American Legion Scholarship Association :: College Education Essays

American Legion Scholarship Association I have been a student hither at Ohio University for the past three and a half years. Since the beginning of my education I have learned a lot from my experiences here at Ohio University. I have grown and matured a great deal and my career goals and aspirations have changed enormously throughout my succession here. I began my time here as a psychology major and quickly decided that I did not want to be in school more therefore four years and since you usually must get your masters and doctorate to become a psychologist I changed my mind and decided that this field was not for me. I then switched my major to early childhood education. I love kids and I really thought that I would love to be a teacher hardly afterward shadowing teachers and being in classrooms, this was not the career for me. For the amount or time and effort teachers put into their jobs the pay is not worth it. So at the beginning of my senior year in college I decide d that I wanted to become a lawyer. It seemed crazy to me because the reason I switched my major to begin with was due to the fact that I didnt want to be in school any longer then four years and instantaneously I am going to be an undergraduate for five years and then have three to four years of law school after that. However, I am very excited about law school because although I retire it is going to be a challenge, it is also going to be a great experience and when I complete it I will be so proud of my accomplishments. Upon graduation from law school I would equal to begin work in criminal law. I would like to be a prosecutor eventually but this takes both time and experience. I know that I definitely dont want to be a defense attorney because I dont think I would be able to represent people that I knew were guilty or that had committed some horrific crime. I want to be the one locking the criminals up not letting them back out onto the streets. For me being a lawyer i s not about the money it is about helping put criminals behind bars and making the streets a safer place to be.

Using Childrens Books to Make Theory Accessible :: Graduate Admissions Essays

Using Childrens Books to Make Theory Accessible   I am a GSI for an undergraduate education course called Current Issues in Education. This course, required for Education minors, is offered to help students think through and become involved in educational practice. In it, we look at how education impacts peoples lives, their visions of society, and their social relationships. Over the course of a single semester we address deep educational questions that have no easy answers and that are field of force to groovy debate within the territory of educational theory and practice. The problem I am addressing here is a straightforward, yet recurring one How can students insure to read and think critically about deep theoretical issues and learn to clearly articulate their position, even to a layperson not familiar with their subject? This is an important skill for all students, exclusively especially for future educators, who will be challenged to make subject matter clear to thei r own students one day.   The precept method I implemented to address this issue was to have students divide into teams and create a childrens book that reflects the issues and concepts of one of the topic areas of the course. Each group was therefore challenged to convey complex theoretical issues in simple and practical terms through developing a story (either fiction or non-fiction) that included a plot and illustrations. In addition, each group wrote a short paper to accompany the book that explained the significance and symbolism of the images and ideas employed.   When I presented the assignment to the class, reactions were mixed. Some students pattern it sounded like a challenge that might turn out to be fun some thought it sounded too simplistic other(a)s were surprised by such a wild idea. Each week, a student group presented its book to the rest of the class, allowing time for questions and comments. The response became enthusiastic, as presenters and their pee rs exchanged feedback and educated each other in terms with which they felt comfortable. One student wrote in her final class evaluation, At first I thought the childrens book assignment sounded tedious, but later on my group and I finished ours, I realized what a great learning experience it was for us. It forced us to use simple language our brothers and sisters could understand, but it got across important ideas about multiculturalism, which is a complicated topic. By answering each others questions and presenting the books to their classmates, we were able to assess the strategy as a class and descend that it was helpful as a learning tool.

Abortion - Touched By an Angel :: Argumentative Persuasive Topics

Abortion Touched By an Angel   Its remarkable how a fantasy-based, sometimes sappy TV show featuring angels draped as ordinary folks can pack more profound truth into one hour than a month of nightly news programs Thats on the button what writer/producer Martha Williamson accom-plished in a recent episode of Touched by an Angel called The Empty Chair. Bucking the Hollywood establishment and its pro-choice ethic, Ms. Williamson displayed unmatched bravery and insight into the aftermath of abortion.   As newlyweds in Boston, Betsy and Bud Baxter wanted nothing more than to work together on a television show. An offer from an Omaha seat to co-host Breakfast with the Baxters seemed their first big step on the road to fame and happiness. Fifteen years later, when new station owners abruptly cancel their show, the Baxters are devastated by the termination of their jobs, of their dream, of all that had causen their life meaning, and, apparently, of all that had been holding them together.   They bitterly vent their disappointment and grief at each other until the arrival of stranded travelers (the angels Monica and Andrew) give Betsy and Bud the chance to tell their stories separately to a compassionate listener. Its not long before the underlying problem surfaces-the unspoken issue that stood between them since pass judgment the Omaha job that the only child theyd ever conceived was lost shortly before moving there.   When Betsy learned of this pregnancy, she spontaneously bought a little baby jumper. Bud reacted negatively to the news. He thought only of how a child could disrupt their career plans on the eve of their first big break. When Bud left for several eld to attend a friends wedding, Betsy dutifully took care of the problem with an abortion. She told Bud only that she had lost the child.   Betsy tried to conceal her grief, submerging it in work. The sorrow and pain did not go away, but silently, stealthily robbed her of joy, o f sleep, of the ability to feel close to her husband, of the ability simply to relax and open herself to life.   Bud is torn between wanting to agnise if their child was aborted and wanting to avoid the question, to protect Betsy and himself from painfully confronting what they had done. Bud struggles to forget, and bristles at the first hint of a discussion of their loss.

Comparing Piaget and Vygotsky :: Theories on Cognitive Development Process

Cognition is the carry out involved in thinking and mental activity, such as attention, memory and problem solving. In this essay on cognitive study I will compare and contrast the theories of Piaget and Vygotsky, who were both influential in forming a more scientific approach to analyzing the cognitive development process of the child active construction of knowledge. (Flanagan 1996 P.72). I will then evaluate the usefulness of these theories in understanding a childs development.Both Piaget and Vygotsky agreed that childrens cognitive development took place in stages. (Jarvis, Chandler 2001 P.149). However they were distinguished by different styles of thinking. Piaget was the first t reveal that children reason and think differently at different periods in their lives. He believed that all children progress through four different and very distinct stages of cognitive development. This theory is known as Piagets Stage surmise because it deals with four stages of development, whi ch are sensorimotor, preoperational, concrete operational and formal operational. (Ginsburg, Opper 1979 P. 26). In the first stage sensorimotor, which occurs from birth to the age of two is the time in an infants life when the child basically deals with what is presented to him. They learn about physical determinations and are concerned with motor skills and the consequences of some of their actions. (Thomson, Meggit 1997 P.107). During this stage children will learn the concept of object permanence. This is where an object will continue to exist even if it is out of sight. (Ginsburg, Opper 1979 P.48) The preoperational stage last from two to seven years. In this stage it becomes possible to carry on a conversation with a child and they also learn to count and use the concept of numbers. This stage is divided into the preoperational signifier and the intuitive phase. Children in the preoperational phase are preoccupied with verbal skills and try to make sense of the world but have a much less sophisticated mode of apprehension than adults. In the intuitive phase the child moves away from drawing conclusions based upon concrete experiences with objects. One problem, which identifies children in this stage, is the inability to cognitively conserve relevant spacial information. This is when, when a material is manipulated and no longer matches the cognitive image that a child has made, that child believes the amount of material has been altered instead of just its shape. (Jarvis, Chandler 2001 P.

The Inspiring Rhyme of Gwendolyn Brooks :: Literary Analysis, We Real Cool

In We Real Cool, by Gwendolyn stand, one can near visualize a cool cat snapping his fingers to the find, while she is reading this hip poem. Her powerful poem uses only a few descriptive words to kick up up a gang of rebellious teens. Brooks employs a modern approach to the English language and her choice of slang creates a powerful farting mood. All of the lines are very short and the lumbering on each stop really pops. Brooks uses a few rhymes to craft an effective sound and image of the life she perceives. With these devices she manages to take full control of her rhyme and cultivates a morally inspiring poem.Brooks selection of single syllable words helps set the hertz of a jazz mood. The monosyllable words provide a rhythmical tool for generating a snappy beat to her tale. Her repetition of rhyming words smashed together adds unity to the poem. By placing the one syllable words close together cool / school (1-2) and sin / gin (5-6), it emphases each word. The feelings an d imagery are net in this poem. The rhyming lines in her verse contain only three words, and it keeps the poems rhythm moving. The short verse makes it easy to remember. The short lines expedite it up, but the sound on each stop really stands out. Only the subtitle is longer, which Brooks utilizes to encompass the setting. Her careful use of short words keeps the beat and describes what the boys are doing, like leaving school, or staying out late. These simple Anderson 2words represent the gangs lack of language skills. This symbolizes uneducated boys talking. She does it with much(prenominal) vivid verse and ethnic slang that it gives this poem a unique style.Brooks employs more than one rhyming device. She exercises end rhyme in the poem. Brooks words rhyme at the end of each sentence. Often in rhymes, the sentence ends with the rhyming word, but not here. The poems sentences end in the middle of the line, because Brooks chose to create a metrical pause or caesura. The repetiti on of We at the end, helps to keep the audience focus on the gang. Brooks applies inhering rhyme before the end. We / Sing in. We / Thin gin (5-6) shows internal rhyme. The gang is proud and boasting about their lives. This conjures up visions of the boys bad choices, but it also helps you fulfil the connection in the lines.

Degradation of Women in Caribbean Music Essay -- Music

As one moves past the initial onslaught of metrical beats that calypso has to offer, it is difficult to miss the way in which it reverberates with negative and demoralizing images of women to their male counterparts. Whether it is within the lyrics of Sparrows Drunk and Disorderly or Squ ar Ones My Ding-a Ling, an ample number of verses are often dedicated to making lewd comments about the female body and the suggestive body language described through thinly veiled rhymes and puns, can be offensive depending on the listener. The half naked models being displayed on the heterogeneous album covers of calypso, soca and rap mix tapes further reinforces these negative connotations. This bandwagon has been jumped upon by many, including the rap genre in the last two decades, wanting to capitalize on a marketing strategy that generally purports to flag consumer attention, playing on their sense of eroticism. The sections titled Music, Sex, Sexism and Woman Rising within Peter Manuels text Caribbean Currents, clump into the many issues surrounding gender within medical specialty as well as female portrayal specifically in calypso. Observations can be do simply by reading through the textual comparisons. Many aspects of this subject area allude to the fact that the issue of gender portrayal in music can be construed differently depending on who the critical listener happens to be. With the increased awareness and heightened sensitivity to the way in which females are portrayed in everyday media, it is important to reflect on the impact these lyrics have on male-female relationships within the communities who most often enjoy this music genre.The parallels between musical and linguistic boundaries are obvious as stated in author Peter M... ...ages of women. Ultimately the purchaser and listener of all kinds of music, influences the pace of this movement. Work CitedBilby, Kenneth. Largey, Michael. Manuel, Peter. Caribbean Currents- Caribbean Music From Rum ba to Reggae. tabernacle Univ. Press. Philadelphia, 2006.Ember, Carol. Ember, Melvin. Encyclopedia of Sex and Gender. Vol 2. Springer pubChicago. 2005Female Degradation must not be Tolerated. The Marquette Tribune. Staff editorial- affix November 8, 2007. www.marquettetribune.com Accessed April 12, 2008Jones, Tiffanie. Video girls Bare all on Music Industry. New Orleans News PeriodicalDated September 23, 2004. Accessed April 12, 2008Mayer, Andre. Booty Rhapsody-Pop musics obsession with the female posteriorPosted January 16, 2005. www.newsworld.cbc.ca/arts/music/booty.htmlAccessed April 12, 2008

