Research of Dissertation Problem Statements Essay

Research of Dissertation Problem Statements - Essay Example The patients were selected on the basis of their and birth weight and the diagnosis of RDS of prematu ­rity. There is no reference in the work regarding the randomization of the treatments. However the statement that all the neonatal who suffered from RDS were treated with the new ventilatory strategy for 24 months points towards a wide range of population. All the 72 patients included in the study were properly accounted for at the conclusion of the trial as data on gestational age, birth weight gender, incidence of prenatal steroid treatment, low Apgar score at 1 and 5 minutes, and severity of RDS of prematurity were recorded and analysed in the case of all the 72 patients. There is no reference to the homogeneity of the group in the trial. However as the basic differences on gestational age, birth weight gender, incidence of prenatal steroid treatment, low Apgar score at 1 and 5 minutes, and severity of RDS were accounted for as variables in the study and thus wont affect the pr ecision of the result. The trial addressed a clearly focused issue that whether the improved pulmonary out ­come and less lung injury persisted (outcome) in the infants who had respiratory distress syndrome(population) and were exposed to high-frequency oscillatory ventilation (HFOV) in comparison with the infants exposed to conventional ventilation (CV) (intervention). The trial was a follow up design of a previous multicenter controlled clinical trial in which surfac ­tant-heated premature newborns with moderate to se ­vere respiratory distress syndrome were randomly assigned to early treatment with high-frequency oscillatory ventilation (HFOV) or to conventional ventilation (CV). Compared with control infants who were treated with CV, neonates who were treated with HFOV using a strategy designed to recruit and maintain lung volume and

Reality in the eye of representation Assignment

Reality in the eye of representation - Assignment Example The paper "Reality in the eye of representation" through analysis of various works produced in the eighties will give a clear picture of whether representation is a copy of reality or reality is a mere effect of representation. The use of signs in place of something else is known as representation. An artist can represent the world and reality through simple acts giving its element some unique attributes. The signs are thus organized in some kind of semantic construction and show relations. For example, both modern and ancient philosophers consider a man as a representative of all animals. The term representation can therefore be used to give various meanings such resemble or look like. It can also be used to stand for an object or individual. Representation therefore helps stimulate sensory information pertaining to an individual or item as described through a medium used. How perfect a representation look like the intended object depends on resolution that an artist assigns on the art and the word choice. Influence that presentation has on reality and the opposite of the same was a typical 1980s concern in art. Many arts were used to critique popular traditions. In 1980s videos portrayed the structural experiments of the past decades as political influenced. The arts instead looked to critique the social and economic premise on which the television was invented. The artist argued that the videos looked like TV shows though with something missing. The critique of representation became more popular.

