Homophobia

Homophobia among University Students The term homophobia, sometimes referred to as homonegativity and sexual prejudice, refers to an unreasonable fear, avoidance, and discrimination of homosexuals. Society has greatly changed their views on homosexuality over the years, yet homophobia still exists today. Extensive research has been conducted on homosexuality and how it affects our society. A previous study aimed at measuring homophobia examined literature on the topic since 1987.It was found that while society has seen a reduction in homophobia over the past twenty five years, discrimination still remains to be an issue (Ahmad & Bhugra, 2010). Another study was conducted at a university that examined the impact of college sexuality classes on students’ attitudes toward homosexuality. This study used a comparison group and had participants of both groups take two surveys, one at the beginning of the semester and one at the end.This study found that a sexuality curriculum can he lp to reduce homophobia by exposing students to accurate information (Rogers, McRee & Arntz, 2009). However there continues to be issues with measuring such a sensitive theme for reasons such as, measuring an attitude is difficult to do, and acquiring honest responses can also be a challenge. The present study aims at measuring homophobia among university students by asking a wide range of questions around the central theme. Methods ParticipantsParticipants were ( ) male and ( ) female undergraduate psychology students from a California university. Materials A survey was developed around six main themes. Those sixt themes were then divided among six groups, three in each lab, and each group developed five to ten questions that would measure their assigned theme, and research five to ten more questions from research articles. Seventeen questions were developed to measure homophobia. One question asked if marriage between homosexual individuals is acceptable.Another question asked whe ther homosexual couples are as qualified to raise children as heterosexual couples. Another question asked the participant if they would end a friendship upon discovering a friend was gay. Most answers were presented on a likert scale, using anchors 1=strongly agree; 2=agree; 3=neither agree nor disagree; 4=disagree; 5=strongly disagree. 1=strongly agree; 2=agree; 3=neither agree nor disagree; 4=disagree; 5=strongly disagree. However to ensure increased reliability, some questions were deleted and replaced with new ones and the survey was administered a second time.Procedure The survey was posted on psychsurveys. org for three days. Participants were emailed a link to access to and complete the survey. After the survey was complete, a reliability analysis was done, and some of the questions were replaced with new ones. Participants then had another three days to log back into the survey and re-take it. Results Discussion In order to increase this scale’s reliability, a larger survey should be used in the future to assess homophobia, with more in depth questions about feelings and attitudes around homophobia.Directly asking participants whether or not they are homophobic would create a floor effect because it is unlikely that anyone would identify themselves as homophobic. Instead, many carefully thought out questions should be used. Developing questions to assess a feeling like homophobia is a difficult task. Questions need to be worded in such a precise way as to not lead the participant into answering untruthfully. Questions need to be neutral so that the participant does not feel pressured to answer a certain way.In addition, the answer format was not ideal for all questions in the homophobia section of the survey. Answers were mostly reported on a likert scale for statistical purposes, while open-ended responses may have been more insightful. Furthermore, the sample used in the current study was all college students from California. Had this survey been administered to non-students from a more conservative state, or at a religious gathering, the results that were obtained may have been greatly different. Conclusion ReferencesMcCann, P. D. , Minichiello, V. , & Plummer, D. (2009). Is homophobia inevitable? : Evidence that explores the constructed nature of homophobia, and the techniques through which men unlearn it. Journal of Sociology, 45(2), 201-220. Retrieved from http://jos. sagepub. com. libproxy. csun. edu/content/45/2/201. full. pdf html (McCann, Minichiello & Plummer, 2009) Ahmad, S. , & Bhugra, D. (2010). Homophobia: An updated review of the literature. Sexual and relationship therapy, 25(4), 447-455. Retrieved from http://web. bscohost. com. libproxy. csun. edu/ehost/detail? [email  protected]&vid=1&hid=122&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ== (Ahmad & Bhugra, 2010) Rogers, A. , McRee, N. , & Arntz, D. (2009). Using a college human sexuality course to combat homophobia. Sex education, 9(3), 211–225. Retrieved from http://web. ebscohost. com. libproxy. csun. edu/ehost/pdfviewer/pdfviewer? [email  protected]&vid=1&hid=122 (Rogers, McRee & Arntz, 2009)

Health and fitness

Health and fitness, in general seem quite similar but they are not so. They are two different words symbolizing two different meanings. Health is the state of being free from illness or injury whereas fitness is considered a measure of the bodys ability to function efficiently and effectively in work and leisure activities, to resist diseases, and to meet emergency situations. From a young age it is preached that being healthy and fit are critical to having a strong long life, however the amount of people that have the will power to take action in these parts of their lives are getting smaller and smaller, especially in this generation.It's important that everyone, but especially teenagers, be acquainted with the advantages of a healthy life, and also acknowledge the ramifications of ignoring this cardinal part of life. Being active offers benefits beyond an improved physique and a healthy body. Health and fitness are crucial aspects of someone's lifestyle and has the power to alter a person's life in substantial ways. Healthy eating, the benefits of being active, and consequences of a corrupting lifestyle are all things to keep in mind as one makes decisions and goes through life.Many people have the ability to eat whatever they want and not gain a pound, owever what these people may not grasp is that all the bad food they are ingesting will catch up with them in later years of life, and may be setting them up for many health problems down the road. It's important to have a variety of different foods so your body has a healthy balanced diet. There are over forty nutrients that are essential to our life, and we need these nutrients because our bodies cannot produce them in large enough amounts for optimal health. Benefits of healthy eating, healthandliving. com) Different foods contain different nutrients, which is why it is imperative that we have this combination, and avoid overconsumption. Maintaining a healthy diet not only offers your body the energy and n utrition it needs to function but also offers many health benefits that can help one live longer and have a better life. Healthy eating helps to maintain a healthy body weight, makes one feel better about themselves, creates a stronger immune system, helps to sleep and feel more rested and gives mental alertness. Benefits From eating healthy, livestrong. com) Eating fruits and vegetables may reduce risks for a stroke, and other cardiovascular diseases and protects the body against certain types of cancer such as mouth cancer, and stomach cancer. Eating grains help with weight management, and reduce the risk of coronary artery disease. Grains also have large amounts of dietary fiber which helps to reduce blood cholesterol levels, and lowers your risk of heart disease.Each vitamin benefits your body in some way, for example potassium helps retain a healthy blood pressure, vitamin A keeps the skin and eyes healthy and protects against infections, and vitamin C helps heal cuts and wound s, and keeps the teeth and gums healthy. (Benefits of Healthy Diet, healthyforms. com) Eating healthy is something people need to consciously think about, because it does not come aturally. Sustaining a healthy diet is an essential part of leading a longer more vibrant life. (The 5 Key Benefits of eating healthy, ezinearticles. om) Sustaining a healthy diet is not the only thing to keep in mind, being physically active is equally important. Being active may not always be fun, but the benefits will be worth it in the long run. Being active not only improves health and fitness but it also improves posture and balance, boosts the mood, helps one sleep, makes one stronger, reduces stress and controls the risk of heart disease, such as diabetes. It also protects people rom a stroke, some types of cancer, lowers blood pressure and reduces anxiety and depression. (Benefits of Being Active, health. a) Studies have shown that child obesity is rapidly growing and will continue to grow if our generation does not take action of their health, which is why being active along with being healthy are both critical roles in not only developing as a person, but growing up healthy and happy. As mentioned earlier, child obesity rates are rising at a rapid pace. This is due to the fact that unhealthy foods cost significantly less than healthy foods such as fruits and vegetables. Right now 29% of adolescents are overweight, and this percent is growing by the day.Obesity as young kids and the food eating habits that they get into, carry into their adult life, leading to adult obesity. Currently, 59% of adult Canadians are either overweight or obese, and New Brunswick is one of the cities significantly higher in the overweight/obese population. (Statistics, childhoodobesityfoundation. ca) Not only do people get into bad eating habits that lead to obesity, but they also do not make time for exercise in there busy schedules, which only enhances the unhealthy lifestyle.Being overweight c an lead to ardiovascular disease such as a higher blood pressure, more likely to develop diabetes, and are at a greater risk for bone and Joint problems because the body carrying more weight than it is equipped for. Sleep apnea, social and psychological problems, and a low self esteem are also causes of an unhealthy diet. Dental problems are another thing that comes with unhealthy eating. Eating too much candy, or foods with lots of sugar and not enough other nutrients can lead to tooth decay and cavities.Another thing that many people are not aware of is the mood swings that come from unhealthy eating. Diets that do not include enough vitamins nd minerals can lead to people suffering severe mood swings. The body may become overly energetic and easily excitable only to crash later. In addition, a lack of vitamin B can lead to the hormone levels in the brain to be unbalanced, which can induce depression. (What are the Consequences of not Eating Healthy, ehow. com) Not being active ca n have many negative effects on the body. For example muscle atrophy is a cause of a lack of exercise.Muscle atrophy is a medical term that describes the process of your muscles breaking down or wasting away because they are not being exercised to their full capacity. Not only do you lose muscle but you gain fatty tissue and slow down your metabolism, resulting in more weight gain. Lack of exercise can also lead to increased levels of visceral fat, which is a fat that gets trapped inside your abdomen and is toxic because it causes heart disease and gallbladder problems, it also secrets dangerous hormones that can lead to the development of breast cancer.Cardiac decline is when the heart does not get enough exercise, and the heart, which is a muscle, isn't being exercise and so it rapidly declines in its cardiovascular fitness. The heart will not waste away like an rm or leg, however fat will begin to attack it which can lead to the development of heart disease. In 2006, approximatel y 2. 4 million Americans died from heart disease. (The Effects of Lack of Exercise on the Body, livestrong. com) The effects that unhealthy eating and a lack of exercise has on your body can be life changing and detrimental.This is why it is so important to nave a balance between the two so you can avoid all the consequences of an unhealthy lifestyle. It's very important to keep these things in mind as you grow older, and make time for healthy meals and exercise. Balance it key. To have a healthy life one must have a balance between eating healthy, and exercising, however treating oneself ever once in awhile is not a sin. Everything needs to be done in moderation.