21st Century Technologies and Their Relationship to Student Achievement Essay

The Holy Grail in education straight off is to link an educational strategy, program, porta or engineering science to scholar install. in that respect be numerous organizations advocating for engine room Literacy, Information Literacy, 21st automobilebon t individuallying Skills, and any number of an another(prenominal)(prenominal) titles for literacy in a modern context. In completely sectors of human society, the technology of the 21st Century has revolutionized and enhanced our way of life.From medicine to the military and from business to the arts, the technologies of today progress to do our lives better. It is not surprising then, that the public expects technology to nominate a similar revolutionary effect on education. later on all, the biggest advancements of the last 20 age grow been in the realm of information and the shaft of lights of human friendship this is cultures back-yard. Yet, when sight look at our disciplines they reveal many orderroo ms that seem to have been immune to these advances.There atomic number 18 obstacles that education faces in implementing a 21st Century approach to education not the least of which is finding a description and a clear picture of what it truly looks like and whether it will be more than(prenominal)(prenominal) effective for students. Costs to implement technology-rich programs quickly seem prohibitive when scale to an entire school system, resolveicularly so in a narrate that lags the nation in educational funding.Teachers atomic number 18 our biggest asset and are kn possess to be the single largest influence on student acquirement the district good deal provide, so professional development is crucial and fundamental. The measure out of success, the CSAP, is a paper and pencil ejaculate forthpouring which will be unable to measure all the autocratic effects technology can have for student eruditeness. Indeed, a 20th Century test method will be unable to properly ju dge (and may even inhibit) the skills development of a 21st Century learner. And then, are we equitable approximately the mental ability and attend toing students master it, or is education well-nigh close tothing more as well?Therefore, making the case that investment in technology will increase student achievement can be fraught with pitfalls and obstacles. To attempt to tackle this issue, the authors of this paper will review quality explore and comment in an array of areas where technology-related tools and strategies have been implemented with positive effects for students. A strict filter of studies that produce higher test results will not be used because of the limitations current paper and pencil tests have in assessment of 21st Century skills.In addition to improved assessment performances, the reader is boost to consider the context of a global excogitateplace and educations duty to prepare students to thrive in a highly digital, interactive knowledge workforce. Research that shows increase student achievement on assessments, studies that orientate to ways education can successfully prepare students for a modern workforce and our take experiences in Littleton Public Schools shall all be considered positive correlations between technology and student achievement in this paper.The Challenge Inherent in De boundaryining the effectiveness of Technologies via Research The following is an excerpt that addresses a gestalt view of technology and its correlation to student achievement When we try to determine the effectiveness of educational technologies, we are confronted by a number of methodological and practical issues. First, we need to remember that technology is further one component of an instructional activity. Assessments of the wallop of technology are really assessments of instruction enabled by technology, and the out surfaces are highly dependent on the quality of the implementation of the instructional design.According to Roy Pea , director of SRI Center for engineering science in Learning in Menlo Park, California, the social contexts of how technology is used are crucial to understanding how technology dexterity influence teaching and attainment. Educational technologies cannot be effective by themselves. The social contexts are all-important. This means more attention should be paid to the teaching strategies used both in the software and around it in the schoolroom, and to the classroom surround itself.It is a recurrent finding that the effects of the best software can be neutralized through and through improper use, and that even poorly knowing software can be creatively ext terminate to serve important learning goals. There are excessively a host of methodological issues to confront. First, govern achievement tests might not measure the types of changes in students that educational technology reformers are looking for. New measures, some of which are currently under development, would assess area s, such as higher order persuasion skills, that many believe can be particularly affected by use new technologies.There is also a need to include outcome measures that go beyond student achievement, because student achievement might be affected by students attitudes about(predicate) themselves, their schools, the types of interactions that go on in schools, and the in truth idea of learning. Another consideration is pointed out by the U. S. Office of Technology Assessments Teachers and Technology reservation the Connection Technological changes are likely to be nonlinear, and might show effects not only on student learning, plainly also on the curriculum, the nature of instruction, the school culture, and the fundamental ways that teachers do their jobs. Coley, 1997). Instant Response Systems Data-driven decision making is an educational approach that take ons educators to decide on instructional strategies and activities establish on what they know about how well students have grasped a c erstpt. Whereas before, this might be done with mini quizzes, homework or performances at the chalk board, todays technologies provide another avenue. Using handheld devices in Modesto City Schools classrooms, teachers can pose questions to students who use radio remotes for real-time responses.Such engagement enables the teachers to straightaway determine if students are grasping concepts and decide whether more time is needed on a takings or whether the group can move on. keepsake banks of banners-aligned questions make teachers jobs easier in developing such review materials (Hines, 2005). Another similar technology is the graphing calculator which can be used in math and science classrooms to enable e truly student to participate and have the condition of a modern computing tool.Classrooms that make use of the graphing calculator demonstrate better questioning and feedback behaviors goal-oriented instruction belongs more attainable and more cat valium activ ities result in better student engagement and students tilt to demonstrate more collaborative learning behaviors (Whitehurst, 2003). In Littleton Public Schools, a definitive entertain is rising for these technologies as several classroom sets are deployed in schools across the district. Results are largely anecdotal and preliminary, notwithstanding math coordinators are seeing the Texas Instruments graphing calculator as a valuable tool that will reach beyond well(p) math class.Technology Education Littleton Public Schools has a strong tradition in the realm of technology education. Our Middle and High Schools are all outfit with curricula that introduce a wide array of technologies to students. LPS technology education students and teachers have won national recognition for their work. A relatively small amount of inquiry has been done on students understandings of design and technology concepts, or technical knowledge. This limited research sometimes makes it difficult to c apitalize on such an ever evolving result as Technology Education.The findings from the Australian study state that an increasing awareness of students understandings of design and technology concepts can have an impact on the teaching and learning of design and technology in elementary schools similar to that experienced in elementary science education (Davis, Ginns, & McRobbie, 2002). Called Career and Technical Education in Virginia, CTE correlations to curricular areas have been documented on a state web site (http//www. valinkages. net/) and are considered a key component to preparing students for End-Of-Course tests.A study was conducted in 20022003 on Illustration and Design Technology coursework, an example of CTE student performance on Standards of Learning (SOL), the Virginia equivalent of CSAP tests. The results showed that 78 share of CTE students passed the mathematics SOL test duration only 72 percent of non-CTE enrolled students pass the test (Dyer, Reed, & Berry, 2006). Authors on the depicted object advocate for providing students with opportunities to synthesize their learning in other subjects in technology-related programs.The fortune to apply and reinforce learning from content areas in technology programs is essential if learning is to be meaningful to students (Lewis, 1999). In our own experiences in LPS, we find that the Technology Education courses generate excitement and interest for learning among both male and female students which must have an impact on their learning. Recent research has shown that Technology Education courses appeal to both genders equally (McCarthy & Moss, 1994). Although girls appeared to enjoy required technology education courses, they were less likely to continue taking such courses as electives(Silverman & Pritchard, 1996). for sure motivation and application of knowledge help to improve student achievement. And while recent results do not conclusively prove that these courses impact student achievemen t at a higher take than other programs we implement in schools, it would be imprudent to ring that these programs do not have a very positive effect. This is one of the limitations of research on students it is almost impossible to arrive at a true control group. When asked, students currently enrolled in LPS Technology Education courses account their thoughts of technology to include computers, iPods, news program picture games, music media, email, and tools in general.Recent legislation supports the concept that educations technology initiatives need to go beyond thinking about computers. Rather, Technology Education is about teaching innovation providing opportunity for practical application of knowledge gained in school mastery of abstraction and enigma solving. Technology Education programs at LPS include a broad scope of tools that human universes use to master their environment including manufacturing, construction, power and energy, communication, transportation, and biotechnology.While research that clear correlates higher student achievement on regulate tests is lacking, the skills that students learn in such courses clearly match what employers, from engineering firms to manufacturing companies, indicate they seek in their applicator pools. Simulations and Video Games Dad, did you know that a Prefect in ancient Rome was both a firefighter AND a policeman? was a question that arose from the back of my (Dan Maas) car during a long road trip with my son, Calvin.He described, in quite accurate detail, the pantheon of Roman gods, the basic elements of Roman society and then abruptly ended the question and answer period that arose from his initial question so he could fend off the Carthaginians. How did he know they were Carthaginians? Hannibal always flak catchers with elephants was his reply. The boy had learned all this about Rome playing a video game at age louvre. Video games have long been the bane of the parent and teachers existence, simply theres something here that may be of some use to us. few have picked up on the possibilities.A multi-user virtual environment (MUVE) is a kind of video game. Schools like Harvard University are creating MUVEs that are patterned after video games with a few critical differences. Video games typically have goals like collecting points, defeating enemies or gathering gold. On the other hand, MUVEs have the goal of learning. By creating virtual environments, problems can be posed, research can be collected, theories tested and outcomes achieved. One MUVE example begins with an outbreak of a disease in a small town that players must investigate, determine the pathogens involved, develop theories on how o treat the illness and test methods to resolve the crisis.The simulation is highly visual, interactive, and highly engaging to the students. See Studies show that children whose teachers use technology for simulations and application of knowledge tend to develop higher order thi nking skills and tend to score higher on tests like the National Assessment for Educational Progress. Conversely, technology use that focuses on drill-and-practice tends to correlate to lower performance (Archer, 1998).In another pilot, students who participated in computer-assisted literacy instruction earned higher scores on a Stanford Culture-Free Self-Esteem Inventory and on a Test of Written Spelling (Bottege, Daley, Goin, Hasselbring, & Taylor, 1997). In a 2005 study on a gaming system called an Intelligent Tutoring System, results showed increased educational interest and motivation among students. Students showed statistically significant gains educationally, but of particular note was the very significant effect on students who had performed poorly previous to the pilot (Virvou, Katsionis, & Manos, 2005).When one thinks about games, it seems as if there is a clear opportunity for using this tool for advancing educational skills. Students solve problems, learn run-ins and m aster virtual world rules while playing video games for entertainment. This pattern was examined in a Newark, New Jersey study using Lightspan educational video games where 47 pre-school age children played 40 minutes per day for 11 weeks and demonstrated significant gains over the control group on the Wide Range Achievement Test R-3.The scores for recite and decoding were significantly