The Role of Design Studies in Development Essay

The Role of Design Studies in Development - Essay Example Today’s designer chooses from economy, politics, and environment their field of profession thus creating awareness to more and more people, in other words, helping the world and making people realize what is happening and what will be the future. Designers always have the approach to do good whether designing anything. The designers open up the negative feeling and the happenings around. They are truly helping people making them realize what the need of the hour is (Duff 2009). The designers focus on things to change them. They observe and focus on almost every detail as possible. The power of vision is much greater than that of words. The visualization of a problem is far more convincing than of speaking and telling. (Manav 2009). 1.2 Design studies and development: The designs, new and improved continue to appear for generations and years giving the same thought a different perspective and meaning making it more attractive thus leading it to more progress. The main promotion areas for the design are in expos, trade fairs and museums. (Mattew 2013). 1.2.1 First world countries: Keeping an eye of the aspects of the first world countries the thought prompts that why the First world does solve third world’s problems when it already has its own. Carolina Vallejo launched a competition entitled â€Å"Design for the First World†. She specified the problems like the production of food, eating disorders, aging, population, low birth rate, over-consumption and many more. She mentions why is the first world helping the third world when such problems already persist in. she surveyed for the solution of the first world problems in her thesis. Vallejo says that she is not discouraging the designers for their efforts, it’s just that the water, education, medicine and electricity are the problems of the first world too, why not to focus upon them first and others later. She says that the First World needs to focus on its problems now or later; in future it might not become the case that the First World needs help. It should be the designers who should be tackling the situation and knowing that what impact such a thing would have (Good 2010). It is not the responsibility of the First World countries to help out others when we already need to look for the problems ourselves (Funds for NGOs 2012 ) 1.2.2 Third world countries: The third world countries are reliant upon the first world countries although the first world country for sure has its interest in it. Thus an aid is provided to solve their political, scientific, infrastructural and economic problems. Most outstanding are the water and education. Removing the impurities and making the water potable is a great gift for these people as it helps in drinking, irrigation and reduces the effects of diseases and viruses. As far as tutoring is concerned educating the residents would make a better, protected and brighter future. It will remove the odds as literacy rate shines in t he sky. The design technology and studies benefits the third world countries. One of my friends who studies Design and Technology, is designing a game in her class, for Red Cross to enhance people’s awareness and knowledge of disaster preparedness in the face of flooding, drought and other climate change related issues in Uganda. Moreover, my friend told me that,

Causes and spread of infection Essay Example for Free

Causes and spread of infection Essay Bacteria. These organisms are made up of just one cell. They have the power to divide so can multiply on their own. Some bacteria are harmless and can be of use in the aid of digestion and are found in the intestines. Other bacteria can be the cause of diseases. These bacteria have to find a way in to the body to be of harm and can make their way through the skin or be digested and attack our immune system. Viruses. These micro-organisms are very tiny. They invade living normal cells and use these cells to multiply and produce other viruses like themselves. Eventually this kills off the normal cell and can make you ill. Parasites. These are micro-organisms that live off other organisms or a host so they are able to survive. Some parasites don’t affect the host. But others grow, reproduce, or can even give off toxins that make the host sick resulting in a parasitic infection. They include; protozoan, fungi, and multi-cellular organisms. Fungi. These are single celled organisms a little bigger than bacteria. They do not make their own food so they get their food from absorbing the nutrients from their surroundings. Common illnesses and infections causes. Bacteria: Acute Rheumatic Fever Anthrax, Bacterial Vaginosis, Botulism, Brucellosis, Cholera. Diptheria. Gastroenteritis. Legionnaires Disease . Listeriosis. Meningitis Salmonella. E.Col. Staphylococcus Aureus Infection. Tetanus. Toxic Shock Syndrome.. Tuberculosis Typhoid . Whooping Cough (Pertussis) Viruses. Measles Mumps Rubella Influenza Polio Hepatitis A+B Herpes 1+2 HIV Noro Virus Parasites Sleeping sickness Thread, Hook and Tape worms Scabies Malaria Head Lice Elephantiasis Fungi: Aspergillosis, Blastomycosis, Candidacies, Warts, Athletes Foot, Thrush Ring Worm Tinia Capitis. Infection is when the the body is invaded with micro-organisms that multiply these can be bacterial, viruses and parasites which are not normally found in the body. Colonisation is the presence and multiplying of micro-organisms and can be found on or in an individual; the individual can be a carrier of the infection but may have no signs or symptoms of illness, although they can infect others. Systemic infection this means that the infection is widespread throughout the body and must be assumed to be in all organs. Localised infection. This means that an infection caused by bacteria is limited to a certain area. Bacteria invade the body at a specific point and remain there, multiplying, until treated. Infection can enter the body by breathing it in, ingesting it by eating contaminated food. And absorption through the skin or via an open wound Poor practice that may lead to the spread of infection can be; Poor personal hygiene, not washing hands correctly, not using PPE. The incorrect disposal of rubbish and waste materials. not storing or cooking foods properly, not cleaning your surroundings, not covering your nose or mouth when sneezing or coughing, direct contact with bodily fluids not following policies or reporting outbreaks or episodes of disease, Conditions needed for growth of micro-organisms include: Moisture: micro-organism need water to grow. Water must flow freely in and out of cells for the transfer of nutrients and waste products. Appropriate Temperature: The majority of human pathogens are Mesophilic. These can grow between a wide range of temperatures 5-63*C –Body temperature is 37 degrees; this is the ideal temperature for these bacteria to multiply. If it is too cold then the bacteria can remain dormant. And too hot a temperature can slow the growth down. Nutrients: All microorganisms need a food source. The  food sources can vary, but the organisms extract nutrients from substances such as proteins, fats and carbohydrates. Every micro-organism needs a mixture of carbon, nitrogen, phosphate, sulphur, water and vitamins. Proper pH: Most human micro-organisms are within the acidophilus group; this means that they prefer a pH or 0.0-5.4 Gases: Most