The Role of Ict in Enhancing Education in Developing Countries

Journal of Education for International Development 4:2 December 2009 The Role of ICT in Enhancing Education in Developing Countries: Findings from an Evaluation of The Intel Teach Essentials Course in India, Turkey, and Chile Daniel Light Education Development Center This paper presents findings from case studies of the introduction of the Intel ® Teach Essentials Course—a professional development program focused on integrating information and communication technologies (ICT) into project-based learning—into six schools in Chile, India, and Turkey. We describe four common dimensions of change in learning environments that emerged across the countries: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions relate to shifts in pedagogical paradigms that appear to be prerequisites to effectively using ICT to support students’ learning. Our findings indicate that these shifts must not just occur at the teacher level, but must take hold throughout the educational system and must accompany sustained investment in infrastructure, human resources, curricular frameworks, and assessment. Key Words: ICT, developing countries, education reform I. Introduction Understanding how technology fits into the complex realities of classrooms has been a critical factor in creating real change in schools in the industrialized nations (Cuban, 1993; Honey, McMillan Culp, & Carrigg, 2000; Somekh et al. 2003), yet little is known about educational technology projects in the classrooms of the developing world. This paper examines the influence of an information and communication technologies (ICT)-focused professional development program—the Intel ® Teach Essentials Course—on classroom learning environments in six schools in Chile, India, and Turkey. Over the years, program evaluations have found that teachers across a variety of countries value their experience in the Essentials Course and report using ICT and/or making changes in their teaching practice following the program (Light, McMillan Culp, Menon, & Shulman, 2006; Light, Menon, & Shulman, 2007). However, the evaluations have also suggested that the ways in which teachers in different countries follow up vary, depending largely on factors in their school contexts. The research presented in this paper sought to examine more deeply the nature of the changes that schools in different contexts have made to integrate ICT and student-centered practices and how these changes affect the classroom (Light, Polin, & Strother, 2009). In all three countries, we found that the educators we interviewed and observed felt they had been able to implement new ICT activities and teaching approaches with their students after the Course. We also identified a consistent set of programs and policies that, combined with the motivation and skills of educators, enabled these schools to innovate. We selected the six schools in the study (two from each country) which key local stakeholders—the training agencies, the ministries of education, and the Intel Education Managers—considered to be â€Å"good examples† of using the Essentials Course to create school-level change within their national Light 1 Journal of Education for International Development 4:2 December 2009 contexts. In pursuit of the ideals established by their ministries, the teachers and administrators in these schools are attempting to transform the instructional strategies and the educational tools they use. Although each country is unique and each school is at a different starting place, all are moving toward more student-centered, project-based, and ICT-rich classroom learning activities. Across the diversity of their situations, educators in each school connected the ideas and tools offered in the Essentials Course with their own needs. From our case studies of the six schools, we identified four common dimensions of changes that are emerging to support more project-based and ICT-rich activities in the classroom: changes in teachers’ knowledge, beliefs, and attitudes; changes in how students engage with content; changes in relationships among students, teachers, and parents; and changes in the use of ICT tools to promote students’ learning. Three of these dimensions of change that emerged across schools are pedagogical in nature, supporting the idea that an appropriate pedagogical context is key to successful ICT integration. II. Theoretical Perspective When effectively integrated into a high-quality learning environment, researchers have demonstrated that ICT can help deepen students’ content knowledge, engage them in constructing their own knowledge, and support the development of complex thinking skills (Kozma, 2005; Kulik, 2003; Webb & Cox, 2004). However, ICT alone cannot create this kind of teaching and learning environment. Teachers must know how to structure lessons, select resources, guide activities, and support this learning process; many traditionally-trained teachers are not prepared to take on these tasks. As Bransford, Brown, and Cocking (2000) point out, to use technology effectively, the pedagogical paradigm needs to shift toward more student-centered learning. This shift is not trivial or easily accomplished, particularly in countries with teacher-centered educational traditions. The literature suggests that four broad sets of changes should accompany the integration of ICT and the move toward a constructivist model of teaching and learning. 1. Changes in teachers’ knowledge, beliefs, and attitudes: The literature on education reform highlights the importance of changing teachers’ beliefs and attitudes to create long-term sustainable change (Fullan, 1993). Many studies on ICT integration find that projects fall short of expectations because the educators continue working within a traditional vision of rote learning (Gersten, Chard, & Baker, 2000; Honey & Moeller, 1990; Teacher Foundation, 2005). Teachers need to believe that new approaches to teaching are effective and will make a difference for their students in order for them to continue using new approaches. Teachers’ understanding and commitment are particularly important to sustain changes in areas such as project-based learning or student-centered techniques, which require core changes to a teacher’s instructional practice (Gersten et al. , 2000). 2. Changes in how students engage with content: Research in the learning sciences has established that constructivist theories of learning provide a more reliable understanding of how humans learn than previous behaviorist frameworks (Bransford et al. , 2000). Studies have identified a variety of constructivist learning strategies (e. . , students work in collaborative groups or students create products that represent what they are learning) that can change the way students interact with the content (Windschitl, 2002). The introduction of ICT into schools and project-based approaches should change how students interact with the content through new types of learning activities. 3. Changes in relationships among teachers, student s, and parents: Recent studies suggest that, specifically, a supportive and cooperative relationship with the teacher can be very important Light 2 Journal of Education for International Development 4:2 December 2009 for learning (Marzano, 2007). Research in many different countries has found that the introduction of technology into learning environments changes teachers’ and students’ roles and relationships (Hennessy, Deaney, & Ruthven, 2003; Kozma & McGhee, 2003). 4. Changes in the use of ICT tools to promote students’ learning: The ICT integration in developing country classrooms is challenging (Akbaba-Altun, 2006; Comenius, 2008; Grant, Ross, Weiping, & Potter, 2005; Light & Rockman, 2008; Somekh et al. 2003; Vyasulu Reddi & Sinha, 2003). A number of factors—such as teacher knowledge, time, access to ICT tools, and the alignment of ICT use with pedagogical goals—appear to help teachers integrate ICT and to support students’ increased use of ICT tools for learning (Light & Manso, 2006; Perez et al. , 2003). III. Overview of the Three National Contexts A. India Of the three countries, India is perhaps the country that has most recently begun reforms to promote new teaching approaches and ICT. Across India’s decentralized education system, national and state leaders face big challenges in their efforts to support an education system that must reach so many students (Cheney, Ruzzi, & Muralidharan, 2005; PROBE Team, 1999). Efforts to shift curricula from behaviorist approaches to learning to a constructivist approach that emphasizes the personal experiences of learners are recent (India—National Council of Educational Research and Training, 2006; Pandley, 2007). A growing number of policies support ICT integration, but one expert review (Vyasulu & Sinha, 2003) found that there is still great variation in implementation of these policies and access to ICT is still limited for most students. Although there is variation by state, the duration of the standard school day is five hours, divided into 35-minute lessons. The class sizes tend to be large; the classes we visited ranged from 45 to 60 students. Indian teachers are expected to cover a lot of content, and the textbook often becomes the center of the learning process (PROBE Team, 1999; Rampal, 2002). The state curriculum varies, but in Maharashtra State, for example, the students have a very full schedule by the upper grades and study 11 compulsory subjects. B. Chile Since 1990, successive Chilean governments have pursued a consistent reform effort to modernize teaching and learning, improve and expand school infrastructure, promote student-centered curricula, institute full-day schooling, develop a national examination, invest heavily in teacher professional development, and integrate ICT into schools (Cox, 2004; Ferrer, 2004; Valenzuela, Labarrera, & Rodriguez, 2008). The Chilean school day is eight hours, with the amount of time students spend in core areas (math, language, and science) twice that spent on other disciplines, and there is reserved time for students to engage in enrichment activities or project-based learning experiences. Class periods are typically 50 minutes, with two-hour classes in core content areas. Every school is required to have a Unidad Tecnica Pedagogica (UTP—the Technical Pedagogical Unit) that provides pedagogical support to improve teachers’ practice. Chile also has an ICT program, Enlaces (Links) that, by 2007, had provided hardware, software, and connectivity to 94% of schools in Chile and trained 110,000 teachers (Cancino & Donoso Diaz, 2004; Chile—Ministerio de Educacion, 2008). Thus, most schools have a certain level of ICT infrastructure available in computer labs. Light 3 Journal of Education for International Development 4:2 December 2009 C. Turkey Turkey has been instituting educational reforms to modernize and expand its school system and align it with European Union norms since the late 1990s (Baki & Gokcek, 2005). The reforms include the expansion of compulsory education, efforts to decrease class size, introduction of a new curricular approach and materials, the use of ICT, and efforts to provide teachers with professional development. Announced in 2005, the new curriculum draws upon constructivist pedagogical principles and the theory of multiple intelligences and promotes more student-centered techniques— such as individual and group work—to encourage students to explore and develop skills (Gomleksiz, 2005). As Phase 1 of the Basic Education Program, 1998–2003, the government distributed thousands of computers to schools (Akbaba-Altun, 2006), and many schools now have labs. Turkey is moving toward full-day schooling, but many schools—including the two we visited—still have two, five-hour shifts because they cannot otherwise meet their communities’ demand. The demand for schools also means that Turkey has not yet reduced class size to 30 students. Nationally, the average primary school class size is 38. 