Considering the Climate of the IT System Essay Example | Topics and Well Written Essays - 500 words

Considering the Climate of the IT System - Essay Example If a system is designed such that it will remove autonomy or authority from the end user and place it in the hands of the system, it is important to plan for that. In an organization that has a traditional management style, workers may be more accepting of relinquishing control to a more bureaucratic system. However, in an environment where the organization is more empowered, failure to consider this can result in resistance to the implementation. A successful system design will involve the organization and not significantly disrupt the hierarchy or alter the perception of control. While it is important that people's perceptions and attitudes be considered, it's imperative to keep in mind that the organization will have to use the system. Any problems in the organization such as arrogance or disinterest will be magnified when implementing a new system. One of the most important factors affecting a new system or modifications to an existing system is employee acceptance. Many system implementations fail because the system designers did not consider the behavioral climate resulting in a lack of acceptance (Headrick and Morgan). It is also important to consider the social environment of the organization prior to implementing a new system.

To Kill a Mockingbird Chapters 22-31 Questions Essay Example for Free

To Kill a Mockingbird Chapters 22-31 Questions Essay 1.Atticus is extremely disappointed and walks out of the courtroom after the verdict is announced. 2. When Miss Maudie is explaining that they had people like Atticus, she was telling Jem that there were people in this world who do not fall into mob mentality. She tries to explain that even though Atticus did not win, he had got the town thinking for themselves for a change, rather than act on prejudice alone. He has created respect for the individual. 3.Miss Maudie says they have at least made a baby step in the right direction because she knows that the jury actually contemplated weather or not they were going to convict Tom which means the towns were looking past prejudices for once. 4. Dill says he wants to be a clown that laughs at people instead of people laughing at him. This means that Dill wants to laugh at people (society) because they are being so dumb in the Tom Robinson court case. Chapter 23: 1. Atticus doesn’t take Bob Ewells threat seriously because he thinks that Mr. Ewells just taking his anger on Atticus. 2. a)In a courtroom, if a defendant is put on a stand with only circumstantial evidence, that person is entitled to reasonable doubt. Circumstantial evidence means the acquitted person was there at the time of the offense, but theres no actual proof like DNA and things like that. b)People always believe white men before black because of prejudices. c)People have already made up there minds before even hearing a word of the case because of racism and prejudices. d)Sooner of later people are going to realize how wrong they treated people of different race and they are going to pay for it. 3. a) Atticus believes the Cunninghams are honest hard working people. b)Alexandra believes the Cunninghams are lower class, trash. 4. Jem can’t accept Scout’s opinion because Jem knows its not because in the mostly to kinds of people, the good and the bad. Chapter 24: 1.The missionary ladies seem to be rather negative, self righteous and hypocritical. Yes it’s typical for these ladies to act like this because I think these characteristics are what brings them together. 2. The irony is that Mrs. Merriweather admires J Grimes Everett and the work he is doing for tribes in Africa while she pays little attention and thinks nothing of the African Americans in her own town. 3. Scout prefers men to women because so in her life the people closest to her are men and she doesn’t seem to like to many of the women. 4. When Ms. Maudie says, Were paying the highest tribute we can pay a man, that out of everyone in Maycomb Atticus was the only one who would try his hardest to give Tom Robinson a fair trial. To represent him the way he deserved, with all the rights. That no matter what he is faced with; the town trusts him to do right. 5. True ladies know how to but their lip and fake a smile for the sake of others. Chapter 25: 1. Most of the town believe’s that Tom’s death just shows how dumb black people are(from the perspective of a white person). 2. Although Mr. Underwood holds racist vies himself, his editorial can be likened to Atticuss prior words. In his editorial Underwood writes, it was a sin to kill cripples, be they sitting, standing, or escaping. He writes that Toms death was tantamount to the senseless slaughter of songbirds by hunters and children. Atticus had also discussed that killing a Mockingbird is a sin. The bird tries to bring a little relief in a very harsh world. Toms actions were no different. Chapter 26: 1. a) Scout feels bad about all the things she had done just to see Boo. b)Scout still wants to see him but now respects his privacy. c)She’s is glad that Atticus never said anything about their previous activity. d)Scout doesnt seem to express any feelings about the â€Å"Current Events† she does pay attention to them, which shows that she is growing up. 2.The irony is that Miss Gate’s hates Hitler because of his racism toward Jews yet, she shows just as much racism towards african americans. 3. Jem reacts violently because he is still upset for what happened to Tom Robinson, the man who got accused for doing a crime he didnt do and who got killed for trying to escape. Since Miss Gates said that its horrible for Hitler to do horrible things to the Jews Jem agreed. But remember what she said about Tom and his trial.. Since he was black, he should have been guilty.. She is a hypocrite and is racist against black people. She says that Jews are people just like her, but Jews are white. Jem hates what happened to Tom; thats why he acted so violently towards Scout. Chapter 27: 1.Bob Ewell lost a job from the WPA and blamed Atticus for it. Judge Taylor thought his dog was making noises and opened the screen door and actually saw a shadow figure and kept a shotgun at his side; and Helen Robinson, Tom Robinsons widow got a job from Link Deas, who Tom used to work for, and was being harassed by Bob Ewell and his children. Bob Ewell is the type of man that holds a grudge. 2. Atticus had to work in Montgomery and was too tired to go. Alexandra feels tired and needs to go to sleep early because she helped with the stage for the play that Scout is in. Chapter 28: 1. Cecil Jacobs scares Jem and Scout by jumping out from behind a tree on there way to the school. 2. They think the noise might be Cecil Jacobs or the rustling of the leaves in the trees. 3. 4 people- Scout, Jem, Arthur Radley and Mr. Ewell Chapter 29: 1. Arthur Radley saved Jem and Scout from Mr. Radley. 2. I agree with Atticus, as I dont think Bob Ewell is worth anything because he tried to kill innocent mockingbirds (Jem and Scout). Additionally, he also holds grudges in the wrong ways for the wrong things , causing him to do crazy things. 3. It’s nothing like she’d imagined it would be and all she can say is â€Å"hey, Boo,† then she starts to cry. Chapter 30: 1.Scout is childish and has a curious nature, while Boo has somewhat of a childish curiosity about him. 2. I don’t think either of them believe either story. They both know who really killed Bob Ewell but they would never admit to it. 3. She said something like, well, it would be like shooting a mockingbird, wouldnt it? to Atticus. I dont know the actual quote. Chapter 31: 1. She understands how Boo feels. The entire part about her standing in Boos shoes and seeing all the things happening from his point of view. I guess Scout has matured a lot and realizes the rumors about Boo Radley were not true. 2. After reading the closing scene I was mostly wondering if Jem was going to be okay, if they would ever see Boo Radley again and what would happen to the Ewells.

