Video Games And Hostility. Essay - 2108 Words

Running Head: VIDEO GAMES AND HOSTILITY Video games and hostility Surpreet Singh City University of New York : Queens College Authors Note Surpreet Singh, Department of Psychology, Queens College Contact : Surpreet95@gmail.com VIDEO GAMES AND HOSTILITY Abstract This experiment assessed the role of videogames and hostility in young Queens College students. This experiment was based on whether video games make a person hostile towards his or her surroundings. Showing two different clips from different video games, which described the mood of young students, did it. The experiment was tested within a classroom in Queens College. The experiment was divided into two different conditions, condition one, which was hostile games, and condition two, which was non- hostile games. First, the students were shown the clip of this aggressive video game called, Call of Duty 3 for two minutes and were asked to imagine as if they were playing. Students were administered the State Hostility Questionnaire and instructed to fill out ratings before and after the experiment. Secondly, the students were shown the clip of a nonviolent video game called Pikmin and were asked to do the same as they did with the first video game. The goal of this experiment was to b riefly find out if video games made a person hostile. Since, video games like Call of Duty 3 contains a lot of violent actions it does make students hostile compared to the non-violent games likeShow MoreRelatedEffects Of Violent Video Games Essay1712 Words   |  7 Pagesteeneagers love video games. Though some say â€Å"it’s just a game†, that simple game could be more of an impact than people think. At the moment teenagers may not see any change in their actions and emotions while playing video games. Violent video games in specific are a huge impact on Americans teenagers. 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What is sociology, anyway Why bother to study it Free Essays

The aspect of sociology mainly relates to the study of the human behavior, existence, and individual characteristics based on the collective perspective of the society. The importance of this field in science generally manifest in many ways varying from the views and interpretation of the person involved. In reply to the read article regarding a personal reflection towards sociology, this writer clearly understands that the author of the said article greatly appreciates the value of the aspect of sociology with its manifestation towards the said author’s life. We will write a custom essay sample on What is sociology, anyway? Why bother to study it? or any similar topic only for you Order Now Read also  Sociology and Social Integration. Parts of his realization are greatly inclined towards the aid of sociology for understanding the human behavior in the society and discovering the individual characteristics of each person in a collective perspective. By the inclusion of the sociological concepts, the author of the article was able to understand the individual differences in terms characteristics, behavior, intellect, and others relevant to his successful merge in his society. In agreement to the ideas presented of the author of the read article, indeed, the aspect of sociology explains that the individual differences of each person is rooted on the influence of numerous factors in the person’s development. Realizing this fact, it is important to acknowledge these factors in understanding the personal characteristics of each individual such as his or her opinion, values, perspective, behavior, and actions. Among these influential factors are the concepts of family background and culture wherein the former has changed significant in the present. Other than the traditional type of the family unit, new structure have already emerged in the present namely the extended and nuclear or modern type which also have significant influences in the personality development of the person involved in these family unit. The dominant culture existing inside the family also becomes a fundamental factor in the individual characteristic thus, should also be considered in the sociological analysis and understanding. Indeed, the factors of family background and culture significantly affect the development of individual personality and characteristics relative to understanding the differences of each person inside the collective group of their respective society. Being part of the broad field of sociology, indeed, it is important to consider this scientific field towards achieving development in the aspect of understanding social relationship and individual differences inside the organization of human society. How to cite What is sociology, anyway? Why bother to study it?, Papers

Patient Dignity and Effects free essay sample