6 students (Otaran, Sayn, Guven, Gurkaynak, & Satakul, 2003) but in the schools we observed classes ranged from 50 to 60 students. IV. Overview of the Essentials Course The core goal of the Essentials Course is to prepare teachers to integrate ICT across the curricula as a tool for learning and to design and implement inquiry-driven, project-based learning activities. The Essentials Course involves teachers in a process of developing a complete unit plan that utilizes a project-based approach, engages students in a variety of ICT activities, and organizes learning around an â€Å"essential question† that guides students’ inquiry and exploration of a given topic. Teachers are encouraged to designate time in their unit plans for students to use ICT to conduct research and to create a final product to share their research findings. The Essentials Course also discusses crucial factors for creating high-quality, issues in student-centered learning environments (e. g. , classroom management issues with technology), and approaches to assessing students’ technology products. During the unit plan development process, teachers expand their technical skills and prepare to implement their units back in the classroom. This is a vital feature of the Essentials Course, as it allows teachers to experience and evaluate the new teaching approaches (Guskey, 2002). In addition to Web resources, the Essentials Course uses commonly available software, primarily word processing software and presentation software, to support students in creating presentations, Web pages, brochures, reports, and newsletters. Figure 1: Core Components of the Intel Teach Essentials Course Content Linking ICT use to deeper learning Essential Questions or curricular framing questions Project-based approaches Student created products Internet resources Group work Holistic assessment strategies Structural Features 40 to 60 hour training Focus on commonly available software Teachers create a sample unit plan Teachers learn by doing Trainer is in the same school Emphasis on building communities of trained teachers Light 4 Journal of Education for International Development 4:2 December 2009 Intel, in collaboration with ministries of education worldwide, has offered the Essentials Course to more than 6 million teachers in 45 countries. The collaborative approach to course delivery is important. Although the core messages and goals of the program do not change, Intel works with the ministries and local educational experts to adapt Essentials Course materials to fit local needs; a local agency in each country implements the Course. In Chile, the ministry created a network of universities throughout the country that offers the Course in their regions, and the Pontificia Universidad Catolica de Chile in Santiago oversees the network. In India, the non-profit Learning Links Foundation oversees the program in the participating states. In Turkey, the Ministry of National Education (MNE) oversees the program, and trainers are based at the provincial education directorates and in larger towns. In this study, we used an instrumental case study approach (Stake, 1995) to examine how successful schools and teachers have been able to integrate ICT and new teaching strategies into their classrooms. This approach allowed us to work directly with schools that have been making changes, talk with teachers about the aspects of the Essentials Course that are useful to their practice, and develop an understanding of what teachers are actually able to do in typical schools in each country. During a two- to four-day site visit at each of the six schools, we interviewed school leaders, the Essentials Senior Trainer (ST) or Master Teacher (MT), technology-using teachers, students, and representatives of students’ parents whenever possible. As shown in Table 1, classroom observations of both typical classrooms and students engaged in the computer lab or ICT activities complemented the interviews. Table 1: Data Collected India Mumbai School Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups Interviews Observations Focus groups 2 school leaders; 5 teachers 5 classes 14 parents; 37 students; 12 teachers 4 school leaders; 3 teachers 5 classes 3 parents; 5 students 2 school leaders; 3 teachers 4 classes 7 students 3 school leaders; 2 teachers 3 classes 5 students 2 school leaders; 8 teachers 3 classes 3 parents; 5 students 5 school leaders; 7 teachers 5 classes 5 arents; 19 students Village School Chile Santiago School Village School Turkey Ankara School Village School Light 5 Journal of Education for International Development 4:2 December 2009 As noted, to identify a sample of exemplary schools, we gained input from local stakeholders. We requested that the local training agency, the ministries, and the Intel Education Managers in each country comp ile a list of schools. We asked that they exclude schools with privileged access to resources, technology, or funds. Success was defined by the local stakeholders to represent what they felt would be reasonable expectations for schools and teachers in their country. From the list of schools, the research team made a final selection of two schools in each country. To carry out the fieldwork, we collaborated with local partners. In Chile, we worked with researchers from the Centro Costadigital at the Pontificia Universidad Catolica de Valparaiso, and in Turkey, we teamed with GLOKAL Research Consulting. Unfortunately, the arrangements for a local research partner in India fell through. V. Sites A. India We selected a private school in a middle-class neighborhood of Mumbai and a government school in a Gujarati village. The Mumbai school, with 2,000 students, is an English-medium private school from pre-K to Grade 10 and the village school is a Grade 1 to 8 Gujarati-medium public school with 309 students. In the Mumbai school, every classroom has a computer connected to a TV, there are two computer laboratories each with 60 computers, and there is a computer in the library. The labs have broadband Internet. The Gujarati village school has a lab with 14 computers and a computer on a wheeled table with an LCD projector. The lab is connected to the Internet through a dial-up modem. B. Chile We selected a government-subsidized private school in a lower middle class neighborhood of Santiago Chile and a small municipal school in a rural town. The private school has 2,500 students from pre-K to Grade 12, and the municipal school serves 97 students from pre-K to Grade 8. The private school has five ICT labs, some with as many as 20 computers. The municipal school has a lab with 15 computers, plus four laptops, a digital camera, a TV, a printer, two LCD projectors, and a wireless network. C. Turkey We selected two public schools that serve students from K to Grade 8. One school, in an outlying neighborhood of Ankara, serves 2,300 students. The second school, located in a small provincial capital on the Anatolian Plateau, serves 1,410 neighborhood children and has a population of female boarding students from villages in the province. The school in Ankara has one computer laboratory with 21 computers, 15 classrooms have a computer, and there are 350 Classmate PCs donated by Intel. The lab has broadband Internet and a wireless hub. The Anatolian school has three computer labs with 15 computers each, and five or six teachers also have a computer in their classrooms. The labs have wireless connectivity. VI. Findings: Three Common Themes The Essentials Course was not the only source of information or support for the new student-centered practices and ICT-based activities we observed in these schools, as all three ministries of education are engaged in reform with various changes such as new curricula, new standards, and new in-service Light 6 Journal of Education for International Development 4:2 December 2009 training programs. Education reform is a long and complex process that needs to be supported with multiple strategies, and our findings suggest that the Essentials Course can be one part of that puzzle. A. Changes in Teachers’ Knowledge, Beliefs, and Attitudes Because all schools in the study were considered successful, we explored what teachers had changed in their own practice. In the interviews, we asked teachers to discuss what they had learned from the Essentials Course that was useful for their classroom practice. Three themes emerged across all six schools as the teachers spoke about what they found to be valuable for their teaching: (a) their beliefs about how students learn were shifting; (b) they had a deeper understanding of new teaching strategies; and (c) they had improved their knowledge of how to use ICT as a learning tool, as well as strengthening their ICT skills. a. Teachers’ beliefs shifted to a constructivist paradigm of teaching and learning. Teachers expressed a growing belief that students can learn through exploration and discovery. The Essentials Course and, more importantly, the experience of implementing a project-based or ICT-rich learning activity appear to influence teachers’ understanding of how children learn. The interviews suggested the teachers began to value learning as different from memorization and to see that students can learn by exploring content, conducting research, and applying knowledge to real problems. For example, a Chilean history teacher remarked upon the difference from the traditional approaches of having students memorize information: â€Å"By following a question, the students acquire a lot f content through research. † In all six schools, teachers also expressed their belief that students learn more than just content with projects and Internet research. Many teachers recounted what they did â€Å"before† and â€Å"after Intel,† and their descriptions consistently included how students â€Å"learn more deeply,† â€Å"have more confidence,† and â€Å"are more motivated† by the new ways of learning. They reported that students were developing skills and attitudes such as self-assurance, curiosity, collaboration and teamwork skills, presentation skills, and organizational skills. In appreciating how effective group work had been, a teacher in Turkey reported that, â€Å"Before Intel, students did not do teamwork. [†¦] In Turkey—kids want to learn from teachers, now they have to do research on their own and can learn more deeply. Otherwise students aren’t motivated to learn. † A second Turkish teacher commented that students â€Å"were sharing ideas and thoughts with each other† and learning to â€Å"trust themselves. † B. Teachers deepened their understanding of student-centered practices. Teachers reported improving their skills with innovative teaching practices. Although some countries had more experience than others, across the board, nearly all the teachers we interviewed valued project-based approaches and reported doing projects with their students. Teachers had very clear ideas about how project-based approaches can support student learning by allowing students to explore content as they respond to a research question or problem posed by the teacher. They