Nosocomial Infections: Literature Review

Nosocomial Infections: Literature Review Nosocomial infections are infections that are a result of treatment in a hospital or a healthcare unit. These infections are identified at least forty-eight to seventy-two hours following admission, so infections incubating, but not clinically apparent, at admission are excluded. It may also be within 30 days after discharge. With recent changes in health care delivery, the concept of nosocomial infections has sometimes been expanded to include other health care associated infections (Weinstein, 1991). These infections are also called hospital-acquired infection. Studies in the passed have reported that during hospitalization, at lest five percent of patients become infected. Similarly, a study carried out by the Centers for Disease Control and Prevention in the United States estimates that roughly 1.7 million hospital-associated infections, from all types of bacteria combined, cause or contribute to 99,000 deaths each year. In Europe the deaths estimated are 25000 each year. However , the case is more seen in the category of Gram-negative infections, which accounts for an estimated two thirds of the total cases reported. Nosocomial infections are commonly transmitted as a result of negligence of hygiene by some hospital personnel. Medical officials move from one patient to another. Thus in a situation where they do not maintain high hygiene standards, the officials themselves serve as means for spreading dangerous pathogens. Moreover, bodys natural protective barriers of the patients are bypassed by some medical procedures such as surgeries and injections. Hence with such hygienic negligence in our hospitals and other healthcare units, nosocomial infections become the order of the day and my cause severe cases of pneumonia and infections of the urinary tract, bloodstream or other parts of the body. Causes of nosocomial infections Nosocomial infections are caused by various factors. Some of the common ones include improper hygiene. Patients can get infections of diseases such methicillin resistant staphylococcus aureus (MRSA), respiratory illnesses and pneumonia from hospital staff and their visitors (Webster, 1998). Also doctors and nurses who do not practice basic hygienic measures such as washing hands before attending to patients may spread MRSA among them. Other infections are due to injections. There are cases where some hospital staffs do not give injections properly. Infections like HIV and hepatitis B can be as a result of contaminated blood due to sharing syringes and needles between patients when injecting medication into their intravenous lines. Nosocomial infections may also be as a result of torn or improperly bandaged incisions during surgeries. These incisions get contaminated with bacteria from the skin or the surrounding environment. Similarly, bacteria can be introduced into the patients bod y by contaminated surgical equipment. Also breathing machines such as ventilators can spread infections like pneumonia among patients using them. Staffs that do not use the proper infection control measures tend to contaminate these machines with germs. There are also cases where people on breathing machines are unable to cough and expel germs from their lungs. This can be another cause. In addition, urinary track infections can be due to faulty removal of urine from patients who are not able to use the toilet. In most cases catheters are the common cause for such cases. These catheters cause these infections when they become contaminated with bacteria by medical staff during insertion or are not properly maintained while in use (Webster, 1998). Another cause of nosocomial infections is the organ transplant. Illnesses such hepatitis B, hepatitis C, HIV and syphilis can be spread through bone and tissue grafts that may result from blood transfusions, skin and organ transplants. Howev er such cases have become less common today due to factors such as improved technology. Many protective measures have been put in place to cut on these risks. Prevention of nosocomial infections Several measures can be put in place to prevent the spread of nosocomial infections. The most important measure to reduce the risk of transmitting skin microorganisms from one patient to another is hand washing. Medical staff washing hands as thoroughly and promptly as possible after attending to one patient where they may have come into contact with body fluids, excretions and blood, or equipment with these fluids, is a very important measure of nosocomial infection control. Even though it appears as a simple process, it is mostly overlooked or done incorrectly (Hiramatsu, Aritaka, Hanaki, Kawasaki, Hosoda Hori, 1997). As a result practitioners and visitors should be continuously reminded on the advantages of proper washing of hands. This can be achieved through use of signals on responsible hand washing. In addition to hand washing, gloves are very important since they prevent gross contamination of the hands when touching blood, body fluids, secretions, excretions, and mucous mem branes. They offer a protective barrier, in cases of exposure to blood borne pathogens. Similarly there is emphasis on surface sanitation. In health care environments, this is a critical component of breaking the cycle of infections. In cases concerning influenza, gastro enteritis and MRSA modern methods such as NAV-CO2 have been effective. Alcohol has been shown to be ineffective in endospore-forming bacteria such as Clostridium difficile and thus hydrogen peroxide is appropriate in this case. In addition, use of hydrogen peroxide vapor reduces infection rates and risks of acquisition. Some causes of infections are agent and host factors that are hard to control. In such cases isolation precautions can be designed to prevent transmission in common routes in health centers. For example a patient suffering from an air borne disease can be put in a separate room so as to control the spread of the disease. Another prevention measure is putting on protective clothing. An apron reduces t he risk of infection as it covers most parts of the body. However with all this said, strategically implementing QA/QC measures in health care sectors and evidence-based management are