micro-organisms require an environment of 5-10% CO2. Time: bacteria can multiply in 10-20 minutes in these conditions. In the correct conditions micro-organism are able to grow, respire, and reproduce. Sources of infection and how they enter the body: Food all bacteria need food to grow. Vegetables and raw meat from any animal are significant sources of contamination. Bacteria are always present in animal intestines. These can spread through meat products during slaughter or when a product is minced. . The bacteria can then get carried through the food chain. If the meat product is not cooked properly then the bacteria enter the body through the mouth and are absorbed through the digestive system once we have eaten them. Water: Stored, untreated or incorrectly treated sources of drinking water carry pathogenic micro-organism like rivers, lakes and reservoirs which can cause infections. These enter the body by the mouth and enter the digestive system once we have drunk the contaminated water. Soil: Dirt: there are many bacteria living in soil. These can cause infection if food is not washed properly in clean water and any food preparation surfaces that have been used need to be cleaned well. These bacteria can be then carried through the food chain and then enter the body through the mouth and again are absorbed through the digestive system when we eat. These bacteria can also be transmitted through touch and we can then ingest these as it is easy for our hands to become contaminated and if we put our hands in or near our mouths then we can ingest them. Also if our hands are not clean and we touch un contaminated food it can easily end up becoming contaminated. People: Healthy people carry pathogenic bacteria this can be found in the mouth .nose. Skin, hair ears throat, cuts and spots. If suffering with an infection, diarrhoea and or vomiting you should not handle food. Infection can be transferred by touch. Some diseases like scabies and herpes can be transferred by direct skin to skin contact. People who have an infection  like a cold and who then touch inanimate objects can leave germs these germs may be survive for a certain length of time, if another person touches these objects the germs can be passed on to them. Disease can also be passed on from person to person through coughing and sneezing. Droplets can be sprayed into the air and these can enter a person’s body through inhalation when they breathe. Sexual contact and the exchange of bodily fluids like seamen can carry infections like HIV. Air, Dust, Dirt Food Waste: dust and dirt are carried through the air and these contain millions of microscopic particles of dead skin, food and other debris that are covered in pathogenic bacteria. These bacteria can enter the body via the nose and lungs when we breathe. As they can also be found in the surroundings around us these can be transmitted and enter the body via touch. Animals Pests: insects and animals all carry harmful micro-organisms on and in their bodies. (You only need to think of the activities of a fly and what it lives and lands on). Their droppings, eggs, fur, nest materials, mites, and dead bodies can all cause contamination As animals are mobile these are transmitted very easily and infection can be spread where ever they go .some enter the body directly in to the blood stream like the spread of malaria via the mosquito. Others can leave the surroundings that are contaminated and spread through touch. These can enter the body when we touch ourselves or our food. Sewage: contamination from this is dangerous it contains many pathogens and allergens that fester in sewage and are responsible for a great number of infections. Airborne infections can be caused by sewage these can enter the body via inhalation. These pathogens can also be present in the water supply and food in surrounding areas and can enter the body via ingestion. Infection can also be spread by touch and animals. RISK: A person is more likely to pick up an infection if they have a poor immune system. The frail and elderly, babies and young children, people on immune suppressant medication as it compromises their immune system. People with long-term illnesses, cancer patients who are undergoing chemotherapy. People who are convalescing, pregnant women and their unborn baby. There are also people who come into regular contact with infectious agents; these people  have a higher risk of picking up an infection. For example; care workers, people who deal with infectious waste, medical staff. Sewage plant workers

What is Practical Work?

What is Practical Work? Practical work is viewed by the vast majority of science teachers, as an essential and integral part of science education. In fact, many regard it as an indispensable aspect of being a science teacher (Donnolly 1998 from review Practical work effectiveness in primary/sec schools Abraham). Practical work can encompass many different components, which can be divided into two main groups as described in Woodley E, (2009), as follows: 1) Core activities: These include hands-on activities such as different investigations, laboratory techniques and procedures, as well as fieldwork. These types of activities can help enhance the development of students practical laboratory skills, as well as helping them to understand key scientific concepts and phenomena. 2) Directly related activities: These are closely connected to the above core activities, and include practical demonstrations performed by the teacher, planning and designing scientific investigations and analysis of data. In addition, some argue that other activities such as use of computer simulations, modelling, use of surveys, presentations, group discussion and role plays can also constitute what is meant by the term practical activity (SCORE, 2008). However, others would disagree, and believe these activities would not come under the practical activity umbrella, and rather that they should be used complementarily alongside other practical activities, rather than be a substitute for them (Woodley, E). Millar described a practical activity as Any science teaching and learning activity which at some point involves the students, working individually or in small groups, in observing or manipulating objects to develop understanding. (Millar (2009)). It is described in The National Strategies as: Any activity that enables pupils to have direct, often hands-on, experience of the phenomena they are studying . (The National Strategies (2008)). In fact the following quotation from SCORE underpins what many believe about the importance of practical work in science: Science without practical is like swimming without water . (SCORE, 2008). Therefore, regardless of how practical work is defined, or what activities are thought to constitute it, it can be seen as a central part of how science should be taught in schools What is the Purpose of Practical Work? The main purposes of practical work are to engage students, aiding them to develop many important skills. In fact, practical work can support learning in a multitude of ways ranging from Personal learning and thinking skills to How science works (E Woodley) -See Figure 1. The overriding principle, however is to make links between the concrete and abstract worlds. (Reflecting on practical work). From reading the literature, it is clear that the different reasons and rationales for carrying out practical work in science can be classified into three main areas (see below), as discussed in (Practical Work in School Science: Which Way Now?  