felt the project approaches made the content more relevant to students and required greater intellectual effort for students to find and synthesize information, which led to students learning and retaining more information. At schools in Turkey and India, principals and teachers credited the Essentials Course with helping them learn how to do projects for the first time. In Turkey, teachers told us the Course helped them better utilize the project ideas offered in their new national curricula. One school in India had been experimenting with projects prior to participation in the Essentials Course, but the teachers reported that this professional development experience gave them a solid template and a set of strategies for Light 7 Journal of Education for International Development 4:2 December 2009 project-based approaches. In Chile, teachers told us that the Course helped them learn about inquirydriven project-based strategies in addition to the problem-based approach supported by their ministry. While teachers from all three countries agreed that the Essentials Course supported their use of student-centered practices, each country’s context and educational goals influenced which topics were of most interest to teachers. For example, while all the teachers spoke about using group work and collaborative learning, the teachers in Turkey were very excited about the collaboration strategies presented in the Essentials Course. Turkey’s traditional approach to teaching is lecturebased and emphasizes individual student activities, and teachers reported that they did not have any previous experience with collaborative learning. Group work and collaboration are, however, part of the new Turkish curriculum and reform efforts and teachers expressed appreciation for how the two programs supported each other. The curriculum contains many group activities, and the Essentials Course offers strategies to facilitate group work, as well as follow-up support to practice these strategies with coaching from their MT. In India, teachers found the â€Å"Essential Questions† strategy to be compelling. Essential Questions (e. g. , â€Å"Why do we need others? †) are intriguing, open-ended questions that organize a project and are an effective way to encourage students to think deeply and to provide them with a meaningful context for learning (Wiggins & McTighe, 2001). The Indian curriculum is very demanding and the school day is crowded, so teachers felt that they could not easily integrate project work into every class. While they could not do projects during the class period, they were, however, exploring the use of questioning strategies to push students’ critical thinking and to allow students to share their perspectives and formulate their own conceptual understandings of the content. For example, one teacher asked her students what they thought the impacts of British Colonial policies were on the farmers, and a social studies teacher asked students what they valued about their community. Teachers felt that asking for student input was a significant change. As one teacher commented, they no longer just â€Å"stand and teach,† but facilitate iscussions and encourage children to share their knowledge. The teachers we visited felt the open-ended questions and ensuing dialogue between teachers and students might be the foundation of a new relationship between teachers and students. One of the schools in Chile, which already had a lot of experience with ICT and projects, focused on the use of rubric assessments presented in the Essentials Course. The principal noted that teachers were facing increasing challenges in assessing students’ work as the school moved toward complex, technology-rich student products such as presentations and websites. Through these products, students master more than just content and teachers wanted to value all aspects of students’ learning. They considered the rubrics—designed to capture the range of skills, attitudes, and content that students develop—as a key way to address these challenges. The teachers were also using rubrics to put students more directly in control of their learning process; students know from the beginning which aspects of the content teachers will evaluate. C. Teachers improved their ICT knowledge and skills. Teachers reported that they had developed the skills needed to initiate or increase the use of ICT with students. Most of the teachers in India and Turkey reported little ICT experience before Essentials, whereas most Chilean teachers had previous trainings and experience using ICT. Regardless of their experience with ICT, all teachers we interviewed who took the Essentials Course reported they increased their knowledge of how to use ICT as an educational tool. For teachers with no prior experience, the Course helped them acquire basic skills. However, all of the teachers commented on Light 8 Journal of Education for International Development 4:2 December 2009 how the Course helped them see ICT as a pedagogical tool. The strategy of having teachers design a model unit of their own choice appears to allow teachers to work on skills and areas that are new and challenging for them. VII. Changes in How Students Engage with Content The introduction of ICT into schools and the use of project-based approaches and Internet research have changed how students interact with the content in a number of ways. In the site visits, teachers and students spoke about three types of new learning activities that would, according to the literature, contribute to a constructivist learning environment: (a) learning through projects; (b) conducting Internet research; and (c) connecting school content to students’ lives (Windschitl, 2002). A. Project-based work gave students a chance to collaborate, use multiple resources, and direct their own learning. In all the schools, student projects were fundamental to bringing student-centered instructional strategies into the classrooms. The Essentials-trained teachers we interviewed spoke of doing projects with their students. Despite variations among project designs, a few core features emerged. In almost every site, projects gave students chances to work collaboratively and challenged them to take on new roles and responsibilities; students worked in groups and often had to coordinate efforts to complete the projects. Also, all of the projects described included research and culminated in a final product that required students to synthesize and share what they learned. For example, in the Gujarati village, the students did a project about water use and irrigation. They visited local experts, surveyed the community, collected data, and researched solutions. As a result of the students’ examination of drip irrigation, and their proposal of how farmers could use this new strategy, the village converted to drip irrigation. Again, the teachers in India could not fit the project into the class time, so students did a lot of the work before and after school. The municipal school in Chile did a multi-grade project on insects in which the younger grades collected bugs and wrote reports and the older grades helped them create a website. B. Independent Internet research gave students autonomy and a chance to develop and share their own perspectives. Internet research was a constant theme in these schools. Teachers, students, and parents all spoke about having students do Internet research for homework and as part of the projects. Teachers often asked students to bring in additional information on topics in the textbook (e. . , in a Turkish project students researched systems of the human body). Or, teachers asked students to research additional topics or themes (e. g. , after a lesson on farmers under the British Empire, a history teacher in India asked students to research the condition of Indian farmers today). C. Connecting school content to students’ lives made learning more meaningful to students. We found that many of the projec ts teachers designed connected students’ school work to their home life and the community more broadly. In a very simple sense, the increased use of practices such as open-ended questions and group work allowed students to share the perspectives and knowledge they bring from home. For example, a teacher in India asked her students what they had eaten for breakfast and then used this as the start of a nutrition lesson, and a Turkish teacher had his first grade students discuss how an animated story related to their own families and lives. Light 9 Journal of Education for International Development 4:2 December 2009 Yet many of the project topics also engaged students in examining real-world issues or concerns that gave them an opportunity to connect â€Å"school learning† with the real world and allowed them to develop their own opinions and perspectives about the issues. For example, the Indian village that did the irrigation project mentioned above also did projects on clean water and public health. Other projects were less ambitious, but still meaningful, such as the Chilean school where students collected stories and images from the community to publish in a booklet for their families. Our interviews ith parents in the Indian and Turkish sites also supported the perception that students were becoming a source of new information for their families. Parents credited their children’s increased use of Internet research with providing them with current information to which they would not otherwise have had access. Students are generally more excited by information they find themsel ves than the contents of a textbook, and parents reported that their children were rushing home, eager to share what they had discovered. VIII. Changes in Relationships among Teachers, Students, and Parents In keeping with the new activities and roles for students, the teachers and students in the schools we visited reported that they were transforming how they interact. The changes in teaching practices in these schools are part of a broader change in relationships within the school and between the school and the community. The educators and students described changes in the ways they collaborate with each other that grew out of the new teaching practices (e. g. , project-based approaches, open-ended questions), integrating ICT into the schools (e. g. Internet research or presentations), or both. We noticed that teachers, students, and parents reported changes in three sets of relationships: (a) among the students; (b) between students and teachers; and (c) between the school, the parents, and sometimes the community. A. Projects and ICT activities fostered collaborative relationships among students. Many of the teachers and parents interviewed said that students were developing a rang e of social and interpersonal skills that they attributed to the projects and the new roles that students were taking on. As noted, students in every school were taking on new responsibilities as they worked on projects—leading teams, conducting research, writing reports, debating with peers, and making presentations to peers, teachers, and parents. A Chilean fifth grade teacher explained how her students were developing the skills and maturity to work as a team, even across grade levels, because of the collaborative techniques she learned in the Essentials Course. Some of the parents also commented on their children’s maturity and responsibility. A Turkish father noticed a change in his daughter’s attitudes since doing the â€Å"Intel projects. † He observed that before teachers participated in