the most effective technique of controlling nosocomial infections. For example, in cases of diseases such as ventilator-associated pneumonia and hospital-acquired pneumonia, the management of the health center should pay more emphasis on the control and monitoring of the quality of the hospitals indoor air (Hiramatsu, Aritaka, Hanaki, Kawasaki, Hosoda, Hori, 1997). A Review of the Literature Robert A Weinstein (Cook County Hospital Rush Medical College, Chicago, Illinois, USA) In his research paper Robert Weinstein begins by a comparison of the cases of nosocomial infections now and in the past. Even though he agrees that there has been a reduction in number of cases, he goes a head to state that the numbers of death are still high. According to him, a study carried out in the United States estimated that in 1995, nosocomial infections cost $4.5 billion and contributed to more than 88,000 deaths (one death in every six minutes). I concur with these findings. Poor hygiene standards in most health centers have contributed to these high figures. There have been cases of medical practitioners who overlook basic hygienic measures such as a proper hand washing when attending to patients. There are cases where some medical services like injections are not administered in a proper manner. This is due to unqualified medical expertise especially in small health care centers. I think the researchs large numbers of deaths from nosocomial infections is due to such fact ors. I also agree with Weinstein that there is an approximately one third reduction in rate of infections in hospitals with the four basic infection control components (one infection control practitioner for every 250 beds, an effective hospital epidemiologist, ongoing control efforts and an active surveillance mechanism). As a result I think these infections can be controlled to a higher percentage if all hospitals and health centers could employ these basic components. Robert A Weinstein also states that there has been an increase in viral infections. Most nosocomial infections in Semmelweiss era were due to group A streptococci. In 1990 to 1996, 34% of nosocomial infections were due to the three most common gram-positive pathogens-S. aureus, enterococci and coagulase-negative staphylococci while the four most common gram-negative pathogens-Escherichia coli, P. aeruginosa, Enterobacter spp., and Klebsiella pneumoniae, accounted for 32%. With this trend I agree with Weinstein report. There has also been an increase in the blood transmitted infections hence increase in the cases of herpes viruses HIV-infections. On the other hand Weinsteins reveals that there is a higher rate of infection among the intensive care unit (ICU) patients. This is evident in our hospitals today. I think the increasingly aggressive medical and therapeutic interventions, including modern medical advancements like organ transplantations, implanted foreign bodies and xenotransplantations, have created a cohort of particularly vulnerable persons (Fridkin, Welbel Weinstein, 1997). In most cases, patients affected by nosocomial infections are those immunocompromised by underlying diseases, age or medical/surgical treatments. More cases of bloodstream infections coagulase-negative staphylococci occur in the ICU because it is in these areas that patients with invasive vascular catheters and monitoring devices could come into contact with these bloodstream infections. Due to these factors, I concur with Weinsteins research findings that infection rates in adult and pediatric ICUs are approximately three times higher than e lsewhere in hospitals. In conclusion, Robert A Weinsteins research paper portrays a comprehensive research. It addresses changes in the medical fraternity that have affected nosocomial infections in one way or another. It also shows the significant impact of advancement in technology in medical and health care in relation to nosocomial infections. Jessica Lietz Jessica Lietz presents her research on nosocomial infections putting more emphasis on the causes and prevention measures of the infections. She introduces her research stating that there are higher rates of infections in public hospitals as compared to private health centers. I concur with her findings on the basis of the difference in management in the two setups. Private centers tend to be managed in a better manner than public centers. This is because private hospitals are business oriented and the management is always doing all it can to better the institution so as to cope with the high market competition. As a result of this emphasis on good management, medical staff tends to adhere to rules and regulations. Hence the hygiene standards of these institutions are always high. Similarly there is close supervision of staff, another factor that advantages private hospitals over public ones. For the public medical institutions, the case is not the same. In most centers hygiene is not to standard. This may be due to several reasons. There is no close supervision of staff and same take this advantage of lack of a questioning authority to bypass basic hygiene measures. Similarly, public setups are prone to the effects of political differences between the staffs. Cases of corruption tend to take root in such centers and as a result, unqualified medical personnel find themselves in these institutions. In her take on the causes of nosocomial infections, she states lack of adequate public education on the infections as a key factor in their spread. I think the point holds water since there are same cases of transmission of these infections due to ignorance. For instance one may visit a patient suffering from an air borne disease and contact the disease without knowing. Similarly patients may share personal items such as towels, not knowing that they are subjecting themselves to harmful infections. I think enlightening the public in general on the dangers of these infections and the basic control measures like maintaining a high personal hygiene can go a greater mile in trying to control these infections. It is therefore important to create a society that empresses these basic measures. This can be achieved through airing nosocomial infection related articles in the media, organized open air lessons in villages and