Sunday, August 18, 2019
To Build A Fire Essay -- essays research papers
â€Å"To Build A Fire†, by Jack London was a story about a man who’s job is to ship logs in the springtime. The author uses the 8 aspects of fiction to reflect his point of view that it takes brains to survive. The characters in the story are used to keep the story going and help the author come across to his audience. The plot is the storyline in which the story it self takes place. The setting is the environment in which the story takes place. The suspense is when the author keeps information back from the reader so he/she will continue reading to find out what will happen. Foreshadowing is the readers way of telling what will happen in the story. He/she does this when the author gives out clues in the story. Fantasy is, â€Å"the suspension of disbelief in the story†, so the reader can enjoy the work of fiction. Images are made when the reader takes into consideraition that the author is giving out specific clues to him/her so that they can pictur the scene. These 8 aspects of fiction are more indepthly explained in the paragraphs to come. The author uses these aspects of fiction to make his point clear that, it takes brains to survive.      In this specific story the author doesn’t give the character a name, he just calls him â€Å"the man†, as if the story was in a third person point of view. The character has many outstanding traits that are shown in the story as you read. Some of these characteristics are that the man was brave in going on this journey, he ...
Saturday, August 17, 2019
Hnc health and social care Essay
There are many theories that tend to explain different aspects in human development. According to Encarta Encyclopedia, 2006, these are system of assumptions based on limited information or knowledge, devised to analyze, predict, or otherwise explain the nature or behavior of a specified set of phenomena. In line with the definition, theories remain as conjectures explaining certain occurrences, but never will it attain the grounds earned by laws and principles as universal truths. In Developmental Psychology, theories govern the existence of human growth. Considering the case stated earlier, does it imply that the learning gained in studying this field is not reliable? Not at all. In medicine, when a person developed sickness, doctors try to find its root cause. There are many possible answers as to how and why it was acquired, might be through his/her family’s history, his/her lifestyle and his/her environment. If that’s the situation, would that person hesitate to seek wellness? Likewise, developmental theories offer several answers which unlock the depths of human behavior by studying the causalities of different experiences throughout the life span of a person. It can be quoted from Maurice Merleau-Ponty that every object is the mirror of all other objects. Correspondingly, developmental theories are rooted in different schools of thoughts such as Behaviorism, Gestalt, Humanism, Cognitivism and Psychoanalysis. Using it as their main ingredient, these schools of thoughts presented development in various ways  thus, in different perspectives. Jean Piaget, Erik Erikson and Lawrence Kohlberg are some of theorists who ventured in the field of Psychology, specifically in human development. Consequently, using Thomas’s standard of judgment, this paper aims to weigh, compare and evaluate the assumptions and claims of these proponents. Piaget, a cognitivist and pioneer of the Cognitive Development Theory, focused on the cognitive aspect of human development. He gave a detailed picture of how thinking is processed among individuals, concluding that the difference between adults’ and children’s thinking is qualitative and not quantitative. He asserted that development occurs in distinct, measurable, and observable stages. Additionally, he made an assumption that developmental growth is independent of experience and based on a universal characteristic. Piaget’s theory assumes that development is unidirectional with all children reaching each stage at approximately at the same age. Kohlberg, an Ameican psychologist, tried to expand the theory of morality that Piaget gave briefly. He assumes that there are 3 levels of morality that each individual faces  Preconventional, Conventional, Post Conventional that are then subdivided in stages. According to him, children in middle childhood, begin to perceive themselves as responsible to others because of the importance of getting along and of being a good citizen. They seek to act appropriately because people matter to them, not just to avoid punishment. Children’s developing psychological understanding heightens their sensitivity to human needs and contributes to empathy for others. Whereas a preschooler may sympathize with another but not know what to do, older children are more likely to assist a classmate who is attacked by a bully or to raise money to help children in a developing country. Erikson’s Psychosocial Theory of Development traces its roots to Freud’s Psychosexual Theory. He believes that his theory would patch what Freud was unable of discussing. He studied groups of Native American children to help formulate his theories. These studies enabled him to correlate personality growth with parental and societal values. His first book, Childhood and Society (1950), became a classic in the field. As he continued his clinical work with young people, Erikson developed the concept of the â€Å"identity crisis,†an inevitable conflict that accompanies the growth of a sense of identity in late adolescence. Using case studies that were in descriptive methods, Piaget strengthened his works to cite reliable facts about the real world in children. It can be reflected upon his presentation of the mental growthâ€â€from sensorimotor stage, to preoperational stage, then to concrete operational stage and lastly, to formal operational stage where several features and characteristics were keenly monitored and recorded. In Kohlberg’s theory of Moral Development, he emphasized what could be the current state of morality that a person has if he/she is in that age. In the last activity performed, it was found that the preconventional children depends their action to the possible outcome, might be, if there would be a punishment or a reward. This proves that the theory is reliable. Erikson different from any other theorists, he comprehensively investigated upon the development of an infant to the old age. These are the Trust vs. Mistrust, Autonomy vs. Shame and Doubt, Initiative vs. Guilt, Industry vs. Inferiority, Identity vs. Role Confusion, Intimacy vs. Isolation, Generativity vs. Absorption and lastly Integrity vs. Despair. His theory explains that in every stage, a positive or a negative attitude might be developed in an individual. When used to local setting as mainframe, the result can also be the same, though there is inevitable variability among personalities. Most of their assumptions in development of children are simple, very tangible. As to Piaget’s findings regarding the concept of conservation, egocentrism, schema formation and some other features he had recorded, applying it in the local setting will be easy. Differently from Freud, there is no hidden element, (i.e., the id,) that would entail controversy. As to Kohlberg, his works were anchored as that of Piaget’s, therefore his works were also simple and can be clearly understandable. Erikson although, theory is psychoanalytically founded, showed clearness among his theory as well as Kohlberg. Their theories enable many to relate easily. However, with a belief that development is unidirectional and that the biological development drives the movement from one cognitive stage to the next, Piaget showed no proof that the thinking process expressed on a former stage would predict the cognition in the latter stage and vice versa. But perhaps, the thought of having mental growth as universal to every individual with respect to the stages that Piaget constructed may tell what the next cognitive feature a person can express. In Kohlberg’s theory, he assumed that one might not attain the next stage remaining to show manifestations of the former. His work doesn’t predict what would happen in the future, actually, if a person would arrive or not arrive to the next level is already an uncertainty. Different to Erikson, where he believed that the attitudes such as trust, initiative, intimacy and the like that had developed in a certain stage would have an effect in the future. For example, he asserted that if an individual has a positive outlook in life and maintains hope though facing unexpected events in life, that individual when he/she was an infant might had been taken good care of and had developed trust with the maternal person. Furthermore, many educators and parents base their strategies with Piaget’s perspective. In rearing a child, he contributed largely to the field of language and education. In the development of language, his assumptions of Language Acquisition Device (LAD) as innate in infancy were widely appreciated. Therefore, educational implications were fleshed out from his theory considering what could be the best possible approach in enabling children to unleash their potentials. Regarding Kohlberg, his theory is widely used as basis on how to face moral dilemmas that occur in a life span of every individual, particularly in child’s life. Erikson’s stages of ritualization are also considered on how a person would handle decisions and priorities in life. As to the internal consistency in the theory, the mental characteristics and features manifesting on a specific stage and their gradual change are thoroughly explained. For example, the realism and animism, both occurring in the preoperational stage, he cleared out that their existence are inversely related. Consistency can also be inferred in the whole theory. Even though he compared his work to Freud’s and Spinoza’s, Piaget remained intact with the perception that he was holding. It was never mixed. These can also be observed to Kohlberg and Erikson’s theories. Their terminologies, concepts and perception didn’t shift. Several convincing ideas can be presented by Piaget to support his theory. In relation to the last activity performed by the class which was the observation of early childhood, he asserted that preoperational children display certain characteristics such as transductive reasoning, irreversibility, artificialism and centering. When tested, it was amazing to see that the findings gained by Piaget and the findings gained by the section have great resemblance to each. Same thing happens in their findings, when Kohlberg was used as a mainframe. Despite this occurrence, some of Piaget’s ideas have been supported through more correlational and experimental methodologies, some portions of the theory when compared to other researches, give a result that the data from similar cross-sectional studies do not support the assertion that all individuals will automatically move to the next cognitive stage as they biologically mature. Indeed, this implies an unproven assumption that is somehow disconfirmable. As to Kohlberg and Erikson, some of their finding doesn’t match with the current researches done. As mentioned earlier, Piaget’s perception didn’t only enrich the field of psychology but rather shared some insights in language, education and morality. His work is collaborative  it can build another and it can rebuild itself. Example of ‘building another’ is Vygotsky’s Socio-cultural Theory and Kohlberg’s Moral Development Theory. These two gained grounds in psychology by the strengths of Piaget. Vygotsky criticized Piaget’s assumptions and later on was able to make a theory and Kohlberg, because of inspiration in Piaget’s work, tried to expand some aspects that he found lacking in the Cognitive Development Theory. As to ‘rebuilding itself’, up until now, Neo-Piagetians continually improve the theory made by their lead proponent. Although rooted from another’s works, Erikson and Kohlberg established theories on their own that may stand coequal with the others. As of today, their works are being taug ht and learnt by many. Piaget led to forming a theory when he asked his two children to express their beliefs in a particular situation. Since he is the founder of Cognitivism, his work possesses novelty. As long as it is in relation to cognition and comprehension, this theory may provide the answer about the different phenomena encountered by individuals in a certain point of time. This is also true in Kohlberg’s and Erikson’s theories as long as morality and psychosocial aspects of growth are concerned, their theories can provide the answer.