improved for the experimental group over the control while no significant difference was detected in math (Calao & Din, 2001). The Pokemon video game is also interesting to consider. By the time the first draft of this document is completed for the Board of Education, the country will celebrate Dr. Suess birthday. His childrens books help young people to learn to read by creating simple, repetitive language constructs that reveal patterns to students and help them improve their decoding and phonic awareness.He even make up nonsense words to press the students phonetic ability. Pokemon has many simil ar traits. Text on the handheld game appears in small, five-spot word chunks that only proceed when the reader is done. The reading is meaningful in that comprehension is required to solve the puzzles of the game. And the story line is filled with imaginary creatures with comprise names each phonetically accurate. Did the makers of Pokemon intend to create a game that might help children learn to read or did the creators use phonics to create the face language equivalents of their native Japanese?Who knows, but perhaps this game, or something like it, could be helpful. In speaking informally at several buildings in LPS, students at the middle level indicated that they would check out educational video games to play on their home gaming systems. Could video games, tuned to education by eliminating violence and other objectionable themes, become a new tool educators can use to engage students both during and after school? More research is certainly warranted but the existing result s and intuitive logic leads one to think that there is promise here. At-Risk/InterventionAn ever present emphasis in education is how to intervene for students with at-risk characteristics. We see educational and economic gaps forming for students at-risk and our public system is always focused on closing gaps and providing bridges for students. Can technology-integrated interventions be part of the answer? In a recent study publish by North Carolina State Universitys Meridian, journal on middle school technology, students repeating eighth phase were dislocated into a focused 27-week program that used hypermedia, online resources and Power Point as integrated technologies.Students demonstrated statistically significant gains (29 percentile points) in reading and language arts. Additionally students demonstrated marked improvements (23 percentile points) in writing performances (Little, 2006). Within LPS, the Center for Online Studies is a partnership with Arapahoe Community Colle ge (ACC). Students come to ACC to take online coursework supplied by Class. com and superintend by a certified teacher. The students enrolled have had difficulty succeeding in their traditional high schools and reported to the Board of Education in January, 2007 that the program has made a difference in their academic pursuits.The principles in use here that are making this first family program a success are having a quality content source, a certified teacher and a supportive learning environment. 11 endeavours One-to-one computing is an industry term of one computing device allocated to one person. This essentially is an initiative to end shared computing resources based on the idea that such learning tools are so essential that every student needs one all the time. This view is something akin to the status that textbooks have enjoyed for some time.When the public hears about classroom textbooks, meaning students cant take their own book home, there is usually concern or even o utcry to increase the resource. Proponents of 11 computing believe that the 21st Century represents a time when that status held by textbooks transfers to the computer. Indeed, if we are to shift from paper-based learning materials to electronic sources, a 11 initiative of some sort of computing device will be a pre-requisite. Some school districts and even states have begun to explore this concept.In Maine, a state-wide initiative began nine years ago to provide every sevenerth anatomy student with a laptop. The program is called the Main Learning Technology Initiative (MLTI) and it is having an impact on teaching and learning in their public schools. After five years, researchers reported that teachers were more effective at helping students meet state standards. Also students were more motivated, learned more, and mastered concepts to deeper levels. Finally, students appeared to be learning new skills for the 21st Century (Lane, 2003).Further research into the MLTI project show ed that students who had used laptops in seventh and 8th grade, but no longer had school supplied laptops in 9th grade reported that the quantity and quality of their school work had dropped since losing access to school-provided laptops (Pitler, Flynn, & Gaddy, 2004). A 11 project is the initiative in Henrico County, Virginia which began in 2001. Prior to the project, 78 percent of the district schools were accredited based on the student achievement on the Virginia Standards of Learning test.By the end of the school year in 2003, all schools had earned accreditation meaning that a satisfactory percentage of students passed the state test (Pitler, Flynn, & Gaddy, 2004). In Canada, a 11 effort entitled the Wireless paper Project begun in 2002 started in Peace River North with 6th and 7th grade students. In pre and post-test results on writing assessments, researchers implant that the percentage of students who met or exceeded the performance standards of the test increased from 70 percent to 92 percent (Pitler, Flynn, & Gaddy, 2004).Another 11 initiative is underway in New Hampshire where initial results reflect other studies of similar efforts. Students and teachers are demonstrating increased technology use across the curricular areas. Student engagement and motivation is improving and student-teacher interactions are on the rise. Initial reports of teacher judgment of student achievement (that is, basing achievement on grades rather than standardized tests) indicate that students are doing better than before (Bebell, 2004).In our own experiences in LPS, we see classrooms with laptop access achieving a 11 ratio for the class period exhibiting much improved academic behaviors. Working in this manner, students demonstrate a purpose to return to previous homework and revise, edit and reuse to uttermost greater degrees than the classroom teacher was accustomed to seeing. Students more often compare their writing samples with peers and seem more likely to col laborate. Using blogs, wikis and other online tools, students expand on the usefulness of word processors by working collaboratively and ubiquitously.Collaboration through Technology A strong theme through the research and observations in this paper is how technologies are used to improve student achievement and general practices. This section is dedicated to the art of collaboration and how various tools allow people to reach across distances and through time like never before. iPods and other MP3 playing devices have opened up a very convenient and powerful pathway for information to be produced, accessed and archived. San Diego State University is leveraging this technology in science teacher preparation.Podcasting is a method of recording digital audio and video files and posting them online for others to access. This method can be used to bring distant experts to students, provide opportunities to review material at leisure, grant unprecedented access to students to research ma terial and extend the learning opportunities for students well beyond the classroom. Surveys of pre-service science teachers who used iPods and podcasting in their preparation reported time savings, increased interest in subject matter, and declared that they would use podcasting in their own teaching methods in the future (Yerrick, 2006).The presence of global networks, the affordability of a wide array of information technology and the reality that connected people create an integrated whole have drastically impacted how we work, and learn today. Learning theories of the previous century including behaviorism, cognitivism and constructivism were developed, prior to the current way our lives are organized, as a result of technology. Siemens proposes a new hypothesis of learning based on the new human condition Connectivism. In this view, knowledge resides in people and on devices.Learning and knowing rest on diverse opinions from a wide array of sources. Learning becomes a process of connecting nodes of information. Continual learning is kept up(p) by nurturing connections. Learners find connections between different ideas, fields of study, and basic concepts. Being current is of paramount importance. And decision-making is actually a learning process, meaning choosing what to learn and being able to deal with the shifting nature of information. Learners must become comfortable with the reality that what is considered correct today might be proven wrong tomorrow.This theory of learning represents a massive shift in thinking that learning is not an individual pursuit, but is a collaborative, dynamic and never-ending activity (Siemens, 2005). In LPS, the blog and the wiki has become a fascinating collaborative learning tool. In a Language Arts classroom, students no longer just check out a book, save some sticky-note annotations, and have one-at-a-time discussions prompted by the teacher. Rather, students copy Macbeth from a web resource into a word process or and annotate electronically, keeping their work on personally owned USB memory keys.While some students discuss a scene with the teacher, others are free to blog commentary on the topic of verbal discussion or other interests in the subject-matter at hand. Suddenly, a dozen conversation threads are go throughing all at once and the teacher only has control of one. The participation rate of students has risen and students return to the blog after school to continue their dialog. Students report that the conversation via blog makes them more reflective and yet more confident because of the lack of a public speaking component to the classroom discussion.In one discussion, the number of postings became so public over a short period of time that the free blogging service shut down the account because the activity resembled a malicious electronic attack on the blog legion. A wiki supporting another Language Arts class is being used to connect students to young people in other countr ies like South Korea. Students reading Arabian Nights have opportunities to share their insights with others from around the United States and even in foreign countries.Other opportunities include the use of SKYPE for toll-free calls around the globe to other connected classrooms and instant messages allowing free-form, high speed conversation on topics of study. And in a Foreign Language classroom, chat and region Over IP systems allow students to practice their second language acquisition with their teacher, with each other, and even with students outside the classroom. The lesson is that the art of collaboration has no boundaries today. Time and post are no longer the limiters they once were and the list of technologies in this section only scratches the surface of what is available.And like the learning theory of Connectivism points out, this too will change. Education must take note and prepare students to succeed in an environment that thrives on collaboration while constant ly changing and improving the tools that support it. news program Processing and Writing For decades now, research has been conducted on the effect word processing has on writing skills for students. In a 1997 study, Owston and Wideman cite a considerable clay of work on this topic as part of their research project that studied 3rd grade students using word processors for writing.They concluded in their own study that use of word processors that were readily available to students and were an integrated part of their daily activities resulted in considerably higher quality and quantity of writing as compared to a similar student group without access and support for such tools (1997). In a more recent qualitative study, the use of word processors with seven 3rd grade students over a six week period led to significantly more creative, more comprehensive and improved style.This study of five girls and two boys also reported higher motivation to work with the writing process as compare d to paper and pencil methods (Beck & Fetherston, 2003). In LPS, Anne Smith reports that students are more engaged when using classroom laptops. The students take advantage of the ease of use to manipulate text to show various sentence structures. While these studies definitely point to improved writing volume and quality from young students, research also suggests that young students need to be exposed to handwritten learning as well, which has been a point of discussion for some time.An article by Balajthy et al points out that students need a diverse writing experience and that word processors should be part of the experience rather than replacing handwritten work (Balajthy, McKeveny, & Lacitignola, 1986). At this developmental level, the various tools for writing are most effective for learners when they are used in an integrated approach with the overall instructional program rather than taught separately (MacArthur, 1988).There are studies that show little or no impact of word processors on the quality of student writing, however, a meta-analysis in 1993 showed that these studies tend to have a number of limitations not the least of which is the use of text-based word processors rather than the in writing(p) User Interface (GUI) systems in use today. Additionally, the analysis revealed that such studies often involve students who have sporadic access to the technology and were not accomplished with the tool (Bangert-Drowns, 1993).The process of mastering writing is very important and there is research that shows how emphasis on writing skills positively improves student achievement across the curriculum. Writing Across the Curriculum initiatives have over twenty years of professional practice and anecdotal evidence to support this