The fast-paced focus and limited time in emergency department make it difficult to attend to the holistic needs of the patient. Physical barriers of the equipment connected to the patient hinder the humanistic view of the patient and the necessary communication for ensuring dignified interactions. The dignity of patients is a major concern in healthcare, and every human being has the right to be treated with respect and dignity. More appreciation and better understanding of dignity is needed among nurses to improve the quality of care. According to Neno (2006), nurses need to continuously improve their skills and competencies to ensure that people are treated with dignity. Patients present to the hospital already vulnerable due to illness, and place their lives in the hands of healthcare professionals. On top of compromised health, hospitalization often creates feelings of loss of control, helplessness, loss of worth, and loss of autonomy. Nurses need to provide quality care, maintaining patients’ dignity, and promoting autonomy and self-worth by showing understanding and respect. Often, patients present confused or unresponsive, not comprehending the world around them. It would seem that such person does not have any dignity. Dignity has to be maintained in the care provided regardless of patient’s knowing or understanding of the place and moment in time. According to the Code of Ethics for Nurses: â€Å"The worth of the person is not affected by disease, disability, functional status, or proximity to death† (2001, p. 7). Purpose â€Å"Dignity means different things to different people† (Gallagher, 2004). Walsh (2002) noted that the concept of dignity is frequently cited in nursing literature, but only few studies attempt to define it. The myriad of available definitions and explanations does not benefit nursing and patient care in understanding dignity, and it is still a concept that evokes many thoughts. Concept analysis is a process to create a meaning of abstract concepts such as dignity. This paper uses concept analysis method of Walker and Avant (1995) to clarify the components of the dignity concept as it applies to nursing and patient care, so it can be better understood and utilized. Literature Definition Although nursing schools emphasize nurses’ obligation to promote and maintain patients’ dignity, no definitions or instructions are provided on how to promote such care or assess its outcomes. The dictionary definition of dignity states: â€Å"bearing, conduct, or speech indicative of self-respect or appreciation of the formality or gravity of an occasion or situation, nobility or elevation of character; worthiness, elevated rank, office, station† and â€Å"the quality or state of being worthy, honored, or esteemed† (Dictionary. om Unabridged, n. d. ). Another dictionary adds: â€Å"a sense of pride in oneself† (Compact Oxford English Dictionary, n. d. ). Not all of these descriptions of dignity apply to healthcare. The American Association of Colleges of Nursing defined dignity as â€Å"respect for the inherent worth and uniqueness of individuals and populations† (as cited by Jacelon Henneman, 2004). Gallagher (2004) s tated that dignity is equal for all human beings, but Haddock (1996) informed that: â€Å"humans are also unique, and have ‘personal’ dignity which only has personal meaning†. The author noted that dignity is connected to the self concept and self-esteem. She explained that self-esteem is the value we attach to ourselves as a result of our success in achieving goals, and it is also determined by the reaction of others. Further, it is noted that a person’s dignity is a reflection of personal choices, values, ideals, conduct, and lifestyle (Haddock, 1996). Similarly, Mairis (1994) suggested that dignity relates to one’s cognitive skills, feeling comfortable with one-self, and having control over one’s surroundings, behavior, and treatment by others. On the other hand, not all patients are capable of autonomous thinking and choice. Gallagher (2004) argued that those incompetent of making any decisions deserve to be treated with the same respect and dignity as every one else. People have dignity regardless of their level of competence, consciousness, autonomy, or capability of communicating. The author informed that dignity is equal for all, as it is a basic moral right that all people are worthy of from the moment of birth. Moreover, dignity is concerned with the acknowledgement of humanity in people, alive or dead. Gallagher (2004) stated that dignity can apply to a range of situations from patient’s autonomy and treatment choice, through older confused, incapable of decision making patients, to people who are dying, and the dignity of the bodies of those who died. Walsh (2002) also acknowledged that there is dignity in death, and dead people have to be treated with dignity. Similarly, Haddock (1996) noted that dignity can be restored to the deceased by staying with the body, and tidying the room to receive grieving