Cloud Computing Unit 2 Lab 1 Essay

If comparing the cloud solutions and services for businesses from Amazon, Google, and Rackspace. Amazon: Amazon Elastic Compute Cloud (Amazon EC2) is a web service that provides resizable compute capacity in the cloud. It is designed to make web-scale computing easier for developers. Amazon EC2 is simple web service interface allows you to obtain and configure capacity with minimal friction. It provides you with complete control of your computing resources and lets you run on Amazon’s proven computing environment. Amazon EC2 reduces the time required to obtain and boot new server instances to minutes, allowing you to quickly scale capacity, both up and down, as your computing requirements change. Amazon EC2 changes the economics of computing by allowing you to pay only for capacity that you actually use. Amazon EC2 provides developers the tools to build failure tough applications and isolate themselves from common failure scenarios that are common amongst other cloud providers. Amazon EC2 presents a true virtual computing environment, allowing you to use web service interfaces to launch instances with a variety of operating systems, load them with your custom application environment, manage your network’s access permissions, and run your image with the number of systems as you desire. The Amazon EC2 will provide some of the following features: Inexpensive – Amazon EC2 passes on to you the financial benefits of Amazon’s scale. You pay a very low rate for the compute capacity you actually consume. On-Demand Instances let you pay for compute capacity by the hour with no long-term commitments. Reserved Instances – Reserved Instances give you the option to make a low, one-time payment for each instance you want to reserve and in turn receive a significant discount on the hourly charge for that instance. Spot Instances – Spot Instances allow customers to bid on unused Amazon EC2 capacity and run those instances for as long as their bid exceeds the current Spot Price. The Spot Price changes periodically based on supply and demand, and customers whose bids meet or exceed it gain access to the available Spot Instances. Elastic – Amazon EC2 enables you to increase or decrease capacity within minutes, not hours or days. You can commission a variety of server instances simultaneously. Because this is all controlled with web service APIs, your applications can automatically scale itself up and down depending on its needs. Reliable – Amazon EC2 offers a highly reliable environment where replacement instances can be rapidly and predictably commissioned. The service runs within Amazon’s proven network infrastructure and datacenters. Secure – Amazon EC2 works in conjunction with Amazon VPC to provide security and robust networking functionality for your compute resources. Amazon Elastic Block Store – Amazon Elastic Block Store (EBS) offers persistent storage for Amazon EC2 instances. Amazon EBS volumes are network-attached, and persist independently from the life of an instance. Amazon EBS volumes are highly available, highly reliable volumes that can be leveraged as an Amazon EC2 instance’s boot partition or attached to a running Amazon EC2 instance as a standard block device. EBS-Optimized Instances – For a low, additional, hourly fee, customers select Amazon EC2 instances types as â€Å"EBS-Optimized† instances. EBS-Optimized instances enable Amazon EC2 instances to fully utilize the IOPS provisioned on an EBS volume. EBS-Optimized instances deliver dedicated throughput between Amazon EC2 and Amazon EBS, with options between 500 Mbps and 1000 Mbps depending on the instance type used. Multiple Locations – Amazon EC2 provides the ability to place instances in multiple locations. Amazon EC2 locations are composed of Regions and Availability Zones. Availability Zones are distinct locations that are engineered to be insulated from failures in other Availability Zones and provide inexpensive, low latency network connectivity to other Availability Zones in the same Region. Amazon Virtual Private Cloud – Amazon Virtual Private Cloud lets you provision a logically isolated section of the Amazon Web Services Cloud where you can launch AWS resources in a virtual network that you define. You have complete control over your virtual networking environment, including selection of your own IP address range, creation of subnets, and configuration of route tables and network gateways. Amazon CloudWatch – Amazon CloudWatch is a web service that provides monitoring for AWS cloud resources and applications, starting with Amazon EC2. It provides you with visibility into resource utilization, operational performance, and overall demand patterns—including metrics such as CPU utilization, disk reads and writes, and network traffic. Google Cloud Connect: a free cloud computing plug-in for Windows Microsoft Office 2003, 2007 and 2010 that can automatically store and synchronize any Microsoft Word document, PowerPoint presentation, or Excel spreadsheet to Google Docs in Google Docs or Microsoft Office formats. The Google Doc copy is automatically updated each time the Microsoft Office document is saved. Microsoft Office documents can be edited offline and synchronized later when online. Google Cloud Sync maintains previous Microsoft Office document versions and allows multiple users to collaborate, working on the same document at the same time. Google Cloud Connect was discontinued on April 30, 2013; former users are advised to migrate to Google Drive. This solution is, however, only available to paying users of Google Drive. Backup: Microsoft Office documents could be manually or automatically backed up to Google Docs each time they are saved locally. Synchronize: Changes made to an Office document on one computer can sync when the file is opened on another computer. Microsoft Office documents synced to Google Docs can be made accessible to one person. Microsoft Office documents synced to Google Docs can be made accessible only to selected people. A shared document can be set to only be viewed by others or edited as well. Documents synced to Google Docs can effectively be published by making them accessible to anyone. Multiple users can work on the same document at the same time. When one person edits a document, others sharing the document receive an email letting them know. Use Google Cloud Print to print to local or remote network connected printers. Allows you to compare the previous version is maintained allowing users to compare to older versions. Roll back allows users can go back to a previous version of the document. Green computing allows documents to be shared without printing or sending large files. Only links need be sent. Mobilize: Google Sync allows synced documents to be viewed and edited with most internet connected mobile devices. Storage: 5GB of Google Drive storage is included for free. Rackspace: The Rackspace public cloud gives you the tools you need—just sign up for a cloud account to get started. Plus, you can combine the quick, flexible deployment options of the public cloud with the security of private cloud and the performance of dedicated servers in the hybrid cloud. Using Rackspace cloud you have access to Linux and Windows servers with persistent local hard drives and optional managed services. MySQL Cloud Databases with 22.9% faster performance than RDS. High-performance SSD Block Storage and Cloud Files storage with CDN for fast global delivery of content. Software-defined networks for network isolation, performing packet filtering, and supporting broadcast/multicast. The Rackspace cloud has different variations including hybrid and private clouds. The Private cloud is a scalable cloud environment providing the agility and efficiency of a public cloud built on infrastructure dedicated exclusively for your organization. It can be hosted in your own data center, in a partner data center, or at Rackspace. Private clouds are ideal when you need to accelerate innovation, have large compute and storage requirements, or have very strict control, security, and compliance needs. Running a private cloud requires time and expertise. When you work with Rackspace, you get the ability to host in our data center, your data center, or a colocation facility, access to experts at the company that launched OpenStack with NASA, as much or as little support as you need. Quickly and easily provision infrastructure so you can scale up and down to meet business needs. Advanced functionality, including dynamic provisioning and workload balancing managed by Rackspace, allow you to avoid costly and time-consuming IT projects and maintenance. The Hybrid (public) cloud is it combines public cloud, private cloud, and dedicated bare metal computing and makes them work as one to: Fit your application, instead of forcing your application to fit it. Boost performance, security, and reliability while reducing costs because you use the right tool for the right job. It delivers an OpenStack-based platform for the flexibility you demand. Rackspace offers a range of hybrid cloud solutions, from out-of-the-box to highly customized.