claim. Strong research has been hard to come by, however, to truly evidence the effects. One of the biggest obstacles is the ability to truly have a strong control group for any study as such would require a population of stud ents who did not use writing as part of their learning process (Railsback, 2004).Some studies have been able to document positive effects. In a 1992 study, Van Allen was able to conclude that school-wide efforts in Writing Across the Curriculum in five middle schools over a five year period resulted in better writing and better overall student achievement on assessments (1991). What we have found essential in LPS is to have students write frequently and in a variety of forms including wikis and blogs as well as word processors. We wish to note here that we must be careful about using research that is old, even though some of it is unavoidable.The technology tools of today are very different than when computers first entered schools. As an example, the word processing research from the 1980s may not be completely irrelevant, but the software of today bears so little resemblance to the software of the late 1980s. In addition, increased student (and teacher) familiarity with these tool s will also have an effect on the impact these tools have on achievement. A key question is How do we measure the impact of tools that change so quickly that by the time you measure their impact, the tools have changed?In other words, by the time most research is done (and produce in reputable sources), the technology has changed so much that the research loses at least some of its relevance. This will be a significant hurdle to overcome. In a comprehensive peer-reviewed report, Bangert-Drowns conducted another meta-analysis with Hurley and Wilkinson on the impact of writing across the curriculum in 2004. This analysis, which reviewed 48 studies, produced ternary major findings. First, writing for learning produced positive effects on school achievement in the studies reviewed.The second finding was that grade levels, minutes per task, and writing prompts had significant impact on results. The study found that programs implemented in Grades 68 actually had reduced performances, po ssibly due to the loss of time on the more differentiated content cover at the secondary level. Longer tasks also depressed results perhaps for similar time constraint issues and motivational issues among students. The use of writing prompts concerning students current understandings and confusion were very effective while prompts for personal writing showed no effect. The third finding concerned the length of treatment.The analysis revealed the intuitive conclusion that students who have longer motion-picture show to writing for learning strategies experience a cumulative effect that is very positive (2004). The research continues today and can be seen in an article published in Education Week on February 14, 2007, where the National Assessment of Educational Progress has been piloting a computerized test for assessing writing. This move recognizes the research that is showing how students write more often, of better quality, and with more consistency (between both genders) when using these writing tools.And preliminary results are showing that students tend to write better on the tests when using the word processor (Cavanagh, 2007). What can be drawn from these studies is that writing, being an active learning process, has been shown to positively impact student achievement in all subject areas. It can also be stated that students who have ample access to word processing in conjunction with skillful instruction in a school that is emphasizing Writing Across the Curriculum can be reasonably expected to produce higher achievement results. Streaming VideoIn four Los Angeles public schools, a study was conducted on the effectiveness of United Streaming video in supporting 6th through 8th grade mathematics achievement. Students were pre and post-tested to provide the source data for the study which revealed that the experimental group using streaming video outperformed the control group by 4. 7 percent among sixth grade students. This differential was shown to be statistically significant. Eighth grade students showed a more modest 2. 2 percent advantage which still registered as significant (Boster et al. , 2004).In LPS, the same United Streaming resources were secured for all schools at the beginning of the 20062007 school year. Additional digital projection and speaker equipment was provided to schools along with a concerted orientation effort to help teachers access and use the material. Prior to the introduction of United Streaming video, the Internet connection for the district was peaking at 26 megabits of demand. Within two months of the introduction of United Streaming, the peak demand had reached 100 megabits which represented the maximum throughput the connection was able to sustain.This 400 percent increase in Internet demand was traced directly to streaming video services requested by the schools demonstrating the value teachers immediately saw in this technology. Today, LPS is deploying a locally hosted server to present the streaming video to meet the growing demand for both quantity and quality of the content. Laptops for Teachers The following is an observation of technology use at Lenski simple(a) School by Assistant Director of Instructional Technology, Boni Hamilton.As part of the Technology Grants from Plan for Social Excellence (www. pfse. org). schools provided laptops for teachers in the first year of the three year grants. PFSE didnt collect hard data about the impact, but at Lenski Elementary School, I saw firsthand the effects on teachers and instruction. Some observations 1. Teachers who had been least confident about their technology skills increased their confidence and competence with technology skills to equal that of the more tech-savvy staff members within four months.While the classroom teachers had regular access to technology skills when they co-taught in the lab and so were fairly confident with technology skills, the non-classroom staff such as specialists received training on ly when it was scheduled for the staff. This was too infrequent to give them the level of competence they needed. The portability of the laptops allowed the specialists to get help from peers, family members, and friends. A couple of teachers even signed up for computer classes outside the school because they finally had computers they could take home and practice on.One teacher who had been only moderately comfortable with technology learned how to make tables in MSWord and began showing everyone on staff she became the staff expert. 2. Teachers improved in their trouble-shooting skills. Trouble-shooting is difficult to teach because problems happen at inconvenient times and are hard to reproduce during a training session. However, when teachers were carting their laptops home and had problems, they had to solve the problems themselves. They either used family members to help or they fooled around until it did what they wanted.Because they knew the computers could be restored, the y no longer worried about what would happen if they took a risk and pushed a button. 3. Teachers grew more relaxed about problems. Before laptops, teachers often got stressed when some technology failed. As they learned to problem-solve laptop problems, they had less tendency to get up-tight when something went wrong. They were then able to think about problem-solving strategies, consult a peer, or cart the laptop to a computer coach for help. 4. Teachers increased the level of student use of technology.As teachers gained confidence, they became more willing to risk using computers in the classroom. It wasnt as scary to let kids try projects on classroom computers because they trusted that either they or their students could solve problems. 5. The demand for student computers in classrooms has increased dramatically annually. Even though teachers felt their classrooms were too small to address clusters of computers, six months after they received laptops, they made room for compute r clusters because they began to depend on computers to enable students to continue projects, collaborate on learning, and practice skills.The number of screen background computers in classrooms went from an average of three per room to an average of five to six per room. Lenski also bought two 15-computer laptop carts, but demand was so heavy that the school added two more carts in the following year. Then the librarys demand for computers increased so dramatically that the school had to buy a one-fifth cart. In the third year of having laptop carts, teachers are now complaining that there are too few carts available for the library and 16 classrooms (Grades 2-5). 6.After three years of having laptops, most teachers opted to return to desktop computers. There seemed to be several causes for this 1) They purchased home computers and found they could use USB drives to cart files 2) The school had enough wireless laptops for student use that teachers could get on a laptop or even bo rrow one overnight, if they needed 3) They preferred larger screens, faster processors, and standard mice. Based on these observations, I advocate strongly for giving teachers experience with laptops before buying laptops for students. Concluding RemarksThe following is a summative commentary from Karl Fisch, Edublog candidate and Finalist for the Best Blog of 2006 Were not going to find a whole lot of really good research to support this at this time. I can summarize what the research generally says. The use of technology in appropriate ways has a small, positive effect on student achievement. It also has a larger, but still small, positive effect on student and teacher motivation, engagement and satisfaction. Thats about it. But I would strongly implore that to a certain extent this is missing the point. I would also suggest that many of our current practices are in direct contradiction to what the research says we should do, but we do them anyway because its convenient for th e adults.How come nobody is demanding to see the research to support those practices? But I digress. ) I do not think that if we infuse technology into our schools, even putting in a 11 program at the high schools, that we will see student achievement as we currently measure it skyrocket. I think we may see a small positive effect, with possibly a slightly larger effect among those students who typically have not done very well in our schools.But the basic problem with looking for research that supports growth in student achievement is that by necessity research has to look at fixed, testable content to try to determine growth. Now Im not saying that content knowledge isnt valuable, it is. But I think the skills and abilities and habits of mind that ubiquitous access to technology would help us develop in our students are ones that are really hard to measure. How do you measure creativity? Or the ability to collaborate with others, both in the same room or across the satellite (or beyond)?Or the ability to take in information from an almost inexhaustible supply, synthesizes it, remix it, and then produce something that is of value to others? How do you measure imagination? How do you measure the ability to function in a flat, globally interconnected, technology-enabled, rapidly changing world? How do we measure the ability to learn how to learn? To know how to adapt, to reinvent yourself over and over again to meet the needs of a world that is changing at an exponential pace. How do you measure the ability to function in a world where all of human factual knowledge will be available practically instantaneously?Knowledge is good. Having content knowledge is necessary, but not sufficient, to be successful in the 21st century. The research at best is only going to tell us about content knowledge. The power of the technology is to transform teaching and learning as we know it. To make it more student-centered, more individualized (yet also more community-ba sed), more relevant, more meaningful. It allows each student to connect to each other, to the world, to knowledge, to learning, in the way(s) that works best for that student. I guess I fear we are asking the wrong questions . . .Where does all this supply us? And what use does this document provide? Clearly, more research is needed, but our efforts can no longer await the coming of comprehensive research studies. non having solid research behind us will not be an adequate excuse for failing to prepare our students for the 21st Century. Therefore, we must be on the constant look-out for research that will help us light the way while we move ahead in the modernization of our public schools and our methods. We must become students of our own society and allow our own observations and action-research to influence our decisions.We must model for our students the creativity and risk-taking that will be defining characteristics of the next age. In short, educators must come out of the c omfort zone, release some control and join the wave of seemingly chaotic global empowerment. Daniel Pink describes the next age of society which might give us some clues. He defines an age by the type of worker that is most commonly found among the population. During the Agricultural Age, the common person was some sort of farmer. During the Industrial Age, it was the factory worker.And during the Information Age, which he describes as beginning in the 1960s, it was the Knowledge Worker. But the end of each age is preceded by an out-sourcing and off-shoring of the common worker prompting the rise of the next age. So what does Daniel Pink suggest is next? The Conceptual Age. This economy maintains the necessity of strong left-brain skills (reading, writing, math and science) while adding the effective brain skills (aesthetics, intuition, value and play). Daniel Pink would advise us to continue our left-brain pursuits, but introduce the richness of meaning and value. It is no longer sufficient to create a well engineered product now the product must be appealing as well (2005).Referenceshttp//www.bc.edu/research/intasc/PDF/NH1to1_2004.pdf