relatives. Another study stated that humanity and dignity are acknowledged simply by spending time and being present with patients (Perry, 2005). Furthermore, Chochinov (as cited by Jacelon, Connelly, Brown, Proulx, and Vo, 2004) informed that in addition to pride, self-respect, quality of life, well being, hope and self-esteem, which all overlap with dignity, there is a distinctive feature in dignity an external component termed behavioral dignity. It specifies behavior that a person would engage in if one was dignified, and also how others could enhance a person’s dignity. It can be used to judge a patient’s behavior, as well as the actions taken by a nurse that affect dignity (Jacelon, Connelly, Brown, Proulx, and Vo, 2004). The literature made distinctions between having dignity, being treated with dignity, and giving dignity to others (Fenton Mitchell, 2002). Individual’s dignity is affected by the treatment received from others, and it is reflected when the nurse values and respects the patient. According to Haddock (1996), in order to maintain or promote patient’s dignity, the nurse has to first possess dignity, and treat patients as worthy and important when they are most vulnerable. Listening, caring, and attending to others’ needs all portray the giving of dignity. Critical Attributes Critical attributes are the defining characteristics of the concept, that allow to decide which phenomena are examples of the concept. Possessing dignity It is a characteristic of: being human, having positive self-esteem, feeling worthy, belief in oneself, self-respect, self-preservation, feeling that one’s beliefs, values, and identity are respected by others. Maintenance and promotion of patients’ dignity Valuing others alive or dead, appreciating similarities and differences in others, respecting patient’s identity and preferences, ensuring patient’s privacy, providing information, being attentive to patient’s needs. Empirical Referents The concept of dignity is an abstract concept difficult to understand. Its nature involves relations between people, therefore no single measure would identify if dignity is present (Haddock, 1996). Gallagher (2004) mentioned that dignity can only be measured by knowing what this term means to the patient. Measurement can be obtained from statements and reports of patient’s perspective. To ascertain if one possesses dignity, self-esteem could be measured using a scale, or patient satisfaction questionnaires could provide more insight. Also, as stated by Coventry (2006), observations of nurse/patient interactions and their behaviors could suggest the presence or absence of dignity. Nurse’s care with dignity can be observed for attentiveness, awareness, engagement, and an active defense of the patient. Mairis (1994) noted that dignity is difficult to measure, but common situations and patient’s behavior or report of feelings also give insight. She suggested that physiological changes such as temperature could be possible measurements/empirical referents of loss of dignity. Her example, blushing a symptom of embarrassment, causes skin temp to increase, indicating possible loss of dignity. Model Case Mr. T. , a 90 year old man presented to emergency department (ED) accompanied by his wife. He reported feeling progressively weaker over the last several days, complained of dark/black diarrhea, and vomiting coffee ground-like substance. Mr. T. appeared pale, weak, could hardly talk, and seemed very exhausted. The nurse introduced herself to the couple upon entering the room, listened to the story, and explained each step of her assessment as she performed it. Then, she informed the couple about the tests and procedures that could identify the cause of his symptoms, and about measures to relieve them. The couple verbalized understanding, and asked questions, which were clearly answered by the nurse. During Mr. T. ’s stay in ED, the nurse frequently checked on him, making sure he’s comfortable, pain free, and without further compromise to his health. During the day the nurse had to draw Mr. T. ’s blood, insert an NG tube, administer blood transfusion, and several medications to ease the pain and nausea. She clearly informed the patient before each procedure making sure he understands them, respected the patient’s privacy every time he had to use the bedpan for his diarrhea, and listened to all the complaints and worries of the couple. Before his transfer to ICU, Mr. T. thanked the nurse for the excellent care he received, and stated that he felt ‘like a king’. The model case presents all critical attributes. The nurse promoted the dignity of the patient by being present, giving information, privacy, and by attentive listening, compassion, and sensitivity to let the patient and his wife know that she saw him as more than a disease, and truly cared. This allowed Mr. T. to feel unique and important. He felt respected, had control over