The Short Second Life of Bree Tanner Chapters 6

The room was fil ed with a sudden blaze, and I felt the warmth on my leg in the same instant that I realized there wasn't enough room for me to pin Diego to the wal without some part of myself touching the sunlight. â€Å"Bree!† he gasped. I twisted away from him automatical y, rol ing myself tight against the wal . It took less than a second, and the whole time I was waiting for the pain to get me. For the flames to hit and then spread like the night I'd met her, only faster. The dazzling flash of light was gone. It was just the pil ar of sun again. I looked at Diego's face – his eyes were wide, his mouth hanging open. He was total y stil, a sure sign of alarm. I wanted to look down at my leg, but I was afraid to see what was left. This wasn't like Jen ripping my arm off, though that had hurt more. I wasn't going to be able to fix this. Stil no pain yet. â€Å"Bree, did you see that?† I shook my head once quickly. â€Å"How bad is it?† â€Å"Bad?† â€Å"My leg,† I said through my teeth. â€Å"Just tel me what's left.† â€Å"Your leg looks fine to me.† I glanced down quickly, and sure enough, there was my foot and my calf, just like before. I wiggled my toes. Fine. â€Å"Does it hurt?† he asked. I pul ed myself off the ground, onto my knees. â€Å"Not yet.† â€Å"Did you see what happened? The light?† I shook my head. â€Å"Watch this,† he said, kneeling in front of the beam of sunshine again. â€Å"And don't shove me out of the way this time. You already proved I'm right.† He put his hand out. It was almost as hard to watch this time, even if my leg felt normal. The second his fingers entered the beam, the cave was fil ed with a mil ion bril iant rainbow reflections. It was bright as noon in a glass room – light everywhere. I flinched and then shuddered. There was sunlight all over me. â€Å"Unreal,† Diego whispered. He put the rest of his hand into the beam, and the cave somehow got even brighter. He rol ed his hand over to look at the back, then turned it palm up again. The reflections danced like he was spinning a prism. There was no smel of burning, and he clearly wasn't in pain. I looked closely at his hand, and it seemed like there were a zil ion tiny mirrors in the surface, too smal to distinguish separately, al shining back the light with double the intensity of a regular mirror. â€Å"Come here, Bree – you have to try this.† I couldn't think of a reason to refuse, and I was curious, but I was also stil reluctant as I slid to his side. â€Å"No burn?† â€Å"None. Light doesn't burn us, it just†¦ reflects off of us. I guess that's kind of an understatement.† Slow as a human, I reluctantly stretched my fingers into the light. Immediately, reflections blazed away from my skin, making the room so bright that the day outside would look dark in comparison. They weren't exactly reflections, though, because the light was bent and colored, more like crystal. I stuck my whole hand in, and the room got brighter. â€Å"Do you think Riley knows?† I whispered. â€Å"Maybe. Maybe not.† â€Å"Why wouldn't he tel us if he did? What would be the point? So we're walking disco bal s.† I shrugged. Diego laughed. â€Å"I can see where the stories come from. Imagine if you saw this when you were human. Wouldn't you think that the guy over there just burst into flames?† â€Å"If he didn't hang around to chat. Maybe.† â€Å"This is incredible,† Diego said. With one finger he traced a line across my glowing palm. Then he jumped to his feet right under the sunbeam, and the room went crazy with light. â€Å"C'mon, let's get out of here.† He reached up and pul ed himself toward the hole he'd cut to the surface. You'd think I would have been over it, but I was stil nervous to fol ow. Not wanting to seem like a total chicken, I stayed close on his heels, but I was cringing inside the whole way. Riley had real y made his point about burning in the sun; in my mind it was linked to that horrific time of burning as I became a vampire, and I couldn't escape the instinctive panic that fil ed me every time I thought of it. Then Diego was out of the hole, and I was next to him half a second later. We stood on a smal patch of wild grass, only a few feet from the trees that covered the island. Behind us, it was just a couple of yards to a low bluff, and then the water. Everything around us blazed in the color and light shining off of us. â€Å"Wow,† I muttered. Diego grinned at me, his face beautiful with light, and suddenly, with a deep lurch in my stomach, I realized that the whole BFF thing was way off the mark. For me, anyway. It was just that fast. His grin softened a little bit into just the hint of a smile. His eyes were wide like mine. Al awe and lights. He touched my face, the way he'd touched my hand, as if he was trying to understand the shine. â€Å"So pretty,† he said. He left his hand against my cheek. I'm not sure how long we stood there, smiling like total idiots, blazing away like glass torches. The inlet was empty of boats, which was probably good. No way even a mud-eyed human would have missed us. Not that they could have done anything to us, but I wasn't thirsty, and al the screaming would have ruined the mood. Eventual y a thick cloud drifted in front of the sun. Suddenly we were just us again, though stil slightly luminous. Not enough that anyone with eyes dul er than a vampire's would notice. As soon as the shine was gone, my thoughts cleared up and I could think about what was coming next. But even though Diego looked like his normal self again – not made of blazing light, anyway – I knew he would never look the same to me. That tingly sensation in the pit of my stomach was stil there. I had the feeling it might be there permanently. â€Å"Do we tel Riley? Do we think he doesn't know?† I asked. Diego sighed and dropped his hand. â€Å"I don't know. Let's think about this while we track them.† â€Å"We're going to have to be careful, tracking them in the day. We're kind of noticeable in the sunlight, you know.† He grinned. â€Å"Let's be ninjas.† I nodded. â€Å"Super-secret ninja club sounds way cooler than the whole BFF thing.† â€Å"Definitely better.† It didn't take us more than a few seconds to find the point from which the whole gang had left the island. That was the easy part. Finding where they'd touched ground on the mainland was a whole other problem. We briefly discussed splitting up, then vetoed that idea unanimously. Our logic was real y sound – after al, if one of us found something, how would we tel the other? – but mostly I just didn't want to leave him, and I could see he felt the same. Both of us had been without any kind of good companionship our whole lives, and it was just too sweet to waste a minute of it. There were so many options as to where they could have gone. To the mainland of the peninsula, or to another island, or back to the outskirts of Seattle, or north to Canada. Whenever we pul ed down or burned down one of our houses, Riley was always prepared – he always seemed to know exactly where to go next. He must have planned ahead for that stuff, but he didn't let any of us in on the plan. They could have been anywhere. Ducking in and out of the water to avoid boats and people real y slowed us down. We spent al day with no luck, but neither of us minded. We were having the most fun we'd ever had. It was such a strange day. Instead of sitting miserably in the darkness trying to tune out the mayhem and swal ow my disgust at my hiding place, I was playing ninja with my new best friend, or maybe something more. We laughed a lot while we moved through the patches of shade, throwing rocks at each other like they were Chinese stars. Then the sun set, and suddenly I was stressed. Would Riley look for us? Would he assume we were fried? Did he know better? We started moving faster. A lot faster. We'd already circled al the nearby islands, so now we concentrated on the mainland. About an hour after sundown, I caught a familiar scent, and within seconds we were on their trail. Once we found the path of the smel, it was as easy as fol owing a herd of elephants through fresh snow. We talked about what to do, more serious now as we ran. â€Å"I don't think we should tel Riley,† I said. â€Å"Let's say we spent al day in your cave before we went looking for them.† As I spoke, my paranoia started to grow. â€Å"Better yet, let's tel them your cave was fil ed with water. We couldn't even talk.† â€Å"You think Riley's a bad dude, don't you?† he asked quietly after a minute. As he spoke, he took my hand. â€Å"I don't know. But I'd rather act like he was, just in case.† I hesitated, then said, â€Å"You don't want to think he's bad.† â€Å"No,† Diego admitted. â€Å"He's kind of my friend. I mean, not like you're my friend.† He squeezed my fingers. â€Å"But more than anyone else. I don't want to think†¦Ã¢â‚¬  Diego didn't finish his sentence. I squeezed his fingers back. â€Å"Maybe he's total y decent. Our being careful doesn't change who he is.† â€Å"True. Okay, the underwater cave story it is. At least at first†¦ I could talk to him about the sun later. I'd rather do it during the day, anyway, when I can prove what I'm claiming right away. And just in case he already knows, but there's some good reason why he told us something else, I should tel him when we're alone. Grab him at dawn, when he's coming back from wherever it is he goes†¦.† I noticed a ton of I's rather than we's going on in Diego's little speech, and it bothered me. But at the same time, I didn't want much to do with educating Riley. I didn't have the same faith in him Diego did. â€Å"Ninja attack at dawn!† I said to make him laugh. It worked. We started joking again as we tracked our herd of vampires, but I could tel he was thinking serious stuff under the teasing, just like I was. And I only got more anxious as we ran. Because we were running fast, and there was no way we had the wrong trail, but it was taking too long. We were real y getting away from the coast, up and over the closest mountains, off into new territory. This wasn't the normal pattern. Every house we'd borrowed, whether it was up a mountain or on an island or hidden on a big farm, had a few things in common. The dead owners, the remote locale, and one other thing. They al were sort of focused on Seattle. Oriented around the big city like orbiting moons. Seattle was always the hub, always the target. We were out of orbit now, and it felt wrong. Maybe it meant nothing, maybe it was just that so many things were changing today. Al the truths I'd accepted had been turned upside down and I wasn't in the mood for any other upheavals. Why couldn't Riley have just picked someplace normal? â€Å"Funny they're this far out,† Diego murmured, and I could hear the edge in his voice. â€Å"Or scary,† I muttered. He squeezed my hand. â€Å"It's cool. The ninja club can handle anything.† â€Å"You got a secret handshake yet?† â€Å"Working on it,† he promised. Something started to bug me. It was like I could feel this strange blind spot – I knew there was something I wasn't seeing, but I couldn't put my finger on it. Something obvious†¦ And then, about sixty miles farther west than our usual perimeter, we found the house. It was impossible to mistake the noise. The boom boom boom of the bass, the video-game soundtrack, the snarling. Total y our crowd. I pul ed my hand free, and Diego looked at me. â€Å"Hey, I don't even know you,† I said in a joking tone. â€Å"I haven't had one conversation with you, what with al that water we sat in al day. You could be a ninja or a vampire for al I know.† He grinned. â€Å"Same goes for you, stranger.† Then low and fast, â€Å"Just do the same things you did yesterday. Tomorrow night we'l get out together. Maybe do some reconnaissance, figure out more of what's going on.† â€Å"Sounds like a plan. Mum's the word.† He ducked close and kissed me – just a peck, but right on the lips. The shock of it zinged through my whole body. Then he said, â€Å"Let's do this,† and headed down the side of the mountain toward the source of the raucous noise without looking back. Already playing the part. A little stunned, I fol owed from a few yards behind, remembering to put the distance between us that I would put between myself and anyone else.