Jerry Wellington): Arguments for and against the use of practical work in science: 1). Cognitive arguments: It is thought that practical activities can relate to knowledge and understanding (the cognitive domain) by helping to strengthen students conceptual understanding of science by enabling them to visualise and make sense of different scientific laws and theories, often supporting learnt theory work. 2). Affective domains: This relates to the enjoyment and motivational aspects of practical work. Practical work is often used to generate interest and enthusiasm amongst students, and is thought to aid students in remembering things; making things stick. In fact, reports show that in terms of how students rate the enjoyability of school science activities, the three top rated were: going on a science trip (85%), looking at videos (75%) and doing a science experiment (71%), supporting the view that practical work is indeed highly motivational (Dillion J). 3). Skills argument: The last of the three main rationales for practical work is that it can help develop many transferable skills, as illustrated in Figure 1 above. However, characterising the real value and purpose of practical work is a very difficult task and divides opinion across the science education profession. In fact there are many arguments and counter arguments for and against practical work in science. Counter responses to the cognitive argument include the idea that practical work can often confuse rather than improve students understanding (especially if the practical does not go to plan). In addition Scott and Leach propose that practical work is not a good approach to teach theory, suggesting that theories comprise abstract ideas which cannot be demonstrated physically: In the context of the school laboratory it is clear that students cannot develop an understanding through their own observations, as the theoretical entities of science are not there to be seen. (Taken from Wellington book- Leach and Scott 1995:48) Arguments against the affective argument include the notion that many students are simply turned off at the idea and prospect of doing practicals. There is also evidence indicating that boys enjoy practical work more so than girls, and hence girls can often be less enthusiastic and motivated compared to boys doing the same practical task. (Wellington). Counter arguments to the proposal that practical work can develop many transferable skills also exist. These include the argument that group work within practical science often does not improve key skills such as communication and interaction, as widely believed, but when studied more closely, often results in more forceful students dominating the task, resulting in lack of enjoyment and engagement for some and the demotion of some students to simple medial tasks, such as drawing out tables or recording results without any real participation in the practical activity themselves.(Wellington). Many other science education professionals make claims of the overselling of the science education in terms of concept that science practical work can develop many transferable skills. The idea that these skills can add value to students and aid them on their chosen career paths have been discredited by some. In fact, Ausubel in the 1960s argued that any practical task that can give rise to the application of skills required for many disciplines, is simply not specific enough to address the particular scientific investigation being addressed: Grand strategies of discovery do not seem to be transferable across disciplines..it hardly seems plausible that a strategy of inquiry, which must necessarily be broad enough to be applicable to a wide range of disciplines and problems, can ever have sufficient particular relevance to be helpful in the solution of the specific problem at hand. (wellington, Ausubel 1964:298). Hence, there is much debate regarding the use of practical work within the teaching and learning of science in schools. The key question here really is to do with cognition and how we acquire knowledge. i.e. : How do we understand the world and make sense of it in our heads? (Miller R, 2004). One significant answer to this came from Jean Piaget, who is credited as the pioneer of the constructivist theory of knowing. He argued that we construct ever more complicated and sophisticated representations of the world. This is through modifying our existing understandings (or schemas; a structured cluster of concepts) through our actions on the world around us. If Piaget is correct, then the use of practical work in observing and intervening in the world must be vital for our understanding of science (R Miller 2004). The effectiveness of practical work in science As discussed above, many science teachers and other science education professionals believe that practical work in the education of science in schools is vital for helping students learn and remember things more clearly. However, as also noted there are arguments suggesting that practical work is actually not all that effective at achieving these aims. A prominent quotation from Osborne (1998) questions the effectiveness of practical work in the learning of science, saying that practical work: has only a limited role to play in learning science and that much of it is of little educational value (p. 156. from Miller 2004 review). Much of the conclusions of research into the effectiveness of practical work remain somewhat ambiguous. Research carried out in the 1980s by Hewson and Hewson (1983), in which In addition, others have argued that the way in which practical work is practised is often the cause of its ineffectiveness, and perhaps, therefore the type of practical work used, and the way it is used should be analysed, rather than simply saying that all practical work is ineffective. Hence if we are interested in looking at the effectiveness of practical work in science, the specific practical work used, or planning to be used need to be very carefully planned and thought out. A key consideration here is actually what is meant by the term effectiveness. A framework for judging the effectiveness of practical work Theobald in the 1960s argued that scientific theory must always be taught first and is required in order to visualise: Experience does not give concepts meaning, if anything concepts give experience meaning (J Wellington). Aggressive Reality Television: Impacts on Teenage Viewers Aggressive Reality Television: Impacts on Teenage Viewers Nashun Gross ABSRACT The popularity of reality TV has soared among teens. Not only are teenagers watching reality TV more than any other TV show, but it also influences their behavior, which is caused by teenagers who make a connection with the cast members. Connections happen when teens imitate the behavior because they view the cast as role models. Even when the cast behaves aggressive, whether physical, verbal, or relational, they tend to imitate that behavior. The more teenagers view aggression on reality TV, the more they are likely to use aggression as a tactic when solving real world problems. Aggression influences both girls and boys. When boys watch aggressive behavior, they tend to resort to verbal and physical aggression. Girls predominately react by using relational aggression. When aggressive reality television becomes the