the situation although he was so weak, and was able to maintain his worth and self-esteem. Similarly, the nurse was sensitive to the patient’s vulnerability, and although the patient’s condition was critical and required rapid interventions, she managed to maintain his dignity. Contrary Case Mrs. B. , an 85 year old lady presented to emergency department (ED) from her nursing home, brought in by an ambulance. She was confused and febrile, unable to walk or stand, but able to verbalize feelings of pain or discomfort. Immediately on her arrival to ED, two nurses and two patient care technicians (PCT) started undressing her. When Mrs. B. was completely naked, one of the nurses started the assessment listening to her lungs, and pressing on her abdomen, while the other nurse yelled: â€Å"Gertrude! Do you know where you are!? Then, one of the PCTs covered the patient with a hospital gown, started to connect cardiac monitor electrodes on her, while the other one applied the blood pressure cuff. At the same time one of the nurses kept tightening a tourniquet on the other arm of Mrs. B. , repeatedly poking her trying to insert an IV catheter. As if this wasn’t enough, the other nurse spread the patient’s legs apart, and attempted to insert a Foley ca theter in her bladder. During all these procedures Mrs. B. begged: â€Å"stop! ouch! I want to go home! Take me home! † The nurse’s response was: â€Å"just stay still! repeatedly. Among themselves, the staff were laughing and discussing the weekend events of their private lives. Then, ignoring the patient’s cries, they turned Mrs. B. on one side, and inserted a thermometer into her rectum, while commenting on the bed sore on her sacrum: â€Å"oh, this is disgusting, look at her back†¦Ã¢â‚¬  In the contrary case none of the critical attributes of dignity are present. The patient’s dignity was compromised not only by her severely debilitated state, but also by the staff’s failure to recognize and respect her as a unique human being. Mrs. B. was treated like an object, dependent on others, or as if she was absent. She experienced physical invasion, inadequate communication, loss of control, and was treated in a manner that did not make her feel or look as an important human being, of equal value to others. Antecedents Antecedents are events that must occur before the concept (Walker Avant, 1995). (Jacelon, Connelly, Brown, Proulx, Vo, 2004) stated that dignity is a learned behavior, and learning about dignity is an antecedent to behaving with dignity. Attitudes, values and beliefs which are learned throughout life, as well as life experiences develop one’s dignity (Mairis, 1994). To become vulnerable to losing dignity patient must be in a position to need care; have compromised health, become disabled, powerless, and dependent on health care professionals to restore his or her health. Also, being removed from one’s familiar environment, routines, and roles when entering hospital may predispose individual’s loss of control and identity, which lead to loss of dignity. Furthermore, to provide dignified care nurses must develop own integrity and dignity, responsibility, accountability, and obligations to the patients. Lack of time, the pressure of work, and nurse’s lack of interpersonal skills result in loss of dignified care. Consequences Consequences are those events that occur as a result of the concept (Walker Avant, 1995). A positive consequence of the presence of dignity is secured patient’s autonomy, and his or her feelings of value, worth, pride, and confidence. As a result, there is a positive effect on patient’s behavior, health, compliance, and self-esteem. On the other hand, losing dignity may continue to generate powerful emotions for a long time (Gallagher, 2004). When dignity is lost patients feel distressed, embarrassed, shameful, humiliated, foolish, angry, anxious, and degraded (Mairis, 1994). The result of lack of dignity can also be demonstrated by loss of self-control, the patient may become rude, mean, belligerent, and complaining. Moreover, a positive consequence of dignified care for the nurse is enhanced own dignity, a therapeutic relationship with the patient, and job satisfaction. When patient’s dignity is compromised, the nurse may experience the same emotions as the patient: anger, anxiety, and stress. Research for Practice Dignity has been a concept in nursing practice that is often overlooked by nurses. It is often a challenge to promote patient’s dignity while performing critical care interventions in emergency department. Among the most vulnerable to loss of dignity are older people. They are often perceived as having little worth, and being a drain on others. The negative attitudes towards this population result in neglect of their needs. Nurses should consistently ask the questions: â€Å"How can I make this patient feel better about being here? What are his or her wishes and values? Does