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The meaning of Human Sexuality - Essay Example The purpose of this essay is to explain how the concepts of "Belief versus Knowledge" and "Multiple Truths" are central to the understanding of cross gender communication. The differences between what is perceived as masculine and feminine styles of communication and the obstacles that exist and hinder proper communication processes between the sexes are discussed. In so doing the author proposes to highlight particular aspects of sexuality pertaining to gender and communication. Slater and Muir state that "A belief is a mental representation of a proposition about the world" (231). In simpler terms it can be said that a belief, as a result of underlying emotions or spiritual convictions is held to be true. Knowledge meanwhile refers to explicit information gleaned from study or experience that has its basis in hard fact. Believing is not the same as knowing but often beliefs are treated as facts. Beliefs are determined by a number of factors like religion, societal norms etc. In this particular context beliefs and knowledge or beliefs parading as knowledge are crucial factors in cross gender communication. For the religiously inclined sex and lust are usually portrayed as the epitome of evil. Sexual intercourse must be tolerated for the purpose of procreation and is not to be enjoyed or desired. Further societal or peer pressure dampens sexual enthusiasm. For instance, it is believed that a big penis is a prerequisite for studs and an hourglass figure is essential for a woman to be desirable, therefore men worry about the size of their penises while women obsess about their bodies and this detracts from sexual enjoyment and healthy sexual expression. According to Dreyfus, "fears of rejection, failure, criticism, feelings of embarrassment or awkwardness, body image concerns, performance anxiety, anger towards a partner or women in general, or lack of attraction towards a partner, all play a part in reducing or eliminating the sexual response" (175). Therefore these extraneous variables stemming from belief constitute the complex amalgam that is sexuality and inhibit communication betwe en the sexes. Men are usually loathe to discuss these issues and avoid them completely, while women stew in bewilderment and hurt while wrestling with their own conflicting beliefs about sexuality. Therefore a thorough understanding of the beliefs that color attitudes and influence behavior is necessary for effective communication. Carugati states that "The multiple truths are found via an approach that continuously attacks currently held beliefs from multiple points of view" (154). There are few questions in the world to which completely satisfactory answers have been found. Conflicting evidence and contradictory viewpoints usually exist. Therefore in the words of Lattal and Laipple, "Because competing explanations may each lead to successful working, there may be multiple 'truths'" (48). With regard to sexuality, the concept of "Multiple truths" may be used to explain gender differences in

National Correct Coding Initiative Edit Essay Example | Topics and Well Written Essays - 750 words

National Correct Coding Initiative Edit - Essay Example The NCCI Coding Policy Manual for the Medicare Services is usually updated annually by the CMS. This Coding Policy Manual should therefore be used as a general reference tool, which explains the rationale for the NCCI edits, by the FIs and the carriers (â€Å"National Correct Coding Initiative Edits†, n.d.). There are two types of NCCI Edits, which include procedure-to-procedure (PTP), and Medically Unlikely Edits (MUE). The PTP edits defines HCPCS/CPT codes which should not be reported together for various reasons, while MUE defines the maximum units of service which a provider would report on the circumstances of the same beneficiary on a single service date for each HCPCS/CPT code The NCCI edits is aimed at preventing inappropriate or improper payments after reporting of incorrect code combination. It contains two tables of edits, one for the outpatient hospital services and another for the physicians/practitioners. The Correct Coding Edits table for Column 1 – Column 2 has been combined into one table with the Mutually Exclusive Edits table and they include the code pairs, which should not be reported together for several reasons, which are explained in the Coding Policy Manual (â€Å"National Correct Coding Initiative Edits†, n.d.). A Correspondence Language Manual has also been made available. It was written and is maintained for the Medical Contractors utilization in answering routine correspondence enquiries on the MUE edits and NCCI procedure-to-procedure. The rationale for the edits are explained in the paragraphs for the general correspondence language (â€Å"The National Correct Coding Initiative in Medicaid | Medicaid.gov.†, n.d .). These guidelines consist of HCPCS or CPT procedure code-pairs, which must not be reported together. It also consists of MUEs, which determine if the procedure codes are submitted in,

The Next Dance Company Concert Essay Example for Free

The Next Dance Company Concert Essay Yesterday I went to a dance concert Next Dance Company Concert whose presented work by The Sharon Disney Lund School of Dance. The dance was performed by the graduating students of this school. The performance was combined with eight pieces of dance, each of them has its own theme, mood, and phenomenon. With simple music and costume, performers and audiences were delighted and having spirit communication. One thing that most impressed me was the way they designed music. Many sounds from daily life can be heard in the music. I heard people wheezing, screaming, crying. I heard clock’s ticking. I heard sound’s in office, like keyboarding or pouring coffee. They are not composed by instrument, but they are pretty familiar to us. These sound, after editing, provided us a strong sense of rhythm. Combining the dance, it allows us to think of the deep meaning of each theme. Amount of eight pieces of dance, the one I like the most is Bad Faith. The two performers displayed a strong depressed feeling through their repetitive actions with some change in each repeat. They had a dialogue, but they didn’t act like talking. They rely on each other closely but sometimes they have problems and get separate. They used their bodies to express feeling each time they talked. Such movement is oppressing to me. I love it although it is not as large-scale as others performance I saw before. And because of this reason, I sat really close to the stage and the dancers. I could hear musicians tuning their instruments, I could see light refected on performers’ faces and, the most important thing, I could see dancers’ facial expression. Sometimes they even had no background music. Instead, they used the sound of dancer’s feet rubbing the floor or footsteps as the beat. Attending a live performance is really more enjoyable than watching the same event on television. Dancer is not just a job that repeats movement that other instructs he or she to do, but an artist that use their body as a tool to express emotion, story, or ideas in a nonverbal way. From viewing this concert, I discovered the motion of dance , I feel the change of my mood with the fluctuation of motion performed in different parts of the concert. From these eight pieces of dance, I feel like I have eight times of experience. From this dance, I discover that the dance has its own motion. It might show happiness or sadness and audience will experience the change of mood of their own. All I want to say is, this was a wonderful evening and it was really worthy to go!

Vygotskys Educational Theory Essay Example for Free

Vygotskys Educational Theory Essay Vygotsky is an important theorist in the twentieth century in education. He has come up with the theory discussing the zone of proximal development and its application to the education of person with special needs. This theory has been put into practice in coming up with strategies for persons with intellectual challenges. But this however does not come up with full support as some of the propositions in his theories have been criticized. In his theories he considers the zone of proximal development to possess upper and lower limits where children are categorized in the limits. The first misconception that can be deduced from his theory is that assessment of a child’s zones provides a biased incomplete picture (Robert, 28). Hence an accurate picture of the child’s learning style, development level, and learning ability cannot be obtained through comparison to children of similar ages or degrees of motivation. Thus the zone’s width depending on its causes could be undesirable or desirable. Measurement is another hindrance observed in the theory. This is because, there exists no metric scale to configure a child’s individual zone. This is because Vygotsky at times measured the zone in terms of chronological age in relation to mental age. This has drawback in that comparison cannot be done by the number of years. For instance a 9 year old behaving like a 12 year old has a 3 year age difference. This cannot be applied in a case of children with ages 5 and 8 as the difference is similarly 3 years (Kozulin, 40). The zone meets another obstacle since little is known on the stability and generality of an individual’s zone. The domain of one child’s zone is not equal across different children (Daniels, Harry, and Mariane, 80). This is due to the fact that behavior differences do occur in children of similar ages. Thus a zone is not stable and neither can it be generalized. The theory pays little attention to issues of development across different ages. It gives little idea how a child’s level of cognition would constrain or permit processes in the zone. It also ignores the effect different settings have on children and ignores cognitive skills needed to respond to varying stimuli. The theory overlooks the fact that varying developmental levels lead to varying responses to a setting (Kozulin, 67). Finally Vygotsky’s theory lacks tasks  prototypical to be associated with the theory as he relies on general summaries. Considering the aforementioned weaknesses, many theorists and educationist borrow little from his theory in its application to special education. This is coupled with the fact that persons with special needs occur in a large diversity. Hence the theory would call for individualization of strategies adopted for special needs learners. Works cited Daniels, Harry, and Mariane Hedegaard. Vygotsky and special needs education: rethinking support for children and schools. London: Continuum International Pub. Group, 2011. Print. Kozulin, Alex. Vygotskys educational theory in cultural context. UK: Cambridge University Press, 2003. Print. Robert, Michelle Suzanne. Vygotsky theories meaningful relationships. Burnaby B.C.: Simon Fraser University, 2005. Print.