the Essentials Course, his daughter did not share her things with anyone. After her teachers participated in the Course, his daughter began to share more with friends and she enjoyed working in teams. The father also said that, as a result of her involvement in projects and team work, his daughter completed her school assignments independently at home and no longer asked him for help. B. New teaching strategies allowed teachers to develop more collaborative and interactive relationships with their students. The teachers reported that, as their teaching practices changed, their relationships with their students also became more open and supportive. Teachers began to allow more intellectual discussions between themselves and their students, and students were more willing to approach teachers and share concerns and opinions. The teachers and parents in Mumbai were, perhaps, the most eloquent. One group of teachers commented that, as children, they had been afraid of their teachers and they Light 10 Journal of Education for International Development 4:2 December 2009 were happy that their students no longer â€Å"fear the teacher† but gladly ask questions and give opinions. The students we interviewed echoed these sentiments. A group of high school students from the school in Santiago, Chile explained that a good teacher is one who encourages students to disagree when they have a well-reasoned argument. A student from Mumbai shared a similar perspective: â€Å"I like that whenever I do a report I can include my own critical opinion—it is not just cut and paste. And I can learn many things outside of the textbook. † C. Innovating with projects and ICT strengthened the relationships between the school, parents, and the community. The parents we interviewed were excited by the introduction of community-focused projects and student research, and they expressed pride in what the schools were doing for their children with technology. A group of parents in India praised their school â€Å"because of the new technology, [the school] is innovative. They have very high performance, but it is not just academics-oriented. † In the four public schools we visited, parents and the community had also initiated efforts to bring additional ICT resources to the schools by donating equipment or paying for improved Internet connections. However, the parents also remarked on the new teaching practices and what these changes mean for their children. All of the parents we interviewed commented on how the school was developing the whole child since the project work was supporting teamwork, independence, and self–confidence. Parents in India and Turkey highlighted their children’s growing confidence and independence to do research or make public presentations, and they also noted the caring relationships between students and teachers. IX. Changes in the Use of ICT Tools to Promote Students’ Learning A core aim of the Essentials Course and a central objective for the ministries in Chile, Turkey, and India is to encourage the use of ICT as a learning aid for students. Although the administrators and teachers we interviewed in all six schools told us they wished they could do more, to the extent permitted by resources, space, and time, students were using ICT for learning activities. PowerPoint presentations and Internet research were, by far, the most common ICT tools that students used. All six schools promoted student use of ICT, but each adopted different strategies to realize its goals. In Turkey and India, with short school days and tight schedules, the teachers had to strategically make time—either by working outside of class, or rationing access—for students to complete their ICT projects. For example, the teachers at the Anatolian school in Turkey told us that they meet as a team each semester to decide which classes will do long-term projects to ensure every student gets a chance each year. The Chilean teachers had more flexibility to schedule lab time during school hours, although they also did afterschool activities. Perhaps the clearest change is that, in all six schools, teachers gave students Internet research activities for homework. For instance, a math teacher in India assigned students to calculate average rainfall in different parts of the world using online databases, and a Chilean history teacher had students analyze online photos for life conditions in 1900s Chile. X. Conclusion This paper presents the findings from our fieldwork that describe the nature of the changes taking place in the classrooms in these six schools as they integrate ICT activities. Since the governments point to these schools as positive examples, their experiences can help contribute to an understanding Light 11 Journal of Education for International Development 4:2 December 2009 of the process of integrating ICT into the schools of developing countries. While some educators we observed are more skilled than others, and some changes in practice are just emerging, all six schools are making changes beyond just the use of new tools. They are developing: new beliefs about learning and new practices, new ways to engage with content, changing relationships, and new ICT tools for learning. That three of the four common dimensions of change are pedagogical shifts, and that they are changes in pedagogy that are supported by the ICT, illustrate the paradigm shift required for effective ICT integration (Bransford et al. , 1999; Hepp et al. , 2004). These findings illustrate the complex sets of changes that have to occur for ICT to be deeply and meaningfully used to support student learning. This would explain why technology integration is so difficult to achieve but also points the way forward. Our findings suggest that necessary changes are much broader than just the introduction of a new tool or one new ractice. Instead, change begins by deeply reshaping life in the classrooms—from educators’ beliefs about learning to the relationships that make up the school community. In each context, the teachers found points of engagement between the model of ICT use and teaching in the Essentials Course and the possibilities and limits of their context. For Indian teac hers, it was most feasible to integrate aspects of the teaching model (i. e. , open-ended questions) into their classroom and the ICT into after-class time. In Turkey, schools brought ICT activities into scheduled lab time and group work into their class activities. And, Chilean teachers used holistic assessment strategies and inquiry-based projects in class because their school day provides a block of time for projects. But, the responsibility for change cannot rest solely on the shoulders of the teachers; bringing about these changes is a long-term, incremental process. Effective reform requires sustained investment and support along multiple dimensions of the educational system, including physical and technical infrastructure, human resources, curricular frameworks, standards, and assessment. For example, the teachers in Chile and Turkey spoke of how things like new national curricula, national computerization efforts, and professional development opportunities helped them use ICT in their classrooms and apply what they learned from the Essentials Course to their practice. Light 12 Journal of Education for International Development 4:2 December 2009 References Akbaba-Altun, S. (2006). Complexity of integrating computer technologies into education in Turkey. Journal of Educational Technology and Society, 9(1): 176–187. Baki, A. , & Gokcek, T. (2005). Comparison of the development of elementary mathematics curriculum studies in Turkey and the U. S. A. Educational Sciences: Theory & Practice, 5(2), 579–588. Bransford, J. D. , Brown, A. L. , & Cocking, R. R. (Eds. ). (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Research Council/National Academy Press. Cancino, V. C. , & Donoso Diaz, S. (2004). 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Individual Written Comprehensive Care Plan - Assignment Example Dougherty, L & Lister, S. (2011). The Royal Marsden Hospital manual of clinical Nursing procedures, student edition. MA: John Wiley and Sons. Retrieved October 9, 2011, from http://books.google.com/books?id=4AysuLGbMeMC&pg=PT574&dq=Constipation+Care+Plan&hl=en&ei=YdOQTqeUNcS68gOP89UQ&sa=X&oi=book_result&ct=result&resnum=2&ved=0CDQQ6AEwATgU#v=onepage&q=Constipation%20Care%20Plan&f=true. Stepanek, J. S & University of Maryland. (2008). The experiences and needs of parents whose children died due to degenerative disabilities: A qualitative analysis. MI: ProQuest. Retrieved October 9, 2011, from http://books.google.com/books?id=AafbHJfnszMC&pg=PA14&dq=degenerative+neuromuscular+disease&hl=en&ei=ymuRTpeYA4PF8QPQl403&sa=X&oi=book_result&ct=result&resnum=5&ved=0CEgQ6AEwBA#v=onepage&q=degenerative%20neuromuscular%20disease&f=false. -Holistic health perceives and attach great importance to physical, intellectual, socio-cultural, psychological, and spiritual aspects of a client life that should be integrated in health care planning of the individual (Thresyamma, 2005). -Attaining comprehensive holistic health care involves six critical steps that in most cases occur simultaneously: assessment; diagnosis; outcomes, therapeutic care plan, implementation, and evaluation (Dossey, Keegan, and American Holistic Nurses, 2009). Dossey, B. M., Keegan, L & American Holistic Nurses. (2009). Holistic nursing: a handbook for practice. MA: Jones & Bartlett Publishers. Retrieved October 9, 2011, from

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Human resources management in practice - Essay Example Additionally, there are two types of feedback. Action feedback occurs when you can see by the other person's actions whether or not your communication has been understood. For example, when presenting an idea, the person who is receiving the information executes it. Your action feedback is the receiver executing your instruction, or advice. Person feedback, the second type however, can be more difficult. Oftentimes, people do not want to appear to be foolish or unintelligent. Accordingly, they will lie and say "I understand" when indeed they do not. Sir Jones offers an alternative manner of assessment one's understanding. He suggests that speaker ask "What would you do first" Jones outlines communication barriers and how to overcome them in way which is easy to understand. His charges are especially instructive. Jones instructs that there are various types of communication but of import to this lecture, focus is keenly on the nonverbal types of communication. This section is especially interesting because one is rather aware of the nonverbal communications in the social setting but not in the organisational setting. However, by noting the barriers and following Jones' instruction, communication within the organisational construct can be far more successful thus leading to effective leadership. Recruiting people who are wrong for the organisation c... A job vacancy provides the perfect opportunity to consider restructuring, or to reassess the requirements of the job (Pearn and Kandola 1993). A notification of a job vacancy should be clear. It should clearly and accurately set out the duties and responsibilities of the job and should include those items outlined within the article (Couwood 2005). Moreover, there is a detailed outline of suggested items to place in a job posting advertisement. Each of these items allow the employer and employee to come to the table with a clear description of what is expected and what is sought. Required abilities should be expressed in terms of the standards required, not just in terms of the task to be undertaken. The sifting stage can help the organisation by providing feedback on the advertising process and the suitability of the application form. It can also identify people who might be useful elsewhere in the organisation. To avoid any possibility of bias, such sifting should be undertaken by two or more people. If there are too many possible candidates, then they should be weighed up against the desirable qualities specified. Further, if the job involves practical skills, it may be appropriate to test for ability before or at the time of interview. This is generally acceptable for manual and word processing skills, but less useful for clerical and administrative posts. There are various tests that organisations can apply to prospective candidates. Finally, the most common process of recruitment is The most common type of interview used in the selection process is a structured interview with a traditional format. It usually consists of three phases. The introductory phase covers the greeting, small talk, and an overview of which