this patient have control over the situation? Is this patient satisfied with the care received? † Also, patients with mental status changes, in a coma, or disabled may not seem to behave with dignity, but through compassionate care, recognizing living and experiencing human being, the nurse can enhance their dignity. Every patient’s needs and feelings should be considered. Nurses need to recognize that whatever the patient’s behavior, help and support from the nurse will satisfy and promote dignity of every patient, which in return will increase job satisfaction of the nurse. Further research should focus on strategies to minimize the occurrences of loss of dignity during critical care interventions. One of the studies reported that nurses were most likely to stay in the profession if they perceived they provided care that was of an acceptable quality, and were usually satisfied with their careers (Perry, 2005). Conclusion The ambiguity of the human dignity concept makes it difficult to construct an exhaustive definition. This paper concentrated on understanding patient’s dignity from the nurse’s perspective, and the effects of nursing care on its maintenance. Dignity arises in every nurse-patient encounter and there are many opportunities for dignity promotion. It is maintained depending on how the nurse acts toward the patient. The smallest actions can make a huge difference in the way a person feels. Nurses need to remember the person inside the patient (Haddock, 1996), give more thought to how they assess and communicate with the patient, and work in partnership with him or her. Authoritative nurses performing care they believe is best without discussing it with the patient do not provide dignified care. Patients have the right to refuse the care provided to them and nurses have to respect that. This can be a difficult experience for the nurse, especially when the patient’s decisions are not what the nurse would consider to be the best choice. Nurse’s interactions with the patient have a tremendous effect on the patient’s dignity, therefore they need to be constantly aware of patients’ needs, consider their emotions, give privacy, information, and compassionate care. Haddock (1996) stated that: â€Å"the most powerful tool a nurse possesses to maintain and promote dignity is herself/himself†. References Code of ethics for nurses with interpretive statements. (2001). Washington, DC: American Nurses Association. Compact Oxford English dictionary. (n. d. ). Retrieved October 11, 2006, from: http://www. askoxford. om/concise_oed/dignity? view=uk Coventry, M. L. (2006, May). Care with dignity: a concept analysis. Journal of Gerontological Nursing, 32(5), 42-8. Retrieved October 12, 2006, from CINAHL database. Dictionary. com Unabridged (v 1. 0. 1). (n. d. ). Retrieved October 11, 2006, from Dictionary. com website: http://dictionary. reference. com/browse/dignity Fenton, E. , Mitchell, T. (2002, June ). Growing old with dignity: a concept analysis. Nursing Older People, 14(4). Retrieved October 11, 2006, from CINAHL database. Gallagher, A. (2004, November). Dignity and respect for ignity – two key health professional values: implications for nursing practice. Nursing Ethics, 11(6), 587-99. Retrieved October 12, 2006, from CINAHL database. Haddock, J. (1996, November). Towards further clarification of the concept â€Å"dignity†. Journal of Advanced Nursing, 24(5), 924-31. Retrieved October 11, 2006, from OVID MEDLINE database. Jacelon, C. S. , Connelly, T. W. , Brown, R. , Proulx, K. , Vo, T. (2004, October). A concept analysis of dignity for older adults. Journal of Advanced Nursing, 48(1), 76-83. Retrieved October 12, 2006, from CINAHL database. Jacelon, C. S. , Henneman, E. A. 2004, August). Profiles in dignity: perspectives on nursing and critically ill older adults. Critical Care Nurse, 24(4), 30-2, 33-5. Retrieved October 11, 2006, from http://www. findarticle s. com/p/articles/mi_m0NUC/is_4_24/ai_n6172397 Mairis, E. D. (1994, May). Concept clarification in professional practice – dignity. Journal of Advanced Nursing, 19(5), 947-53. Rertieved October 12, 2006, from CINAHL database. Neno, R. (2006, July). Dignifying dignity. Nursing Older People, 18(6), 6-7. Retrieved October 11, 2006, from OVID MEDLINE database. Nordenfelt, L. (2005, June). The four notions of dignity. Dignity and Older Europeans Consortium; Quality in Ageing, 6(1), 17-21. Retrieved October 12, 2006, from CINAHL database. Perry, B. (2005, October). Core nursing values brought to life through stories. Nursing Standard, 20(7), 41-8. Retrieved October 11, 2006, from OVID MEDLINE database. Walker, L. , Avant, K. (1995). Strategies for theory construction in nursing (3rd edition). Norwalk, CT: Appleton and Lange. Walsh, K. (2002, June). Nurses’ and patients’ perceptions of dignity. International Journal of Nursing Practice, 8(3), 143-51. Retrieved October 12, 2006, from CINAHL database.