Left-side Ureteric Colic Case Study

Left-side Ureteric Colic Case Study Case Study – Group B Introduction A 46 year old secretary was admitted to emergency with left-side ureteric colic. She had a similar case 3 years ago and she passed a small calculus spontaneously. She has been taking cimetidine (for the last 6 months), for dyspepsia treatment. Physical examination revealed a tenderness in the left loin. Symptoms Left-side ureteric colic. Small calculus passed spontaneously (3 years ago). Tenderness in the left loin. Medication Taken Cimetidine (last 6 months) for dyspepsia treatment. Serum Results (compared to ‘normal’) Creatinine 150 umol/L (50-110) Na+ 141mM (135-145) K+ 4.2mM (3.5-5.1) Total CO2 20nM (23-29) Urea 8.1Mm (4.0-8.2) Albumin 40g/L (35-50) Calcium 3.49mM (2.1-2.5) Phosphate 0.60mM (1.0-1.5) ALP Activity 160U/L (20-140) Results that differ from ‘normal’ levels are underlined. Suspected/Differential Diagnosis This patient has been admitted to emergency with 3 major symptoms, all of which occurred within the last 3 years (symptoms are stated above). Along with this the patient has been subscribed cimetidine for the last 6 months which is advised to not be taken when the patient is known to have kidney problems, this could potentially be increasing the problematic symptoms. The most recent symptom, to which the patient was initially admitted, is left-side ureteric colic. This is caused by movement of the calculus that produces unpleasant sensations of abdominal pain often in waves (colicky) or sometimes a constant pain, both of which will typically move until it reaches the hypochondrium (or groin area). This supports the results from the physical examination which state that there was a tenderness in the patients left loin, due to the movement of the calculus and pain from there-forth. These symptoms are most commonly developed after passing of a kidney stone, such as the small calculus that this patient passed 3 years ago. These stones can be static or moving, the latter of which can be more painful and cause more symptoms as it travels. Renal calculi are generally formed when the urine is overly saturated with minerals and salts such as calcium and others. This is supported by the patient’s blood-serum results which indicate a high amount of calcium (3.49mM) where the ideal level is around 2.1-2.5mM. Kidney stones are primarily made out of 60-80% calcium, so the excess amount found in the patient’s blood can easily result in a build-up of a calculus. In addition to the excess of calcium, there is also an excess of other substrates in the blood. One of which is creatinine which is ideally found between 50-110 umol/L but the patient contains excess of 150 umol/L. High amounts of creatinine is known to effect the ability for the kidneys to filter fluid within the body. This will lead to a build-up of certain substrates in the blood such as the calcium mentioned previously. Therefore, high amounts of creatinine can cause a ‘domino effect’ where high amounts of creatinine = high amounts of other substrates, this could cause major problems in the body if not treated immediately. Also within the results of the patient’s blood-serum test is the abnormality of low amounts of CO2 (20nM) known as hypocapnia, this is can be used to indicate that the patient may be beginning to show signs of kidney failure. Similarly, low amounts of phosphate are shown (0.60mM), this is also an indication of kidney failure due to inadequate filtration of substrates by the kidney to be excreted as urine. The parathyroid hormone (PTH) regulates the amount of phosphate and calcium in the blood, typically the substrates react oppositely: as phosphate increases, calcium will decrease. Due to there being a great excess in calcium the PTH hormone reacts to decrease the amount of phosphate in the blood serum. Finally, as phosphate is used to repair bones, help the function of nerves and muscle contraction, low amounts of it can cause a severe problem in the patient. This links into the high amounts of ALP activity that are found in this patient’s blood-serum at 160U/L which can be caused by stones such as the small calculus being obstructive. This can lead to problems with bones, which being linked to low amounts of phosphate also, could cause severe problems in the patient and even bone cancer. However, high amounts of ALP have been found in women in the third trimester of pregnancy, which could be the case with this patient, but this is currently unknown. Further Tests to confirm the diagnosis Urine examination can be used to find if there is any blood in the patient’s urine (haematuria) which often occurs after passing a stone. Also the pH of the urine can be examined to indicate either the urine is ‘normal’, acidic (8.0) indicating that an infection could be present from organisms such as Proteus or Pseudomonas. As well as this, the urinalysis can show substrate crystals such as calcium oxalate- quite likely due to excess calcium in the patient. Imaging (X-ray, Ultrasound etc.) Firstly, KUB x-rays can be used to show abnormalities in the kidneys, ureters or bladders, these are indicated by dark shadows in the renal-tract but can be mistaken for phleboliths which is venous and not a form of calculus. Ultrasounds are easy and quick and does not use any form of radiation, this method will indicate stones that are of 0.5cm in diameter or larger. Next, Intravenous Pyelogram (IVP) provides a clear outline of the urinary tract system and shows-up many indicators of kidney problems such as mild hydronephrosis, however this test can cause unwanted reactions in the patient that are best avoided. Finally, a test for the PTH hormone can be undertaken with the calcium, phosphate and ALP blood tests. This will help to identify hyperparathyroidism, which is a hyperactivity of the hormone, as well as finding the cause for the high amounts of calcium in this patient. Treatments and Prognosis The patient that is suffering from left-side ureteric colic, small calculi and tenderness in the left loin should drink plenty of liquids, primarily water. This will encourage any further renal stones to be passed and it will also begin to reduce any possible damage to the functionality of urinary/renal tracts. If there are further stones found in the patient (possible due to high calcium amongst other substrate fluctuations) then with liquids they should pass spontaneously, unless they are large in-which they will need specific removal that could involve surgery. Spontaneous movement and passing of stones may take as long as 40 day so the patient is likely to be under a lot of pain that is often compared to being worse than child birth, therefore pain killers such as paracetamol at a standard dosage of 1 or 2 tablets up to 4 times a day for an adult such as this patient, may be required to alleviate the pain. If by taking further tests, such as the urinary examination, it is found that the patient is suffering from an infection (pyonephrosis) then treatment is required such as percutaneous nephrostomy. This is usually an emergency procedure that is used to relieve an obstructed and infected renal collecting system by percutaneous puncture with ultrasound guidance. Also, Medical Expulsive Therapies can be used such as calcium antagonists. These work by blocking the calcium ion channels to supress the fast component for contracting the ureter, this in turn will help relax the smooth muscles and help stones to pass more easily. Overall, the patient is likely to be in a lot of pain for some time, therefore, strong painkillers will be required and if in the case of infections then antibiotics could also be necessary to overcome the patient’s symptoms and to finally be cured. References Clinical chemistry-Marshall, William J.,Bangert, S. K.,Lapsley, Marta2012. Referenced 05.01.14 Clinical biochemistry: an Illustrated Colour Text-Gaw, Allan, eauthor2013. Referenced 05.01.14 Royal College of Physicians and Surgeons of Canada. Normal Values. Referenced 05.01.14 [royalcollege.ca] Salman S, Castilla C, Vela N R. Action of calcium antagonists on ureteral dynamics.Actas Urol Esp1989. [PubMed] Referenced 05.01.14 Freeman SJ, Sells H, Investigation of loin pain, Imaging (2005) 17, 19-33, British Journal of Radiology. Referenced 05.01.14 Miller OF, Kane CJ; Time to stone passage for observed ureteral calculi: a guide for patient education. J Urol. 1999. Referenced 05.01.14 Amiel J, Choong S; Renal stone disease: the urological perspective. Nephron Clin Pract. 2004. Referenced 05.01.14