also be taught in learning institutions. Jessica Lietz on the other hand, argues out that just as hand washing is important as a measure of control; more emphasis should also be put on wearing of gloves. She states that gloves can also be used in the same context as hand washing as long as one glove is used on only one patient. I seem to disagree with this since there are challenges that come with it. Even though gloves offer a protective barrier, there are cases where these gloves tear. Moreover in instances where the gloves are not properly worn both the expertise and the patient may be a risk of infections. I strongly believe that a high standard of hygiene is the most appropriate way of fighting infections. As such, a basic, prompt and thorough hand wash is always the better option due its advantages. However, this does not rule out the use of gloves as they are equally important. In conclusion, this research article gives a general view of nosocomial infections. It does not reflect a deep research into the subject. Jessica gives more emphasis on general arguments. There are some issues concerning these infections that have not been covered or have been covered shallowly. Jessica does not explain in length how nosocomial infections have been affected by technology. Advancement in technology has revolutionalized the medical fraternity and has come with its own advantages and disadvantage. Therefore one can not make a general decision from this article as it is shallow and needs further research. National Center for Infectious Diseases This is an article on the research carried out on the nosocomial infections by the National Center for Infectious Diseases in the United States. It points out young children, the elderly and persons with compromised immune systems as people who are more prone to these infections. Long hospital stays, failure of healthcare workers to wash hands, use of indwelling catheters and overuse of antibiotics have also been highlighted to cause some cases of the infection (Fridkin, Welbel, Weinstein, 1997). Moreover the research acknowledges the effects of the diversification of technology on the spread and control of the infections highlighting organ transplant, catheters, xenotransplantations among others, as examples. Invasive procedures expose patient to the possibility of infection. The research highlights the percentages below. Causes of Urinary Tract Infections in Hospital Patients: Escherichia coli: 40% Proteus mirabilis: 11% Other Gram-negative bacteria: 25% Coagulase-negative staphylococci: 3% Other Gram-positive bacteria: 16% Candida albicans: 5% Causes of Urinary Tract Infections that are Community-acquired: Escherichia coli: 80% Coagulase-negative staphylococci: 7% Proteus mirabilis: 6% Other Gram-negative bacteria: 4% Other Gram-positive bacteria: 3% This is a comprehensive research that has covered nosocomial infections at length. It discusses key components of the infections giving considerations to both past and today world. Moreover, it compares the rate of the infections both in the urban and rural setting. Hence it is an article that tries to solve nosocomial infection dilemma. Toni Rizzo Toni Rizzo presents his research on the common types of infections in our hospital. He highlights respiratory procedures, intravenous (IV) procedures, surgery and wound and urinary bladder catheterization as the common types of infections. He states that most hospital-acquired UTIs happen after urinary catheterization. A healthy urinary bladder does not have bacteria or microorganisms (it is sterile). A catheter picks up bacteria that may be in or around the urethra and take them up into the bladder hence infecting it. This is a standard research as it touches on almost key issues in the subject matter. I agree with the findings. Fungus infections from Candida are prone to affect patients who are taking antibiotics or that have a poorly functioning immune system. Hence bacteria from the intestinal track are the most types of UTIs. Similarly respiratory procedures done in our hospitals today are the common causes of bacteria getting into the throat. Pneumonia thus becomes another common type of hospital-acquired infections. Once the throat is colonized, it is easy for a patient to inhale the microorganisms into the lungs. Moreover, patients who are unable to cough or gag very well are most likely to inhale colonized bacteria and microorganisms into their lungs. In general Toni Rizzo tries to address affects in medicine today. Infections due to modern advancements like organ transplant among others have been effectively discussed. Thus this is a comprehensive research. Emmanuelle Girou and Francois Stephan (Case-control Study of ICU Patients) This is an article on a study done in the ICU patients. Generally ICU patients are at a high risk of acquiring nosocomial infections and in same cases some die from these infections. There is a need for therapy whether infections in the ICU occur or not. The objectives of the study was to define the interrelationships between underlying disease, severity of illness, therapeutic activity and nosocomial infections in ICU patients, and their influence on these patients out come. The study was conducted in a 10-bed medical ICU. Initial severity of illness was matched, with daily monitoring of severity of illness and therapeutic activity scores, and with analysis of the contribution of nosocomial infections to patients outcomes. The study ran for one year and data carefully taken. Result Global incidence rate of 14.6 infections per 100 admissions was estimated as forty one out of the 281 studied patients developed at least one nosocomial infection. During their ICU stay, the 41 case-patients developed 98 nosocomial infections (2.4 episodes per patient): 15 pneumonias, 35 bacteremias, 33 urinary-tract infections, 12 central-venous-catheter-related infections, two sinusitides, and one surgical wound infection. Of the 35 episodes of bacteremia, only four were primary; the other 31 complicated the following nosocomial infections: 14 urinary tract infections, eight catheter-related infections, eight instances of pneumonia, and one surgical-site infected. The characteristics of patients in both groups were compared through use of the Mann-Whitney