Shakespeare - Sonnet 18 This Sonnet Is By Far One Of The Most Interest

Shakespeare - Sonnet 18 This sonnet is by far one of the most interesting poems in the book. Of Shakespeare's sonnets in the text, this is one of the most moving lyric poems that I have ever read. There is great use of imagery within the sonnet. This is not to say that the rest of the poems in the book were not good, but this to me was the best, most interesting, and most beautiful of them. It is mainly due to the simplicity and loveliness of the poem's praise of the beloved woman that it has guaranteed its place in my mind, and heart.The speaker of the poem opens with a question that is addressed to the beloved, Shall I compare thee to a summer's day? This question is comparing her to the summer time of the year. It is during this time when the flowers are blooming, trees are full of leaves, the weather is warm, and it is generally thought of as an enjoyable time during the year. The following eleven lines in the poem are also dedicated to similar comparisons between the beloved and summer days. In lines 2 and 3, the speaker explains what mainly separates the young woman from the summer's day: she is more lovely and more temperate. (Line 2) Summer's days tend toward extremes: they are sometimes shaken by rough winds (line3) which happens and is not always as welcoming as the woman. However in line 4, the speaker gives the feeling again that the summer months are often to short by saying, And summer's lease hath too short a date. In the summer days, the sun, the eye of heaven (line 5), often shines too hot, or too dim, his gold complexion dimmed (line 6), that is there are many hot days during the summer but soon the sun begins to set earlier at night because autumn is approaching. Summer is moving along too quickly for the speaker, its time here needs to be longer, and it also means that the chilling of autumn is coming upon us because the flowers will soon be withering, as every fair from fair sometime declines. (Line 7) The final portion of the sonnet tells how the beloved differs from the summer in various respects. Her beauty will be one that lasts forever, Thy eternal summer shall not fade. (Line 9), and never end or die. In the couplet at the bottom, the speaker explains how that the beloved's beauty will accomplish this everlasting life unlike a summer. And it is because her beauty is kept alive in this poem, which will last forever. It will live as long as men can breathe or eyes can see. (Line 13)On the surface, the poem is on the surface simply a statement of praise about the beauty of the beloved woman and perhaps summer to the speaker is sometimes too unpleasant with the extremes of windiness and heat that go along with it. However, the beloved in the poem is always mild and temperate by her nature and nothing at all like the summer. It is incidentally brought to life as being described as the eye of heaven with its gold complexion. The imagery throughout the sonnet is simple and attainable to the reader, which is a key factor in understanding the poem. Then the speaker begins to describe the summer again with the darling buds of May giving way to the summer's lease, springtime moving into the warmth of the summer. The speaker then starts to promise to talk about this beloved, that is so great and awing that she is to live forever in this sonnet. The beloved is so great that the speaker will even go as far as to say that, So long as men breathe, or eyes can see, the woman will live. The language is almost too simple when comparing it to the rest of Shakespeare's sonnets; it is not heavy with alliteration or verse, and nearly every line is its own self-contained clause, almost every line ends with some punctuation that effects a pause. But it is this that makes Sonnet18 stand out for the rest in the book. It is much more attainable to understand and it allows for the reader to fully understand how great this beloved truly is because she may live forever in it. An important theme of the sonnet, as it is an

Clara Y Lim-Sylianco Essay Example