Hamlet through his foils †Laertes, Fortinbras and Horatio Essay

It is without doubt that William Shakespe atomic number 18 has created many unique, thought provoking characters. village is by farthest Shakespeares most compelling character. In Shakespeares play sm tout ensemble town, various character traits, exhibited by critical point, can be seen through and through his foils. Similarities with juncture and Horatios education, as well as their levels, can be drawn. However, critical points character is in constant change and even philosophical. Fortinbras, without question encompasses many of villages qualities. They are both born with nobility, along with a similar lineage. However, Fortinbras is more aggressive and even sneaky. Laertes, small towns late antagonist, is both impulsive and righteous. However, they dissent in monetary value of their nobility, as well as their amazes behaviour. The character traits exemplified by crossroads also comprise his foils.In relation to Hamlets three foils, Horatio is the most dissimilar. Whe n Horatio first enters the play, Hamlet says, And what make you from Wittenberg, Horatio. (I,ii,171) Hamlet is making reference to the city that their university, which they both study at, is located. With respect to education, these two characters are one they are both deemed scholars. One characteristic also shared between the two is their courage. When the ghostwriter first appears Horatio fiercely ch all in allenges him, By heaven I charge thee speak. (I,i,58) Ghosts are unique in the respect that they are the supernatural they are able to walk through doors, be immune to fires and even ascend. Thus, touch a ghost is certainly a courageous act as Horatio is easily susceptible to consequence.Another similarity, these two characters demonstrate is their belief in God. When the ghost leaves Horatio says, Before my God, I might not this believe. (I,i,65) Hamlet also makes reference to an afterlife, But that the dread of something after death, /The undiscovered country from whose b ourn/No traveller returns. (III,i, 85-87) In this portion of his monologue, Hamlet is making reference to afterlife, a belief held in conjunction with religious people. Although this was a religious time period, not all characters make references to God, thus this quality is worth addressing. Hamlet and Horatio have many personal characteristics that are similar.Like all other characters, Hamlet and Horatio have their experience issueences. A major(ip)idea exemplified throughout the play is that Horatio is a static character, one that does not develop. Hamlet however is bipolar, demonstrating moods that are at one moment disturbed and the other dreadful, to name a few. When Hamlet is first introduced in the play, his mother says, Good Hamlet, cast they knighted colour off/And let thine eye look for a friend on Denmark. (I,ii,69-70) From her comments, it is obvious that Hamlet is suffering. Upon the arrival of the players, Hamlet transforms into a more inquisitive mood and says, Ill have grounds/More relational than this. The plays the thing/Wherein Ill catch the conscious of the King. (II,ii,615-617) Another difference between Hamlet and Horatio is Hamlets philosophical nature. This is one of Hamlets only constants throughout the play. Hamlet demonstrates this quality through many of his soliloquies. In the most famous speech in literature Hamlet says,To be, or not to be, that is the question.Whether tis nobler in the mind to sufferThe slings and arrows of outrageous fortune,Or to take arm against a sea of troublesAny by opposing end them. (III,I,65-67)In this speech, Hamlet is intelligently contemplating living through pain and suffrage rather than committing suicide and ending the harsh life. Hamlet and Horatio differ in cost of unanimity and a omit of trait.In relation to Hamlets three foils, Fortinbras is the most similar. Fortinbras and Hamlet are both born into nobility their fathers were both rulers of their individual countries. However, this similarity runs deeper then readers first imagined. Fortinbras and Hamlet are in identical scenarios they have dead fathers with uncles governing their country. Another similarity between these two are the purpose they are presently seeking. When the guards notice activity in the mills, Horatio says,Now, sir, young Fortinbras,Of unimproved mettle hot and full,Hath in the skirts of Norway here and thereSharked up a list of lawless resolutes,For food and diet, to some enterpriseThat hath a stomach in it, which is no other, But to recover of us, by strong handAnd terms compulsatory, those foresaid landsSo by his father lost. (I,i, 109- 115)In this speech, it is obvious that young Fortinbras is out for revenge. He is not content with what happened to his father. After a visit by the ghost, Hamlet says, Prompted to my revenge by heaven and hell. (II,ii,596). In this soliloquy, Hamlet mentions his existential purpose in life, which is to extract revenge for his father, as he too is unhap py with the menstruum conditions. These two characters share similarities that they have been born into.As much similar they are, Hamlet and Fortinbras have several differences. A major distinction between Hamlet and Fortinbras is that Fortinbras is more aggressive with his intent. In Claudiuss opening speech, he saysOf this his nephews purpose, to suppressHis further gait herein, in that the levies,The list and full proportions, are all madeOut of his subject. And we here dispatch. (I,ii,30-33)In this speech, it is clear that Fortinbras is more driven in his purpose and has the wheels in motion. In one of Hamlets soliloquys he says,But in fiction, in a dream of passionCould force his souls so to his own conceitThat from her working all his gull waned,Tears in his eyes, distraction in his aspect (II,ii, 563-566)Hamlets philosophical nature is not helping his main objective. One can ask that he has had reasons not to act when he has been given chance. However, this is clearly an instance when he should stop portraying Socrates and focus more on his objective. A major difference between Hamlet and Fortinbras is that Fortinbras is a snake, ruthless with intent. After threatening to attack their country, he was apt(p) permission to pass through for battle. Tell him that by his license, Fortinbras/Craves the conveyance of a promised march/Over his kingdom. You know the rendezvous. (IV,iv,1-3). However, at the conclusion of the play, Fortinbras arrives ready to overtake the kingdom. He doesnt care for the gracious favour that Denmark had granted him. As well, he attacks without notice, a use practiced by terrorists in the present day he is as evil as they come. Hamlet and Fortinbras differ in terms of their willingness as well as a lack of a trait.Laertes and Hamlet share many striking characteristics. It is obvious that Laertes is impulsive. Upon first auditory sense his fathers murder, he becomes angry with the king, even accusing him of the crime.To hell, a llegiance Vows, to the blackest devilConscience and grace, to the profoundest pitI dare damnation. To this point I stand.That both the worlds I give to negligence,Let come what comes, only Ill be revenged. (IV,vi,136-140)This speech is very powerful in conveying the vehemence that is surging through his veins. He is willing to take action immediately, not even knowing for certain who murdered his father. Hamlet displays his impulsiveness when he is speaking with his mother, after Poloniuss murder. When Hamlet pulls the curtains he says, Thou wretched, rash, intruding fool. (III,iv,37). Hamlet is astonished that Polonius is the one behind the curtains. Hamlet is filled with the intent on taking action but because does so impulsively and results in the wrong death. Another similarity between Hamlet and Laertes is there good nature, good intentions. Before his departure, Laertes has strict instructions for his sister. And turn back you in the rear of your affection/Our of the shot an d danger of desire. (I,iii,36-37) Unlike some of Shakespeares other characters, Goneril and Regan, Laertes genuinely cares for his sister. He warns her of the possible ramifications of continuing her relationship with hamlet, such as a broken heart. Hamlet is also obedient to his fathers wishes, revenge his foul and most unnatural murder. (I,vi,29).Hamlets father instructs him to avenge his death. Hamlet is upset that his father is suffering and seeks to fix the rotten things in Denmark. (I,iv,99) Another similarity between these two characters is that their fathers are both sneaky. Polonius exemplifies this when he grants his son permission to return to Paris. He instructs Reynaldo, By indirections find directions out. (II,ii,71) Polonius makes it clear that he does not want his son to be aware that he is secretly keeping watch on him. Although Claudius is not the biological father of Hamlet, through marriage he obtains fatherly figure. Claudius is intent on learning why Hamlet is upset and does not mind being sneaky in the process. When Polonius suggests hiding and listening to Hamlet, he does not object to it, he says, thanks my dear lord. (III,iii,38). Hamlet and Horatio have many personalcharacteristics in common.One of the differences between Hamlet and Laertes is irrational thinking. When Claudius and Laertes are speaking, Laertes suggests, To cut his throat in the church. (Iv,viii,139). This is obviously an irrational regularity of obtaining justice. Hamlet is arguably the most intelligent character in the play. This is demonstrated countless times throughout the play. One of the instances is when the king sends Rosencrantz and Guilderstern to speak to Hamlet. It does not take long for Hamlet to be certain of their true intentions. For he says, You were sent for, and there is a kind of confession in your looks which your modesties have not trade enough to colour. (II,ii,292-295) Another difference between Hamlet and Laertes is their nobility. Hamlet is the heir to the throne, a noble figure by birth. Laertes, on the other hand, is the son to a councillor. They are both recognizable, but not of nobility. Laertes differs from Hamlet by encompassing less gratifying traits.Hamlets characteristics can be seen through his foils. Horatio and Hamlet hold the same position in education and studied at the same university. They are both religious and courageous figures. They differ in terms of their nobility and constant moods. Fortinbras and Hamlet share lineage and nobility but are different in terms of aggressiveness and philosophical nature, or lack there of. Laertes and Hamlet are both impulsive, good with sneaky male parentage. They differ in terms of their nobility and even irrational thinking. Hamlet is Shakespeares most loved character. However, he is a combination of other characters. Thus he is not as truly unique, as one initially perceived.

Honour & Shame Essay

One Sunday morning I was driving my children back from their regular soccer game. It was a warm summer day, sun gleam ever so brightly, making the un hitherto town picturesque. As I drove along in my Holden with rigid brown seats and the windscreen wipers that didnt work, I looked over to my xvi year old daughter sitting next to menodding and shaking her head rhythmi citey to, in her words, legendary music roundabout One Direction. An image of Asreen flashed through my mindKiran? the voice on my mobile ph iodine was barely more than a whisper. Kiran? Is that you? .The train ride back fellowship was a typical for Friday eveIt was very busy Friday evening train ride back from work, Are you able to speak up a little? I asked, raising my own voice overagainst loud chatterschatters from fellow passengers and rattling noise from the train.I found your number in Indus Age, My the line went suddenly went dead. Indus Age is a local monthly newspaper. iIt has largest circulation to Indi an and South East Asian club in the country. I was interviewed a week ago concerning about my plight with honour based violence. After two years of lengthy legal proceeding over evidence of injury which included tampered medical records I managed to get a divorce. I was sure that such crimeshonour based violence against women was prevalent and practiced behind nighd doors, after my divorce I wanted to assist another(prenominal) women in similar situation and have my phone number published in the newspaper.I thought I lost her but then, few legal proceeding later, she was back. Sorry I had to hang up I thought someone was coming. My erects are forcing me to marry a 35 year old man who I dont even k directly. I am a prisoner in my own house. I kittyt take it any longer. I need help. She stopped for breath. Please help me, she said in a trembling voice. She sounded frantic it devourmed that she was at the mercy of her family.I didnt know who I was talking to but I knew I had to help. I spoke quickly, Can you get out? There are all sorts of help available if you can get out. I knew from my own experience that if a girl has made up her mind to run she usually finds a way to do it. This womanhood could be anywhere in the country but she was desperate and I had to reassure her. There is help for you,. I said. There are women refuge houses, pile to support. I would support you. Youll be okay.But howWait, thats Dad. Hes coming. I have to go Her phone went dead.I felt anxiousiety, my pulse cerebrovascular accident up as I tried as high hat I could to get on with my daily household choresroutine and parental responsibilities. Later in thethat evening while I was preparing dinner my phone rang again. I tried hard to understand but couldnt make out anything except the gasping sound panting. I turned off my range-hood and enquired, Hello?Its me, Asreen, she spoke, her voice penetrating as if she was right next to me. I did it, I ran awayWhere are you?Redfern.Asr een, you have to call the police. DailDial 000 I had put my phone on speaker as I washed my hands.No, I dont want police. My family will never see me again. My community will disown me, she said claimed almost hysterical.I could imagine why Asreen didnt want police to be involved. She was in a severalise of fear and frustration. Her parents who loved her dearly until very recently changed overnight and now consider familys honour more important than that of their daughters social welfare and happiness.Meet me at Redfern railway station in 45 minutes,. I said cleaning up my kitchen.Please dont be late,. she hung up.I called on my children and explained them that I need to go out on an emergency. I drove as fast as I could past the motorway race up to maximum limit. I reached Redfern at 8 p.m. it was crowded, people pushing one another to get ahead in line. Few country trains zip past while the intercity trains stopped at the platform for passengerss dark and deserted. I walked ac ross the automatic ticket machine to find myself staring at a tall slim woman leaning against the closed door humming what I could understand a very popular song. from Justin Beiber.She looked no more than 16 dressed in a traditional outfit her head was covered in a veil. I caught her eye and she smiled and then waved at me.Kiran, she said enthusiastically.Yes. I walked closer I could see her eyeball swollen lips dried smeared make up over her face. I offered her a bottle of water and walked with her to my car. No one spoke, the two minute walk felt like an eternity.Breaking the silence she spoke softly, Thank thank you Kiran. You saved my life. I read your story and solitary(prenominal) after I spoke to you I found courage to leave my house.I didnt know what to say, I was in a state of shock. I felt rage I could barely focus on my driving I wanted to say something. Asreen continued, There were bolts on all doors and someone from the family was invariably home. I didnt know how to get out. And if I did, where would I go?We talked about family, food, school, fashion and many other issues on our way back. We talked as if we were best friends and had known each other for many years. I introduced Asreen to my children Maya and Vicky and offered her rice and lamb curry for dinner. It was close to midnight she looked very tired and fell asleep as short as she sit on the lounge.I imagined her situation it was her mother who arranged her marriage. She grew up knowing that one day the subject of her marriage would come up but didnt expect it when she was sixteen. She was one of the smartest girls in her school she wanted to become a psychiatrist. One day when her parents woke her up and told her that she was going to get occupied Asreen said bluntly, But I dont want to.For the next few days I enquired at womens refuge centre, department of community services, legal aid and other community based organisations. What followed was another court proceeding lasting mor e than 12 weeks. I became Asreens foster parent while she continued her education. Later that year Asreen and I started Honour to help other women from South East Asian family facing honour based violenceI sat next to her contemplating on the events of the day. I wanted to help Asreen and reach out to other women in similar situations confronting criticism and oppression from inside their communities and often close family members for not being obedient to the traditional rules set by men for thousands of years.Are you alright? Asreen said waking up suddenly. I realised that I accidentally dropped my glass on the wooden floor breaking it into pieces. Why cant I live like any other sixteen year old girls? Why cant I have boy-friends like girls from my school? she cried while cleaning up broken pieces of glass.It was close to two, I was so exhausted I could barely feel any strength in my legs. I could hear Asreens voice slowly fading away. With my eyes closed I tried to seek explanati on for such acts against own daughter.The issue of status of women is always in question in a elderly society. For thousands of years people from Indian sub-continent had considered daughter a painful burden, a potential source of shame to her father. Family is vital principal group and marriage blessed as sacred. Women are deprived of their freedom and those who rebel or go against the norms faces threat the people of the community so much so that they are even killed for honour. perhaps this comes out as it makes it like a newspaper article, not a narrative. As we arrived home I hugged my daughter tightly and said with rupture running down my cheeks, I love you. The time frame here doesnt work, youve already taken the story on years but now go back to the present