Organisations and Behaviour Essay Example | Topics and Well Written Essays - 2750 words - 1

Organisations and Behaviour - Essay Example Decision making is something that keeps the organization active and flourishing while adapting the uncertainties in the environment. The process of Decision making gets heavily influenced by the rate at which the information travels and the number of members it can reach inside an organization. These two factors are generally considered as less positive in a hierarchical structure of an organization. Today the trend of participation of the workers in the decision making process is significantly dominating the markets. According to Frederick Winslow Taylor who is regarded as the Father of Scientific Management, the management of the firm should organize the work in a manner which will make optimum use of the workers, by dividing the work and introducing efficient methods for making a product. Taylor’s concept focused mainly on hierarchic organization structures and task specialization. Taylorism states that there is a best way for each task and it can be learnt through proper t raining and development. (Asseldonk & Vos, 2007, pp. 1-3) The theory of Taylorism represents a mass production system. This theory views the workforce simply as machineries which can be made efficient by the reduction of wastage. However, this theory completely neglects the usual complications that happen within a normal human being. Hawk Car company continuously followed conventional production methods as was proposed by Taylor’s theory. The workers used to follow an assembly line production process where each one had to perform a specific job. Job specialization created frustration among the workers. Their job became monotonous. For example, the worker who used to fit lights into the vehicles, continued to fit lights for his whole work life. He never knew how to fix the seats in a car. As a result the workers felt lazy and de-motivated with their work. Also the hierarchical system in the management treated the workers as costs. Their opinion or suggestion was not at all con sidered to be important. Due the hierarchy structure of the organization, the workers felt uncomfortable speaking to their managers about their discomfort. The relationship between the manager and the workers followed the authoritative style where two way communications was never entertained. The higher level employees only used to give directions to the workers and the supervisors only had a close watch on their works. No one bothered about the grievances of the employees. (tiplady.org.uk. n.d, pp.1-2) also the standardized form of production failed to meet the market demands. Taylorism way of management prescribed the organization to separate the planning and execution activities. It recommended division of labor and too much hierarchy into the management. However, the management of Hawk Car Company realized soon that too many levels in the organization makes the functions too much complicated. For the betterment, management opted for participative style of management where the la yers of hierarchy were reduced putting emphasis on the participation of each member in the decision making and planning process. It also trained the employees in such a manner so that they can gain knowledge about the entire production system. The workers were provided scope to grow in their position by better performance. The training focused on the worker’s personal issues as well which were addressed with care. The aim of this remodeling decision

Lloyds TSB & HBOS Case Study Example | Topics and Well Written Essays - 2000 words

Lloyds TSB & HBOS - Case Study Example In order to better understand the culture of both the organisations we will analyse the cultures of both the organisations according to the five attributes used by Hofstede in a study involving 160000 IBM managers across more than 60 countries. According to Hofstede five fundamental differences in national styles were found while examining the culture of the organisation. The power distance in the Lloyds TSB seems to be lower as compare to HBOS where bosses are seen as more autocratic or paternalistic as compare to Lloyds TSB. The decision making at both the organisations is of consultative style. Again the employees at the Lloyds TSB are more participative and involved in the operations and decision making of the organisation as compare to HBOS (Higgs, 1996). Individualism is prevalent in the British culture as a result both the organisations have the culture of organising the work in such a way that the self interest of employees is aligned with the management of the organisation (Huczynski & Buchanan, 2007). As described by Hofstede (1997, p. 120) described uncertainty avoiding societies are a society where there are many formal laws and informal rules controlling the rights and duties of employers and employees. At Llyods TSB the uncertainty avoidance is at low level therefore the organisation effectively implement teams with higher levels of autonomy. Whereas again at HBOS the employee empowerment is lower as compare to Lloyds TSB. Masculinity In both the organisations masculinity and Femininity traits are prevalent and can be experienced by undertaking an analysis of the behaviours of the managers. Hence the notion of learning by experience is not centric (Burden and Proctor, 2000). Confucian dynamism As mentioned by Hofstede there is higher acceptance of the legitimacy of hierarchy and the valuing of perseverance and thrift, all without undue emphasis on tradition and social obligations which could impede business initiative in the Western cultures. The organisational cultures of both the organisations verify the findings of Hofstede. 2. How would you describe the prevailing leadership styles employed by each organisation A leader has the qualities to influence others through his persuasive measures such as the communication, display of confidence, can gain information regarding the problem being addressed and persuade the masses in the desired direction (Prasad, 2006; p. 264). SOCIAL VALUES ECONOMIC CONDITIONS LEADER STRUCTURE FOLLOWERS POLITICAL CONSIDERATIONS [Source: Taken from, Prasad LM, (2006) Organizational Behaviour, Fig 26.1 p 287] All these factors interact together to determine the leader's ability to influence others. In HBOS the leaders of the organization practice a distinct participative style. The strong

In this report I will start by exploring Essay Example for Free

In this report I will start by exploring Essay In this report I will start by exploring the history of the Computerised Tomography (CT) scanner and the technological advances which have made this type of medical imaging one of the most successful in its field. In addition, I will give a detailed explanation of the physics used to generate and manipulate a three-dimensional image. These images are used by physicians to diagnose cancers and vascular diseases or identify other injuries within the skeletal system, which can cause millions of deaths each year. This area of research has been chosen because I plan to enter the world of medicine in the next academic year. Medicine is constantly changing and developing. Cost containment and limitations reimbursed for high-tech studies such as CT and Magnetic Resonance imagining (MRI) are part of the future for the health care system. For CT to grow, or at least survive, it must provide more information than other imaging modalities in a cost-effective, time-efficient manner and at this present time it is able to achieve its aim. History: Computed Tomography (CT) imaging is also known as CAT scanning (Computed Axial Tomography). Tomography is from the Greek words tomos meaning slice and graphia meaning describing. The first CT scanner was invented in Britain by the EMI Medical Laboratories in 1973 and was designed by the engineer Godfrey N Hounsfield. Hounsfield was later awarded the Nobel Peace Prize for his contributions to medicine and science. Figure 1. 0 (below left) show the first ever CT scanner produced, with its designer Hounsfield: Foster E. (1993) and Imaginis. com state that: the first clinical CT scanners were installed between 1974 and 1976. The original systems were dedicated to head imaging only, but whole body systems with larger patient openings became available in 1976. CT became widely available by about 1980. According to Imaginis. com, at this present time there are approximately 6,000 CT scanners in the United States and about 30,000 worldwide. However, it should be noted that many third-world counties do not have the financial capability to purchase CT scanners and as a result do not posses them. The first consignment of CT scanners developed by the EMI took several hours to acquire the data for a single scan. In addition, it would take days to reconstruct a single image from this raw data. Bell J.(2006), suggest that modern CT scanners can collect up to 4 slices of data in about 350ms and reconstruct a 512 x 512 matrix from millions of data in less than a second. Since its development 36 years ago CT has made advances in speed, patient comfort and resolution . A bigger volume can be scanned in less time and artefacts can be reduced as faster scans can eliminate faults caused from patient motion. Another advance took place in 1987. Bushong C. S (2004) suggests that, in the original CT scanners the x-ray power was transferred to the x-ray tube by high voltage cable; however modern CT scanners use the principle of slip ring. This is explained in more detail under advances. Figure 1. 1 (below right) shows what a modern CT scanner looks like. CT examinations are now quicker as well as being more patient-friendly. Much research has been undertaken in this field, which as a result has led to the development of high-resolution imaging for diagnostic purposes. In addition, the research has also reduced the risk of radiation by being able to provide good images at the lowest possible x-ray dose. Principles and Components of CT: CT scanners are based on the x-ray principle; x-rays are high-energy electromagnetic waves which are able to pass through the body. Roberts P. D (1990) states, that as they are absorbed or attenuated at different levels, they are able to create a matrix of differing strength. In x-ray machines this matrix is registered on film, whereas in the case of CT the film is replaced by detectors which measure the strength of x-ray. To understand how a CT scanner works in more detail, I shall start by looking at the equipment used. Firstly, we must analyse the basic components which make a CT scanner work. These are the gantry, operating console and a computer. Figure 1. 