Clara Y Lim Clara Y Lim-Sylianco Paper Clara Y Lim-Sylianco Paper Dr. Clara Lim-Sylianco is a Filipino scientist known on her works on mutagens, anti-mutagens, and Carcinogenic chemicals found in various fruits and vegetables. She also authored schoolbooks that are still makes use in schools nowadays. She received the Gregorio Y. Zara award in 1979; she also served as the UP Endowment Professorial Chair in chemistry from 1974-1977, and was a Fellow of the Royal Society in 1958. Dr. Sylianco has done a lot of work on mutagens, antimutagens, and bio-organic mechanisms where she has more than 50 scientific articles, 7 books and 5 monographs to her name. Her books are used as textbooks in college chemistry courses in many schools throughout the country.For her achievements, Dr. Sylianco received the Gregorio Y. Zara award, 1977; UP Endowment Professorial Chair in Chemistry, 1974-1977; and was Fellow of the Royal Society, 1958. Dr. Clara Y Lim-Sylianco is a Filipino chemist, who has written several notable books and is renowned for her research into mutagens, anti-mutagens and other reactions related to bio-organic issues. Her research was primarily focused around the chemicals found in fruits and vegetables. Her findings led to the popularization of the Coconut Oil diet. If you would like to copy this paper, use our anti-plagiarism checker before submitting it! In 1989, Clara Y. Lim-Sylianco was also appointed as a member of the International Advisory Committee on Anti-mutagens. During her illustrious career, she has managed to publish seven books and five monographs that cover a variety of topics that she has researched. That includes publications that address genetic toxicology, molecular nutrition, biochemistry, and organic chemistry, among other topics of interest. She is considered to be one of the leaders in this field, and is looked upon by the international community as an important source of knowledge and worthwhile researcher. Her publications are used as textbooks in universities throughout the Philippines and further abroad. For her work, Clara Y. Lim-Sylianco was awarded a number of different awards and positions of significance. These include but are not limited to her appointment as an Elected Academician by the NAST in 1980, the Outstanding Faculty award by the University of the Philippines in 1985, and the CASAA Award of Distinction in Biochemistry in 1985. She also was a Fellow at the Royal Society of Chemistry in London, and the New York Academy of Sciences. This international experience has helped shape her work into organic chemistry and mutagens. Within the Philippines, Clara Y. Lim-Sylianco contributed a great deal of knowledge to the research of native plants and their chemical makeup. She worked on a paper regarding the determination of oxalates and calcium in plants native to the Philippines, riboflavin levels, tryptophan, and the antimutagenic effects of vitamins on different parts of the body. These research results were published and compiled in many cases into organic chemistry textbooks for the public or students to take note of. To make notice of all this work, she was confirmed as a National Scientist of the Philippines in 1994, which is the highest honor that can be bestowed upon a working scientist by the President. She was born on 18 August 1925 in Guihulngan in the province of Negros Oriental in the Philippines. Her academic career spans over 50 years and includes the following landmarks: 1949 B.Sc. (Chemistry), Silliman University 1953 M.Sc. (Chemistry), University of the Philippines 1957 PhD (Bio-Chemistry and Organic Chemistry), University of Iowa 1980 elected as an Academician 1989 appointed as member of International Advisory Committee on Anti-Mutagens 1994 conferred as an Academician Dr Lim-Sylianco has written more than 50 scientific articles, 7 books and 5 monographs. Her books continue to be prominently used as textbooks for college chemistry courses across the world in the modern day. She is considered to be one of the leaders in the field of genetic toxicology and molecular nutrition The research conducted by Dr Lim-Sylianco into mutagens and anti-mutagens at the University of the Philippines helped earn her laboratory at the university, the distinction of becoming an international training center. In her home country of the Philippines, Dr Lim-Sylianco was honored with the title of National Scientist of the Philippines in 1994. This is the highest honor that can be bestowed upon a working scientist by the President of the Philippines. She was born in the Philippines in 1925 and is still alive today. She studied in both the Philippines and the USA. Dr :Lim Sylianco is a biochemist and organic chemist who has been awarded the title of National Scientist in her own country. Her main contribution has been in the field of environmental mutagens, and she has written books which are studied in science departments in a number of universities.