Horace Miner’s Body Ritual Among the Nacirema Essay

AbstractHorace Miners point throughout the entire article of Body Ritual Among the Nacirema was to rotate to us, Americans, that we atomic number 18 non superior to anyone else or any separate culture, society, or religion. We are all the same, and we just to need to keep in the back of our minds that everyone does everything differently. Whether it is a dramatic difference, or barely noticeable, each person does everything different from the next person. Throughout this essay willbe examples on how Miners article went to prove how ethnocentric Americans through the use of sociological imagination.AbstrAnthropologist, Horace Miner, wrote an article on a tribe called the Nacirema, who originated from Between the Canadian Cree, the Yaqui and Tarahumare of Mexico, and the Carib and Arawak of the Antilles. This specific tribe is so superficial, and focuses so much measure on their bodily appearance. The people of this tribe go through many daily rituals to stay healthy, clean, and as perfect as possible. This tribe that is spoken of is the American. Nacirema is American spelled backwards. Throughout the article, Miner, strived to prove how ethnocentric we, Americans, are through sociological imagination.Reading the article without knowing it is about Americans will put a person in the point of view of an outsider from a different culture. We think the tribe, Nacirema, thinks that the human body is ugly and its vivid leaning to weakness and disease is an awful thing, and that their exactly hope to avoid these characteristic of the human body, is to keep up with their daily rituals. Americans are always trying to come up with new ideas to prevent natural aging, the deterioration, and weakness of the body. We feel soashamed of our supposed weak bodies that the rituals performed in our families shrines (bathrooms) are kept completely private and should not be shared with anyone. scarce because of our shamefulness, we have already proven that we are not a perfe ct people.Americans can alter their appearances in simple, almost no effort ways. Professor Linton referred in discussing a distinctive part of the daily body ritual which is only performed by men. This part of the rite includes scraping and lacerating the surface of the face with a cunning instrument. (Miner Paragraph 12) This ritual described the process of men shaving their face with a razor and along with the ritual is a possibility of cutting the face. modified womens rites are performed only four times during each lunar month, but what they lack in frequency is made up in barbarity. As part of this ceremony, women bake their head in small ovens for about an hour. (Miner Paragraph 12) This ceremony is talk of the town about women going to get their bull done to alter their looks. The small ovens are old fashioned hair dryers, which would dry their hair into the style that woman wanted it to be. Another ritual that the Nacirema people go through is to find a holy-mouth man (dentist).The holy-mouth man pokes and prods at the clients teeth, and it is not always a pleasant experience. The holy-mouth man likes performing uncomfortable and pretty painful rituals on the clients teeth. The client allows for the holy-mouth man to whatever he or she likes with their teeth. The man ritual of shaving, woman ritual of getting their hair done, and going to see a holy-mouth man at least once a year all have sadistic and masochistic qualities. The specialists that complete these work like seeing their client uncomfortable and in pain on just about level.The people of the Nacirema tribe continue to return these specialists and continue the rituals, proving that in some sort of way that they must like being uncomfortable and in pain. People of the Nacirema tribe can also physically change their appearance by having a special medicine man alter parts of the body. Mainly the women of the tribe are the ones who see the specialist. These specialists can make a womans breasts larger or smaller if needed. Other surgery, besides on the breasts, can be performed, such as the face, stomach, and arms.To view all these rituals that have been aforementioned, from an outsiders point of view can make the American people look barbaric, weird, and not natural. The people of the American culture are so wrapped up in self-image that it is almost sickening to look at it from another view point. The people will go to almost any length to look advance and stay looking young that they will go through many painful and uncomfortable rituals. Talking about sexual intercourse is a not something to talk about openly, especially in public. To avoid pregnancy the use of magical materials or by limiting intercourse to the certain phases of the moon. (Miner Paragraph 19) support control is taken to avoid becoming pregnant, and when women do become pregnant they wear loose clothing as to hide the fact that there are carrying a child. Other cultures see intercourse as a na tural thing to reproduce, and that pregnancy is a beautiful thing. They see us not talking and being open about sex as taboo. We, Americans, are not superior to anyone else. That is what Horace Miner wanted to get across to all of us. He wanted us to think outside of the box. We need not to look at other cultures as strange, but just as different and unique because the other cultures look at us and think we are the weird ones.Referenceshttp//jihunkmla.blogspot.com/2013/05/review-on-nacirema-colored-glasses-i.html https//www.msu.edu/jdowell/miner.html

Lead and manage a team within a health and social care Essay

1.1- Explain the features of effective police squad performanceThe features of effective squad performance is set up through despotic leadership something which is developed and nurtured. An effective group will massage unitedly, be focused and bridge overive of each other to chance on and reach goals. For a team up to be effective, each team member needs to be clear on their roles and responsibilities relating to their job. Team performance will be more effective if in that location is respect for the leader/ film director and an understanding towards their job role and responsibility. The leader/manager should likewise be aware of the skills or weakness within the team and be able to provide support where necessary and likewise utilise their strengths. Training and support will enable staff to improve performance, develop office and lift spirits within the team.1.2- Explain the ch bothenges experienced by developing teamsWhen you bring a group of diverse exclusives to gether to form a team, challenges much(prenominal) as communication and relationship issues can result. If a team consists of members with similar skills and inte placiditys, the purpose of the team may not be achieved, therefore choosing team members who bewilder a range of different skill sets and interests is essential. Teams need leaders to offer a sense of purpose and direction. omit of effective leadership challenges effective team development. With let out a strong leader to guide the team and hold members accountable, the team may lose morale and momentum. Conflict within a team is inevitable. How team members deal with conflict is critical to team development. Investing time in training for yourself and your employees in conflict resolution skills is beneficial, for example, studying a counselling course.With the skills to effectively resolve conflict, your team can work together to stay on track without your constant intervention. Even though a team works together to achieve a goal, each person needs to know his limited role within the team, otherwise, roleconfusion results. When team members lack an understanding of their specific roles or choose not to follow through with their roles, the team cannot develop as a organised and well-functioning unit. Any workplace is made up of individuals who run across the world differently. Conflict occurs when there is a lack of acceptance and understanding of these differences.1.3- Identify the challenges experienced by established teamsInterpersonal differences leading to misunderstandingsPower struggles and competing agendasMembers who be to reject new ideas and bring a constant sense of negativityTeam that agrees on boththing too quickly just to avoid conflictLack of adequate support and resourcesIneffective leadershipMembers resistant to change or a new way of working- set in their ways and unable to think from an outside perspective.Not enough complimentary skills on the team1.4 Explain how chall enges to effective team performance can be overcomeChallenges such as team consistency and lack of staff moral can be overcome through holding team meetings where staff are invited to express their tactual sensations and ideas on ways to improve and move forwards as a team. We have a communications book for staff who may not be on shift together for a long period can express any ideas or note tasks that need to be carried out by others. This is a great way to keep the team up to date and consistent within their roles. It can feel very draining and repetitive if one is constantly repeating or reminding others to carry out certain tasks that are not being completed, therefore if this continues to happen, one to one supervision can be held to salute these issues.Supervision can also help overcome staff conflict, i.e if two or more members of staff have a disagreement and are not willing to move on from this, one to one supervision will be held with the intent of group mediation with all staff involved. Supervision is also a chance to discuss with individuals any areas that need improving professional progression praise their practice reflect on work practice and discuss any concerns of the individual.Appraisals are a great way to empower staff and highlight their strengths and improvements, thus enabling individuals to feel proud of themselves and their role within the team.1.5- test how different anxiety styles may influence outcomes of team performance.Managers perform many functions and play many roles. They are responsible for intervention many situations and these situations are normally different from one another.When it comes to handling such situations, managers use their own forethought styles. Some management styles may be best for the situation and some may not be. Therefore, awareness on different types of management styles will help the managers to handle different situations the optimal way. Different management styles are capable of handling different situations and solving different problems. Therefore, a manager should be a dynamic person, who has insight into many types of management styles such as Autocratic- In this management style, the manager becomes the sole decision maker. The manager does not care about the other staff and their involvement in decision make. Therefore, the decisions reflect the personality and the opinion of the manager. The decision does not reflect the teams collective opinion. I dont feel this type of manager would excel or achieve the best from a team in a social care setting as in many cases, staff work shifts and spend the just about time with those who they are caring for. Therefore the opinions and views of the staff are imperative.However, I can see how in some cases an Autocratic style is necessary for making decisions on poor staffing and placement suitability etc. Democratic- In this style, the manager is open to others opinions and welcome their contribution into the decision making process. Therefore, every decision is made with the majoritys agreement. The decisions made reflect the teams opinion. For this management style to work successfully, strong communication between the managers and the rest of the team is a must. This type of management is most successful when it comes to decision making on a complex matter where a range of proficient advice and opinion is required. I feel this style of management empowers staff and makes them feel included in the decision making of the running of the home/unit, thus handsome great consideration to their views and opinions.Paternalistic- This is one of the domineering types of management. The decisions made are usually for the best interest of the company as well as the employees. When the management makes a decision, it is explained to the employees and obtains their support as well. In this management style, work-life balance is emphasized and it eventually maintains a high morale within the organization. I n the long run, this guarantees the loyalty of the employees. superstar disadvantage of this style is that the employees may become dependent on the managers. This will limit the creativity within the organization.However, I have been managed by a manager who adopted this style and I feel myself and the rest of the team were very loyal to him. He would always emphasise the importance of our health before work and it was evident that through this approach to managing, staff would feel at ease being absent due to sickness but this would not be a regular occurrence as loyalty towards the manager was strong.1.6- Analyse methods of developing and maintaining trust and accountability. Trust- develops from consistent actions that show colleagues you are reliable, cooperative and committed to team success. A sense of confidence in the workplace better allows employees to work together for a common goal. Remaining honest with employees about both positive and banish aspects of the business builds trust. The Management team are also expected to maintain the same level of honesty with the employees. This sense of integrity makes employees and colleagues more trusting of your actions. select all staff in achieving company goals. Be transparent with your companys mission and goals so all staff feel they are a valuable part of obtaining those objectives. Staff who feel management values them are more likely to instil trust in those leaders. Create a team environment through collaborative work.Emphasize group achievements to show you are aware and proud of your employees and their successes. Value all input from your employees. Encourage staff at all levels to share their ideas for improving the company and listen with an open mind even if you dont ultimately choose to follow a proposal made by an employee.Accountability- managers who involve employees in setting goals and expectations find that employees understand expectations better, are more confident that they can a chieve those expectations, and perform at a higher level. Positive results also occurwhen employees dont associate accountability only with negative consequences. If employees do not fear failure, if managers recognize employees for their accomplishments, and if managers support their employees when goals become difficult, employees are more likely to be creative, innovative, and committed to their work. Managers can practice accountability for positive results by following practised performance management principles such as involving staff in setting clear, challenging yet attainable goals and objectives, and give them the authority to accomplish those goals support staff in all aspects of the job monitor progress towards goals, and provide feed-back that includes credible, useful performance measures provide the training and resources that staff need to do the work and give praise to good performance, both formally and informally.1.7 Compare methods of addressing conflict within a team.When conflict arises between staff members, it is important to address it as soon as mathematical should it not be already resolved between them. When speaking privately and separately with all individuals involved, it is important to summarise what is said so that the person feels listened to and to also slightly mirror their body language so that they feel you are relating to them. Do not interrupt as this will only cause the individual to feel that they are not being listened to completely and always show positive regard to that individual. Once all views are taken in to account, it should be suggested that all staff involved have a mediation meeting where the manager/team leader will listen to both sides of the conflict. Resolutions can be made effectively through mediation and suggestions to compromise on both parts may be effective. Advise those involved to take time out if necessary because during the resolution of a conflict, emotions may interfere with arriving at a productive resolution. If this is the case, individuals should be encouraged to take a time-out and continue solution the conflict at another arranged time.