Media’s Sexualization of Children :: Argumentative Persuasive Topics

  Ã‚  Ã‚   One very disturbing trend in fashion, advertising, and particularly recently in the music industry is the sexualization of children, especially girls. They are constantly portrayed as sexual caricatures of adults. In some cases, young children are portrayed scanty-clad. In yet others, they are wearing such outfits and mimicking sexual poses. In other cases, a teenager or young adult is dressed in a way to make her appear younger. She may be wearing a cheerleader uniform, a school-girl uniform, she may be posing clutching a stuffed animal, or with dolls, etc. and she is often posed in a sexual fashion. Britney Spears is the most notable example of this. The then seventeen-year-old donned a little school girl uniform complete with pigtails for her "Baby One More Time" video. However, that uniform blouse was tied up to reveal her mid-drift and her skirt was cut short. There are a wide variety of pictures of Britney Spears available, particularly on the web. It's quite disturbing to flip through these pictures and see one of Miss Spears standing next to a school bus smiling sweetly, then one of her in a tiny cheerleader outfit lying provocatively in the bed of a truck, and then one of her tearing her clothes off. Her early photographs painted her as "the girl next door" type. Even the cover to her first album was a picture of her completely clothed and smiling sweetly. Her photographs and videos then captured her as a school girl "sex kitten", making her appear younger, yet sexualizing her image with tiny tops and skirts.    Our popular culture and our modern society seem to be speeding up the sexualization of young girls. We have a problem in our culture and her name is Britney Spears. When I say "Britney Spears" I mean, of course, all her clones as well, Christina Aguilera, Mandy Moore, Jessica Simpson, etc. All of these girls are either under or hover very close to the age of consent... These girls are marketed specifically to preteen girls and they are not singing about sugar and spice; they are singing about sex. "Give it to me / I'm so addicted to the loving that you're feeding me / Ohhh / Can't do without it, this feeling's got me weak in the knees/ Oh, baby / Body's in withdrawal every time you take it away/ Ohhh/." (Kleinheider)

how to burn backup ps2 games :: essays research papers

1984 1984 The story 1984, by George Orwell, is set in the fictional country Oceania, in what is thought to be the year 1984, which consists of the Americas, the British Isles, Australia and part of Africa. The part of Oceania in which 1984 takes place is referred to as Air Strip One and is formerly England. Winston, the protagonist of the story, is faced with a conflict of extreme hatred against the ultimate antagonist, Big Brother. Big Brother is the leader of the political party of Oceania who controls not only actions, but also thoughts through the thought police and what are called â€Å"telescreens.† Winston falls in love with a girl by the name of Julia, and the two of them must decide on who to trust and who not to trust and eventually realize their ultimate fate for their unorthodox acts punishable by death. The two of them decide to trust a mysterious character by the name of O’Brien, who turns out to the an agent of Big Brother, and betrays the both of them by pret ending to be their allies in an organization against Big Brother called the Brotherhood. Winston Smith is the protagonist of the story 1984. Winston is a man who seems to be an ordinary man in a world filled with corruption and evil. Winston is a round character in that he is a very fearful and ordinary man that the reader can relate with easily. Yet Winston is strong willed enough to try to make his situation better in a totalitarian society. In comparison to Winston’s outlook on life at the beginning of the story, his character traits are developing, changing due to torture by the Party to force him to conform to the system of totalitarian government lead by Big Brother. In the beginning of the story, Winston strongly opposes the Party and their anti-memory tactics used to better control the population. Although Winston opposes the Party, he is still fearful of their power and this causes him to view the world from an extremely paranoid point of view, suspecting everyone an d trusting no one. Upon seeing a particular girl, who later becomes his lover, he thinks of her, â€Å"†¦ that she even might be an agent of the Thought Police. That, it was true, was very unlikely. Still, he continued to feel a peculiar uneasiness†¦ whenever she was anywhere near him.

A Pleasurable and Educational Preschool Observation Essay

I observed a 4 year old preschool class during playtime in Staten Island, New York. The class consisted of eight children, and one certified preschool teacher. There were 4 boys and 4 girls in the class. During my sixty minute observation I noticed several instances of dramatic play, peer relationships, relationships with adults, and self-control. Dramatic Play During my observation, I witnessed a group of two- one boy and one girl-playing house. According to Hutchinson (2011) children often use playing house as an opportunity to explore reality and their social roles based on adult behavior. The two children that I observed explored reality and their social roles as they pretended to eat dinner together as family. The pair even took it a step further as they included doll babies to play as their children. As the children played house, the girl cooked dinner and the boy sat at the table waiting for dinner to be ready. As the boy waited for dinner to be ready, he got up, walked around as if he was looking for something and came back with two baby dolls and told the girl, â€Å"here they can sit next to you†. The boy had assigned the girl a perceived female role, to be the mother and care for the baby. While the girl had assigned herself a female role, to cook for the male. Therefore, the boy was automatically assigned a perceived male role, to wait for the female to finish cooking so he could eat. The pair’s dramatic play demonstrates how children begin to understand standard gender roles and play accordingly during early childhood (Hutchinson, 2011). This play interaction was not gender segregated. This non-gender segregated play is a good example of how children play based on their gender. Although, many young children prefer to play with same sex mates, I believe this was not the case because the pair felt playing house required a female and male to fit the correct gender roles. I also believe that mass media plays a strong role in the way preschool children play in their perceived gender roles. According to Kirkorian, Wartella and Anderson (2008), by preschool age children are active television viewers. Therefore, if children watch shows that are based on family life, such as Modern Family, they will notice a strong presence of women in the kitchen and  caring for children, and model similar behaviors. Relationships with Adults During my observation there was little interaction with the teacher. Children seemed to prefer to play with their peers. One teacher-student interaction I observed was a withdrawal relationship. The teacher tried to engage the pair of preschoolers playing house. However, her engagement was unsuccessful. The teacher walked over to the pair’s play station and asked about the babies’ names. The pair answered the teacher but did not engage other than answering the question. During the time the teacher was questioning the pair, the girl got up from the play dinner table and walked over to play with another group, a group of girls. This example supports Garvey (1990) and Harper and McCluskey (2003) argument that the attention of an adult or teacher may hinder children’s peer interactions. The girl’s reaction to the teacher disrupting her play scenario was withdrawal. Another teacher-student interaction I observed was a friendly interaction. The teacher engaged a boy who was with trucks in play. During this interaction, the boy was playing alone with cars and trucks. The teacher asked if she could play with him, and he agreed. The teacher and student then played with cars and trucks in a friendly manner. This is normal as there is a tendency for teachers to spend more time with children who are less social than more social children (Harper and McCluskey, 2003). The boy in this case could be perceived as less social than others as he played alone the entire hour. During my observation I did not see attachment-seeking behavior from the children towards the adults. However. I did have the chance to observe one preschool girl dropped off by her mother prior to my observation. The preschool girl’s behavior was fussy and aggressive. The girl cried and kicked while the mother signed the girl in. The mom tried to soothe the girl, but looked like she needed soothing herself. Generally, separation from mothers can be stressful for children, however, separation from children can also be stressful for mothers (Balaban et al., 2002). Peer Relationship One peer relationship I observed consisted of three girls playing dress-up. Unlike the previous pair that was not gender segregated, this group of girls was gender segregated. According to Hutchinson (2011) in early childhood, children make friends with other children of the same gender and age. As  these girls engaged in dramatic play they were very nice to each other. They played with each other’s hair, did each other’s make-up, and referred to each other as â€Å"my best friend†. After the forth girl in the class finished playing house with the boy, she approached the three girls and asked if she could play with them. The three girls took the forth girls play initiation as a conflict. The three girls then teamed up and said â€Å"no way, you’re not our friend† to the fourth girl in the class. Young children often use the term friend and playmate interchangeable. According to Hutchinson (2011), young children see the definition of a friend as someone you play with. Therefore, when the fourth girl asked to play with the three girls she was excluded because she played with the boy and was the boy’s friend and not the three girl’s friend. Self-Control During my observation, I witness one instance of aggression. One girl was building a â€Å"princess castle† with building blocks and a boy came by and kicked over the castle. The girl immediately got up and pushed the boy and the boy pushed the girl back. The boy or girl did not show any self-regulation as they engaged in a fight. Also, there was no helpful or empathic prosocial behavior, as the children’s actions did not prevent negative impulses. In this instance of â€Å"self-control† or lack of self-control, the boy and the girl exhibited both instrumental aggression, fighting over toys and physical aggression, physical force against someone. However, these form of aggression is normal for preschool aged children as aggression increases during early childhood years (Hutchinson, 2011). Fortunately, aggressive behaviors normally deteriorate by the end of early childhood as children learn to better communicate their needs (Hutchinson, 2011). My preschool observation was a pleasurable experience. I was able to watch eight happy children play, fight, laugh, and joke with each other. My observation was also an educational experience as I was able to apply theories learned in class to real life situations. Overall, my observation experience was both enjoyable and educational. References Balaban, N., Brodkin, A. M., David, J., Drucker, J., Feder-Feitel, L., & Greenberg, P. (2002). A Great Start To School. Scholastic Parent & Child, 10(1), 40-45. Harper, Lawrence V & McCluskey, Karen S. (2003). Teacher-child and child-child interactions in inclusive preschool settings: Do adults inhibit peer interactions? Early Childhood Research Quarterly, 18, 163-184. doi:10.1016/S0885-2006%2803%2900025-5 Hutchison, E. (2011). Early Childhood. In Dimensions of human behavior: The Changing Life Course (4th ed.). Los Angeles: SAGE. Kirkorian, H., Wartella, E., & Anderson, D. (2008). Media And Young Children’s Learning. The Future of Children, 18(1), 39-61. Garvery, C. (1990). Play. Cambridge, MA: Harvard University Press.