Morality In Candide And A Clockwork Orange Philosophy Essay

Morality In Candide And A Clockwork Orange Philosophy Essay Free will, morality and destiny, these are all concepts that people have been debating for thousands of years. In A Clockwork Orange and Candide these topics are addressed at length and make up the bulk of discussion throughout the novels. Candide is the story of a man trying to find his way in an unfamiliar world after having been kicked out of his home. A Clockwork Orange is about a teenager who commits a murder and is then selected for a treatment allowing early release from prison. The two are good examples of a philosophical tale and are thematically similar, except that they differ in the final moral message. The final line in Candide That is well said, but we must cultivate our garden. (Voltaire 96) can be interpreted as we must improve our world, whereas in A Clockwork Orange this line But now as I end this story, brothers, I am not young, not no longer, oh no. Alex like growth up, oh yes. (Burgess 198) shows that it is about personal growth. The similarities between that two , however, are much greater, focusing on the theme: there are limits to human free will. Candide and A Clockwork Orange both show free will exists, but differ in how they show the limitations upon free will. Firstly, in Candide, existence of free will is shown mainly through the philosophical exchange between characters. All this is for the very bestà ¢Ã¢â€š ¬Ã‚ ¦ said Pangloss. A little dark man spoke up Apparently the gentleman does not believe in original sin; for, if all is for the best then there has been neither fall nor punishment. I very humbly beg Your Excellencys pardon, for the fall of man and the curse necessarily entered into the best of possible worlds. Then the gentleman does not believe in free will? Your Excellency will excuse me, free will can coexist with absolute necessity, for it was necessary that we should be free; for after all, predetermined willà ¢Ã¢â€š ¬Ã‚ ¦. (Voltaire 13-14) This is one of the most important dialogues illustrating how Leibnitz optimism (that all is for the best) reconciles the existence of free will with the use of the Judeo-Christian origin myth. Pangloss stance is that after original sin human beings were sent to the best of all possible w orlds, the man hes talking to asked how we can have free will if this is so, and so Pangloss replied that it is necessary to have free will in order to be in the best of all possible worlds. Secondly, in A Clockwork Orange, it is shown that being human requires having free will, A man who cannot choose ceases to be a man. (Burgess 168). A couple of views are shown, those of Alex and F. Alexander and also of the government. The protagonist (although not a hero) Alex believes that everyone is born, to some degree, with an innate evilness, but we choose what we do. More, badness is of the the self, the one, the you or me on our oddy knockies, and that self is made by old Bog or God and is his great pride and radostyà ¢Ã¢â€š ¬Ã‚ ¦ But what I do I do because I like to do. (Burgess 47), evil is instinctive (because of God), but we make our own choices. F. Alexander in polar opposition believes that all are born good or as a tabula rasa (blank slate) and are spoiled by society and culture. Limitations on free will are shown in Candide through the impossibility of circumstances, which we can call destiny. Sure man controls his own will, but he certainly cannot control everything, for example the actions of others and those of God. Candide was about to be executed when the King passing by freed him, he is shipwrecked and then stuck in an earthquake, he finds out all the people he thought were dead are still alive, etc. these are some of the many events which Candide had no control over, but he had the freedom to choose how to act in these situations. And, in the end, Candide says we must cultivate our garden (Voltaire 96); improve our world, since we have free will. Lastly, in A Clockwork Orange destiny is also a limitation, but in a different way. There are things that we cannot change, for example: birth where, when, to whom, genetics, etc. It is shown how the environment that Alex grew up in has shaped who he is as a person and since a person is the sum of their experiences, which start off as out of their control (birth, childhood, etc.), it can be said that he is not entirely responsible for his actions. Another limitation is thought manipulation. You are what you think is an adage that sums this up and if you cant control what you think or feel you therefore cannot control your actions and do not have free will. This is shown in A Clockwork Orange with the Ludvico Technique; Alex is conditioned to experience extreme pain and discomfort when he has violent or other evil (as determined by the government) thoughts. Forcibly doing good is portrayed as being worse than choosing evil It may not be nice to be good, little 6655321. It may be hor rible to be good. And when I say that to you I realize how self-contradictory that sounds. I know I shall have many sleepless nights about this. What does God want? Does God want goodness or the choice of goodness? Is a man who chooses the bad perhaps in some ways better than a man who has the good imposed upon him? Deep and hard questions, little 6655321. (Burgess 105) and good is explained as being meaningless without the presence of evil, without a choice being made à ¢Ã¢â€š ¬Ã‚ ¦ by definition, a human being is endowed with free will. He can use this to choose between good and evil. If he can only perform good or only perform evil, then he is a clockwork orange-meaning that he has the appearance of an organism lovely with colour and juice but is in fact only a clockwork toy to be wound up by God or the Devil or (since this is increasingly replacing both) the Almighty State. It is as inhuman to be totally good as it is to be totally evil. The important thing is moral choice. Evi l has to exist along with good, in order that moral choice may operate. Life is sustained by the grinding opposition of moral entities. (Burgess 4). Both Candide and A Clockwork Orange posit the existence of free will. They both also show limitations on it, but have different limitations. Candides limitations are those of destiny and A Clockwork Oranges are those of destiny and manipulation. In Candide, through highly improbable situations, we are shown that there is a lot we cannot control, even though we have free will. In A Clockwork Orange destiny is shown, but as things we cannot choose like birth, and manipulation is the moulding of thoughts and feelings and therefore behaviour. In Candide the moral message is that free will should be used, we should act rather than romanticize because nobody else is going to. In A Clockwork Orange it is shown that since people have free will they also have a chance at redemption, no matter how rotten they may be, and that by taking away free will they lose that chance.