An IEP - Definitions and Important Information

An IEP - Definitions and Important Information The Individual Education Program/Plan (IEP) Simply put, an IEP is a written plan that will describe the program(s) and special services the student requires to be successful. It is a plan that ensures that proper programming is in place to help the student with special needs to be successful at school. It is a working document that will be modified usually each term based on the ongoing needs of the student. The IEP is developed collaboratively by school staff and parents as well as medical staff if appropriate. An IEP will focus on social, academic and independence needs (daily living) depending on the area of need. It may have one or all three components addressed. School teams and parents usually decide who needs an IEP. Usually testing/assessment is done to support the need for an IEP, unless medical conditions are involved. An IEP must be in place for any student who has been identified as having special needs by an Identification, Placement, and Review Committee (IPRC) which is made up of school team members. In some jurisdictions, there are IEPs in place for students who are not working at grade level or have special needs but have not yet gone through the IPRC process. IEPs will vary depending on the educational jurisdiction. However, IEPs will describe specifically the special education program and/or the services necessary for a student with special needs. The IEP will identify the curricular areas that will need to be modified or it will state whether the child requires an alternative curriculum which is often the case for students with severe autism, severe developmental needs or cerebral palsy etc. It will also identify the accommod ations and or any special educational services the child may need to reach their full potential. It will contain measurable goals for the student. Some examples of services or support in the IEP could include: Curriculum a grade or two behindLess of the Curriculum (a modification.) Assistive Technology such as text to speech or speech to textA specialized laptop with specific software applications or switches to support the special needsBrailleFM SystemsPrint EnlargersSitting, standing, walking devices/equipmentAugmentative communicationStrategies, accommodations and any resources neededTeacher Aid Assistance Again, the plan is individualized and rarely will any 2 plans be the same. An IEP is NOT a set of lessons plans or daily plans. The IEP differs from regular classroom instruction and assessment in varying amounts. Some IEPs will state that a specialized placement is required while others will just state the accommodations and modifications that will occur in the regular classroom. IEPs will usually contain: an overview of the Student’s strengths and areas of need;the current level of the student’s functioning or achievement;annual goals written very specifically for the student;an overview of the program and services that the student will receive;an overview of the methods to determine progress and to monitor progress;assessment dataname, age, exceptionality or medical conditionstransitional plans (for older students) Parents are always involved in the development of the IEP, they play a key role and will sign the IEP. Most jurisdictions will require that the IEP be completed within 30 school days after the pupil has been placed in the program, however, its important to check into special education services in your own jurisdiction to be certain of the specific details. The IEP is a working document and when change is needed, the IEP will be revised. The principal is ultimately responsible to ensure that the IEP is being implemented. Parents are encouraged to work with teachers to ensure their childs needs are being met both at home and at school.

Rihanna Whats My Name Essay Example | Topics and Well Written Essays - 500 words

Rihanna Whats My Name - Essay Example Rihanna’s vocals are contrasted with Drake’s slight baritone. After the vocals, the song implements a digital drum track that is unique in its patterns. Additionally, it appears that synthesizers are implemented to create both the melody and an off-kilter buzzing sound that adds freshness to the track. This buzzing sound can be heard during the opening five seconds of the song, as well as at other intermittent points. In terms of sound volume, the track juxtaposes loud and soft elements. One considers that during Drake’s opening solo – up until 1:00 – the track generally implements low pitches and soft music. These subdued elements are punctured with Rihanna’s chorus, which comes in at 1:01. In this chorus, Rihanna repeats, ‘oh, nana, what’s my name, oh, nana, what’s my name?’ This chorus takes on a sort of instrument like element that is no doubt helped by Rihanna’s hypnotic voice. In terms of time elements, there are a number of considerations. The song generally implements a mid-tempo form that builds to a crescendo at different times. For instance, following Drake’s solo, Rihanna has an interlude where she speaks. This ultimately reaches such a crescendo at the 1:50 mark. This crescendo is achieved again later in the track. The song’s rhythm follows these mid-tempo patterns. In terms of meter, the song is in the triple . There are a number of organizational elements. In these regards, the song implements both small-scale crescendos, as well as an orchestral type effect. The miniature crescendos largely can be detected in Rihanna’s vocal interludes. In terms of the orchestral effect, the song’s melody and sound elements gradually take on increased loudness and texture. In these regards, up until the 1:00 mark the song implements the drum track and established melody.