norm, social aggression will too. Aggressive Reality Television Impacts Teenage Viewers Although there have not been many studies on the effects of reality television there is an underlying issue researchers have found in reality television programming, relational aggression. Carlson Ward (2013) described relational aggression as social aggression, which includes indirect aggression, spreading rumors of one’s character and hurting someone’s reputation or self-esteem. In today’s programming reality television has more relational aggressive acts than regular television programming (Patino, Kaltcheva, Smith, 2011). Surprisingly, researchers found relational aggression more common than physical aggression in the media, specifically, in reality television (Carlson Ward, 2013). However, teenagers exposed to physical aggression and relational aggression had the same effects. In other words, exposure to any type of aggressive behavior, physical or relational, led to aggressive responses and reactions in both male and female teenagers. Teenager’s response to media proved to have both short-term and long-term effects (Swartzwelder White, 2013). In the short term, marketing and advertising showed significant results in sales after product was shown during a reality program (Patino et al, 2011).In the long-term, affects have been shown as late as 15 years increase (Coyne, Robinson, Nelson, 2010). Specifically, when teenagers connected with characters on television they were more likely to watch for longer periods of time. With ideas of how to react to real life situations left in the mind of a teenager could shape how they view the world (Patino et al, 2011). Since the first reality show aired in 1994, reality television has become the choice of media for teens in the U.S. Year-by-year viewer’s ratings continue to increase (Coyne et al, 2010; Carlson Ward, 2013) with forty percent of television watched by teenagers coming from reality shows (Carlson Ward, 2013). It is a popular media. Within this new genre, verbal and relational aggression is rampant (Carlson Ward, 2013; Coyne et al, 2010). Reality programming displayed 25.1 relational aggressive acts per hour, while non-reality TV displayed 8.7 acts per hour (Carlson Ward, 2013).When all forms of aggression were combined, verbal, relational, direct and indirect, it averaged 85 aggressive acts per hour (Coyne et al, 2010). When teenagers viewed relational aggression it led to other forms of aggression, especially when teenagers identified or connected with the characters (Coyne et al, 2010). Teenagers showed higher levels of aggressive behavior (Coyne et al, 2010), when they made a connection with the characters (Carlson Ward, 2013) and had the ability to interact or participate in the reality shows, such as voting off characters or choosing the best to win. Studies found realism played a huge role in the effects of reality television. If teens thought reality TV was real, not manipulated by producers to create drama, they were inclined to watch more reality programs (Carlson Ward, 2013). Despite the manipulation, studies still found teenagers drawn to watch reality TV because it satisfied a need (Coyne et al, 2010; Ferguson, Salmond, Modi, 2013). One study found conflicting results. An internal survey given by the Girl Scout Research Institute took a non-random sample of 1141 teenage girls (Ferguson et al, 2013). By using the uses and gratifications approach in an online questionnaire, girls were more confident after they watched reality programming and displayed no affects of relational aggression (Ferguson et al, 2013). Researchers thought relational aggression should not be a concern to the public and found the effects may be more â€Å"subtle and complex† (Ferguson et al, 2013). Researchers studied teenager’s motivations in watching reality television, while questioning their values. Teens were motivated when programs displayed realism, physically attractive characters, and popular among friends, (Pantino, Kaltcheva, Smith, 2011). The uses and gratifications approach was useful to find out why teens chose reality TV rather than non-reality TV. Researchers concluded they desired voyeurism, connection with characters and vengeance (Coyne et al, 2013). Teenagers also learned to mimic the behavior portrayed by those who they look up to, who they connected to in reality television. As teenagers consumed more reality programming, with aggression in its midst, they found teens had more aggressive behavior. Consumption is related to behavioral effects (Carlson Ward, 2013), but what has not been discovered is the quantity of social aggression in reality television and its related effects (Coyne et al, 2013). Majority of researchers came to the same conclusion, reality television affects both male and female. When researchers compared the effects between girls and boys, they found no differences (Carlson Ward, 2013). Concerning relational aggression, girls showed more aggression than boys, while boys displayed more physical aggression than the girls (Coyne et al, 2013). With miniscule differences, boys are more physically aggressive and girls tend to have a saucy mouth. As a whole, the results indicate a current trend in teenagers, specifically with watching reality television. Teenagers tend to have changes in their attitudes and behaviors similar to the ones they watch regularly on reality television. In addition, studies have shown it takes just a few hours of exposure to display negative effects (Coyne et al, 2013; White , Swartzwelder 2013). These literature reviews revealed aggression had the same effects on boys than on girls. However, for future research understanding the associations between teenagers and realism on TV is important because it could help in assessing the severity of relational aggression among teenagers. Hypothesis 1: Teenagers who see abusive behavior, such as hitting, kicking or pushing others, in reality television programs, will have an increase in aggressive behavior, with boys experiencing a greater increase than girls. Hypothesis 2: Teenagers who see aggressive behavior, such as spreading rumors or damaging someone’s reputation or self-esteem, in reality television programs, will have an increase in relational aggressive behavior, with girls experiencing a greater increase than boys. METHOD Participants Participants are 60 students from a middle school located in suburban Jacksonville, Fl. Half of the students are male, the other half female. The ages range from 11-14 years. As a random sample, there will be no consideration on race. However, the sample size is divided up by each grade, meaning 20 students from the sixth grade, 20 students from the seventh grade, and 20 students from the eighth grade. Measures Exposure to reality programs then observed . Students would watch a 30-minute top-rated program once a week in class. Programs shown will have social aggressive behavior throughout, such as The Challenge: Cutthroat, Jersey Shore and Survivor (Carlson Ward, 2013). Then an observer would watch their behavior and report the results. Procedure Students are invited to participate on a voluntary basis with their parent’s permission. After a few weeks of getting the permission of the parents, an observer would visit each classroom and show a reality program on video. The program would run for 30-minutes, then shortly afterwards the student’s behavior would be observed for additional 30-minutes. The