Friday, August 16, 2019
Learning Theories Essay
This chapter takes a brief look at the two major categories of learning theories (behaviorism and constructivism), the major theorists within those categories, and the implications of those theories for the use of multimedia and communications and information technology for learning purposes. A separate section within the chapter provides a brief overview of learning based upon neuroscience and recent discoveries about the functioning of the brain. A series of links are provided to further resources on learning theory, neuroscience, and the brain. pic] Our Technological Revolution and the Implications for the Way We Learn We have all experienced a learning moment when we were so focussed or engulfed in the learning, that everything else did not matter. Candidly, the raison d’etre or motivation for our focus may have been that we had a boss or teacher breathing down our neck or an impending exam was to quantify our level of knowledge or intelligence or a particular moment neces sitated that a skill be learned very quickly. Regardless of the motivating factors for this moment of focussed learning, the experience is what psychologists Mihaly Czikszentmihalyi and Ellen Langer label in their respective theories, as moments of â€Å"optimum flow†or â€Å"mindfulness†. According to psychologist Mihaly Czikszentmihalyi, optimum flow occurs when: Alientation gives way to involvement, enjoyment replaces boredom, helplessness turns into a feeling of control, and psychic energy works to reinforce the sense of self, instead of being lost in the service of external goals. (Czikszentmihalyi, 1990, p. 9) Replicating such moments of optimum flow is the job of educators regardless of the domain, whether it be school, the workplace in job training, or the military, etc. Moreover, certain learning theorists are advocating the greater use of technology, namely computers, in learning situations because they see enormous potential of computer technology to replicate these optimum moments of flow. Learning is a personal act. We each place our own personal stamp on how we learn, what we learn and when we learn. We in effect have our own learning style. Howard Gardner’s theory of multiple intelligences which acknowledges learning as an holistic experience is, at present, one of the most well known descriptors of human cognitive profiles. The act of learning is paradoxical in nature. It can at times appear to be a very simple act. So simple, that we do not question its presence in how we go about our daily activities, for it is natural to our existence as learning organisms. Yet, when we encounter difficulties in learning something, we no longer take the learning process for granted. It is only then that our metacognition or awareness of how we learn is heightened. Learning is taken for granted as a natural process. As simple a process it may seem, the root of understanding how we learn is not as straight forward. The existence of numerous definitions and theories of learning attest to the complexity of this process. A random sampling of any educational psychology text will illustrate the variance in views to what exactly is learning and how we do learn. In Educational Psychology: An Introduction, for example, the authors write, â€Å"Learning implies a change in the individual as a result of some intervention. It may be viewed as an outcome or as a process. (Belkin and Gray, 1977, p. 211) While this definition reflects a behaviorist view of learning, for it equates learning as an outcome, it is a starting point for the authors to expand their description of learning into many other realms, namely the different theories of learning. They in effect, devote a whole chapter of their text just to describe the many ways of defining learning. While it may seem somewhat premature to evaluate the aforementioned definition of learning and to equate it with a specific theory, it is important to recognize that â€Å"intervention†in the learning process can imply many different things. The degree of intervention, by who or what and how, are the defining factors of a learning theory. These factors help distinguish the many different theories. As you will see these theories are not stagnant. They are evolving and changing as we discover new ways of viewing human cognition. â€Å"The mechanistic model of the mind of the behavior era has given way to the logical-computational model favored by artificial intelligence and cognitive science theorists†(McLellan, 1996, p. 6). Don Tapscott, in his book Growing Up Digital: The Rise of the Net Generation, argues that we are now in a digital era of learning. According to Tapscott, a transformation in learning is taking place from what he labels â€Å"broadcast†learning to â€Å"interactive†learning. No longer are today’s generation of learners satisfied in being the passive recipients of the traditional teaching process, rather, they want to discover it for themselves by becoming interactive with the learning. The net generation children using GlobaLearn [a web site], are beginning to process information and learn differently than the boomers before them. New media tools offer great promise for a new model of learning – one based on discovery and participation. (Tapscott, 1998, p. 127) Tapscott’s thesis that the â€Å"technological revolution†is permeating every aspect of our lives forces us to examine the use of computer technology as learning devices. Such rapid social, economic and general lifestyle change, due in essence to the technological revolution, begs the question – based on learning theory, why does the use of computers as a â€Å"learning†tool make sense? This chapter will answer this question by profiling the many learning theories. [pic] The Spectrum of Learning Theories As a review of the literature of learning theories will illustrate there are many labels being used to describe the many theories. Moreover, there are many theorists associated with each approach. A categorization of these labels and theorists will help in understanding these fundamental theories. The spectrum of learning theories consists of many approaches or ways of explaining how humans learn. A description of each of these theories will suffice in providing you with enough knowledge to critically examine the use of computer technology as a learning device. The resume of each theory will consist of: †¢ the associated names of the theory †¢ a description of the theory †¢ theorists associated with the theory †¢ hyperlinks on the World Wide Web Diagram #1: The two extremes Behaviorism                                                        Constructivism The extremes of this learning theory spectrum are represented by respectively, the Behaviorist and Constructivist theories of learning. As theories trying to explain the same thing, they are bipolar based on their respective views of how knowledge is acquired and the intervention of tools of learning (teachers or instructors). As a context to better understand all of the theories of learning presented in this chapter, examine these two extremes first and then place the remaining theories onto the spectrum. [pic] Behaviorism The Associated Names of this Theory: Behaviorism labelled as a teaching approach is often referred to as directed instruction. As you compare this theory with the Constructivist view of learning, this label will become self-evident. Also in contrast to Constructivism, it has been labelled an objectivist theory of learning. Theorists associated with Behaviorism: J. B Watson E. L Thorndike B. F Skinner A Description of Behaviorism: The concern or emphasis of Behaviorism is observable indicators that learning is taking place. Contrasting this view of learning is the emphasis of cognitive psychologists who equate learning with the mental processes of the mind. Behaviorists do not deny the existence of these mental processes. In fact, they acknowledge their existence as an unobservable indication of learning. The focus of Behaviorism is on the conditioning of observable human behavior. J. B Watson, the father of Behaviorism, defined learning as a sequence of stimulus and response actions in observable cause and effect relationships. The behaviorists’ example of classical conditioning demonstrates the process whereby a human learns to respond to a neutral stimulus in such a manner that would normally be associated with an unconditioned stimulus. The supporting example often cited with classical conditioning is the case of Pavlov’s dog. The focus of Pavlov’s experiment was the digestive process in animals. In conducting the experiment, Pavlov noticed that the dog would salivate (response), upon hearing the ringing of a bell. This occurred because the dog had learned to associate its unconditional stimuli (normally feeding), with the neutral stimuli of the bell ringing simultaneously with the feeding process. Watson, believed that the