Framework for Praxis Essay

Medical advancement and practices have changed healthcare over the years. As the healthcare system changes so does the role of a nurse. As the elderly population in the United States grows the demand for primary care also increases but the use of Nurse Practitioners is estimated to reduce the shortage of primary care services (Schiff, 2012).This paper will provide an overview of the benefit of a framework for praxis for an Adult Primary Care Nurse Practitioner (APCNP) and examine how the framework helps in the development of nursing knowledge. The writer will give an overview of the role of an APCNP and how this role can help enrich the overall healthcare system. The paper will explore ideological, theoretical, and ethical components that guides and contribute to the growth of an APCNP framework for praxis. The paper will finally examine a case study of the use of the framework for praxis in a clinical setting. Overview of Praxis Praxis is defined in numerous ways for different disciplines, for the nursing profession it is defined as the combination of practice and theory (Kilpatrick, 2008). Many healthcare practitioners see knowledge acquired through clinical practice (praxis) as subjective and not real knowledge because theory is always linked with scholarly achievement, as such it is difficult in present day nursing practice to recognize the importance of praxis (Penney & Warelow, 1999) According to Chinn and Kramer (2011) praxis may arise out of a single person or a group. Praxis arising at an individual level is based a person identifying and pondering on an issue that controls one’s capabilities and understandings, then taking the responsibility in changing the issue for themselves and others affected (Chinn & Kramer, 2011). A significant intent of praxis is the incorporating of theory and practice that helps in the acknowledgment and valuing different types of knowledge (Kilpatrick, 2008). Chinn and Kramer (2011) states â€Å"nursing praxis values and labels those clinical experiences by bringing together the worlds of nursing practice and theory through the use of reflection and action† (p. 83). It is believed nursing praxis helps in knowledge development. â€Å"With each turn of reflection and action at least four ideals are used as a  benchmark for determining the worth of emancipatory knowledge, these are sustainability, social justice empowerment and demystification† (Chinn & Kramer, 2011, p. 84). Nursing praxis is important to an APCNP’s practice; it creates opportunity for change by influencing personal nursing theory and the development of nursing knowledge through self-reflection. Self-reflection helps challenge the APCNPs personal and professional standards. Praxis may also help advance the role of the APCNP by reducing the disparities between clinical practice and concepts (Chinn & Kramer, 2011). Incorporating theoretical, ethical and philosophical beliefs of the APCNP will help provide a framework for praxis. Overview of the role of an Adult Primary Care Nurse Practitioner (APCNP) An Adult Primary Care Nurse Practitioner (APCNP) is a primary care provider and is at the forefront of providing healthcare to the public. Certain standards must be attained before one can become an APCNP; these include graduate education with a concentration in an APCNP program and certification through examination. Duties of an APCNP include patient education, performing physical assessments, diagnosing and prescribing medications (Hamric, Hanson, Tracy, & O’Grady, 2014). APCNP may practice in private clinics, acute care facilities, long-term care facilities or public health departments (Fitzpatrick & Emerson, 2011). As the elderly population in the United States grows the demand for primary care also increases, as such the use of an APCNP is estimated to reduce the shortage of primary care services (Schiff, 2012).The expanded use of APCNPs increases the ability to increase access to health care, especially in the commonly underserved areas (Schiff, 2012). Ideological Influences Liberation theory by Paulo Freire, a Brazilian educator establishes a technique of teaching literacy for underprivileged adults based on dialogue (Sanford, 2000). The Liberation theory is chosen as the philosophical basis for practice because it’s centered on patient education and building trust between the nurse and patient through dialogue .The use of liberation theory and the theory of self-efficacy by Bandura will help the APCNP in the promotion of health education. According to Cody (2011), health is described as an attitude that reflects accepting responsibility for self in developing purpose in life (p. 377). Health is currently viewed much more than the absence of disease. According to Bandura (1989), the theory of self- efficacy is based on self-confidence and is a good indicator for motivation to make behavioral changes. Self-efficacy theory is based on the mastery of skills, modeling of skills especially by others and social persuasion of others to help create the belief that the patient is capable of mastering skills. Health literacy in the overall healthcare system is vital; it improves patient satisfaction, decrease patient concerns, increase compliance to care, creates patient autonomy and increases overall quality of life. Utilizing theories provide the APCNP with the opportunity to effectively educate; to enable the patient to understand their current health conditions in order to be able to make suitable healthcare decisions. As an APCNP it is necessary to explore ways to effectively educate patients because patient education is a vital part of continuum of health (DeMarco, Nystrom, & Salvatore, 2011). Theoretical Influences Theory development is the fundamental step for expansion of nursing knowledge. The theory of goal attainment by Imogene King addresses the phenomena, patient education. The theory was first presented in the 1960s by Imogene King (King, 1997). The basics of Kings Theory encourage nurse patient communication; the nurse helps the patient set goals and work together with the patient to attain the goals (King, 1997). The theory focuses on patient education, through interpersonal relationship with nurses and patients; allowing the patient to acquire knowledge or develop skills to help achieve goals. The theory encourages dialogue between the patient and nurse and this process opens the possibilities for participants to present problems, to seriously reflect and to identify solutions not previously realized. Essential attributes of the theory that influences patient education includes the necessity to make all health information accessible to the patient. Due to the importance of disease pr evention patient education is vital; as such the APCNP should determine the best possible theory to help achieve desired outcomes through patient education. Ethical Influences According to Cody (2011), people should be afforded the opportunity to be  treated with dignity by having their values respected without judgment by others (p. 168). An APCNP providing patient health education can be faced with ethical dilemmas (Pavilish, Brown-Saltzman, Hersh, Shirk, & Rounkle, 2011). Ethical knowledge is required in nursing to guide practice because care outcomes depend on the nurse’s ethical and moral perception (Chinn & Kramer, 2011). Ethics help by identifying principles and create basics that help maintain human rights, and ethical values (Hamric et al., 2011). The changing healthcare system and patient care delivery systems have increased the complexity of ethical issues (Hamric et al., 2011). According to the American Nurses Association (ANA) (2001), the code of ethics provides an outline nurses can use in making ethical decisions when performing their duties to the public, to members of the health team, and to the nursing profession. Ethical principles include autonomy, beneficence (bring about positive good), fidelity (trustworthy), and veracity (honesty) (ANA, 2001). As ethical agents and patient advocates, we know patient education includes written materials, but it’s also known that most written material available is above reading levels of the overall public. It is vital as an APCNP to take into account your responsibility to the ethical element of autonomy or fidelity in relation to patient education. Patient education is sometimes directed toward supporting patients to make decisions about signing consents. It is the responsibility of the health care professional who is educating the patient to confirm that the patient has enough understanding about the consequences of the diagnosis, test or procedure that they are consenting to. In order not to violate the principle of autonomy, veracity and beneficence, the primary ethical step for healthcare providers would be to learn more about the patient’s literacy level and then assess to get appropriate educational materials suitable for the patient. In order to provide the most comprehensive educational material to patients and not infringe on ethical principles, providers need to consider the importance of using appropriate written materials at patient’s readability level. The combination of the APCNP’s ideology, theoretical and ethical framework helps provide a framework for praxis. This also gives nurses the opportunity to help impact changes to the health of the community by concentrating on the quality of life of the community. As an APCNP creating a practice that  promotes health literacy, empowerment, acceptance and equality is important. This can be done through the use of patient centered care model that helps in promoting effective patient education. With the use of liberation theory and theory of goal attainment the healthcare provider will be able to better assess patient and provide health education tailored for each patient. Ethical theories have to be examined and integrated throughout the patient education process to ensure patient services provided meets specific needs. Case Study Mr. Bick is a 50 year old with hypertension who comes to the clinic for a follow up appointment after a stroke. During his appointment the nurse establishes a relationship by having a dialogue with patient; inquiring about patients overall life, through the dialogue the patient is able to share personal struggles with medication compliance due to work schedule. The nurse is able to educate patient on how to effectively take all medications without interfering with the patient’s work schedule .The patient sets a goal to reduce BP, the nurse guides the patient with different methods on reaching his goal, including diet modification and increasing activity level. The case study utilizes the liberation theory to educate by building trust between the nurse and patient through dialogue. In the case study, it is noted that the patient’s self-efficacy made the patient more receptive to the health education offered by the nurse. The patient learnt different options for medication adherence without interference in his work schedule. The theory of goal attainment was also utilized; the patient set a goal and the nurse helped by educating the patient on different options to achieve his goal. Conclusion APCNPs are considered as nurses who are equipped with the clinical and management skills necessary to meet the key roles in transforming healthcare. Nursing obligation to patient education is entwined into many theoretical frameworks. The intent of the framework for praxis is to place the practice of patient education in a position where significant relations can be made between experiences of everyday practice, clinical research and scholarly inquiry. References American Nurses Association (ANA), (2001), Code of ethics for nurses, American NursesAssociation, Washington, D.C. Retrieved from http://www.nursingworld.org /Main MenuCategories/EthicsStandards/CodeofEthicsfornurses /code-of-ethics.pdf Bandura, A. (1989). Regulation of cognitive processes through perceived self-efficacy. Developmental Psychology, 25, 729-735. Chinn, P. L., & Kramer, M. K. (2011). Integrated theory and knowledge development. (8th ed.). St Louis: Mosby Elsevier. DeMarco, J., Nystrom, M., & Salvatore, K. (2011). The importance of patient education throughout the continuum of health care. Journal of Consumer Health on the Internet, 15(1), 22-31. doi: 10.1080/15398285.2011.547069. Hamric, A. B., Hanson, C. M., Tracy, M. F., & O’Grady, E. T. (2014). Advanced practice nursing: An integrative approach. St. Louis, MO: Elsevier. Kilpatrick, K (2008), Praxis and the role development of acute care nurse practitioner. Nursing Inquiry; 15(2), 116-126. King, I. (1997). King’s theory of goal attainment in practice. Nursing Science Quarterly 10(4), 180-185. Pavlish, C., Brown-Saltzman, K., Hersh, M., Shirk, M., & Rounkle, A. (2011). Nursing priorities, actions, and regrets for ethical situations in clinical practice. Journal of Nursing Scholarship, 43(4), 385-95. doi:10.1111/j.1547-5069.2011. Penney, W & Warelow J. (1999) Understanding the prattle of praxis. Nursing Inquiry 6, 259-268 Sanford, R. C. (2000). Caring through relation and dialogue: A nursing perspective for patient education. Advance Nursing Science; 22(3), 1-15 Schiff, M (2012). The role of nurse practitioners in meeting increasing demand for primary care: National Governors Association. Retrieved from http:// www.nga.org/cms/home/news-room/news-releases/page_2012/col2-content/nurse-practitioners-have-potenti.html