nonparametric test for continuous variables and the chi-square test for categorical variables. Wilcoxons test was used to compare two continuous variables within one group. To identify risk factors independently associated with no socomial infection, variables found to be significantly different between cases and controls in the univariate analysis were entered into a forward stepwise logistic-regression model (Statistica 4.5; Statsoft, Inc., Tulsa, OK). When patients developed multiple nosocomial infections during their hospitalization, only the first episode was used in the risk factor analysis. A value of p This is a very detailed and comprehensive case study. It clearly explains why the rate of infection is high in the ICU. This high rate is attributed to various factors. The immune system of most patients in the ICU is always low. Similarly these patients are subjected to taking more antibiotics. Long hospital stays is also another factor. Also it is in the ICU that most medical procedures like organ transplant, catheter, xenotransplantations among others, take place. The research also accounts for the effects of technology and other factors that affect these infections. It accounts for the findings given reasons based on concrete facts. As result, its a dependable research that can be used to study nosocomial infections especially in the ICU. In conclusion, all the articles above points out improved hygiene especially hand washing and immunization have resulted to the overall advances in control of infectious diseases. Negligence of hygiene is also portrayed as a major challenge to the efforts of control of nosocomial infections. I think for us to significantly control the infections, we must join forces and work together with medical personnel on implementation of existing infection control technologies. We should empress positive changes towards the control of nosocomial infection and observe high standards of hygiene so that we do not rely solely on technologic advances.

Interactive Whiteboard: Benefits in the Classroom

Interactive Whiteboard: Benefits in the Classroom Introduction The issues surrounding the use of interactive whiteboards (IWB) and creativity forms the focus of this essay. This area provides an opportunity to look at the interaction between new technologies and classroom reality in the Primary school setting, both in theory and practice. The essay starts with a brief overview of interactive whiteboards within the classroom setting before looking more closely at encouraging creativity both in teaching and learning. Teachernet (online) credits interactive whiteboards with the benefits of: Improving understanding of new concepts Increasing pupil motivation and involvement Improving planning, pace and flow of lessons Teachernet online, Interactive Whiteboards As Cogill (2003, p. 52) points out in her research report for Bects/DfES on IWBs in primary schools, the uniqueness of IWBs lies in its design to be used by teachers for teaching at whole class level. Yet in order to achieve the goals quoted above it is clear that certain other systems need to be put in place, especially professional development and teacher training. For example, as Barber et al. (2007) point out, it is vitally important for teachers to be confident and familiar with IWBs in order to use them to best effect. They also need to have a solid understanding of how to work with, and inspire, creativity and why (e.g. see Loveless 2002). To this end, and in agreement with official policy, there has been an upsurge in texts designed to help teachers work with IWBs. For example, Cooper et al. (2006) give a pragmatic description of how one can use IWBs within all teaching areas, from Maths to Reading. Craft (2000) also argues for the potential to use new technology with creativ ity rather than following the view expressed by some teachers that ‘†¦computers, far from stimulating or fostering creativity, both represent and do the exact opposite of this’ (Craft 200, p. 88). In creating space to use technology creatively it would seem that the first stage is to support their classroom use through training teachers both at pre-service level and through ongoing professional development. However, there is room for debate as to the depth of learning some of these formats inspire, seeming as occasionally do to seek to add entertainment rather than enrichment to learning. Whilst the funding made available through official initiatives, such as the National Grid for Learning (DfES 2003: DfES 2001) has encouraged schools to invest in new technologies, there is a need for systemic support to get the best out of it. For example Machin et al. found correlations between schools success with ICT and a ‘fertile background for making use of it’ (2006 p. 12). More pragmatically, Yelland (2007, p. 163) is one who warns that ‘not all software is positive for learning outcomes’ but then goes on to argue, in common with Machin et al. that it is the pedagogies generated by these new technologies that can create issues. Likewise Sutherland et al. (2004) warn that embedded use of ICT in the classroom can affect how knowledge is constructed. It is bearing this in mind that the following essay seeks to differentiate between, and concentrate on, creativity and not on the range of pedagogies that fall between poor practice and what has been referred to as edutainment. It seems clear that IWBs can provide a fantastic support, especially for visual learners, and posses the potential to be used to support and encourage highly creative interactive and educational learning environments through a wide range of curriculum areas. The ability for both students and teachers to manipulate visual materials (e.g. numbers, words, pitures etc) via the IWB and interact with the information displayed has been credited with: †¦increased pupil engagement, motivation and enjoyment, all potentially leading to improvements in pupil attainments Jones Vincent 2006, p. 2 However, research shows there is still considerable unfulfilled potential with the creative use of IWBs (Jones Vincent 2006: Smith et al. 2005). Creativity in itself has been viewed as essential for the progress of society (Cropley 2001, p. 133) and the next section of this essay looks more closely at how