stimuli that humans receive may be generated internally (for example hunger), or externally (for example, a loud noise). B. F. Skinner expanded on the foundation of Behaviorism, established by Watson, and on the work of Edward Thorndike, by focussing on operant conditioning. According to Skinner, voluntary or automatic behavior is either strengthened or weakened by the immediate presence of a reward or a punishment. â€Å"The learning principle behind operant conditioning is that new learning occurs as a result of positive reinforcement, and old patterns are abandoned as a result of negative reinforcement. †(Belkin and Gray, 1977, p. 9) In his book entitled, The Technology of Teaching, Skinner wrote: The application of operant conditioning to education is simple and direct. Teaching is the arrangement of contingencies of reinforcement under which students learn. They learn without teaching in their natural environments, but teachers arrange special contingencies which expedite learning, hastening the appearance of behavior which would otherwise be acquired slowly or making sure of the appearanc e of behavior which otherwise never occur. (Skinner, 1968, p. 4) Skinner believed that more complex learning could be achieved by this process of contingencies and reinforcement â€Å"†¦ through successive stages in the shaping process, the contingencies of reinforcement being changed progressively in the direction of the required behavior. †(Skinner, 1968, p. 10) Applying the theoretical principles of Behaviorism to learning environments, it is easy to recognize that we have many â€Å"behaviorist artifacts†in our learning world. A dissection of the traditional teaching approaches used for years would reveal the powerful influence that Behaviorists have had on learning. The concept of directed instruction, whereby a teacher is providing the knowledge to the students either directly or through the set up of â€Å"contingencies†, is an excellent example of the Behaviorist model of learning. The use of exams to measure observable behavior of learning, the use of rewards and punishments in our school systems, and the breaking down of the instruction process into â€Å"conditions of learning†(as developed by Robert Gagne), are all further examples of the Behaviorist influence. With the advent of the computer in school, C. A. I. , or computer-assisted instruction has become a prominent tool for teaching, because from a Behaviorist perspective, it is an effective way of learning. CAI uses the drill and practice approach to learning new concepts or skills. The question acting as the stimulus, elicits a response from the user. Based on the response a reward may be provided. The â€Å"contingencies†of learning are translated into different levels of the program. Rewarding the user to a different level for correct responses follows exactly the approach of operant conditioning. Educators have espoused CAI as an effective teaching approach because it allows for self-paced instruction and it liberates them from the direct instruction of all their students so as to focus on those students with particular needs. Hyperlinks to Behaviorist Web Pages: http://www. coe. uh. edu/~srmehall/theory/theory. html http://tecfa. unige. ch/edu-comp/edu-s94/contrib/schneider/learn. fm. html#REF13085 http://www. sil. org/lingualinks/library/literacy/fre371/vao443/TKS2569/tks347/tks734/ http://mse. byu. edu/ipt301/jordan/learnterm_b. html [pic] Constructivism: The Associated Names of this Theory: Constructivsm is recognized as a unique learning theory in itself. It however, may be associated with cognitive psychology because as a theory of learning it focuses on a learner’s ability to mentally construct meaning of their own environment and to create their own learning. As a teaching practice it is associated with different degrees of non-directed learning. The term constructivsm is linked to Cognitive and Social Constructivsm. Theorists associated with Constuctivism: John Dewey Lev Vygotsky Jean Piaget Jerome Bruner Seymour Papert Mitchell Resnick A Description of Constructivism: The merits of Behaviorist learning theory and of their teaching practices are well documented. They have served well in teaching a growing North American population over the past six decades. Behavioral learning theory manifested itself in creating a systematic approach to teaching. Robert Gagne and Leslie Briggs, in their book, Principles of Instructional Design, combined Behaviorist principles of learning with a cognitive theory of learning named Information-Processing. The focus of the latter theory in this combination was of the internal processing that occurred during a learning moment. The design of instruction must be undertaken with suitable attention to the conditions under which learning occurs. With reference to the learner, learning conditions are both external and internal. These conditions are in turn dependent upon what is being learned. How can these basic ideas be used to design instruction ? How can they be applied to the design of single lessons, of courses, and of entire systems of instructions ? (Gagne and Briggs, 1974, p. 14) Gagne and Briggs’ principles of instructional design broke down the teaching process into a systematic process of nine steps. It is in effect, this type of systematic approach to teaching that acted as the catalyst for the creation of another view of the way humans learn. Behaviorist learning theory had served its purpose and its approach and goals were becoming outdated according to Constructivists like Seymour Papert. Constructivist learning theory sought to improve on what Behaviorist learning theory had already established by focussing on the motivation and ability for humans to construct learning for themselves. It viewed Behaviorism as being too teacher centered and directed. Constructivists regarded the educational system as a process of matching skill objectives with test items. It was void of meaningful learning. They also saw the teaching process focus too much on individual work rather than on group work. The final critique of Behaviorist learning theory from the Constructivist perspective helped define the core of Constructivism. To imply that knowledge is separate to the human mind and that it must be transferred to the learner in a teacher centered approach fundamentally was counter to the Constructivist theory of learning. Constructivists believe that all humans have the ability to construct knowledge in their own minds through a process of discovery and problem-solving. The extent to which this process can take place naturally, without structure and teaching is the defining factor amongst those who advocate this learning theory. Jean Piaget, a Swiss psychologist, observed human development as progressive stages of cognitive development. His four stages, which commence at infancy and progress into adulthood, characterize the cognitive abilities necessary at each stage to construct meaning of ones environment. Seymour Papert, psychologist and contemporary critique of Behaviorist teaching methods, writes in his book, The Children’s Machine: Thus, constructionism, my personal reconstruction of constructivism has as its main feature the fact that it looks more closely than other educational -isms at the idea of mental construction. It attaches special importance to the role of constructions in the world as a support for those in the head, thereby becoming less of a purely mentalist doctrine. (Papert, 1993, p. 42) As the inventor of LOGO, the programming tool for children, Papert too believed that children as learners have a natural curiosity to construct meaning of their world. The educational system as Papert saw it was too structured and it stifled this natural curiosity. The means by which children were being taught relegated them to a role of passive recipients of the teaching hence, they were not motivated to construct any learning for themselves. Learning according to Constructiv ists is a question of motivating an individual to attach new meaning to past cognitive experiences. According to Papert: It [constuctivsm] does not call in question the value of instruction as such. That would be silly: Even the statement (endorsed if not originated by Piaget) that every act of teaching deprives the child of an opportunity for discovery is not a categorical imperative against teaching, but a paradoxically expressed reminder to keep it in check. The constructionist attitude to teaching is not at all dismissive because it is minimalist – the goal is to teach in such a way as to produce the most learning for the least teaching. Of course, this cannot be achieved simply by reducing the quantity of teaching while leaving everything unchanged. The principle other necessary change parallels an African proverb: If a man is hungry you can give him a fish, but it is better to give him a line and teach him to catch fish himself. (Papert, 1993, p. 