2 shows the order in which the information passes. Figure 1.2 shows only basic components; other components will be explained later in the course of this report. Arguably, the most important part of a CT scanner is the gantry. Gantry: According to Foster E (1993) and Impactscan. org, the gantry consists of an x-ray source. Opposite the x-ray source, on the other side of the gantry, is an x-ray detector. During a scan a patient will lie on a table which slides into the centre of the gantry until the part of the body to be scanned is between the x-ray source and detector. The x-ray machine and x-ray detector both rotate around the patients body, remaining opposite each other. As they rotate around, the x-ray machine emits thin beams of x-rays through the patients body and into the x-ray detector. Figure 1. 3 shows the inside of a gantry. The detectors detect the strength of the x-ray beam that has passed through the body. The denser the tissues, the less x-rays pass through. The x-ray detectors feed this information into a computer as shown is Figure 1. 3. Different types of tissue with different densities show up in a picture on the computer monitor as different colours or shades of grey. Therefore, an image is created by the computer of a slice (cross- section) of a thin section of a body. Before advancing any further we must understand the physics behind this process. X-ray tube: The X-ray tube inside the gantry (figure 1. 4) produces the X-ray beams by converting electrical energy into an electromagnetic wave. Graham T. D (1996) and Bbc. co. uk/dna/h2g2 suggest that, this is achieved by accelerating electrons from an electrically negative cathode towards a positive anode. As the electrons hit the target they are decelerated quickly, causing them to lose energy which is converted into heat energy and X-rays. The anode and cathode form a circuit which is completed by the flow of electrons through the vacuum of the tube. The basic layout of an X-ray tube is shown below (figure 1. 4). Figure 1. 4 shows that a high voltage is applied between the anode and the cathode. This very high potential is supplied by a high-voltage generator. The high voltage is the provider of the electrical energy needed for conversion and thus production of X-ray beams. A generator is a device that converts mechanical energy into electrical energy. The process is based on the relationship between magnetism and electricity. In 1831, Faraday discovered that when a magnet is moved inside a coil of wire, electrical current flows in the wire. Three-phase Generator: Three-phase generators are typical of CT scanners. Ogborn J. (2001) and koehler. me. uk, state that this process can be thought of as three phase AC generators combined into one. The poles of the permanent rotating armature magnet swing past each of the non-permanent stator magnets. This induces an oscillating voltage across each of the three coils. Figure 1. 5 shows a three phase generator. As we can see from figure 1. 5, each of the three coils has a wire leading from it. These three wires join together to form the purple wire that leads to the purple terminal see from figure 1. 5 As the three separate coils are arranged 120i apart, the oscillations of each of these are 120i out phase. This means the purple (or neutral) wire can be quite thin since the different phases add up to approximately zero. The potential difference generated needs to be high; high potential difference has a number of advantages in CT scanners. High potential difference reduces bone attenuation (greater penetration) allowing wider range of image (larger grey scale as bone is not merely white as on normal x-ray- (this will be explained later). In addition, the higher the radiation intensity at the detectors in the gantry, the better the information acquired. Gantry: The Collimator: In this section we shall look at the gantry (figure 1. 3) in more detail. Figure 1. 6 shows a diagrammatic representation of the inside of a gantry. According to Foster E (1993), inside the gantry is a beam restrictor called, collimator. Beam restrictors are lead obstacles placed near to the anode of the X-ray tube (figure 1. 4) and are used to control the width of the X-ray beam allowed to pass through the patient. Beam restrictors are needed as they keep patient exposure to a minimum and also reduce scattered rays. This is very important as X-rays are produced by a centre spot on the anode; they are not all produced at the same point. In addition, restrictors also maintain beam width travelling through the patient, which as a result affects the image quality (stronger beam means better image). The most effective form of a beam restrictor is a collimator. This is situated in front of the X-ray tube and consists of two sets of four sliding lead shutters which move independently to restrict the beam. The Filters: By looking at figure 1. 6 we can see another apparatus positioned between the collimator and the X-ray tube. This is the filter and its job is to remove the long wavelength X-rays produced from the X-ray tube. Impactscan. org suggests that, the X-ray tube produces radiation which consists of long and short wavelengths. However, the filter removes long wavelength radiation as this does not play a role in CT image formation, but increases patient dose. We know that long wavelength radiation is less energetic, and as a result passes through the body and cannot be detected. Furthermore, a person who is very large may not fit into the opening of a conventional CT scanner or may be over the weight limit for the moving table. This could possibly be the next technological advancement in CT scanners. Advantages: The main advantage of CTs is that a short scan time of 600 milliseconds to a few seconds can be used for all anatomic part of the body. This is a big advantage especially for people who are claustrophobic. In addition, it is painless, non-invasive and accurate. As CT scans are fast and simple, in emergency cases they can reveal internal injuries and bleeding quickly enough to help save lives. Also, in this period of economic recession the CT has shown to be cost-effective imaging tool for a wide range of clinical problems. Comparing CT to its competitors the MRI scan, CT is less sensitive to patient movement and can be performed even if the patient has an implanted medical device, unlike MRI. At the present time the CT scanner is superior to the MRI scanner. MRIs are bigger machines, with much more sensitive electronics in addition to requiring bigger support structures to operate them. To sum that all up- MRI machines cost more and this could be the underlying reason that CT are used more than MRI scans. Finally, a diagnosis determined by CT scanning may eliminate the need for exploratory surgery. Risks: The main risk of CT is the chance of cancer from exposure to radiation. The radiation ionises the body cells which mutate when they replicate and form a tumour. However, the benefits of an accurate diagnosis outweigh the risks. In our recent study of ionisation radiation we have learned about the unit of Sievert. Radiologyinfo. org states that a radiation dose from this procedure ranges from 2 to 5 mSV, which is approximately the same as the background radiation received in 4 years. The main risk of CT scanner is cancer; however this is only if they are used excessively. Research for the New Scientist suggests that the risk is very small and the benefits greatly weight it. Summary: In this report I started by looking at the history behind the CT scan and how this medical imaging has taken the science world by storm. I then explained the basic principles behind the scanner. As understanding of these principles grew, we were then led into the physics and a more in depth explanation. The different components of the CT were explained in detail such as the three-phase generator and how an x-ray tube works. This links in with our recent study of physics. During the report we were also able to understand how slip ring and thus helical scanning has proven to be a major advance is this field. Once again, the physics behind this was explained in some detail. The report concluded by looking at the various applications, advantages and risks. The medical imaging world is constantly changing and improving like any field of medicine. Companies are always trying to produce imaging machines which are faster, more accurate, more economical and present less risk to the patient. Therefore, the life span of the CT scanner could be limited with its competitors waiting to emerge in the background. The information in this report is very factual and accurate. I used a variety of sources to obtain the information. Most of the information in this coursework is attained from universities and radiology books. In addition, well-known articles were used from the monthly radiology magazine, Synergy as well as information from the New Scientist and Nature. Synergy is the biggest radiography magazine in the UK, which makes me believe that the information obtained it accurate. In addition, New Scientist and Nature are well established titles which more often than not provide accurate information. The websites I used are all recommended by The University of Hertfordshire to its undergraduates in radiography. This means they are also reliable sources of information. In addition, I also used a number of well recognised radiology books. By using different sources of information, I was able to eliminate any bias or inaccurate information provided in some sources. To sum up, I believe the information provided is accurate and reliable. Bibliography: Book References Allday J, Adams S (2000) Advanced Physics. Oxford University Press Ball J, More D. A (2006) Essential Physics for Radiographers. Blackwell Publishing Bushong C. S (2004) Radiologic Science for Technologist. Mosby Inc Duncan T, (1987) Physics; A Textbook for Advanced Level Students. John Murray Elliott A, McCormick A (2004) Health Physics. Cambridge University Press Foster E (1993) Equipment for Diagnostic Radiographer. MTP Press Limited Graham T. D (1996) Principles of Radiological Physics. Churchill Livingstone. Ogborn et al (2000) Advancing Physics A2. Institute of Physics Roberts P. D, Smith L. N (1990) Radiographic Imaging. Churchill Livingstone Thompson C, Wakeling J (2003) AS Level Physics. Coordinate Group Publication. On Line References Figure 1. 0 obtained from, www. catscanman. net Figure 1. 1 obtained from, www. mh. org. au Figure 1. 3 and Figure 1. 4 obtained from, www. impactscan. org/slides Figure 1. 5 obtained from, www. koehler. me. uk Figure 1. 6 and Figure 1. 7 obtained from www. impactscan. org/slides Figure 1. 8 obtained from, www. itnonline. net. Figure 1. 9 and Figure 2. 0 obtained from www. sprawls. org/resources Figure 2. 1 obtained from, www. csmc. edu Figure 2. 2 and Figure 2. 3 obtained from, www. sprawls. org/resources Figure 2. 4, Figure 2. 5 and Figure 2. 6 obtained from www. impactscan. org/slides www. radiologyinfo. org (25 February 2009) www. imaginis. com/ct-scan/ (12 March 2009) www. bbc. co. uk/dna/h2g2 (15 February 2009) www. impactscan. org/slides (12 March 2009) www. sprawls. org/resources (14 March 2009) Other References Synergy Magazine New Scientist Magazine Nature Magazine.