Teacher Expectations Essay -- Education

The intervening years since court-mandated desegregation of schools have not eradicated the existence of achievement disparities for ethnic children, especially for Latin American and African American students (McKown & Weinstein, 2008). In fact, there is an extensive body of research that suggests that students from minorities do not perform well in the current American public school system (Tyler, Boykin, & Walton, 2006). McKown and Weinstein (2008) note that one often cited contributor to the achievement gap is teacher expectations. The use of the term teacher expectations has been a source of consternation and anger for some educators because of its connection to the concept of self-fulfilling prophecy (Jussim & Harber, 2005). These prophecies are â€Å"erroneous teacher expectations [that] may lead students to perform at levels consistent with those expectations (Brophy & Good, 1974; Rosenthal & Jacobson, 1968)† (Jussim & Harber, 2005, p. 131). Jussim and Harber (2005) detail the controversy that has gone on for more than 40 years over self-fulfilling prophecy. They asserted that, in general, educational psychologists have tended to stress the limited efficacy of teacher expectations to influence students; while, social psychologists have taken the opposite position which asserts both the â€Å"substantial power and pervasiveness of self-fulfilling prophecies† (p. 138). Two of their major conclusions in this regard (a) Self-fulfilling prophecies do exist, and (b) their affects are typically small (Jussim & Harber, 2005). This would seem to be a tidy conclusion to a prolonged controversy; the answers, however, are not so simple or straightforward. There are other issues that complicate matters and must be considered whe... ...3 McKown, C., & Weinstein, R. S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology, 46, 235-261. Retrieved from http://www.journals.elsevier.com/journal-of-school-psychology/ Thomas, J., & Stockton, C. (2003). Socioeconomic status, race, gender, & retention: Impact on student achievement. Essays in Education, 7. Retrieved from http://www.usca.edu/essays/archives.html Tyler, K. M., Boykin, A. W., & Walton, T. R. (2006). Cultural considerations in teachers’ perceptions of student classroom behavior and achievement. Teaching and Teacher Education, 22, 998-1005. Retrieved from www.elsevier.com/locate/tate Zehavi, N., Bouhadan, R., & Bruckheimer, M. (1987). A model of relating teacher expectations and student difficulties. Studies in Educational Evaluation, 13, 185-192. doi: 10.1016/50191-491X(87)80032-9

Obesity and Technology Essay

Obesity is a widely spread disease in America that plagues small children, teenagers and adults. Obesity is a serious matter and could cause fatal harm if it isn’t taken seriously. Obesity can affect the mind, body and spirit of a person and if you have low self-esteem it could potentially make the situation worse. Silverstone and Teatum (2011) noted the following: According to the Mayo Clinic staff (n.d), â€Å"Childhood obesity is a serious medical condition that affects children and adolescents. It occurs when a child is well above the normal weight for his or her age and height. Childhood obesity is particularly troubling because the extra pounds often start kids on the path to health problems mat were once confined to adults, such as diabetes, high blood pressure, and high cholesterol. Childhood obesity is a serious medical condition that affects children and adolescents. Childhood obesity can also lead to poor self-esteem and depression. (Technology: The Problem Or the Solution To Childhood Obesity, para. 14) Many people can argue that there are many other factors that can lead to this such as inheritance, thyroid problems, eating disorders, mental illnesses and many others. Studies show that while this information is correct that there are still ways to overcome something like this. Silverstone and Teatum (2011) briefly touched upon this saying: According to the National Institute of Health (NIH) (obesity research.), â€Å"Obesity has risen to epidemic levels in the U.S. It causes devastating and costly health problems, reduces life expectancy, and is associated with stigma and discrimination. A multitude of factors contribute to obesity, from inherent biological traits that differ between individuals relevant to body weight; to environmental and socioeconomic factors; to behavioral factors that may have both molecular and environmental influences. (Technology: The Problem Or the Solution To Childhood Obesity, para.10) Although some people believe that obesity is one of those diseases that are very tough to cure, there is still a potential long term solution to rectify this situation. We can start by focusing on a generation known as generation Z includes children born between the years of 1990-2004. This generation of children is very important because they were born during a time where technology was hitting its peak. They are very technologically centered and most of them focus their daily routines around technology. Silverstone and Teatum (2011) go on to explain the different qualities this generation exhibits for example: *All their communication takes place on the internet. * They show very little verbal communication skills. * Most of ttieir formative years are being spent on die World Wide Web. * They are used to instant action and satisfaction due to internet technology. * This generation has embraced technology and is also highly dependent on it. * They are more inclined to the virtual world and are less likely to take to extreme measures. (Technology: The Problem Or the Solution To Childhood Obesity, para.10) This is all important because we can use the fact that they are technically inclined to get them to exercise and have fun at the same time. A few gaming companies have developed some systems and technologies to harness this idea. For example Nintendo Wii has a console known as the Wii Fit which is geared towards general fitness. It includes things like jogging where you can jog on a path with a buddy, obstacle courses where you have to run and jump over items and it’s good for your heart rate and even biking which is pretty simple but still gets you going. Nintendo also offers yoga, rumba, and all the latest workout crazes to promote good health. I believe that this can be a start of something good for society. People of all ages can participate in these games and feel comfortable doing something they love with something that’s good for them. Some people prefer to use a different gaming console and that is perfectly fine because Playstation and Xbox also offer a variety of interactive games. One that has recently become popular is the Xbox Kinect which also allows you to use interactive games minus all the extra controllers. The Kinect is geared towards a younger audience but later on down the line people of all ages will be using this just like with any other system. A few years back, society was able to blame technology and video games for obesity rates being high because it contributed to their lack of physical activity. Now not so much because of all these new advances in technology and new innovations in the gaming world. We should take control of what once was a negative situation and turn it into a positive. Meaning we should take advantage of the fact that these generations thrive off of technology and use it as a well to help them out. Even though it probably wouldn’t be a dramatic decrease in obesity, it can be a start to something great. This is only the beginning to what we can do with technology. Obesity is something that needs a combination of things to help the rate decline such as eating healthy along with the proper exercise. Eating healthy is not as easy as it sounds for some people but if you add playing rumba for Wii or just dance for Xbox some people may take a liking to it. Later on down the line I believe that game developers will start focusing more and more on physical interactive video games and this can spark an increase in healthy lifestyle promotions. One day society will realize that technology and living healthy can go hand in hand with the right products and a little extra push. References Silverstone, S., & Teatum, J. (2011). Technology: The Problem Or The Solution To Childhood Obesity. American Journal of Business Education, 4(1), 37. Retrieved April 6, 2011, from the ProQuest database.