139) Papert’s desire to have children become motivated learners, critical thinkers, problem-solvers and metacognitionists is to be achieved through educational reform that provides the learner with the necessary tools to participate and to take ownership of the learning process. According to Papert, the computer is the appropriate tool to achieve such desired educational reform. These desired objectives of Papert and others who share the Constructivist view of learning are coming closer to reality as more people discover the power of computer technology. From Donald Tapscott’s perspective, Papert’s desired reality is happening now, as a paradigm shift to more interactive learning due to the exploitation of the digital media is taking place in our learning institutions. Tapscott cites eight shifts in learning today: †¢ From linear to hypermedia. †¢ From instruction to construction and discovery. †¢ From teacher-centered to learner-centered education. †¢ From absorbing material to learning how to navigate and how to learn. †¢ From school to lifelong learning. †¢ From one-size-fits-all to customized learning. †¢ From learning as torture as learning as fun. †¢ From the teacher as transmitter to the teacher as facilitator. Hyperlinks to Constructivist Web Pages: http://www. tcimet. net/mmclass/summer/CHPTales. tm http://www. coe. uh. edu/~srmehall/theory/construct. html http://www. gwu. edu/~tip/bruner. html http://www. mamamedia. com/areas/grownups/people/seymour. html http://www. mamamedia. com/areas/grownups/home_alt. html http://lynx. dac. neu. edu/home/httpd/t/tjohnson/papert%20history. htm [pic] Fitting the other Theories onto the Spectrum The two extremes of the spectrum have been outlined (refer to diagram #2). Inherent within each of these two extremes are related theories. Diagram #2: (Spectrum Summary) Behaviorism                                                                                 Constructivism Directed Instruction                                                                            Non-directed Instruction Objectivist                                                                                    Constructivist Teacher-centered                                                                            Learner-centered Behavioral observations                                                                    Cognitive operations Focus on the individual                                                                    Group work is emphasized More focussed on one approach                                                    More holistic in approach Fundamentally, Constructivism is a cognitive learning theory because of its focus on the mental processes that construct meaning. Other learning theories equated with cognitive psychology are: Information-Processing theory, Scaffolding theory (associated with the Russian philosopher Lev Vygotsky) and Brain-based learning theory (associated with neuroscientists such as Marian Diamond and Robert Sylwester and educator Susan Kovalik). Information-Processing theory regards human learning as being analogous to a computer and its ability to store memory. As humans we process information initially with our senses. This information is either processed into our short term memory or it is lost. If this information is used and practised it is only then put into long term memory. Lev Vygotsky thought that our cognitive development was directly related to our social development. The culture we live in influences our social and cognitive development according to Vygotsky. He further recognized the differences of how the world is seen by children and by adults. Vygotsky labelled this difference in cognitive ability as the â€Å"zone of proximal development†. The job of educators was to identify this zone and to find out where the child was situated in this zone and build upon their specific level through a â€Å"scaffolding†process. Building from what the learner knows is in essence, anchoring the learning on past experience. Such anchoring is fundamental to Constructivist theory of learning. Computer technology is viewed by Seymour Papert as an excellent means to anchoring learning to meaningful experiences. The complexity of understanding how humans learn is reflective of our complexity as biological, social and cognitive animals. Many theories exist, all focussing on different aspects of our make-up as humans. Each theory is an attempt to explain how we learn, act and behave: Sigmund Freud focussed on our sub-conscious, Skinner on our observable behavior, cognitive psychologists on our mental processes, humanistic psychology on our social and interpersonal development. Howard Gardner took a more holistic approach in describing our cognitive profiles. His classification of human intellectual ability into seven intelligences incorporates many aspects of psychology to define the cognitive behavior of humans. Before moving on to Multiple Intelligences , refer to the following hyperlinks for information on other learning theories. http://mse. byu. edu/ipt301/jordan/learning. html [pic] Theory of Multiple Intelligences: Human intelligence should not be equated solely with linguistic or logical-mathematical intelligence alone, according to Howard Gardner. As the author of a new way of looking at human intelligences, Gardner, a Harvard professor, identified a total of seven different intelligences that humans may possess. His list includes: †¢ Linguistic intelligence †¢ Logical-mathematical intelligence †¢ Spatial intelligence †¢ Musical intelligence †¢ Bodily-kinesthetic †¢ Interpersonal intelligence †¢ Intrapersonal intelligence Gardner is working on more intelligences that qualify as cognitive processes: â€Å"Multiple intelligences theory, on the other hand, pluralizes the traditional concept†(Gardner, 1993, p. 15) Gardner’s fascination with human intelligence and how the brain works was started with an investigation of people who had experienced brain damage of some sort. He recognized that not all abilities, whether cognitive or motor-sensory, were eliminated from the individual’s repertoire despite having endured some form of brain damage. Gardner hypothesized that we possess more than one form of intelligence. The theory of multiple intelligences provides a more holistic view of the intelligence of humans. Gardner advocates that we may all attempt to develop each of these intelligences to our optimum level. However, we may be more adept in only certain of these intelligences. We may however, aspire through practice and development to improve in the remaining intelligences. The use of technology appeals to this view of intelligence in that Gardner’s theory acknowledges that cognition is not a linear process. The computer as a learning tool has enormous potential in developing the different forms of intelligences of Gardner’s theory. Hyperlinks to Multiple Intelligences Web Pages: http://www. athena. ivv. nasa. gov/curric/weather/adptcty/multint. html [pic] Learning Theories and the Brain What is Learning? Learning is the process by which we receive and process sensory data, encode such data as memories within the neural structures of our brain, and retrieve those memories for subsequent use. The variety of information stored within such memories is enormous, including such items as: how to control your sphincter muscle until a socially appropriate occasion, how to identify mommy in a crowd, how to ride a bicycle, what is the shortest path to grandmother’s house without going near the lair of the wolf, what is the tune for Beethoven’s Ode to Joy, and what a philosopher means when she says â€Å"The cat is on the mat. All learning takes place within the brain, and as our understanding of the underlying structures and processes of the brain increases we can begin to apply that knowledge to improve our construction of learning environments. Our ability to describe and understand the basic processes by which our brain learns has been enhanced by recent technological developments and by the accumulation of long-term studies in human and animal populations. Of particular benefit has been the development of brain-imaging techniques that allow us to observe the operation of normal human brains during the performance of a variety of tasks. Magnetic Resonance Imaging (MRI) and similar technologies have allowed researchers to map neural activity during sensory data processing and monitor the transfer of information into long-term memory. Researchers have also made great strides in determining the basic mechanisms that underlie the transmission of information within the brain. Such research on brain structure, neural transmitters, and the process by which memories are stored and retrieved have allowed the development of neuro-physiological models of learning. Although neuroscience has provided us with an increasingly rich and accurate descriptive theory of learning