Discuss Both the Negative and Positive

Slavery ended in 1838. One of the biggest negatives of such a system was racism which was found in every Caribbean society. British officials believed that people of Africans descent were inferior and what was worse perhaps these racist attitudes were after internalized by Black and Brown people that is some Africans themselves became convinced that they were inferior to Europeans. With Emancipation in 1838 slaves became free to choose the nature of their future existence. A fundamental development during the post- emancipation period was the exodus of ex slaves from the estates mostly to set themselves up as peasant proprietors.The movement created a labor shortage which threatened the imminent collapse of the sugar industry. To avoid ruin, planters sought to introduce immigrant labour from Europe. , Africa and Asian and to effect certain technical improvements to reduce the cost of production. There were two groups that came to the Caribbean from the 1930’s onwards who did n ot have much difficulty into the existing society . They were the free African immigrants and Portuguese from Madeira. By far the largest group of new arrivals , however were the Indians.Like the Portuguese they came as indentured workers to work in the sugar plantations. They soon became part of the populations of Trinidad, Guyana, Jamaica, Grenada and St. Vincent. Because of their large numbers, bringing with them religions, languages and cultural practices quite different from any found in the Caribbean , they enriched but greatly complicated the society. They were neither black or white , they were not Christians and they had their own ancient culture Two other much smaller groups of immigrants were the Chinese and the Syrian/ Lebanese. Like the Indians they brought their own language and culture.The first group of Indian immigrants arrived in Guyana in May 1838 on board the ships Whitby and Hesperus. They were distributed among six(6) sugar estates to labour under contract for five (5) years and though their treatment were satisfactory on three (3) of the estates on the others there was ill treatment , sickness and morality. The suspicions of the anti – slavery society were immediately aroused and it secured appointment of a local Commission to investigate immigrant conditions. The enquiry led to the suspension of immigration from India for an indefinite period.Regular Indian immigration was reopened in 1844 and in the following year two (2) shiploads reached Guyana , one shipload each went to Trinidad and Jamaica. The performance of these labourers exceeded expectations and in 1846 Jamaica requested an additional five thousand ( 5000), Trinidad four hundred (400) and Guyana ten thousand ( 10000). Indian immigration to the West Indies ceased in 1917 and until that time a total of 429,623 immigrant had entered . Many of the Indians who remained in the West Indies continued to reside on and to work for the estates.A much smaller number worked as peas ant proprietors , some cultivated their lands in sugar cane, rice, ground provisions and fruits. These Indians were able to achieve a greater economic standing and social mobility then those who remained in the estates. By definition immigrant labor was not slavery because it was entered into voluntarily. The contract gave rights to the immigrant who was paid for his labour . There was a fixed limit to the period of indentured and when it was over the immigrant was free. However, in practice immigrant labor schemes were slavery under a different name.Although the emmigrants from India entered into the contract voluntarily, they were often deceived about the conditions they were agreeing to. In the West Indian colonies , conditions similar to those in the days of slavery still existed . They were confined to their estates. Free Indians found it advisable to carry ‘ certificates of exemption from labor’ which allowed them free movement. Indentured laborers could be fired if found off their estates. Immigrant laborers were deprived of women. The root of the problem lay in India, where women were not emancipated because of the religious and social systems.The proportion of Indian women imported was only 3 per 100 men before the mid 1840’s 32 per 100 by 1870 and a legal minimum of 40 per 100 thereafter. Up to 1870 immigrants had to had been denied the chance to lead normal family lives. In cases where Indian immigrants were married their wives were sometimes taken away to be the mistress of the plantation owners as in the days of slavery. Immigrants were also subject to arbitrary treatment by their employers . This sometimes involved flogging and imprisonment and the immigrant dared not complain.From 1906 to 1907 nearly 40 % of the immigrant laborers in Guyana received summons for breach of the labor laws. Between 1838 and the 1930’s wealth was mainly in the hands of very small groups in society . Nearly all of it belonged to the white up per class though by the 1930’s a significant number of colored or black or Indian businessmen and farmers had acquired money and property. As planters and businessmen whites continued to be the major group of employers in the Caribbean. The worst white employers treated their workers with contempt but the better ones showed concern for their laborers’ welfare.For ordinary people life was always a hard struggle. Between 1838 till 1920’s the majority of the people worked for the plantations. Either as full time workers or as casual , irregular laborers during the harvest time and other busy periods. Wages for plantation workers were very low . Things had not changed much till the 1920’s. To escape low wages and seasonal employment on the estates as well as poverty on small peasant plots, thousands of West Indians left the countryside and drifted into the towns . Another way of escaping poverty and unemployment was to emigrate.Between 1839-1921 and even late r thousands of West Indians left their colony , perhaps to leave the Caribbean altogether in order to find work. This was because emigration was the only alternative to get away from poverty and not because they wanted to leave their home. In Trinidad the Indian sugar workers who lived mostly in the central and south parts of the island were in an especially desperate condition by the 1838 till the 1930’s. Most of the West Indians lacked an adequate diet. Although actual starvation was rare the diet was unbalanced.Malnutrition affected babies and children especially . Working mothers had little chance to breast feed after the first few weeks. In turn this caused a very high rate of infant and child death. Around 1889 nearly one half of all babies in Grenada died before their first birthday . Epidemics swept the region from time to time. Thousands died of cholera between 1850-1854. To make matter worse medical care was not available to most ordinary people in this period. In G uyana out of 7324 deaths in 1871, 3378 took place without the dying person getting any medical care at all.In Jamaica by 1898 there was only one doctor from every 19,400 Jamaicans. The woman of the peasant and laboring classes was a sturdy independent person. She worked long hours in the fields. The women both black and Indian , who worked on the estates earned their own wages and could support themselves and their children if necessary. Despite poverty and the struggle to survive and bringing up children the strength and self reliance of the women were important aspects of family and social life. Going to school was part of normal life for most children from 1838.But a very large number did not go to school at all. In Guyana and Trinidad Indian children presented special problems . Far fewer of them attended school compared with Black children. Since Indians formed the main part of the sugar industry’s labour force in these colonies both planters and colonial governments wer e reluctant to spend money on educating their children. Even when in Trinidad after 1851 government ran school with no church control or influence were set up Indian parents were still afraid that their children would be badly treated .There were also problems of language and cultural differences. As late as 1911, 97% of the Indian born children were illiterate. The Immigration of Portuguese, Chinese and East Indians to the West Indies introduced new elements of race and class into a society traditionally composed of people of European and African origin dependent for their social position on a combination of colour, wealth and education . The new immigrant groups were neither white nor black except possibly for the Portuguese and they held a balance between the two.One of the most important legacies of slavery was a three tier social structure. Society in 1839 was divided into three major classes . These were in descending order of power and status , the white – the upper cl ass, the colored black – middle class and the black masses – the former slaves. One of the most important variations in social structure in some colonies was the addition of a fourth group. In Trinidad and Guyana so many Indians settled that they came to form a large section of the population separated from the other three groups by culture , religion , race and legal restrictions.After 1838 there was a gradual increase in the size of the middle group as people from the Creole masses moved into it. This process is known as social mobility. There were two main ways in which Blacks at the bottom of the society could move up . The first , through economic success either as an independent farmer or by practicing a skill eg. Carpantry, masonry or tailoring. The second , through education. The Overall Impact of Emancipation -Immigration undoubtedly helped to perpetuate the efficient use of labor.Nevertheless in the first two or three decades immigration halted the economic d ecline of the colonies and brought them substantial prosperity. -The importation of immigrants stimulated the expansion of social services , especially medical facilities which were applied first to the immigrants and then extended to the population at large. -The increase in population led to the development of a larger and more efficient police force. -Immigration swelled the ranks of shopkeepers and hucksters while many more engaged in peasant farming on land acquired by grant or purchase.In order to avoid repatriation and immigration expenses , planters and laborers made grants of land to the Indians in commutation of return passages. Indians in Guyana received free land grants of 32000 acres (1891-1912 ) ,Trinidad received 23,000 acres(1885-1895) and 31,766 acres (1902-1912) -The employment of immigrants in manual field labor opened up in a wider range of employment for resident Blacks as artisans , factory workers and policemen. -The growth of the rice industry in Guyana and T rinidad were due to the Indians. To the Indians can also be attributed the introduction of age old traditional Indian skill in irrigation into the West Indies, both in rice production and sugar industries. – The vast majority of East Indian immigrants were tied to plantation agriculture and continued to experience the low standard of living and destitution common to the West Indian working class generally. Nevertheless through industry and thrift some were able to acquire wealth which was used to educate their children in the professions of medicine, law, teaching and to become community leaders. The entry of the various immigrant groups into the West Indies led to the emergence of a plural society where the races mixed but did not combine. Friction , both latent and ,manifest existed among the different occupation groups. Example in February 1856, the notorious ‘ Angel Gabriel’ riots formed by the apocalyptic negro preacher James Orr, resulted in the widespread destruction of Portuguese shops in Guyana by negroes suffering from a sense of oppression and competition from the Portuguese businessmen.Among the field worker also some hostility did develop since immigration had a tendency to lower wages. By and large, the governing class failed to develop measures to effect a harmonius integration of the races. Like the Negro – creole population , the immigrants who remained in the West Indies after their indentureship , realized the value of wealth and education to give them a higher status and they sought to achieve these attributes whenever possible . In terms of wealth, the Portuguese and the Chinese were more successful they set themselves up as etty shopkeepers as soon as their indenture ended . Whenever their means allowed, the Chinese , Portuguese and East Indians secured higher education for their children. The negro population sought employment mainly in teaching and in the public service. By moving to the Caribbean , Indians on average increased their living standards considerably. Indian women living overseas did have fewer children than in India, but the death rate in the Caribbean except during the early years of immigration was also considerably low , resulting in a demographic growth rate higher than in India itself.Suicide , martial violence and return migration decreased overtime , while Indian ownership of land , savings and even physical stature increased . In reality the attraction of the earning potential of the Caribbean can be deduced from the massive influx of Asian migrants . They could have opted to go to other destinations. The Indian immigrants succeeded in transferring their two main religions, Hinduism and Islam ,to their new homes . By the 1850’s temples and mosques were being built in Trinidad and Guyana were people regularly prayed.The Hindu pundits and Moslem imams became very influential leaders of the Indian population in these countries, for religion was their main source of pride and unity, As a result Indian in these two territories showed great resistance to the Christian churches’ to convert them. the Canadian Presbyterians had the most success ,but most Indians held on to their faiths. Some did convert, partly to gain jobs or higher social status. The religious world of the Caribbean, already complex, was enriched by the faiths brought by the immigrants from Asia.