IWBs can be used in a variety of creative contexts starting theory and exemplifying with practice. Learning, or cognitive, styles are traditionally divided into visual, aural and kinesthetic and, in common with Gardner’s (1983) Theory of Multiple Intelligences, recognize what Craft (2000, p. 10) called a pluralist approach. This means catering for the various ways in which individual’s best absorb information and make meaning of it which in turn affects levels of student motivation. From the teaching perspective, creative planning is a means of overcoming individual barriers to learning and requires presenting information in a number of different ways. Cropley (2000, p. 148) saw this application of variety as encouraging creativity in students. IWBs ability to operate as a computer means that audio and video tracks, live websites and multimedia applications can be used to appeal to a range of students learning styles. Ideally, this engages their attention, thereby impacting on their motivation and encouraging creative thinking. IWBs provide an opportunity to link or encourage student interests in a very visual and interactive way. The following takes an aspect of geography as an example of the ways that IWBs can enhance and allow creativity of teaching methods. When teaching the water cycle, the IWB can be linked to any number of live weather cams and channels both in the locality and internationally and show real time weather. Diagrammatic representations of the water cycle can involve the students moving the pictures or labels into the right order using the IWBs touch sensitive capability. Graphic representations of rainfall data or ‘what if’ questions connected with changes in rainfall can all be presented on the IWB. The IWB allows questions to be investigated and extra dimensions to be added, such as a 3 dimensional view of a rain drop or the response to a question regarding the different forms of water – solid (e.g. show ice cubes to glaciers), gas (e.g. show animated kettle boilin g or a steam train running) or liquid (show rivers, seas etc). Notes can be added as the subject is discussed and saved for review the next time. It has been commented that, even as early as Key Stage 1, science can be taught in too theoretical a manner (Charlesworth 2008). Yet in the Ofsted Success in Science report (2008), from which this information apparently derived, the use of an IWB is described as an effective component in a science lesson demonstrating how light works. The teaching strategies included whole class to small group work, role plays and investigative questioning with the IWB used make notes of the students ideas and ‘aid learning’ (Ofsted 2008, Sec. 18, p. 16). Although how the IWB was used to aid learning was not actually described, the suggestion is that it was a valued means of contributing to lesson management, flow and effectiveness. Likewise in maths, the IWB can be used to easily display mathematical representations, be they numeric or conceptual, such as numbers or blocks on a clearly visible scale to the whole class. IWBs provide an excellent support to lesson modeling. This issue of visibility is clearly important and to be able to demonstrate things such as small blocks or coins to a whole class so all can see has been mentioned frequently, such as one of the teachers in Cogill’s research into IWB use in primary schools (2002, p. 25). The DfES has produced – and continues to do so – Interactive Teaching Programs (ITPs) within the Primary National Strategy. For numeracy, these provide curriculum linked interactive programs designed to contribute, not take over, the lesson. Other methods include those demonstrated by Cooper et al.(2006) who show simple ways to add to the dynamics of the lesson, for example using games with clipart to play number line football on the IWB and so on. The imp ortant point is that the IWB works in combination with other teaching strategies, not at the expense of, or to the exclusion of, a balanced well-rounded teaching approach. Equally, the IWB is available to literacy and has an increasing array of supporting software (e.g. DfES ITPs). Cooper et al. (2006) exemplify the IWBs ability to provide students with focus through managing the amount of text visible and the method of presentation – font size and type, highlighted, shaded, hidden, revealed, coloured etc. This adds a dimension to focusing on text formats, from punctuation to spelling and can be very useful in identifying difference for students and helping the retention of information. At the same time, the IWB allows for connection to external media, for PowerPoint’s, video and audio clips, all of which add a dimension to the intended learning if used carefully. IWBs can also be used to create an inclusive environment for students with special needs. As with the font, size and colour changes mentioned above, for students who may have issues with eyesight or problems interpreting words, IWBs can be used to add a dimension of size and impact. For students who find it hard to concentrate, the use of interactive, highly visible materials within their range of interest can easily be projected through IWBs, for example using cars as counters or horses as cursors. The ability to use the IWB to gather notes may also enhance assessment opportunities for the teacher and the savable nature of IWB notes means these are accessible when required in an easily usable format. All these elements not only add to the pace of the lesson and appear to add to the pace of the learning, they also add to the teachers resource bank both for teaching and evaluating progress. In essence, it is perhaps in the area of ongoing professional development that the creative use of new technologies, such as IWBs, needs to focus. When the teacher is motivated and confident, then that comes through in the teaching tools. Indeed the research looked at for this essay has generally agreed with Wood and Ashfield (2008) that new technologies such as IWBs can provide excellent formats for creating and inspiring creative teaching and learning, yet these depend on the teacher’s knowledge and ability to use the technology to achieve this. Becta supports this in its assessment of research and comes to the conclusion that: In some subjects, the more