within the brain, we still need prescriptive theories of how to maximize the efficiency and capacity of human learning. To some extent all learning theories are prescriptive and seek to minimize the time required to transfer information into memory and maximize the efficiency of retrieving that information. Our current knowledge of the brain, and our speculations regarding the evolutionary function of learning, should assist such prescriptive theories in designing learning environments that provide for maximum learning efficiency. In particular, prescriptive theories informed by our current knowledge of neuroscience should allow us to evaluate the role of multimedia in learning environments. We should also be able to maximize the impact of multimedia in such environments through application of learning theories and our knowledge of the human brain. Learning environments should not be construed simply as the traditional formal classroom within the context of institutionalized public education. Such environments occur within the workplace, the home, and other social institutions as communication and information technology continues to penetrate Western society. We should also be aware that the use of multimedia will have an impact upon the development of the human brain, particularly when such techniques are used with children and adolescents whose brains are still developing and maturing. [pic] The Brain The three-pound universe that is our brain consists of more than 100 billion neurons and the associated structures that organize, nourish, and protect their functioning. Each neuron may have between 5,000 and 50,000 connections to other neurons, forming a dense connective mat that allows the storage of enormous amounts of information. It is important to remember that structures within the brain continue to develop until late adolescence and that neurons will continue to grow connections to other neurons throughout adult life. [pic] Brain Structures The diagram above shows four basic structures in the brain that are important for bodily functions and for learning and memory. The brain stem is primarily concerned with basic survival functions and the regulation of body systems. The cerebellum is involved in the performance of automatic movement patterns (walking, running, touch-typing, and other physical skills that can become part of automatic procedural memory). The limbic system is responsible for the processing of short-term memory into long-term memory as well as the generation and regulation of emotions. The cerebral cortex is the area of the brain in which sensory data is received and analyzed, decisions are made, and behavioral responses are activated. Information is received from the major sensory organs of the body: eyes, ears, nose, tongue, and skin; and is held briefly in sensory memory. The further processing of that information appears to be dependent upon the state of emotional arousal of the brain and the utility of such information for potential survival. Long-term memories are generated through the growth and spread of neural connections between those modular structures that contain the memory (Sylwester, 1995, pp. 89-90). The more often such structures are activated and the stronger the connections become to associated structures, the more easily such memories are retrieved and used by the brain in decision making and conscious thought. To some extent the driving forces behind the way our brain processes sensory input and makes decisions are the survival imperatives that accompanied human physical and cultural evolution. Our brains reflect the importance that survival places upon evaluating potential threat situations, making a quick response, and focusing all body resources on support of those functions that may lead to continued survival. In high-threat situations the focus of the brain will be almost exclusively upon what is identified as the potential threat while the body shuts down relatively unimportant systems to concentrate on those involved in the fight-or-flight response. Low-threat situations allow the brain to sample and evaluate a broader spectrum of sensory input and to analyze such input for future use. Thus a large looming shadow in the cave mouth tends to generate fear, prompting the body to shut down digestion, pump more adrenaline, and prepare the cerebellum to handle the process of running while the cerebral cortex looks for places to hide or make a stand. Strong negative emotion tends to evoke the fight-or-flight physiological and mental responses that shut down high-level cognition. A premium should therefor be placed upon the reduction of those factors within a learning environment that give rise to negative emotions. At the same time, sensory input that does not receive attention is not available for processing through short-term into long-term memory. Clearly a balance must be struck between too much and too little stimulation in learning situations. Some stimulation and motivation is necessary for the learner to pay attention to the data that they are required to learn; on the other hand too much stimulation (particularly in a negative context) is liable to create anger or fear as an emotional response, either of which can serve to reduce the amount of learning carried out within the environment. It appears that the limbic system plays an important part in the process of storing information as long-term memories. Those activities that provide an emotionally supportive environment may well have a positive effect upon the processing of information into long-term storage and subsequent retrieval of those memories. Group activities, co-operative learning, role-playing, and simulations tend to provide emotional support and emotional context for learning. Retrieval of long-term memories is enhanced when a large number of connections have been established between the neural modules that store such memories. To some extent our growing knowledge about the organization of the brain tends to support those theories of learning that can generally be labeled as constructivist. That is, situated knowledge that is connected to a large number of other memories is more apt to be recalled than is unconnected knowledge that has been learned by rote. Because the process of creating connections between ideas and memories is essentially carried out through a process of rehearsal and review, learners should be encouraged to review knowledge that is being learned and attempt to build connections to that knowledge that is already easily retrieved from long-term memory. Such cognitive tools as narration, story-telling, constructing metaphors, and making comparisons are strategies that help to build and maintain connections. The construction of knowledge is essentially the growing of connections between the neural modules that contain individual memories. [pic] Implications for Learning Theory If the apparent symmetry between contemporary brain-based learning theories and constructivism is accurate, then basic guiding principles of constructivism should be used in designing learning environments. These principles include: 1. Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning. 2. Meaning requires understanding wholes as well as parts. Parts must be understood in the context of wholes. Therefore the learning process focuses on primary concepts, not isolated facts. 3. In order to teach well, we must understand the mental models that students use to understand the world, and the assumptions that support those models. 4. The purpose of learning is to construct one’s own meaning, not to have the â€Å"right†answers by repeating someone else’s meaning. Learning is inherently inter-disciplinary, and the only valuable assessment of learning is assessment that is part of the learning process and that provides students with information on the quality of their learning. (On Purpose Associates, 1998b) Such learning environments should also be designed around the ideas that come forward from brain-based learning. That is, they should employ the three instructional techniques associated with brain-based learning: â€Å"orchestrated immersion, where learning environments are created that fully immerse students in a learning experience; relaxed alertness, where an effort is made to eliminate fear while maintaining a highly challenging environment; and active processing, where the learner consolidates and internalizes information by actively processing it†(On Purpose Associates, 1998a). Learning environments constructed with these principles in mind will tend to be organized around thematic units featuring knowledge in depth and the exploration of projects that have real meaning for the participating learners. [pic] Implications for Multimedia How should we then use multimedia presentations of information to effectively learn in the context of current brain-based learning theory? The communications and