total time needed is approximately one hour per classroom visitation. The observer will fill out a Likert Scale before and after the reality show is played (Appendix A) to show the differences of behavior. References Carlson, C. Ward, M.L., (2013). Modeling meanness: Associations between reality TV  consumption, perceived realism, and adolescents’ social aggression. Media Psychology,  16 (4), 371-389. doi:10.1080/15213269.2013.832627 Coyne, S. M., Robinson, S. L., Nelson, D. A. (2010). Does reality backbite? Physical,  verbal, and relational aggression in reality television programs. Journal Of  Broadcasting Electronic Media, 54(2), 282-298. doi:10.1080/08838151003737931 Examples of likert scaled responses used in data-gathering. (n.d.). Retrieved from  http://www.rpgroup.org/sites/default/files/Surveys Interactive Activity %20Examples%20of%20Likert%20scales.pdf Ferguson, C., Salmond, K., Modi, K. (n.d.). Reality television predicts both positive and  negative outcomes for adolescent girls. Journal of Pediatrics, 162(6), 1175-1180. Patino, A., Kaltcheva, V. D., Smith, M. F. (2011). The Appeal of Reality Television  For Teen and Pre-Teen Audiences. Journal Of Advertising Research, 51(1), 288-297. White, A.M., Swartzwelder, S. (2013). What are they thinking?!: The straight facts about the  risk-taking, social-networking, still-developing teen brain. New York: W.W. Norton   Company, Inc. Appendix A (â€Å"Examples of likert scaled responses used in data gathering,† n.d.) How Are Tension And Suspense Built Up? How Are Tension And Suspense Built Up? Novels such as TRR and TTTH were very popular during Victorian times, and some people think that this was partly a reaction to the development of science during the period that was known as The Enlightenment. The scientific age taught that there was a reason for everything, and that emotions like fear should be repressed. Horror stories like these led to many of the horror films that we watch in the cinema today, and people liked them for the same reasons; being scared is exciting, and lets the person watching or reading experience this in safety. Writers knew that people enjoyed the genre, and so they used a variety of ways to make sure that the interest of the reader was maintained, and they would want to read more. Both Edgar Allen Poe and H.G. Wells use the traditional Gothic conventions to explore human fear and the power of the imagination, particularly using tension and anti-climax to make an exciting rhythm. I have read the short stories TRR by HGW and TTTH by EAP, and in this essay I hope to show how each author developed and maintained tension and suspense. Many of the methods are used in both stories, and are based on standard Gothic conventions such as duality, the weather, the setting, fear of the unknown, the supernatural, mystery and dread; they also use metonyms for doom and gloom, such as doors slamming shut and gusts of wind blowing out lights. In TTTH the tension starts with the first sentence, TRUE! nervous very, very dreadfully nervous. The writer uses capital letters and exclamation marks to cause surprise and fear, and follows this with a short, repetitive sentence. He then immediately draws the reader in by asking why they think he is mad, when clearly they had not had that thought themselves. The mood is approaching hysteria, which was a great fear in Victorian times. The author then mentions many things that are opposite to each other, such as heaven and hell, day and night and the fact that although he had nothing against the old man in his story, the fact that he had the eye of a vulture meant that he would have to kill him. Once the tension is in place, the author slows the pace by lengthening the sentences, but keeps the reader in a state of fear through his use of language. He continues to repeat words cautiously oh, so cautiously cautiously, making the narrator seem even more mad, even though he is trying to explain that he isnt. He gives a very intense description of the darkness inside the old mans room black as pitch with the thick darkness, making the reader aware that it is under the cover of this darkness that the evil deed will take place. The suspense starts to grow again when the narrator says that he made a mistake with the lantern, and that small sound woke up the old man. Neither of them moved for over an hour, and it almost feels like you are holding your breath with the two people in the story. After a long time, the old man groans, and this gives rise to more hysterical thoughts by the narrator, the sentences slow again, and the language less staccato and very dramatic Death, in approaching him had stalked with his black shadow before him, so the reader knows that something awful is bound to happen soon. The momentum builds further as the narrator opens the lantern, which fell full upon the vulture eye, and making it clear that the old man now also knows for certain that he is in danger. The narrator becomes furious, and believes that he can hear the beat of the old mans heart. The rhythm of the work gets faster, choppy sentences and a lot of exclamation marks and more repetition increase the excitement with th e beat of the hellish tattoo; then the crescendo, The old mans hour had come! The actual murder is over in a moment, and this sudden drop away from extreme terror to the narrator saying that he smiled gaily to find the deed so done exaggerates the tension. The next concern for the reader is whether or not the murder will be discovered, and the author increases this worry by describing the dismemberment of the body in quite graphic detail. The mood of the piece is changing again, with the description of as dark as midnight making way for I went down to open it (the door) with a light heart as the police arrive. The narrator takes the police on a very long journey through the house, asking them to search search well, and this makes the reader become anxious about when or if they will find the evidence of the old mans death. The language is calm and this adds to the impression of time passing slowly. As the characters sit and talk, the narrator starts to get more agitated; he can hear a strange noise getting closer. The pace picks up, the vocabulary starts to get more hysterical I arose and argued about trifles, in a high key and with violent gesticulations, it grows more repetitive, and the punctuation is full of exclamation marks. It b uilds to another climax, when the narrator says I felt that I must scream or die! and now again ! hark! louder! louder! louder! louder!. The reader will be on the edge of their seat by now, wondering what on earth will happen next; and is immediately dropped from this state of expectancy as the narrator shrieks his admission of guilt to the police, and the story comes to a sudden and dramatic close. TRR starts in a similar fashion, with the piece being written in the first person so that the reader can quickly identify with them, and feel what they are going through. The physical scene is set in more detail, with careful descriptions of the hideous features of the people involved in the story, and how the narrator felt about them. The three of them made me feel uncomfortable with their gaunt silences, their bent carriage, their evident unfriendliness to me and to one another. He had come to disprove a ghost story, and was not afraid, but these grotesque custodians were affecting him a lot; which helps to slowly start to wind