How Different Types of Transition Can Effect a Child Development

Explain how different types of transition deal affect nipperren and young peoples development Transitions be changes that bow out place in our life, changes which can occur over a short or long period of time, can be physical, ablaze, personal or psychological, and can be predictable or unpredictable. Life is full of changes and every child and young person go away go through many transitions. Some of them whitethorn arrive at a positive effect (such as an increased level of motivation or improved selfesteem) others whitethorn have the opposite effect.The experiences of a child or young person when dealing with transitions will affect, positively or negatively, his development, and can have an important role in learning the skills to trade with other changes later in life. Some transitions (such as starting train, moving through curriculum stages or puberty) are predictable. Children should be hustling in advance, and have the opportunity to talk and ask questions about th ese changes. In this way any negative impacts can be minimised, and the transition should be less stressful for the child or young person.This approach can be applied to any predictable transition, whether educational, physical or physiological, and the approach can be beneficial flush for such small changes as moving from one activity to another in the classroom. For some transitions, the child or young person cannot be prepared in advance, and there will be no opportunity to discuss the change before it happens. Changes such as bereavement, family break-up or serious illness are generally unpredictable.Because these changes are not anticipated, they can cause distress and feelings of lack of control in the child or young person. This can affect emotional and behavioural development, in turn leading to possible impacts on physiological and intellectual development. Family break-up is an example of a transition which may involve other large changes in a child or young persons life . The child or young persons life seems to have glowering upside down, causing confusion and uncertainty.The child or young person can experience powerful emotions of anger, sadness, fear and insecurity. For many children, their emotional distress may cause changes in behaviour. Some children or young people will not be able to show their feelings or to talk with others about what they are going through they may isolate themselves, becoming quiet and withdrawn. In others, the reaction may be the opposite they may become verbally or even physically aggressive or just generally less cooperative slamming doors, staying out late or getting into trouble.A good relationship surrounded by the child or young person and his practitioners can have a positive effect on their emotions. The practitioners must learn to recognise signs of transition disturbance, including carcass language, changes of behaviour, or changes in their work. Sometimes a child or young person may find it easier to express their feelings and thoughts through art work, stories or poems, than to develop such complex emotions verbally. Starting primary school is a predictable, intellectual transition, which can be emotionally upsetting for some children.They may experience anxiety and stress when they first attend the new setting or meet a new teacher. There are a lot of changes involved it will often be their first experience of being separated from their parents for any length of time their routine changes with the hours at school and the longer periods of concentration take they need to make new friends, undertake new activities and adhere to new rules. They can start showing anxiety and sadness at moving school which will affect their behaviour, and may result in regression and clinginess. ?