experience the teacher has of using the interactive whiteboard the greater the likelihood of positive attainment gains for pupils Becta 2007, online Cropley (2001) argued that creativity is dependent on a wide range of factors, from cognition to personality, and this has to be considered within the context of the whole classroom environment. IWBs provide teachers with another means of teaching creatively through presentation in altered formats, especially when it comes to communicating with the class as a whole. However it is not alone in encouraging the creative skills of divergent (broad concept connections) and convergent thinking (focused concept connections) or in developing meta-cognitive thinking and accommodation, rather than assimilation, of information. In conclusion, IWBs have the potential to be used extremely creatively for both teachers and students. However, as with many new technologies, their use needs to be supported both by school policy and professional development. As it is likely that these technologies will continue to develop considerably during the near future, it is not enough to teach the usage of specific technologies and think that is where it ends. Perhaps an ongoing mentoring program or collaborative approach to planning with a high IT content may help compliment continued professional development. The same criteria apply to pre-service teacher training whereby familiarity with current IT needs to be support by an ongoing ability to develop IT capacity. From the students’ perspective, well planned and imaginatively used IWBs provide a stimulating, engaging and motivating means of learning. It is clearly just as important to use this interface as a part of a holistic, well rounded curriculum as well as an area in itself and not enough to assume familiarity with contemporary technology without teaching it. References Audain, J., David, A., Flute, M., Fielder, S. Cogill, J (2006) You can use an interactive whiteboard for ages 7-11, Scholastic Barber, D., Cooper, L. Meeson, G (2007) Learning and Teaching with Interactive Whiteboards : Primary and Early Years, Learning Matters Becta (2007) ‘Becta response to the evaluation of the Primary Schools Whiteboard Expansion project, accessed 11th January 2009, http://www.becta.org.uk Becta (2004) ‘Getting the most from your Interactive Whiteboard: A guide for Primary Schools, accessed 10th January 2009, http://publications.teachernet.gov.uk/eOrderingDownload/15090.pdf Charlseworth, (2008) ‘Science teaching ‘too theoretical’, online article accessed 12th January 2009, http://www.vnunet.com/vnunet/news/2219313/science-teaching-theoretical-ofsted Cogill, J (2003) ‘The use of interactive whiteboards in the primary school: effects on pedagogy’, in ICT Research Bursaries: A Compendium of Research Reports, ICT in Schools Research and Evaluation Series – No, 16, Norwich: HMSO, available online at http://publications.teachernet.gov.uk/eOrderingDownload/DfES-0791-2003.pdf#page=54 Cooper, A., J., Botham, K. Cromie, H (2006) You can use an interactive whiteboard for ages 4-7, Scholastic Craft, A (2000) Creativity across the primary curriculum: framing and developing practice, London: Routledge Cropley, A. J. (2001) Creativity in education learning: a guide for teachers and educators, Kogan Page DfES (no date) Interactive Teaching Programs (ITPs), accessed 12th January 2009, http://www.standards.dfes.gov.uk/primary/frameworks/library/Mathematics.ICTResources/itps/ DfES (2003) Fulfilling the Potential: Transforming Teaching and Learning through ICT in Schools, Norwich: HMSO DfES (2001) Survey of ICT in Schools 2001, Norwich: HMSO Gardner, H (1983) Frames of Mind: The theory of multiple intelligences, Basic Books: New York Jones, A. Vincent, J (2006) ‘Introducing interactive whiteboards into school practice: one school’s model of teachers mentoring colleagues’ online article accessed 12th January 2009, http://www.aare.edu.au/06pap/jon06333.pdf Loveless, A (2002) ‘Literature Review in Creativity, New Technologies and Learning’ Report 4, Futurelab Series, Bristol: Futurelab, available online at http://www.futurelab.org.uk/resources/documents/lit_reviews/Creativity_Reveiw.pdf Machin, S., McNally, S. Silva, O (2006) ‘Summary of articles: New technology in schools: is there a payoff? Discussion Paper No 55’, Centre for the Economics of Education at CEP, accessed 12th January 2009, http://cep.lse.ac.uk/pubs.download.CP199.pdf Ofsted (2008) Success in Science, Ref. No.070195, accessed 12th January 2009, www.ofsted.gov.uk Smith, H J., Higgins, S., Wall, K. Miller, J (2005) ‘Interactive whiteboards: boon or bandwagon? A critical review of the literature’ in Journal of Computer Assisted Learning, Vol. 21, pp. 21-101 Sutherland, R., Armstrong, V., Varnes, S., Brawn, R., Breeze, N., Gall, M., Matthewman, S., Olivero, F., Taylor, A., Triggs, P., Wishart, J. John, P (2004) ‘Transforming teaching and learning: embedding ICT into everyday classroom practices’ in Journal of computer Assisted Learning, Vol. 20 (6), pp. 413-425 Teachernet (online) ‘Interactive Whiteboards’, accessed 10th January 2009, http://www.teachernet.gov.uk/wholeschool/ictis/infrastructure/iwb Wood, R. Ashfield, J (2008) ‘The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study’ in British Journal of Educational Technology, Vol. 39 (1), Jan, pp. 84-96 Yelland, N (2007) Shift to the Future, Abingdon: Routledge

The Character Odysseus in Homers Odyssey :: Odyssey essays