up the tension in the story. The language of this early section involves words such as withered, inhuman, senility, night, darkness, dead, haunted and evil, all of which add to the suspense, and are standard ways of creating fear in this kind of novel. As the narrator decides to move on to the Red Room, to discover more about the alleged haunting, the other characters seem to try to stop him, suggesting that this is not a good time for him to go there. But if you go to the Red Room tonight , this sentence tails off, letting the reader imagine what the man might have been going to say. The old woman whispers this night of all nights, and as the narrator leaves to continue his ghost hunt, the man with the withered arm says Its your own choosing. So there are plenty of warnings, and the state of tension in the readers mind is maintained as the narrator sets off down the chilly, echoing passage. This passage is further described as long and shadowy, with a film of moisture glistening on the wall, (was) as gaunt and cold as a thing that is dead and rigid, and this journey to the room makes use of many other words chosen to create as much fear as possible, talking about ghosts, omens, and witches. The author also uses shadows, flickerin g candles, darkness and cold to great effect, making certain that the reader is anxious before the Red Room is even reached. Arriving at the room itself, it is described as being in a shadowy corner, and then a detailed description of the room and its contents is given. Again, the language is very imaginative, and this increases tension as the narrator tells us that it looks very frightening, and that one could well understand the legends that had sprouted in its black corners, its germinating darkness. As he tells the reader about each item, the sense of waiting for something bad to happen is very strong. He mentions his scientific attitude of mind, which was very popular in Victorian times, but then destroys any confidence this might cause by saying that he caught sight of his own face in a mirror, and despite his rational approach, it was absolutely white. Now that he has admitted to being frightened, the narrator builds on this by describing how he tries to make himself safe in the room, by lighting candles, getting his gun ready, and making a barricade out of a table. He tells us that he is in a state of considerable nervous tension, and goes out to get more candles until the room is as brightly lit as possible; then the wait begins. The candles start to go out, and its even more frightening that they do so one at a time; a note of hysteria creeps into his voice as he starts to try to relight the candles, and he becomes panic stricken. The fear is everywhere, and the pace is building, with the narrator crashing around the room desperate to stop the darkness from overwhelming him. When finally even the fire goes out, he says it was not only palpable darkness, but intolerable terror. At this moment the reader is certain that something appalling will happen, and the narrator screams with all his might once, twice, thrice. He runs for the door, knocks himself out, and knows no more. At this point he is completely vulnerable to whatever malevolent spirit might be present. The opposite to darkness rescues the narrator, as he opens his eyes in the daylight, and the tension is broken for a moment. His rescuers take a more friendly approach to him, and in daylight he wonders why he previously disliked them. They ask if he now believes that the room is haunted, and he agrees that it is. This reinstates the feelings of fear and tension as the reader wonder what he is about to reveal. Two of the custodians have their own theories about who the ghost may be, but the narrator cuts them short, and tells them that it is not, building the tension further. The old people and the readers are now on the edge of their seats, as in The Tell Tale Heart, waiting for the climax of the story. The speed of the text increases, with choppy sentences and a lot of punctuation as he announces Fear! Fear that will not have light nor sound, that will not bear with reason, that deafens and darken and overwhelms. This is a great contrast against the scientific theories of the time, making the reader question rationality, and would increase fear. The story ends with the last of the three custodians joining in the conversation, defining the haunting as A Power of Darkness, a curse upon the home. As the reader has already been asked to put aside rational scientific thoughts, this makes it even worse, by making them think that such a curse might be able to put on their own home. The tension continues right up to the last moment Fear itself is in that room. Black Fear..And there is will be..so long as this house of sin endures.

The Benefits of Telehealth in Rural Populations Essay -- Healthcare

Benefits of Telehealth in Rural Populations Kansas is considered a rural state in the United States. Merriam-Webster (2012) defines rural theoretically as â€Å"open land† or â€Å"relating to the country, country people or life, or agriculture†. The U.S. Census Bureau considers rural to be â€Å"open country and settlements with fewer than 2,500 residents† (Cromartie, 2007). Nearly 17% of the U.S. population lives in rural areas, which is about 80% of all U.S. territory (Cromartie, 2009). What this means that there is more land mass compared to the people inhabiting the land; rural communities have fewer people living in larger, more remote areas. Individuals living in rural communities have different cultures and experiences than those living in urban communities, which can become problematic in regards to healthcare. Many factors such as sociocultural, financial and structural issues create barriers to healthcare access for individuals living in rural America. Sociocultural factors include self-reliance, education, language and beliefs; financial factors include inadequate health insurance, income and resources; structural issues include the physical distance to travel, ability to travel and time to travel to healthcare facilities or healthcare professionals (Graves, 2008). For decades, individuals living in rural areas have been considered medically underserved. Access to healthcare is a problem that has been increasing for individuals in rural America due to aging populations, declining economies, rural hospital closures, rising healthcare costs, healthcare provider shortages and difficulties attracting and retaining healthcare personnel and physicians (Bauer, 2002). This population experience more health disparities than t... ...nities: toward eliminating rural health disparities. Online Journal Of Rural Nursing & Health Care, 10(1), 4-6. Merriam-Webster Online Dictionary (2004). Retrieved June 16, 2004 from http://m-w.com/dictionary/rural Moffatt, J. and Eley, D. (2010). The reported benefits of telehealth for rural Australians. Australian Health Review. 34. 276-281. Saqui, O., Chang, A., McGonigle, S., Purdy, B., Fairholm, L., Baun, M., Yeung, M., Rossos, P., Allard, J., (2007). Telehealth videoconferencing: Improving home parenteral nutrition patient care to rural areas of ontario, canada. Journal of Parenteral and Enteral Nutrition 31(3). 234-239. Sevean, P., Dampier, S., Spadoni, M., Strickland, S., Pilatzke, S., (2008). Patients and families experiences with video telehelath in rural/remote communities in northern canada. Journal of Clinical Nursing, 18. 2573-2579.