Post Modernist Director Jim Jarmusch Essay Example for Free

Post Modernist Director Jim Jarmusch Essay Jim Jarmusch is one of the prominent post-modernist directors whose works produced a profound impression on the audience and often evoked quite controversial emotions. His films are very original and convey the authentic message of the author, but the director often chooses such means of conveying his ideas that his works are perceived in different way by different people. In fact, some people enjoy his films and believe they are genius, while, on the other hand, there are people who do not really understand his works and are very critical in relation to his works. At the same time, it should be said that his films are destined not only for specialists but also for the mass audience, though the director’s ideas may be not always clear for ordinary viewers. Nevertheless, the artistic value of his works is practically undeniable. As a rule, his films are stylistically and artistically rich. The director skillfully applies different stylistic devices which help him convey his message to the audience. Among films created by Jim Jarmusch, it is possible to single out his film â€Å"Down by Law†, which depicts the tragedy of main characters who have to pass through serious challenges in the course of the film. At the same time, this film is a perfect sample of post-modernist films, where main characters confront severe reality of the modern world and where it is really difficult to distinguish between good and evil, right and wrong. In his film the author shows that in the epoch of high technologies, there are still a lot of problems which affect the life of ordinary people and make the life very difficult and even tragic. On analyzing the film â€Å"Down by Law† by Jim Jarmusch, it is necessary to start with the title of the film because it gives insight into the contents and message of the film. In fact, the title of the film is quite symbolic, though it is practically directly indicates to the overwhelming power of law and its impact on an individual. The title of the film clearly conveys the message that the law can affect the life of people dramatically and, what is even more important, the law is not always right or good. Basically, it is possible to estimate that Jim Jarmusch attempts to moralize and analyze the relationship between an individual and the law. Judging from the title, the director stands on the ground that the law can oppress an individual, it can deprive a person of freedom and punish severely. In this respect, the events depicted in the film are quite logical and basically support first ideas that the title of the film evoke. To put it more precisely, the main characters, three inmates, Zack, Jack and Bob, are cellmates and the director attempts to show that all of them are innocent and were wrongfully accused of crimes they have never committed. Nevertheless, all of them are sentenced and, therefore, punished by the existing judicial system which executes the law established in the society. In such a way, the author uses the title to prepare the audience to the perception of the film and adequate interpretation of his main message and ideas. It gives insight concerning the problem raised in the film, but, at the same time, the title also creates certain emotional state or mood which prepares the audience to perception of the film in the way the director finds the most suitable. To put it more precisely, the title has quite a negative connotation of the law. Traditionally, the law is associated with justice. The modern society gets used to perceive law as the basis of the social life, since laws regulate relations between people and support the existing social order and social stability. The violation of law naturally leads to the punishment of an individual through which the individual is supposed to be corrected and change his lifestyle and behavior. In other words, the law is viewed as a tool of the adaptation of the behavior of an individual to socially appropriate and acceptable norms. In such a context, the law is viewed as a positive concept since it maintains justice and social stability that are highly appreciated in the modern society. However, the title of the film suggests an alternative view on the law. Implicitly, â€Å"Down by Law† tends to convince the audience that the law is the punishment above all and its power is used to get people down, while there is little indication to any kind of justice in the title of the film. On the contrary, such a title rather produces an impression that the law is not absolutely just, if not to say unjust. In actuality, the title of the film refers probably to one of the major themes of the film – the relationship between a man and the law. Remarkably, the author attempts to show that the law is really oppressive that may be seen from the title of the film. However, such a conclusion is logical and the title is only a tool with the help of which the director conveys this idea. In actuality, the entire film shows that the law, as a tool of human justice, is often blind. Jim Jarmusch shows that the law is not a synonym of justice. In stark contrast, the law is shown as a powerful tool which has little in common with the concept of justice (Jilesen, 236). Even thought the concept of justice is not clearly defined by the director in the film, it is very difficult to get rid of impression that the law is wrong, at least in relation to the main characters, who got their sentences for crimes they had never committed. In actuality, the director manages to show that the concept of law, as a symbol of justice, is very conventional and it seems as if he wants to convince the audience that people should not totally rely on the law and the justice system at large, because there still remains the risk of errors and innocent people can go to prison. At the same time, Jim Jarmusch pays a lot of attention to interpersonal relations between people. In fact, it is even possible to estimate that the director attempts to underline the significance of interpersonal relationships, which can outweigh even the relationship between a man and the law. Unlike the relationship of a man and the law, the relationship between people is not conventional. In stark contrast, they are very personal and people can learn more about each other through communication and, in such a context, decisions of the judicial system made on the basis of law are absolutely irrelevant to people. What is meant here is the fact that the main characters of the film, the three cellmates, could perceive each other as criminals. Formally, all of them were accused and sentenced to different terms. Therefore, they could naturally perceive each other as criminals because the law defined them as criminals. At the beginning of the film, the director actually shows that such stereotyping on the basis of decisions of the judicial system can affect the perception of people. In such a situation, it seems to be quite natural that Zack and Jack soon come to blows because they perceive each other as criminals and, in actuality, their conflict is, to a significant extent, provoked by stereotyping and biased attitudes of Zack and Jack to each other. In fact, it is the biases and stereotypes imposed on them by the law lead them to the conflict. However, the director of the film apparently does not really believe that the law and the existing judicial system is worth trusting. Jim Jarmusch lays emphasis on the importance of interpersonal relationships which actually define the life of people and their perception of each other (Jilesen, 218). In other words, the director puts human relationships consistently higher than any conventional norms or regulations imposed on people by laws, traditions, tc. In fact, it is through the interpersonal relationship between people their nature and character is revealed. In this respect, it should be said that from the point of view of the law all the three inmates are criminals, but through their interpersonal relationships, they reveal the fact that they are not as bad as they seem to be judging from their sentences and crimes they are accused of. On the other hand, the director avoids labeling his main characters as either positive or negative. He wants to show that his characters are real people, they are alive, they have their own feelings, emotions, ideals. Briefly speaking, they are humans and, therefore, they are imperfect. At any rate, Jim Jarmusch does not idealize his characters and shows that they have both positive and negative qualities. At the same time, he shows that the world, society get used to perceive people in such a way, i. e. through the antagonism between good and bad. In this respect, the use of black and white color in the film is very symbolic. Traditionally, good and bad is associated with white and black color respectively. Jim Jarmusch has shot the film in black and white intentionally in order to convey his message to the audience. In fact, it is possible to view his film as a kind of mirror where the traditional perception of the modern world is reflected. To put it more precisely, people get used to perceive each other either positively or negatively, people are either good or bad. Hence, the choice of colors in the film is very original and unusual for the late 1980s, when there were quite a few films shot in black and white. The director attempted to convince the audience that people get used to perceive this world only in two colors (Hertzberg, 175). Therefore, the use of black and white was quite logical since the film just shows people the world in the colors people get used to perceive the world in. In such a way, the director also warns people about the danger of the loss of other colors since, on perceiving the life through the antagonism of black and white, bad and good, wrong and right, people forget about intermediary states and other colors and concepts. In such a context, when black and white dominates in the film, it is the complexity of interpersonal relationships of the main characters that makes the film really colorful and bright. And again it is possible to speak about a profound attention of the author to interpersonal relations between people which are extremely important to each individual. Moreover, it is relationships with other people that make human life purposeful and brings in certain sense. However, the director creates quite an unusual relationship between the main characters. For instance, Zack and Jack do not speak to each other after the conflict which occurs at the beginning of the film. Nevertheless, it does not prevent them from the establishment of good relationships and it is even possible to speak about a strange but strong friendship between these two not very talkative men (Hertzberg, 153). Their friendship grows stronger as they come through all the hardships after the escape from the prison. In such a way, the author shows that human relations are very complicated and it is very difficult to understand what actually makes people help each other and become friends. At first glance, Zack and Jack have no chances to become friends, at least at the beginning of the film, but by the end of the film they cannot be viewed otherwise but friends, even though they do not talk to each other. Consequently, there should something else in humans that makes them feel confident in each other and become friends. In this respect, it is possible to speak about strong post-modernist trends that can be easily traced in the film, especially through the relationship between Zack and Jack. What is meant here is the fact that Jim Jarmusch actually challenges the existing social norms and purely materialistic view on human life. Obviously, he rejects the supremacy of the law as a synonym of justice. Moreover, he even rejects traditional views on human relations and denies the rigid materialism of the conservative or traditional artists. His characters’ friendship cannot be rationally explained by a scientific theory or logic. Traditionally, normal or positive interpersonal relationships are established through verbal communication, but Zack and Jack have none. Instead, it is rather a kind of spiritual unity or spiritual communication between the main characters. In fact, their friendship is, to a certain extent, almost mystical. At any rate, it is irrational and does not meet any scientific approach that is very typical for post-modernist art at large and films in particular. In this respect, it should be said that, being a post-modernist director, Jim Jarmusch is very skeptical about science as well as about existing stereotypes, social norms, and the law (Suarez, 186). Instead, he argues that people are spiritually rich and it is impossible to explain logically and rationally all their actions and behavior. They can make errors and they can suffer from errors of other people or the existing social or justice system, but still they remain people. Basically, it seems as if the director cannot fully understand human beings, this is why he shows that some of their actions are defined by their internal inclinations or spiritual world. At the same time, the entire film may be viewed as a post-modernist protest against the existing social norms, stereotypes and biases, which limit humans by boundaries of social and legal conventions, norms and regulations. In such a context, the successful escape of the main characters from the prison is very symbolic because, in such a way, they escaped from the social biases and stereotypes, they freed themselves not only literally as they got freedom to move wherever they wanted, but they also got moral and spiritual freedom. They escape from the prison of social stereotypes and unjust laws. Moreover, after the escape, Bob even found his love and became happy that implies that only freeing themselves people can become really happy. Thus, taking into account all above mentioned, it is possible to conclude that Jim Jarmusch is a successful post-modernist director, who attempted to convey his original ideas and his unique vision of the world and men through his works, among which it is possible to single out â€Å"Down by Law†. In this work, the author perfectly illustrated the imperfectness of the contemporary world and humans. He lays emphasis on the erroneous nature of the existing laws, stereotypes and traditional views of people which heavily rely on materialism, rationalism and logic. Instead, he appeals to human nature, to human spirituality and he underlines that people should strive for their own freedom from their own biases and stereotypes. People, according to Jim Jarmusch should be really free as are his characters.