information technology that constitutes contemporary multimedia platforms has some significant advantages in creating a learning environment, but there are some pitfalls that must be accounted for as part of the learning process. Multimedia, at its best, allows us to bring the real world to the learner through the use of sound and video. Such connection to the real world should serve as a factor in motivating students, and as a factor in providing them with additional connections to other knowledge structures. At the same time, multimedia allows students to experience information through multiple modes of presentation. Such multi-modal learning should help to build connections within the learner’s brain if only because multiple modes of reception will engage different areas of the learner’s brain. Contemporary multimedia platforms allow a greater degree of learner control and more freedom for the learner to undertake self-directed exploration of the material. Such self-directed learning is likely to be more meaningful and more connected to existing knowledge structures within the learner’s brain. Therefore, we should see advantages for learning programs that include multimedia presentations. Learners should also gain from the possibility of self-paced instruction based upon contemporary multimedia learning technology. Whenever possible, immediate feedback should be built into a multimedia program to assist students in forming correct connections prior to reinforcing connections between new and old information incorporated within existing knowledge structures. Designers of multimedia instructional packages should take comfort in the strengths of multimedia, but they should also be aware of potential problems in using multimedia with learners. Although current multimedia technology allows excellent presentation in both video and audio modes, and provides some tactile feedback through the use of keyboards, there is little to offer students who need tactile experience ? multimedia is essentially a bimodal presentation strategy unless additional work is done to prepare material for students. Even the best multimedia programs cannot provide the total stimulation that natural environments provide? we have yet to incorporate smell or taste into such presentations, and tactile sensations are still limited. More importantly, there is a clear danger that multimedia programs may be used to substitute for interaction with other learners. We should not be seduced by technical virtuosity or cutting-edge visual and aural effects, there is still a need for human interaction and emotional support. Above all else, we should beware of the tendency to substitute passive learning for active learning. Multimedia provides significant advantages in presenting information to learners, particularly if sufficient resources have been invested to create presentations that make full use of current technology. Presentation of information, no matter how technically sophisticated, is not enough; learners must interact with content to construct their own meanings and integrate new knowledge into the dense web of neural connections that is mind and memory. [pic]
Thursday, August 15, 2019
Should All School Pupils Be Made to Learn at Least One Foreign Language
Should all school pupils be made to learn at least one foreign language? Opinions. 1-it's difficult to support the theory all children should learn a foreign language when most appear to be so woefully inadequate in their native tongue. http://www. helium. com/debates/124525-should-all-school-pupils-be-made-to-learn-at-least-one-foreign-language 2-Foreign languages are important for the individual pupil. Employers value people who are able to speak more than one language. Learning a language will therefore help students get good jobs when they are older.It will also increase their understanding of other cultures. ttp://www. idebate. org/debatabase/topic_details. php? topicID=524 3-it is also important for English-speakers to learn foreign languages, since not everyone speaks English. And it is polite to be able to speak some of another person’s language. Governments should try to promote economic growth. Since languages are important for the economy, governments should make al l young people learn them. http://debatepedia. idebate. org/en/index. php/Debate:_Compulsory_foreign_languages_in_school4-Requiring school pupils to learn at least one foreign language makes them more responsible and capable global citizens. (by Merr Chandler) -Foreign languages are important for the individual pupil. Employers value people who are able to speak more than one language. (http://debatepedia. idebate. org/en/index. php/Debate:_Compulsory_foreign_languages_in_school)FACTS, 1-In today’s world, with instant communication, and widespread travel, we humans come into contact with people of other lands, other cultures, and speaking foreign languages, much more frequently than in former times. ( Carolyn Tytler) 2-A foreign language is important to learn for a few reasons. The first reason as to why it is important to learn is because it gives you a highly
Wednesday, August 14, 2019
Air pollution in Kawempe Division of Kampala, Uganda
Air pollution in Kawempe Division of Kampala, Uganda Hazard Word pictureIntroductionThe wellness effects of air pollution have been widely documented and assessed largely in North America and Europe, nevertheless air pollution in low- and middle-income states poses a great public wellness load that has non been decently assessed ( 1–6 ) . All right particulate affair comprised of atoms of width 2.5?g or less ( PM2.5) has been associated with mortality due to the development of cardiovascular or respiratory diseases and lung malignant neoplastic disease ( 3 ) . In the Kawempe Division in Kampala ( Uganda ) measurings of PM2.5from December 2013 and January 2014 were found to be above guideline bounds of the World Health Organization ( WHO ) bespeaking the demand for a consistent exposure appraisal of the air pollution and its wellness load in Uganda ( 7,8 ) .Hazard IdentificationAcute events of smog in the Meuse vale in Belgium and in London in 1933 and 1952, severally were among the first events that indicated the association between air pollution and mortality ( 9,10 ) . More late epidemiologic surveies quantified effects of chronic and ague exposures to poisons such as particulate affair, ozone, or benzine on wellness ( 3,11,12 ) . More specifically PM2.5exposure have been associated with inauspicious wellness results in big epidemiologic surveies in assorted scenes ( 8,13 ) . Chronic effects of exposure to particulate affair have been studied in prospective cohort surveies with big sample sizes and long follow-up periods in assorted locations such as the US, Canada, in Europe and China ( 2,4,5 ) . The first survey that associated cardiorespiratory and lung malignant neoplastic disease mortality with PM2.5was published in 1993 by Dockery et Al ( 3 ) . In this first appraisal informations from six metropoliss with changing degrees of air pollution and mortality from cardiorespiratory diseases, lung malignant neoplastic disease, all causes of mortality and mortality from all other causes except cardiorespiratory diseases or lung malignant neoplastic disease was investigated. Following up to the â€Å"six metropoliss study†Laden et Al. in 2006 reported on the association between cardiovascular diseases ( CVD ) mortality, lung malignant neoplastic disease and respiratory upsets ( 14 ) . Following up the same cohort and reanalyzing the information Lepeu le et Al. in 2012 besides confirmed the association between CVD and lung malignant neoplastic disease mortality with PM2.5exposures ( 15 ) . In 2002, Pope et Al. besides reported the consequences of a larger cohort with PM2.5measurings of 51 metropolitan countries in the US, reasoning besides that there is increased hazard of mortality at 4 % , 6 % and 8 % from all causes, CVD, and lung malignant neoplastic disease, severally with each 10?g/m3addition in PM2.5( 4 ) . Similar consequences were besides reported in the Canadian survey of Crouse et al. , 2012 in a cohort of 2.1 million Canadian grownups ( 16 ) . All these surveies set the scene for comprehensive wellness hazard appraisal of PM2.5. They provided cohesive and timely consequences from dependable beginnings on the fluctuations PM2.5and mortality fulfilling Hill’s standards.Exposure AppraisalKampala, the capital of Uganda has a population of about 1,500,000, it is the 2neodymiummost thickly settled territory in the state ( 17 ) . The Kawempe division of Kampala is located in the North of the metropolis and has a population of 338,312, with an estimated 84,240 above the age of 30 old ages ( 17 ) . Measurement of ambient PM2.5degrees took topographic point two yearss during winter 2012-2013 in the country of Mperewre of the Kawempe Division and they were reported as portion on a pilot