Distance Learning Essay -- Education Educating Learn Essays

Distance Learning missing works cited Definition and Description of Distance Education Distance education is any academic learning method that lets the teacher and the student participate and communicate in a convenient manner, while sometimes in different places and sometimes at different times. The distance education concept has allowed a diverse set of individuals to continue their education, whether it is for personal or professional satisfaction. The teacher is still able to create, design, and plan with goals and objectives, and the student is able to learn and experience through the distance (Davey, 1999). Another word that is associated with distance learning is multimedia. With the use of multimedia, the learning is literally at the "fingertips" of the teacher and the learner. The long distance allows the multimedia, or the use of video, audio, graphics, images, animation, and text, to let the teacher relay information from one location to the learner in a totally different location. This is a process to use when face-to-face interaction is not possible (H ancock, 1999). A summative definition of distance education is a system of instructional learning in which the student(s), in groups or singly, and the teacher are physically separated. The methods of learning takes place with technology consisting of various combinations of telecommunications, hardware and software (Ely; Foley; Freeman, & Scheel, 1995). This learning promotes change in both business and education. This change has its features, benefits and concerns in both fields, which will be discussed (Holloway, & Ohler, 1999). Business and Instructional Technology Side of Distance Education Inc. magazine reports that in the business and instru... ...mind (Hancock, 1999). Holloway and Ohler suggest to keep talking and reading literature about distance education. Other educational systems and organizations may be willing to share resources and technologies associated with distance education (1995). Also, the technologies need to associate to the learning environment. Blumenstyk, Goldie, and Kelly state that "institutions should not go overboard with technology, but to keep it in perspective as one aspect of a balanced educational philosophy" (1999). At this point, distance education is starting to become an outstanding use of learning in higher education. Distance education can be classified as an innovation that combines theory and implementation in "educational technology", better than other trends (Ely; Foley; Freeman, & Scheel, 1995). Distance education is part of out past, present, and future.

Essay examples --

Infant and Toddler Parent Awareness Workshop Day 1 8:00-9:00 A.M. Diapering & Toileting /Diaper or Potty, too soon or not too soon â€Å"To Potty or Not to Potty† That is the question! How to Create Diapering and Toileting Routines for your infant or toddler. There will be a handout on daily diapering opportunities for ages 0-36 months. You will also be introduced to the 8 proper steps of changing your child’s diaper. We will also be discussing the importance of proper diapering and the appropriate time to for toileting. We will discuss the pros and cons of pull ups vs. underwear. This activity is important to parents because knowing when to change an infant’s diaper can prevent many different things, such as, sores or illnesses, also knowing when to start toilet training a child is a monumental decision in a child’s world. 9:00-10:00 A.M. Attachment / Separation Anxiety Why they won’t let you leave and know when it’s okay to go. Learn the appropriate strategies for preventing and dealing with separation anxiety in your child. How anxiety affects your child and managing their feelings. Understanding when your child is safe and what common triggers for anxiety are and how to calm your child. Games on handling separation anxiety such as the smiling goodbye, peek-a-boo play and distracting with play. It is important for parents to understand that when they leave their child with a caregiver of their chose the child will be apprehensive until they form an attachment. 10:00 -10:15 A.M: Break 10:15 - 11:00 A.M: The 4 Developmental Areas of Your Child / Physical, Social, Emotional & Cognitive/Language Play Is the Way Parents can benefit from understanding the developmental phases of their infants and toddlers. This will help t... ...hile you care for the new baby or yourself. We will have pamphlets with tips and ideas on introducing a new sibling This is important to help growing families to learn how to adjust and prepare for a new baby so they will have a less stressful environment. 2:30-2:45 P.M Break 2:45-4:00 PM: Germ Control / How to keep your infant/ toddler germ free We will discuss ways for keeping infant/ toddler healthy, maintaining a hygienic environment, the differences between cleaning and sanitizing. We will teach the ways to understand germs, the proper why to wash hands. The safe household cleaning and disinfecting products to use and how far should you go. We will have demonstrations on how to clean and how wash your hands. We will also have visual aids and product. This is important because parents need to understand how to properly clean and when they are go too far.

‘The First World War increased rather than narrowed Germany’s political divisions’?