The Character Odysseus in Odyssey "Odyssey" is an epic story that has been a significant piece of literature since it was first composed and will remain so for ages to come. One of the reasons it has been so is because of the hero, Odysseus. Odysseus is one of the first Greek mythic heroes renowned for his brain as well as his muscle. Indeed he is a man with an inquiring mind, and he is also a man with outstanding prowess and bravery" (123helpme.com/assets/3603.html). "We also must not forget that he is a top-notch athlete which only adds more to this seemingly insuperable character. It is no wonder why many scholars refer to Odysseus as a powerful mythic hero. "Odysseus often hesitates before acting, because he uses his reason and gift to evaluate things. This patience is one of his most important additional attributes"(library.thinkquest.org/19300/data/Odyssey/odysseus.html). It saved him and his men many times. "When the poem opens, it is the tenth year since the fall of Troy, and Odysseus has not yet returned to his home in the island of Ithaca, but is detained in Ogygia, an island in the west, by the nymph Calypso" (bartleby.com/22/1001.html Homer (fl. 850 B.C.). The Odyssey. The Harvard Classics. 1909-14). "In disguise as an old friend of Odysseus', Athena travels to his manor in Ithaka, now overrun with noisy, lustful suitor's intent on marrying Odysseus' wife, Penelope. Odysseus' son, Telemakhos, unhappy among the suitors, greets Athena warmly as a stranger and invites her to their feast. As the suitors devour Odysseus' oxen, Telemakhos says he believes his father - whom he does not know at all - is dead."(gradesaver.com/ClassicNotes/Titles/odyssey/summ1.html). "He is so unsure of his own identity that he refuses to affirm without qualification his relationship to Odysseus. Athena introduces herself as Odysseus' old friend Mentes and predicts that he will be home soon. Telemakhos matures from a callow, helpless youth into a stronger, more confident man" (Approaches to Teaching Homer's Iliad and Odyssey ). "Just as Odysseus' story is about returning home to his old identity, Telemakhos' is about forging a new one; as A thena tells him, "You are a child no longer"."(gradesaver.com/ClassicNotes/Titles/odyssey/summ1.html). As Telemakhos' develops from youth to man inspired by Athena, especially her favorable comparisons between him and his father; he stands up against the suitors in his assembly. "Failing in an attempt to get the Ithacans to help him to assert his rights, Telemakhos sets out for Pylus under the guidance of the goddess Athena, who is disguised as Mentes, a friendly chief.

The Importance of Setting in Please Stop Laughing at Me :: essays research papers

Please Stop Laughing at Me, an autobiography by Jodee Blanco, is one woman’s inspirational story about the fight against bullying. This real-life account is proof of the disturbing results of what happens at school. Jodee Blanco holds nothing back when she describes the horrifying events that occurred to her at several different schools. In the beginning of the book, as the reader, we find ourselves inside Jodee’s head as she is debating whether she should actually walk in and attend her high school reunion or not. Jodee dazzles us with all she has accomplished in life, and convinces us that she has nothing to fear. But, in all actuality, she is still nervous when it comes to facing her former classmates. This beginning scene plays a major role in the books central plot, and allows us to foreshadow some of the upcoming events. Next, we are placed in Jodee’s stable home as she is getting ready for her first day of high school. We see how truly desperate Jodee really is as she describes how her new shoes should make her popular. Throughout the story we see that Jodee is not poor, stupid, cubby, or socially awkward. She is simply prude, and is hated by the classmates of every school she attended in the attempt to become accepted. This explains how loving parents can be so wrong, schools cannot prevent disaster, and children in general can be just plain mean. Jodee goes back and forth through her entire school life explaining all her horrible experiences. We follow her through therapy, and watch as she is misunderstood by all adults. She explicitly depicts her suffering as she relives the torture. Shedding a shell, she lets us have full access of the shunning, teasing, and shocking physical abuse inflicted upon her by her classmates. This sets the atmosphere and attitude of the book, so we may accurately see what happens when no one is watching. This book is timeless, bullying is ongoing. The setting of the 1970s and 80s makes the experience for the reader really see how timeless this book is.

Has Cultural Globalization Been Good or Bad for Egypt?

Globalization is defined as â€Å"making something worldwide in a certain function† (dictionary. com). The incredible shift a country, the society, and the country’s culture inherits both positive and negative aspects. The change is not as visible in developed countries in comparison to developing countries. Egypt is a poor, developing country in which is influenced by countries across the world. Different elements such as the economy and the society must be considered to determine whether globalization has a positive or negative effect on Egypt. To begin, with the spread of the idea of globalization in Egypt and worldwide new economical advancements have forced an alteration in how bank systems are used today. The positive outlook on this developing issue is that the new system tries to adapt in order to fit the global picture of how a bank should act and what exactly their roles should contain. Also, globalization has â€Å"enhanced the manner of how businesses should operate and the manner of how larger companies take in and execute the cash flow of money† (Ganguly). On the other hand, the bank system is corrupt and several citizens till this day do not understand the new system. The reason behind their confusion is because the lack of knowledge, gap of social classes, and inability to adapt to a new development. Their aspect is the manner in which the bank is perceived negatively and is why several citizens, especially the ones of a lower class, stay far away from the bank system. Next, the issue that has shaken the Egyptian society as a whole is whether or not to accept the fact that their original cultural values are beginning to adjust due to the uprising and spreading of globalization. With the distribution of diverse cultures, it is difficult for the citizens of Egypt to stay intact with their own cultural principles. For instance, fashion plays a tremendous role in the altering of cultural values. This can be seen today in the male youths who walk the streets of Cairo, Egypt wearing low-waist jeans, loose t-shirts and holding the â€Å"coolest trend of all, a cigarette in their right hand†(Ganguly). When being compared to the youths of the early 1900s men at this time did not have the lavish choice to wear anything but slacks and a dress shirt. Even on casual outings their dress code required nothing but chinos.