Define Industrial Revolution

Explain the problems faced by historians in defining the term Industrial Revolution. Historians face many problems when it comes to using the term â€Å"Industrial Revolution†. There is much debate and difficulty when is comes to defining it. It opens up many questions and there are many contributing factors and areas to consider. Can it be considered a revolution when it occurred over quite a long period of time? When did it start? What were the causes of it? Many historians have differing opinions on each question. A revolution can be defined as â€Å"a sudden or grand change† (oxford dictionairies. om). Wordiq. com defined the Industrial revolution as â€Å"the massive social[->0], economic[->1], and technological[->2] change in the 18th century[->3] and 19th century[->4] within Great Britain,† This indicates that it was a grand change but not a sudden one. It was spread out over two centuries. There are two approaches that historians either support. The first is the revolutionary approach. Writers, such as Deane and Cole (1967) saw the industrial revolution as a period of great expansion, and they said that there certainly was a rapid growth of production in leading sectors. They therefore supported the revolutionary approach. Rostow (1960) used the term â€Å"take off† when defining the industrial revolution. He believed that there was a take off phase within the country at the beginning of the industrial revolution. The other approach is the gradualist approach. This approach obviously indicates that ii wasn’t has rapid and debates that it was more gradual. Crafts (1985) believed that it was a time of slow improvement therefore supporting the gradualist approach. He believed it was slower, particularly socially; standards of living and wages did not improve. He also claimed that modernisation in Britain was sluggish, because demand and consumption only grew very slow during the claimed period. Wrigley (2004) is also of the gradualist school of thought. He argues that fundamental changes did occur in certain areas but that it wasn’t seen all over the country. A further debate concerns when the industrial revolution started. Most historians agree that it occurred during the late eighteenth and early nineteenth century but no one date can actually be pinpointed as to when it all commenced. So was it the causes that started the industrial revolution and what were they? Factories were being built and they were certainly on the up rise during the late eighteenth century. Cotton and textiles in general moved more to the factory setting and away from the domestic system. Hobsbawn (1968) is quoted as saying â€Å"that whoever says industrial revolution says cotton†. Foster (1974) claims that the revolution began because of factories being built. To counteract Foster, Rule (1986) said that factories had existed before 1750 in isolated examples, which was pre-industrial revolution. This still doesn’t explain why the number of factories increased during the industrial revolution and whether they were the cause of the revolution. Another possible explanation as to why the industrial revolution occurred is that it was during a time when inventions were popular. John Kay invented the Flying Wheel in 1733; this speeded up the process of weaving. In 1765 James Hargreaves invented the Spinning Jenny; that made spinning more efficient. They were still manual items and they took time to be introduced to manufacturers and potential factory owners. Methods of powering them were invented next. Richard Arkwright was first to use a water frame to mechanise spinning. He opened up a factory in 1771 and was able to produce material at a much larger scale. They certainly contributed to the increase in factories at the time but did they cause the revolution? Other historians believe it was steam power that caused the revolution. Inventors James Watt and Thomas Newcomen introduced the concept of steam to power machinery. They used coal to produce the steam. This made the machinery more efficient and increased production furthermore. Factories were also able to move away from sources of water and nearer places were coal was present. This method was put into action around 1785 when it was used to operate a spinning mill. So both water and coal and their use played a vital part in the revolution. Regardless of what caused the industrial revolution there were some great innovations that contributed to its onset; but do they help us define the industrial revolution? Rule (1986) states that â€Å"to most people the essence of an industrial revolution lies in the transformation through technology of manufacturing and it’s reorganisation into the new factory mode. There are plenty of other areas to discuss about the industrial revolution, which can open up further debate. Other areas to consider include why it started in Britain first, did it occur in other industries? What changed socially for the people? Population increased rapidly over the period discussed. Did the industrial revolution occur to meet their n eeds? The debates can go on and on and thus explains why historians will always face problems when it comes to defining the term ‘the industrial revolution’. Bibliography Crafts, Nicholas F. R. 1985) British Economic Growth During the Industrial Revolution. New York: Oxford University Press .Deane and Cole (1962) cited in Wrigley E. A. (2004) Poverty, Progress and Population. Cambridge University Press, Cambridge Foster (1974) Class Struggle and the Industrial Revolution. Weidenfeld and Nicolson, London .Hobsbawn (1968) Industry and Empire. Penguin group, London. Industrial revolution. http//www. wordiq. com/definition/industrial_revolution. Date accessed 14/10/2011 Revolution definition. http://oxforddictionaries. com/definition/revolution. Date accessed 14/10/2011 Rostow (1960) cited in Wrigley E. A. (2004) Poverty, Progress and Population. Cambridge University Press, Cambridge. Rule (1986) The labouring Classes in Early Industrial England 1750-1850. Longman Group, Harlow Wrigley E. A. (2004) Poverty, Progress and Population. Cambridge University Press, Cambridge [->0] – http://www. wordiq. com/definition/Social [->1] – http://www. wordiq. com/definition/Economic [->2] – http://www. wordiq. com/definition/Technology [->3] – http://www. wordiq. com/definition/18th_century [->4] – http://www. wordiq. com/definition/19th_century