survey published in 2014 ( 7 ) . The mean Autopsy2.5concentration for the topographic point measurings was 104.3?g/m3. It besides exceeds both the one-year and 24-hour WHO guideline values that are set at 10?g/m3and 25?g/m3, severally, and antecedently reported measurings in developed states ( 8 ) . The mensural PM2.5degrees are nevertheless consistent with measurings in other developing states. Datas from Asiatic metropoliss suggest that the high Autopsy2.5concentrations are non rare in developing scenes where monitoring is non routinely conducted. Harmonizing to the 2010 study of the Health Effects Institute on outdoor air pollution in the underdeveloped states of Asia the degrees of PM2.5can be every bit high as 150?g/m3( 6 ) . In the same study, for illustration, in Shenzhen and Guengzhou, in China, 24-hour mean summer concentrations of PM2.5were 35?g/m3Autopsy2.5was every bit high as 97.5?g/m3. Exposure appraisal of PM2.5effects on mortality in the Kawempe Division are hindered by the deficiency of one-year norm values that would reflect fluctuations in air pollution. However given the features of the country, where a landfill is located and the tendency for increased urbanisation in Uganda and its deductions ( i.e. increased traffic etc ) the high Autopsy2.5degrees in Mperewre may reflect the norm of PM2.5degrees in the location ( 18,19 ) . Within the range of the present exposure appraisal we are based on the premise that the mean of the available topographic point measurings reflects the average PM2.5degrees in the Kawempe division of Kampala. Based on the handiness of information we can non be certain about the PM2.5concentrations fluctuate in the country over clip and the derived decision might be over- or undervaluing the existent wellness effects of PM2.5wellness effects. Table 1 Autopsy2.5concentrations and meteoric parametric quantities on the yearss that measurement took topographic point harmonizing to Schwander et al. , 2014.December 31, 2012January 2, 2013Autopsy2.5 concentrations (?g/m 3 )104.9103.7Average concentration (?g/m 3 )104.3Meteorologic parametric quantitiesAverage temperature (0C ) [ min, soap ] 22.2 [ 18.9, 25.0 ]24.4 [ 20.6, 27.8 ]Dew point temperature (0C )18.920.0Mean wind velocity ( kilometers per hour ) [ max ] 8.1 [ 16.1 ]8.1 [ 19.3 ]Exposure-Response AnalysisThe exposure-response relationships between PM2.5and mortality from CVD and lung malignant neoplastic disease have been antecedently studied in US populations by Laden et Al. ( six metropoliss study, follow-up ) and by Pope et Al. ( 4,14,22 ) . In the survey of Laden CVD and lung malignant neoplastic disease deceases were associated with exposure to PM2.5( 14 ) . Specifically a 10?g/m3addition in the mean Autopsy2.5was associated with comparative hazard ( RR ) of 1.28 ( 1.13-1.44, 95 % CI ) for CDV mortality and a RR of 1.27 ( 0.96-1.69, 95 % CI ) for lung malignant neoplastic disease mortality. In the survey of Pope et al. , 2002 for the same PM2.5incremental alteration addition in lung malignant neoplastic disease mortality was estimated at 8 % ( 4 ) . Both surveies, the 1993 survey of the six metropoliss and the Lepeule’s follow up have established the association between increased exposure to PM2.5and increased hazard for C VD and lung malignant neoplastic disease mortality. The form of the exposure-response map nevertheless is non additive in all doses nor does it hold the same form for both results. The exposure-response map of mortality from CVD starts steep in low exposures and going flatter with increasing concentrations ( 22 ) . In the instance of lung malignant neoplastic disease mortality the exposure-response map is more additive and it is, as expected, more influenced by confounders ( i.e. smoke ) ( 22 ) . Additionally in all the aforesaid surveies the exposure-response maps have been established based on the effects of low exposures, normally below 50?g/m3. In Uganda, the age-adjusted mortality rate from lung malignant neoplastic disease is 2.7 among males and 2.4 among females ( per 100,000 ) while the same index for CVD is 276.7 and 250.7 per 100,000 population ( males and females, severally ) ( 20,21 ) . In order to gauge the figure of CVD and lung malignant neoplastic disease deceases attributed to 104?g/m3of ( assumed ) one-year exposure we will be based on the exposure-response maps for CVD and lung malignant neoplastic disease mortality developed by Pope et Al, 2011 that were derived from a prospective cohort of 1.2 million grownups ( & gt ; 30 old ages old ) and old surveies in the US which accounted for assorted confounders of exposure. They estimated the RR associated with different degrees of PM2.5exposure accounting for ambient air pollution, active coffin nail smoke and secondhand smoke to gauge the day-to-day norm inhaled dosage of PM2.5. The RR for each of the two results ( CVD and lung malignant neoplastic disease mortality ) was so calculated with the power map: RR=1+? ( dosage )?which corresponds to a nonlinear monotone map for which at zero dose the RR is equal to 1. Table 2 Exposure appraisal informationPopulation features( 17 )MalesFemalesEntireKawempe Division159,800178,512338,312Population above 30 old ages old ( 24.9 % * )39,79044,44984,240Kampala722,638793,5721,516,210Entire population16,935,45617,921,35734,856,813Age standardized decease rates per 100000( 20,21 )Cardiovascular diseases276.7250.7Lung malignant neoplastic disease2.72.4Entire figure of deceases in Kawempe territory for the those & gt ; 30 old ages oldCardiovascular diseases110111222Lung malignant neoplastic disease112RR estimations for both genders ( for dosage of PM2.5104?g/m3)Attributable hazard fractionNumber of instances attributed to PM2.5Cardiovascular diseasesRR=1+0.2685 ( dosage )0.27301.950.49108Lung malignant neoplastic diseaseRR=1+0.3195 ( dosage )0.743311.090.912Hazard Word pictureWith an estimated RR of 1.95 for CVD mortality due to PM2.5degrees of 104?g/m3the PM2.5-associated mortality instances in the entire population above 30 old ages old of Kawempe Division is about 108 ( Table 2 ) . The age standardized mortality rate for CVD – the primary wellness result that has been associated with increased air pollution – in Uganda is comparatively high contrary and future research is needed to decently gauge the fraction of instances attributed to air pollution which was comparatively high in this study ( 0.49, ( Table 2 ) . As expected given the to the low mortality rate of lung malignant neoplastic disease in the country and the fact it is confounded by other factors that could non be assessed in ( i.e. smoking ) we can non properly measure the impact of PM2.5on the figure of lung malignant neoplastic disease deceases in Kawempe Division. For the present analysis the informations used were compiled from assorted beginnings. Population estimations were taken from the probationary study on the 2014 nose count. Lung malignant neoplastic disease and CVD age standardized mortality rates were taken from GLOBOCAN and the WHO, severally. Therefore all computations are based on the premise that for the 2014 of Kawempe Division the mortality rates are the same as the last reported in the aforesaid beginnings. The fact that there is the information might non reflect the decently the features of the population is an of import restriction of this appraisal. Along with the fact that hazard estimations were based on surveies of lower Autopsy2.5degrees. Future research needs to be based on seasonably collected information and hazard theoretical accounts that account for the high exposures. Mentions 1. Katsouyanni K, Rimm EB, Gnardellis C, Trichopoulos D, Polychronopoulos E, Trichopoulou A. Reproducibility and comparative cogency of an extended semi-quantitative nutrient frequence questionnaire utilizing dietetic records and biochemical markers among Grecian school teachers. Int J Epidemiol. 1997 Jan 1 ; 26 ( suppl 1 ) : S118. 2. Raaschou-Nielsen O, Andersen ZJ, Beelen R, Samoli E, Stafoggia M, Weinmayr G, et Al. Air pollution and lung malignant neoplastic disease incidence in 17 European cohorts: prospective analyses from the European Study of Cohorts for Air Pollution Effects ( ESCAPE ) . The Lancet Oncology. 2013 Aug ; 14 ( 9 ) :813–22. 3. Dockery DW, Pope CA, Xu X, Spengler JD, Ware JH, Fay ME, et Al. An Association between Air Pollution and Mortality in Six U.S. Cities. New England Journal of Medicine. 1993 Dec 9 ; 329 ( 24 ) :1753–9. 4. Pope III CA. Lung Cancer, Cardiopulmonary Mortality, and Long-run Exposure to Fine Particulate Air Pollution. JAMA. 2002 Mar 6 ; 287 ( 9 ) :1132. 5. Cao J, Yang C, Li J, Chen R, Chen B, Gu D, et Al. Association between long-run exposure to outdoor air pollution and mortality in China: A cohort survey. Journal of Hazardous Materials. 2011 Feb 28 ; 186 ( 2–3 ) :1594–600. 6. HEI International Scientific Oversight Committee. Outdoor Air Pollution and Health in the Developing Countries of Asia: A Comprehensive Review. Boston, MA: Health Effects Institute ; 2010. 