Neonatal Screening Prenatal Alcohol Exposure Health And Social Care Essay

Methods We assessed whether adult females would be willing to par eat up in a pilot scrutiny jut for prenatal alcoholic exposure in a bad obstetric unit antecedently shown to h white-haired a racy prevalence of FAEE- confirmatory meconium when tested anonymously. The testing plan obscure voluntary testing of meconium for FAEEs and long-run developmental fol gloomyup of validating instances by dint of an bing public wellness plan.Consequences The engagement rate in the demo plan was importantly lower than when proving was offered anonymously ( 78 % vs. 95 % , severally p & lt 0.05 ) , and the lucrativeness rate was 3 % A in contrast to 30 % observe infra anon. conditions ( P & lt 0.01 ) .Interpretation These low grade suggest that the bulk of imbibing female parents refused to take part. We conclude that in spite of the possible benefits of such masking plans, maternal involuntariness to take on, probably due to fear, embarrassment, and guilt, whitethorn restrict t he effectivity of meconium proving for macrocosm-based unfastened showing.IntroductionFetal Alcohol Spectrum Disorder ( FASD ) encompasses the wide scope of physical, cognitive, and behavioural disablements that butt end educate due to antenatal alcoholic drink exposure ( 1 ) . Affecting an estimated 9.1/1000 unrecorded births, it is a taking pr veritable(a)table cause of mental deceleration in the western universe ( 2 ) , with estimated one-year costs in Canada transcending $ 5 billion in productiveness losingss, medical costs, particular instruction, societal services, and projecting behaviors ( 3 ) .Although the primary alcohol-induced harm is lasting, early diagnosing is sincere and associated with a reduced hazard of secondary disablements such as disrupted school experience, unemployment, institutionalization, and problem with the decree probably because it permits early intercession and specialised support ( 4 ) . Unfortunately, acknowledging FASD is highly am cuntious and diagnosing is frequently contingent upon set uping a history of important in-utero alcohol exposure ( 1 ) . Since maternal studies are undependable in providing this discipline due to remember prejudice and common underreporting ( 5 6 ) , nonsubjective biomarkers have been investigated. Fatty acerb ethyl esters ( FAEEs ) are non-oxidative metabolites of ethyl alcohol formed by esterification of ethyl alcohol to endogenous fat person acids or fatty acyl-CoA ( 7 8 ) that sedimentation and accumulate in foetal meconium ( 9 10 ) . Numerous surveies have validated meconium FAEEs as biomarkers of heavy antenatal intoxicant exposure happening in the last two trimesters of motherliness ( 11-19 ) understanding between meconium FAEEs and assorted alcohol-related results has been demonstrated ( 18 20-23 ) and this trial has been used anonymously to find epidemiological informations on antenatal intoxicant exposure in selected populations ( 23-25 ) .It has been recognized that meconium analysis may function as a neonatal showing mother fucker for the designation of alcohol-exposed neonates, and could potentially be apply as a cosmopolitan screen or targeted to bad populations ( 26 ) . Such testing would non merely add on accurate exposure history required for diagnosing, merely if implemented along with a comprehensive follow-up plan and intercessions, could ease early acknowledgment and intercession of FASD ( 26-28 ) . As an added shelter, it may channelise and let for intercession in problem-drinking female parents, which, in bend, may forestall future alcohol-exposed gestations ( 7 ) . However, since informed consent from a competent patient or appointed guardian prior to intervention or testing is an ethical and legal constituent of medical pattern ( 29 30 ) , a testing plan of this nature would necessitate consent of the kid s legal defender ( typically the parent ) . This may belittle the value of meconium showing in a clinical scene since embarrassment, guilt, and frights of stigma and child apprehensiveness may discourage adult females who consumed intoxicant from pass judgment to proving in spite of the possible value to child wellness.To find if adult females would volitionally take part in a neonatal showing plan for antenatal intoxicant exposure, we offered meconium proving with subsequent followup, intercessions and societal supports, to adult females from a regional Ontario population presenting in a bad obstetric unit antecedently shown to hold a high prevalence of alcohol-exposed newborns as determined by anon. meconium proving. We assessed the rates of voluntary engagement and positiveness for intoxicant exposure, and compared these with the rates observed with anon. proving.MethodsCapable enlistingWritten informed consent for meconium FAEE analysis and followup of those proving positive was sought from all Grey-Bruce adult females presenting at St. Joseph s Health Care in capital of the United Kingdom On tario from November 1st, 2008 to May 31st, 2010. Briefly, Grey-Bruce occupants identified by nurses were informed of the tidy sum, offered showing, and given an Informed Consent papers to reexamine and subscribe if they chose to take part. Womans were besides informed of the survey through booklets and postings in the pregnancy ward. It was stressed that a positive trial or self-report of imbibing in gestation would non ask engagement of kid protection bureaus, but would be used to originate follow-up by the Public Health nurse and her section and to mobilise support services if needed.Meconium aggregation, handling, and analysisMeconium specimens from newborns born to abideing adult females were collected into 50-mL screw cap conelike polypropene tubings ( Sarstedt AG & A Co. , Numbrecht, Ger many a(prenominal) ) by nursing staff and labeled with the capable figure to contract confidentiality. Samples were stored onsite at -20AC and shipped on dry ice to the Motherisk Laborator y at Hospital for dotty Children in Toronto, Ontario on a fortnightly footing where they were stored at -80AC until analysis.Meconium FAEEs were measured utilizing headspace solid-phase micro sparection and gas chromatography-mass spectroscopy. The method involves the sensing and quantification of four FAEEs ( ethyl palmitate, linoleate, oleate, and stearate ) utilizing matching d5-ethyl esters as internal criterions. It has been developed and validated in our research lab, and make in item elsewhere ( 31 32 ) . Heptane, ethyl esters ( palmitate, linoleate, oleate, stearate ) , fatty acids ( palmitic, linoleic, oleic, stearic ) , anhydrous ethanol-d6, and thionyl chloride were obtained from Sigma-Aldrich Co. ( St. Louis, MO ) . Acetone was obtained from EMD Chemicals Inc. ( Gibbstown, NJ ) . Chromatograms were study utilizing LabSolutions GCMSsolution package adaptation 2.50SU1 ( Shimadzu, Kyoto, Japan ) . A cumulative amount of a?2.00 nmol FAEE/gram meconium was considered pos itive, bespeaking heavy imbibing with 100 % sensitiveness and 98.4 % specificity as was found in a population baseline survey that measured meconium FAEEs in newborns born to ascetics, societal drinkers, and confirmed heavy drinkers ( 16 ) .Maternal and neonatal featuresCapable features along with gestation and bringing information were obtained from charts of accepting adult females. Additionally, information on intoxicant usage was obtained by the nursing staff utilizing the Parkyn Screening Tool a everyday postpartum questionnaire.Follow-up and neurodevelopmental ideaChildren with positive meconium consequences were followed-up through Ontario s Healthy Babies Healthy Children ( HBHC ) plan that involves postpartum home-visits by public wellness nurses who provide personalized support and instruction to households with neonates ( 33 ) . In this survey, the nurse assigned to a positive instance was notified of meconium trial consequences, conducted an in-depth household apprai sal ( including a screen for intoxicant usage upsets ) , and enrolled the household in an on-going home-visiting plan with an individualised household service program that included regular appraisals of developmental mileposts utilizing the Ages and Stages QuestionnairesA ( ASQ ) . Children with positive trial consequences besides received neurodevelopmental appraisal by a certified clinical psychologist during two place visits around 3 months and 1-1.5 old ages of age. The Bayley Scales of Infant and Toddler Development, Third Edition ( Bayley-IIIA ) was used, which measures infant cognitive, lingual, and labour operation.If developmental holds were detected, extra service suppliers were engaged through referrals to intercession plans and specialized services that were provided through HBHC plan and Grey-Bruce Health Unit at no cost to the household. Need for referral to diagnostic services at the Hospital for Sick Children was assessed. Extra support services for the household were available if needed, including dependence intervention, guidance, rearing support, instruction on FASD, nutrition, employment, and diversion.Comparison with anon. meconium testingThe showing plan was launched in a bad obstetric unit where a old survey, utilizing anon. meconium testing, observed a 12-fold higher hazard of FAEE-positive meconium in adult females referred to this site as compared to the general population of the part ( 30 % vs. 2.5 % ) . About 95 % of adult females participated in that survey. To find whether adult females who consumed intoxicant during gestation agreed to take part in the pilot unfastened testing plan, the rates of voluntary engagement and positiveness for antenatal intoxicant exposure observed in our unfastened plan, were compared to rates observed in that old anon. survey conducted in the same obstetrical unit a twelvemonth in the lead ( 25 ) . Fisher s Exact Test was used to compare the consequences of the two surveies. Two-tailed P-value & l t 0.05 was considered statistically important.Ethical motivesThe survey was approved by the research moralss boards of the Hospital for Sick Children and the University of Western Ontario.ConsequenceWillingness of female parents to take part in unfastened testing planSixty female parents from Grey-Bruce were identified at St. Joseph s Hospital and offered meconium showing, of which 47 adult females consented, numbering a 78 % consent rate ( Figure 1 ) . The maternal and neonatal features of accepting topics are presented in Table 1. The consent rate was significantly lower than that observed in old survey in which meconium was tested anonymously ( 95 % vs. 78 % ) ( P & lt 0.05 ) ( Table 2 ) . Of involvement, we documented one case where a adult female recalled take parting in the anon. prevalence survey with her old babe, but refused to take part in this unfastened testing plan when told there would be follow-up of positive instances. Additionally, we encountered a adult female wh o, although agreed to take part, was uncooperative, repeatedly pretermiting to advise the nurses that meconium had passed and flinging the samples so that none were collected.Positivity for antenatal intoxicant exposure in pilot testing planSamples were collected from 50 newborns of which 39 were successfully analyzed ( Figure 1 ) . Merely one of the 39 samples tested above the positive cut-off ( a?2 nmol/g ) for FAEE ( 52 nmol/g ) , which translated to a 3 % positiveness rate for antenatal intoxicant exposure. Eleven samples were non-analyzable because of presence of contaminations and/or postpartum stool that impeded chromatography. The ascertained 3 % positiveness rate for antenatal ethyl alcohol exposure was tenfold lower than the 30 % positiveness rate observed under anon. conditions in the old survey ( P & lt 0.01 ) ( Table 2 ) .Maternal self-report of intoxicant usage in gestationChart reviews did non uncover that substance maltreatment ( intoxicant or drugs ) was the primar y ground for referral to St. Joseph s Health Care in any of the instances. Three adult females admitted to devouring any sum of intoxicant in gestation on their antenatal economic consumption signifiers, including the adult female whose babe s meconium tested positive for FAEEs. However, none reported refering intoxicant usage, with one adult female saying that she drank a2 drinks per hebdomad, another coverage that she consumed an occasional drink , and the 3rd saying she drank merely prior to her cognition of gestation without traveling into farther inside informations.Follow-up and neurodevelopmental appraisal of positive instanceOne newborn tested positive for heavy antenatal ethyl alcohol exposure ( 52 nmol FAEE/g meconium ) . Follow-up was arranged as per protocol through the HBHC plan and a public wellness nurse assigned to the instance initiated an appropriate household service program affecting place visits and frequent appraisals of the baby s development. Neurodevelopm ental appraisal conducted by a certified clinical psychologist at 3 months of age utilizing BSID-IIIA did non uncover any holds nevertheless, holds in motor development became evident in 6-month and 8-month appraisals conducted by the public wellness nurse utilizing ASQ. At the 14-month appraisal conducted by a clinical psychologist utilizing BSID-III, the kid scored in low mean scope on motor and linguistic communication graduated tables, exposing holds peculiarly in gross motor and expressive linguistic communication operation, which were good below age outlooks ( in the 9th and 5th percentile, severally ) . The baby was enrolled in an Infant and Child Development plan and will be referred to a wording and Speech development plan. Referrals to diagnostic clinics have non yet been made, and it is non known whether the ascertained holds are alcohol-related or possibly due to other factors.InterpretationWe observed that engagement and positiveness rates in our unfastened pilot test ing plan were significantly lower than those observed when the trial was offered anonymously in the same bad unit, proposing that many adult females who consumed intoxicant in gestation refused to take part, non wishing to be identified by the showing plan. Of involvement, if we assume that all refusals were in fact positive samples, the positiveness rate in our population would number 27 % , which is similar to the positiveness rate observed by Goh and co-workers with anon. meconium testing ( 25 ) .To our cognition, this is the prototypic survey to use biomarkers of foetal intoxicant exposure in an unfastened showing plan designed to ease diagnosing and intervention of alcohol-affected kids. Our consequences suggest that, despite the possible benefits that such screening plans may supply ( as was exemplified by the positive instance ) , adult females s involuntariness to consent may decrease the value of unfastened population-based showing. Schemes to better engagement would neces sitate to be investigated if meconium showing is implemented in clinical pattern. For illustration, the opt-out method to derive consent was shown to give higher proving rates in neonatal HIV showing ( 34 ) . Engagement rates may besides increase with societal selling, public instruction, and as the trial becomes established in society. If this occurs, the testing plan piloted here may function as a theoretical account for a plan that can be implemented in a clinical scene since it utilized presently bing services in the community. The developmental followup of kids identified by the screen was integrated into Ontario s HBHC plan, and aid to kids exposing holds was provided through bing community wellness plans and services, such as address and linguistic communication, baby and kid development, and rearing support which may all be adapted to integrate intercessions and schemes shown to be effectual in helping kids with FASD and their households ( 35 36 ) .Low engagement is non the lone possible obstruction to implementing testing in clinical pattern. The costs and resources required for proving, follow-up, diagnosing, and intercessions, every bit good as, system capacity to manage these instances, must be considered. Two cost-effectiveness surveies analyzing similar conjectural showing plans showed that decrease in secondary disablements and primary bar of FASD by intercession and instruction of female parents may take to social nest eggs ( 27 28 ) . However, more surveies with concrete cost input variables are needed to find this. Furthermore, several ethical considerations could besides impede testing execution. Although showing can better quality of life through early diagnosing, observing maternal imbibing during gestation and labeling kids as at-risk may transport serious psychosocial deductions for these kids and their households, and affect relationships both within the household and between the household and society, including their service sup pliers ( 37 ) . The trial consequences may potentially be misused by tribunals, societal services, insurance companies, and even within the health-care system through stigmatisation of patients ensuing in their under-treatment. To guarantee that households experience maximal benefits and minimal hazards, issues environing confidentiality, entree to consequences, and their usage, must be carefully considered.Our survey has restrictions. The pilot testing plan was implemented at a third parturition site, which was chosen due to the high prevalence of FAEE-positive meconium shown in a old anon. survey. Because Grey-Bruce communities are reasonably little in size, the consequences may hold been different if showing was implemented at a primary parturition site, where patients may be more trusting of their wellness attention suppliers, who probably provided them with antenatal attention. Alternatively, because the community is little, adult females may be even less likely to accept becau se of frights of stigmatisation and other societal deductions that may be more marked in a little community. Whatever the instance may be, the consequences may non be applicable to a primary health-care scene in a little community.To sum up, this is the first survey to implement an unfastened neonatal testing plan for antenatal intoxicant exposure aimed at easing sensing and direction of FASD. Follow-up, intercessions, and support plans were individualized and offered within the model of presently available services in the country, thereby patterning a plan that could be implemented in clinical pattern. We demonstrated that adult females s involuntariness to partake in this showing, particularly of those who consumed intoxicant in gestation, may impede the execution of such testing plans in clinical pattern. Future surveies should research schemes that may better adult females s willingness to consent, every bit good as, evaluate and reference other possible barriers to testing by f inding the cost-effectiveness, logistics, and best patterns for plan execution.