Pttls Roles and Responsibilites of an Fe Teacher

| 2012 | | Blackpool and the Fylde College Leigharna McKenzie | [an examination of the roles and responsibilities and boundaries of a contemporary subject specialist teacher. ] | Within this essay the author discusses the roles and responsibilities of a teacher within the context of the teaching cycle and makes reference to legislation and codes of conduct, internal and external points of referral and record keeping. |As a contemporary teacher in Academic Studies there are many roles and responsibilities to be considered, most can also be found across a range of teaching sectors. Gravells suggests teachers practice differing roles within a model referred to as the Teaching Cycle, which encompasses five stages; Identify Needs, Plan and Design, Deliver, Assess and Evaluate. Gravells also states one is not only a teacher but a coach, counsellor, trainer, and assessor amongst others encouraging and supporting learners where necessary. Associated article: Roles, Responsibilities and Boundaries of a TeacherSuch roles and responsibilities are shaped by legislation, organisational policies, and situation requirements, (Gravells, 2010). At the initial stage of Identifying Needs, the teacher acts as an assessor of their learners, either using information from assessments on learning styles such as the Honey and Mumford test, (1986), which can aid in choosing assessments and learning activities, or information gathered from initial interviews/applications to the course, i. e. what learners wish to achieve at the end of the course.The teacher is responsible for selecting and applying different initial assessment methods and using information from these to create an inclusive framework. As a boundary, learners may not want to disclose needs and the teacher must respect their right to refuse to divulge sensitive information. The Data Protection Act (1998) provides key principles such as only be using data for the specific p urposes for which it was collected and not be disclosing to other parties without the consent of the individual whom it is about to guide teachers in this area.Inclusivity may be addressed by adapting lessons to fitting activities to the learning styles of the learners i. e. in respect to the Honey and Mumford test, having group discussions and role-play included for active learners but also having time to think about how to apply learning in reality for pragmatic learners in the class. Other needs may be physical e. g. with a leaner that is differently abled. Guidance in this area is covered by much legislation, such as the Disability Discrimination Act (2005).Norse and Wilkinson state that this act means legally an organisation should not treat disabled students less favourably than their peers however the Disability Rights Commission (2006) suggest 52% of those covered by the act do not consider themselves disabled and do not want to receive unfavourable/special treatment. With r espect to disability a teacher should find out what can be done to make things easier for the person concerned but also be aware that everyone’s abilities are different and different people have developed differing strategies to help them cope with challenging situations.It may be wise to discuss with the learner themselves how they wish to be treated within the learning environment at this stage, (Norse and Wilkinson, 2008). Gravells reminds us that there are also internal points of referral for instance such as Senior Tutor Support and Guidance who can give advice from their experience and the organisation’s policies or a teacher may wish to ask the college’s Learning Support department to become involved should the learner wish for additional aid. In the event that a learner discloses sensitive information that cannot be referred to internally, (e. g. here is an incident of violence in the learners home life) external points of referral such as the National D omestic Violence Helpline are available, (Gravells, 2010). An inclusive framework is of upmost importance in ensuring that no learner is excluded from the learning process and forms a major part of the second stage of the second stage of the cycle, Planning and Design. Ashmore et al. propose that valuing diversity creates a learning environment which includes and respects difference. Inclusivity can be as simple as using gender neutral language in presentations and hand-outs or being lexible with work