) (so) (ta) (chi) (tsu) (te) (to) (na) (ni) (nu) (ne) (no) (ha) (hi) (fu) (he) (ho) (ma) (mi) (mu) (me) (mo) (ya) (yu) (yo) (ra) (ri) (ru) (re) (ro) (wa) (o) (n) Katakana Pronunciation with Audio Files   Here are the 46 basic Japanese sounds. Click the link to listen the pronunciation. (a) (i) (u) (e) (o) (ka) (ki) (ku) (ke) (ko) (sa) (shi) (su) (se) (so) (ta) (chi) (tsu) (te) (to) (na) (ni) (nu) (ne) (no) (ha) (hi) (fu) (he) (ho) (ma) (mi) (mu) (me) (mo) (ya) (yu) (yo) (ra) (ri) (ru) (re) (ro) (wa) (o) (n) Verbs Learning verbs when learning a new language is obviously very important. In the table below I have created a list of some of the most important verbs that someone new to Japanese should know.   If you are not familiar with Japanese verbs at all, follow this link to learn about verb groups and conjugations.  If you would like to hear the pronunciation of each verb, click the link and small audio file will play for you. Group 1 Verbs Dictionary Form(Basic Form) English Formal Form The ~ te Form aruku to walk arukimasu aruite asobu to play asobimasu asonde au to meet aimasu atte hairu to enter hairimasu haitte hajimaru to begin hajimarimasu hajimatte iku to go ikimasu itte kaeru to return kaerimasu kaette kakaru to take kakarimasu kakatte kaku to write kakimasu kaite kau to buy kaimasu katte kiku to listen kikimasu kiite matsu to wait machimasu matte motsu to have mochimasu motte narau to learn naraimasu naratte nomu to drink nomimasu nonde okuru to send okurimasu okutte omou to think omoimasu omotte oyogu to swim oyogimasu oyoide shiru to know shirimasu shitte suwaru to sit suwarimasu suwatte tatsu to stand tachimasu tatte tomaru to stop tomarimasu tomatte tsuku to arrive tsukimasu tsuite uru to sell urimasu utte utau to sing utaimasu utatte wakaru to understand wakarimasu wakatte warau to laugh waraimasu waratte yomu to read yomimasu yonde Group 2 Verbs kangaeru to think kangaemasu kangaete miru to see mimasu mite neru to sleep nemasu nete oshieru to teach oshiemasu oshiete taberu to eat tabemasu tabete Group 3 Verbs kuru to come kimasu kite suru to do shimasu shite At the Restaurant Click the link to hear the pronunciation.   ueitoresu waitress Irasshaimase. Welcome to our store. (Used as a greeting to customers in stores.) nanmei sama how many people (It is very polite way of saying how many people. Nannin is less formal.) futari two people kochira this way Sumimasen. Excuse me. menyuu menu Onegaishimasu. Please do me a favor. (A convenient phrase used when making a request.) Shou shou omachi kudasai. Please wait a moment. (formal expression) Douzo. Here you are. Doumo. Thanks. go-chuumon order boku I (informal, it is used by men only) sushi no moriawase assorted sushi hitotsu one (Native Japanese number) o-nomimono beverage Ikaga desu ka. Would you like ~? biiru beer morau to receive Kashikomarimashita. Certainly. (Literally means, I understand.) nanika anything Iie, kekkou desu. No, thank you. Rooms and Furnishings Click the link to hear the pronunciation.   heya room ima living room daidokoro kitchen shinshitsu bedroom toire bathroom genkan entrance niwa garden kabe wall tenjou ceiling yaneura attic yuka floor mado window Furniture kagu furniture tsukue desk hondana book shelf isu chair tansu chest of drawers beddo bed todana cupboard Appliances reizouko refrigerator reitouko freezer sentakuki washer kansouki dryer oobun oven denshi renji microwave suihanki rice cooker soujiki vacuum cleaner terebi TV More Audio Phrases and Words by Topic Animals: From bird to zebra, heres the menagerie. Body: These words are especially useful if you need medical help. Calendar: Months, days of the week, and seasons. Colors: All colors are treated as nouns. Listen to the rainbow. Dates: These follow a basic rule of the number plus nichi. Family: Learn how to talk about your family and somebody elses family. Foods: Basics for food, meals, and phrases related to eating. Greetings: The basic phrases you will need. Introducing People: Learn how to introduce people and hear the vocabulary and expressions. Location: Dont wander about lost. You need these phrases to get directions. Numbers: How to count in Japanese. On the Phone: How to speak a phone number, plus phrases you will need for a phone call in Japanese. Tea: How to order tea and how to  pronounce  different types of tea. Time: How to express the time of day and ask and answer questions about time. Travel: Words and expressions youll need when youre on the move. Useful Expressions: Simple yes, no, thanks, and other basics. Weather: How to talk about what its doing outside. Adjectives: from near to far, clean to dirty, youll want to know these modifiers. Adverbs: From always to never, together to separately.