In 1914, as the First World War began, many would argue that the conflict had narrowed political divisions in Germany as all political parties were united, with the common aim of winning the Great War. However, despite this initial unification, as the war progressed, it proceeded to politically polarise Germany as different political perspectives emerged, desiring many contrasting things, the major contrast being between left wing groups that wanted the war to end, and right wing groups which wanted to continue with the war until Germany had won.Therefore, by 1918, the First World War had very much increased rather than narrowed political division in Germany. Initially, the war narrowed political divisions because as the war had begun, Germany went into a system of Burgfrieden, summoned by Kaiser Wilhelm II. This was a political truce, agreed to by all of the major German political parties, to put their politics aside and unite to support the war effort. As part of this truce, all po wer was transferred from the Reichstag and given to the Bundesrat.Eventually this would develop into the ‘silent dictatorship’ of Hindenburg and Ludendorff who effectively became the most powerful men in Germany as all political and military decisions came from them. Although there were slight constraints on their powers, from August 1916, they decided on the strategy of the war and how Germany should proceed and their views superseded the contrasting ideas of Chancellor Bethmann-Hollweg.It is clear that this system of Burgfrieden, where political standpoints had been thrown aside, would have narrowed political divisions as it seriously reduced the amount of opposition to the war that might have been expected from different groups such as the SPD. It could also be argued that this semi-dictatorship of Hindenburg and Ludendorff would also have narrowed political division as these two people would have all political control and stop diverse political debate, allowing for decisions to be made quickly.However, as all resources were put into ensuring territorial gain and military measures, this did attract some opposition. The conformity of the SPD and workers unions was key to the limited opposition that the war faced in German politics. The SPD believed it was their patriotic duty to support the government in war and also feared the repression that they may face if they openly opposed the war. A small number of party members did speak out against the war. In August 1914, fourteen of the 110 socialists in the Reichstag argued against the war but they were lone voices that did not provoke widespread opposition.A small number of thinkers (such as Liebknecht and Rosa Luxemburg) also argued that revolution was the only way to achieve peace. However this belief had limited impact, as these thinkers spent most of the war in prison. This limited opposition voice was fundamental to the narrowing of political division at the start of the war. However, as the w ar progressed, opposition grew and this would go on to dramatically widen political divisions. When political divisions were beginning to widen in 1917, there was potential for political reform which could have once more unified different political opinions.People had begun to lose confidence in the war effort and in reform and consequently, opposition looked likely to grow. Chancellor Bethmann-Hollweg persuaded the Kaiser to give hope of reform. In the Easter Offer, the Kaiser promised an end to Prussia’s three class voting system and to reform the Bundesrat once the war was over. This promise of more democratic reform could have potentially quelled any opposition feeling that was emerging amongst the German people. Unfortunately for the Kaiser, it did little to convince those in and outside the Reichstag who felt that it was time to negotiate peace without victory.The Kaiser’s failed attempt to quell opposition highlights how political divisions were widening as peop le no longer accepted a definitive answer from the Kaiser. German politics had undergone such polarisation that uniformity no longer seemed a possibility. However, despite Burgfrieden’s initial success in narrowing political divisions at the start of the war, as the war progressed, greater political divisions emerged, even amongst different political parties. For example, divisions emerged within the SPD.Although leaders of the party continued to support the war, a breakaway party, the USPD, wanted the war to come to an end, they were one of a number of parties who began to feel that the best solution would be to negotiate ‘peace without victory’ as it was becoming apparent that victory was not a likely possibility. The USPD was a breakaway party formed by a number of party members that had been dismissed for disagreeing with party decisions on war credits. However, despite this, by 1918, the USPD had the substantial support of 100,000 members.Additionally, peace groups in the Reichstag voted in favour of a peace resolution that promoted peace without annexing any land or triumphing in the war as the majority of the Reichstag seemed to agree that after the failure of Ludendorff’s final major offensive, a time had come to initiate peace without victory rather than wait for victorious peace. Especially as the Allies had superiority in men and materials and had not yet utilised America’s full potential. It became clear that with such a strong opposition, it would be very difficult to emerge from the war victorious.This feeling that ‘peace without victory’ should be negotiated was supported by peace groups such as the Peace League for Freedom created by Pope Benedict XV. This left wing group aimed to promote peace and bring about the end of the war. Despite the creation of such groups, new political groups had also emerged in favour of the war. The right wing pressure group, The German Fatherland Party wanted to insti l nationalistic pride, with a belief that they could still win the war, keen for Germany’s continued participation in the conflict.This pressure group was supported by leading military figures such as Admiral von Tirpitz and Ludendorff, and by the end of 1917, the party had one million supporters. This highlights how all sides of the political spectrum seemed to have substantial support and highlights how divided Germany had become politically. It is therefore clear that despite the initial unity that was brought about by Burgfrieden, political divisions had widened dramatically by the end of the war. International actions also provoked discontent within Germany. The involvement of the USA in the war led to certain groups opposing the war.It now seemed near-impossible for Germany to win the war as there was an extra major power against them. Additionally, it could be argued that the Russian Revolution could have inspired new political thought. It provided inspiration for the discontented as they may have understood the potential that industrial action can have and realised that their voices could be heard to spark some serious political change. This is another factor that widened political division in Germany as people now understood the fact that they did not have to conform to the government’s ruling.Nearer the end of the war, in the years 1917 and 1918, there were increasing strikes within Germany with growing social discontent. In early 1918, 500,000 people were on strike for five days and although protests were quashed by the authorities, resentment continued with strikers wanted an end to the war, democratic rights and more food as people were being rationed through a war economy and the Turnip Winter of 1916-17 had led to rising levels of malnutrition and starvation. Growing opposition also stemmed from the huge losses suffered in the war.Of 13. 2 million German soldiers, there were 6. 2 million casualties with 2. 05 million killed. As peo ple began to realise that Germany may not win the war, they began to question the sacrifice of the millions that had died and this provoked increasing resentment and opposition. This growing popular opposition is another example of how Germany was becoming increasingly divided over domestic issues provoked by the war and also the war itself as increasingly more people wanted it to end.Overall, although things looked promising in 1914, when the Kaiser had initiated Burgfrieden and all political parties had agreed to put their political differences aside, this did not succeed in narrowing political divisions. As the war continued, Germany underwent political polarisation with an increasingly aggrieved population and a contrast in political parties as left wing groups demanded an immediate end to the war and right wing groups wanted to continue until Germany were victorious.The First World War, despite initially creating political unity, increased political divisions in Germany dramati cally, rather than narrowing them. It did so to such an extent that soon after the end of the war, Germany underwent dramatic political reform, rapidly going through a period of constitutional monarchy before developing into a parliamentary democracy seeing the Kaiser exiled to the Netherlands. The narrowing of political division that Wilhelm had achieved at the start of the war, had clearly failed.