7. Schwander S, Okello CD, Freers J, Chow JC, Watson JG, Corry M, et Al. Ambient Particulate Matter Air Pollution in Mpererwe District, Kampala, Uganda: A Pilot Study. J Environ Public Health [ Internet ] . 2014 [ cited 2015 Feb 26 ] ; 2014. Available from: hypertext transfer protocol: //www.ncbi.nlm.nih.gov/pmc/articles/PMC3945229/ 8. WHO | Air quality guidelines – planetary update 2005 [ Internet ] . WHO. 2015 [ cited 2015 Mar 5 ] . Available from: hypertext transfer protocol: //www.who.int/phe/health_topics/outdoorair/outdoorair_aqg/en/ 9. Bell ML, Davis DL. Reappraisal of the deadly London fog of 1952: fresh indexs of ague and chronic effects of acute exposure to air pollution. Environ Health Perspect. 2001 Jun ; 109 ( Suppl 3 ) :389–94. 10. Nemery B, Hoet PH, Nemmar A. The Meuse Valley fog of 1930: an air pollution catastrophe. The Lancet. 2001 Mar ; 357 ( 9257 ) :704–8. 11. Kheirbek I, Wheeler K, Walters S, Kass D, Matte T. PM2.5 and ozone wellness impacts and disparities in New York City: sensitiveness to spacial and temporal declaration. Air Qual Atmos Health. 2012 Oct 12 ; 6 ( 2 ) :473–86. 12. Savitz DA, Andrews KW. Review of epidemiologic grounds on benzine and lymphatic and haematopoietic malignant neoplastic diseases. Am J Ind Med. 1997 Mar 1 ; 31 ( 3 ) :287–95. 13. US EPA O. Particulate Matter | Air & A ; Radiation | US EPA [ Internet ] . 2013 [ cited 2015 Mar 9 ] . Available from: hypertext transfer protocol: //www.epa.gov/pm/ 14. Laden F, Schwartz J, Speizer FE, Dockery DW. Decrease in Fine Particulate Air Pollution and Mortality. Am J Respir Crit Care Med. 2006 Mar 15 ; 173 ( 6 ) :667–72. 15. Lepeule J, Laden F, Dockery D, Schwartz J. Chronic Exposure to Fine Particles and Mortality: An Drawn-out Follow-up of the Harvard Six Cities Study from 1974 to 2009. Environmental Health Perspectives. 2012 Mar 28 ; 120 ( 7 ) :965–70. 16. Crouse DL, Peters PA, new wave Donkelaar A, Goldberg MS, Villeneuve PJ, Brion O, et Al. Hazard of Nonaccidental and Cardiovascular Mortality in Relation to Long-term Exposure to Low Concentrations of Fine Particulate Matter: A Canadian National-Level Cohort Study. Environmental Health Perspectives. 2012 Feb 7 ; 120 ( 5 ) :708–14. 17. UBOS. National Population and Housing Census 2014 – Probationary consequences [ Internet ] . Uganda Bureau of Statistics ; 2014 Nov. Available from: hypertext transfer protocol: //www.ubos.org/onlinefiles/uploads/ubos/NPHC/NPHC 2014 PROVISIONAL RESULTS REPORT.pdf 18. Mwiganga M, Kansiime F. The impact of Mpererwe landfill in Kampala – Uganda, on the environing environment. [ Internet ] . Makerere University – College of Agricultural and Environmental Sciences. 2012 [ cited 2015 Mar 9 ] . Available from: hypertext transfer protocol: //caes.mak.ac.ug/research/research-publications/141-publications-for-2005/820-the-impact-of-mpererwe-landfill-in-kampala-uganda-on-the-surrounding-environment.html 19. Mwiganga M, Kansiime F. The impact of Mpererwe landfill in Kampala–Uganda, on the environing environment. Physicss and Chemistry of the Earth, Parts A/B/C. 2005 ; 30 ( 11–16 ) :744–50. 20. WHO. Noncommunicable Diseases ( NCD ) Country Profiles – Uganda [ Internet ] . 2014 [ cited 2015 Mar 9 ] . Available from: hypertext transfer protocol: //www.who.int/nmh/countries/uga_en.pdf? ua=1 21. Ferlay J, Soerjomataram I, Ervik M, Dikshit R, Eser S, Mathers C, et Al. Cancer Incidence and Mortality Worldwide: IARC CancerBase No. 11 [ Internet ] . GLOBOCAN 2012 v1.0. 2013 [ cited 2015 Mar 5 ] . Available from: hypertext transfer protocol: //www.who.int/phe/health_topics/outdoorair/outdoorair_aqg/en/ 22. Pope CA, Burnett RT, Turner MC, Cohen A, Krewski D, Jerrett M, et Al. Lung Cancer and Cardiovascular Disease Mortality Associated with Ambient Air Pollution and Cigarette Smoke: Shape of the Exposure–Response Relationships. Environmental Health Perspectives. 2011 Jul 19 ; 119 ( 11 ) :1616–21. Appendix – Analytica theoretical account File: Xanthi_Andrianou_RA_W4_Risk_characterization
IT Project Implementation Failures Essay Example | Topics and Well Written Essays - 500 words
IT Project Implementation Failures - Essay Example The major indicators of the failure in the project implementation are: a. One of the major reasons that affected the failure of the project could be that the project ran out of budget to be controlled. An initial project plan was designed with the budgeted requirements needed for the implementation of the project. But in course of time while the project was in progress it was observed that there was huge drainage in fund and this caused a major impediment to the progress of the project. One reason for the failure of the CPOE system was that the project overran the budgeted requirement. (Wager, Lee & Glaser, 2009) b. Another most important factor, which literally led to the failure of the project, could be the time overruns. When the initial outlay of the project is designed a time period is also determined which is recognized as the deadline for the implementation of the project. But in case of the CPOE project it was observed that lack of proper system planning and designing led to creeping up of a large number of issues during the progress of the project. This led to severe delay in the implementation plan of the project. The project, which was divided in several modules, started to get delayed when problems started creeping up in implementing each module.
Tuesday, August 13, 2019
Delivering HIGH QUALITY CARE and working with people to provide a Essay
Delivering HIGH QUALITY CARE and working with people to provide a positive experience of care is a fundamental part of the nurse - Essay Example Advocating sometimes also calls for nurses to defends patient views that even they do not agree with. In such cases, nurses will put aside their personal opinions as health care is basicallt concerned with the patient needs, and not the feelings of the patient’s caregivers. The role of nurses as temporary legal advisers comes up because most patients tend to feel overwhelmed when confronted with the treatment options available for them. This is particularly true when the patient has been diagnosed with a terminal or life-threatening ailment. Many times, patients also turn to their nurses when seeking advise on how to handle matters that have to do with insurance. Nurses do not merely act as the advocates of the needs of their patients in a hospital setting, but also in government conventions discussing matters to do with the health sector (Yea-Pyng, Watson and Yun-Fang, 2012). Nurses can share their experiences with various patients with policy makers in such meetings and even give suggestions on how different aspects of the health sector can be improved. In most cases, nurses do not supervise or seek to monitor the way in which other medical practitioners, whether doctors or nurses, perform their responsibilities. However, nurses, because of their closeness in proximity to all patients, may be able to detect signs of maltreatment or the wrong treatment being given to a patient that is not under their care. In such cases, the nurse can exercise legal rights on behalf of the patient by reporting such an incidence to a higher authority. This is a special circumstance that calls for the urse to appeal to higher authorities because the patient’s health may be in jeopardy. Most nurses take this step after due consideration of the consequences because there might be contractual obligations that will result in disciplinary action being taken against the nurse if his or her complaint is misunderstood a defamatory action or breach of the patient and his or her caretaker’s privacy. The role of the Nurse from an Ethical perspective Nursing ethics are descriptive of the doctrines that govern how nurses act towards patients and their families. Nurses have a distinctive relationship with their patients. They tend to people at their most vulnerable point when the patients are unable to make decisions for themselves; and are thus entrusted by their charges with a greater amount of trust than is accorded to even religious leaders (Matiti and Trorey, 2008). Nursing ethics objectives include safe guarding the information volunteered by the patient and protecting his or her rights and giving practical guidance on treatment alternatives inspite of any difference in personal ideologies. Due to the rapid technological developments that have been witnessed in healthcare sector, nurses have had to re-examine the issue of ethics in the present settings. Even though nurses are expected to make ethical decisions in matters concerning their patie nts, they also have to take into account various factors that may affect them. For instance, a nurse may have to make the decision to give expensive treatment to pungent homeless people, drug abusers, or
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