arrangements to allow for cultural and religious practices. Legislation such as the Equality Act (2006), which has 9 areas protected by law, (age; disability; gender reassignment; marriage and civil partnership; pregnancy and maternity; race; religion or belief; sex; and sexual orientation), requires one to eliminate unlawful discrimination and harassment as well as promote opportunity between men and women amongst promoting other areas of inclusivity, and can be used by all teachers a s a guide to promote equality, (Ashmore et al. 2010). With an inclusive plan one can move into the third stage of the cycle, Delivery. Here a teacher acts as a guide to learning, it is key not to spoon-feed learners information but use a variety of approaches to engage and enthuse learners to take responsibility for their progress. To give teachers guidance on conduct during delivery the Institute for Learning provide a Code of Professional Practice which was enforced April 2008; it outlines the behaviours expected in terms of Integrity, Respect, Care, Practice, Disclosure and Responsibility.This code protects not only the interest of the learners but defines professional behaviours expected of a teacher. In Delivery teachers have a boundary to overcome in that they are also responsible, along with the learners, for being safe within the classroom; this is a requirement legally due to the Health and Safety at Work Act (1974) which covers a wide range of subjects, from control of sub stances to working at height. Being safe in the classroom can be as simple as ensuring bags are kept under tables or arranging the classroom so that routes to fire exits remain unblocked.During the Delivery there should be also be differing forms of Assessment which itself forms the fourth stage of the learning cycle. Gould and Francis suggest at this stage it is key to ensure that progression is checked and that methods are fair linking to planned tasks. Assessment on the course forms an on-going record, which is important to look at how learners are grasping objectives and provides valuable feedback for both the learners and teacher.Monitoring student achievements, skills, abilities and progress through on-going assessment tracks their progress and giving feedback using these records can confirm that learning objectives have been met. Records can also assist in evaluating the teaching programme, and show if improvements or redesigning is necessary, (Gould and Francis, 2009). Redes ign can form a part of the final stage of the teaching cycle, Evaluation. Morrison states evaluation  is an essential part of the educational process, and suggests that it ensures teaching is meeting students' learning needs.Through this stage teachers are constantly learning their best practice and improving standards so that correct deficiencies can be acted on, that methods continue to improve, and that content is updated. Once Evaluation is complete then the teacher can start the cycle all over again, (Morrison, 2003). From this review it may be suggested a teachers role is never stagnant and always adapting. REFERENCES: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis.J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: C ontinuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A. (2010) Passing PTLLS Assessments, Exeter: Learning Matters. Morrsion J. (2003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 26, February, p. p. 385-387 BIBLIOGRAPHY: Ashmore. L. , Dalton. J. , Noel. P. , Rennie. S. , Salter. E. , Swindells. D. , Thomas. P. , Equality and Diversity (2010) in Avis. J. , Fisher. R. , Thompson. R. (Eds. ) Teaching in Lifelong Learning, Berkshire: McGraw Hill Norse. D. , Wilkinson. J. , Supporting Learning (2008) in Fawbert. F. (Ed. ) Teaching in Post-Compulosry Education, 2nd Edition, London: Continuum. Gould J. , Francis M. , Achieving your PTTLS award (2009): London: SAGE Publications Gravells, A.Passing PTLLS Assessments, (2010) 2nd Edition, London: Learning Matters. Gravells A. Preparing to Teach in the Lifelong Learning Sector, (2010) 5th Edition: London, Learning Matters Morrsion J. (2 003) â€Å"ABC of learning and teaching in medicine: Evaluation†, British Journal of Medicine, vol. 326, February, p. p. 385-387 Tummons, J. , Powell S. , Inclusive Practice in the Lifelong Learning Sector (2011): London: Learning Matters Wilson L. , Inclusive Practice in the Lifelong Learning Sector (2007): London: Thomson Learning EMEA