Political Machines free essay sample

Machines In the 1800’s the process of industrialization began in the U. S. The creation of many new inventions and the economic structure of this era made this possible. This caused millions of people to migrate to the United States from different country’s in search of better paying jobs, and a better living standard. The excessive growth of people in city’s and the diversity between rich and poor in this society were the main benefactors to the rise of political machines. This organization of politicians started by controlling the under-developed government’s, the people, and later this city‘s. Would you say that their practices had a negative affect on these city’s? Well of course they did. By the end of the 1900’s they did nothing that helped the city’s long-term besides bringing fourth greed, violence, and corruption between themselves. When the U. S industrialized, the urban population grew as much as these factories, corporations, and industries did. We will write a custom essay sample on Political Machines or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page With these great opportunities of money, came great responsibilities of city management. It became too much for one person to run these city’s, so political machines were created to take the place of an under-developed government. Political machines had the power to provide necessities like; shelter, food, and, work to the poor immigrants in these city’s and, all they wanted in return were votes. The bosses that were in control of the political machines wanted votes because if they won in elections they would gain a lot more power and it would lead to a lot more money. When all these immigrants were bought with the basic needs of surviving, they would go and do what they were told which was to vote for their leader, and if they didn’t they would pay. For example: in document 1, second to last paragraph, it states â€Å"Political machines could be greedy and vindictive and often stole millions from the tax-payers in a form of graft. † Which in this case it was a form of collecting money, through an illegal way. After they have gotten the power they needed, and they have controlled the people by using intimidation and violence, all that was left was the city’s. So, these political machines ended up buying and bribing city officials like judges, police, and workers for their own personal benefits. In Document 4, titled â€Å"Why the Ward Boss Rules† it states how easy it can be for these ward bosses, people in control of city votes, to buy out these judges so they can get charged for small crimes when arrested, but really their serious ones. As well as the ones abiding a certain topic, there are always the ones who contradict it. When the economic structure brought in these â€Å"leaders† to the people of the city’s there were the immigrants who really liked the political machines because of all the help they were provided with. But then their were the ones that ended up figuring out that the help they were receiving came from self-interest and they despised being controlled that led to the bosses personal use. It was really easy for these â€Å"leaders† to gain what they wanted too especially knowing that many people in this society were ignorant to understand the value of their purposes, or simply there value of contributing to their purposes. For Example in Document 1, paragraph 4, it states â€Å"They helped immigrants to gain citizenship†¦Ã¢â‚¬ ¦Many of the jobs for public-works projects were distributed by members of the political machine to their supporters.† meaning that they gave out great help to these people, and portrayed these bosses as social, political, politicians. George Washington Plunkitt, a member of Tammany Hall, also stated in Document 7 that what they do for the people is philanthropy, and that the poor are the most grateful people in the world, and they have a lot o f poor friends so everybody they know will eventually vote for their leader in elections. Which is relevant that these â€Å"leaders† provide a benefit for these people and they get a benefit out of it. And their gaining millions for doing this. In the real-world of where we live in, when a certain structure gets out of control with the amount of power they have, there is always a new form of power created to destroy, or stabilize it into an equal state. Besides the rise of political machines, also came the rise of Reformers. Reformers did exactly what political machines did. They tried to help the needs of the poor and they tried to fix the social problems that were affecting these cities. But without all the greed and corruption of course, reformers worked in a more civilized manner. Political machines started to crumble in this society when certain reformers specialized in what these â€Å"leaders† were doing to these city’s. They made political cartoons to represent what was going on. For instance in Document 3 titled, ‘Twas Him, the famous reformer Thomas Nast brought down the Tammany Hall political machine with his very detailed political cartoon, where it shows Boss Tweed and all of the other corrupt workers, pointing around and not admitting as to who stole the peoples money. Not only did it grab the peoples attention but also the governments. Progressives came into the picture when they thought it was best for the government to take more serious actions to the social problems that were created. As soon as the reformers did what they needed to do the structure of political machines slowly started to fade away. For example in Document 2, paragraph 2-3, it states â€Å"municipal government were another innovation made by reformers† and â€Å"Reformers advocated†¦.  issuing secret ballots printed by the state† meaning that if by creating municipal governments it can cause the power of these bosses to spread out to others and, that if they issue private ballot boxes, then no immigrant has to be scared in voting, and they could naturally vote for whoever they wanted. In conclusion these political machines; corruption, greed, and self interest did nothing to contribute a good cause to these people. Instead they were lied too, stolen from, a nd some lived in fear. It was a common good to their wealth. Its quite ironic how this era of industrialization came to unfold, I consider it a ladder. The first section was the cause which was the immigrants, the second section was the effect which was the political machines, and the third section was the solution which was the reformers. It had its own steps to leading to a better society. Imagine if our world never had a solution, like the reformers in this example. The high extent of power within these political machines are all solved because of a set of people who actually did something to stop this. I’ma apply this to the dictators back in the days. Hitler, Stalin, and Mussolini all rose to power, because they had the perfect opportunity for it, and its what they wanted, if there was never a solution or someone brave enough to do something about it, then imagine how corrupt our world would’ve been, under the hands of one and all mighty ruler. Doesn’t sound right does it? Well yeah life does need solutions, and in order to arrange that solution, there is an effect and a cause right behind that.

Free Essays on Abandonment Of The Jews

The Abandonment of the Jews By David S. Wyman â€Å"To kill the Jews, the Nazis were willing to weaken their capacity to fight the war. The United States and its allies, however, were willing to attempt almost nothing to save them† (Pp 5). If we would have put half as much energy into loving the Jews as Hitler spent hating the Jews we could have made a great difference. Wyman’s book, The Abandonment of the Jews was very intriguing to me. Although I found it very thorough it left me wanting to know how something this horrible could have been allowed to happen. Although Wyman does discuss why more was not done, I am still horrified that this was allowed to happen. Wyman proves that the US should and could have done more to help the dying Jews. I found a reoccurring theme to be that a large problem was that Jewish people had nowhere to go. No one wanted them. The book begins by giving a brief background into the setting of America at the onset of the war. It details an anti-Semitic America. It also explains most of the anti-Semitism as passive, which ordinarily would do little harm, but during a holocaust crisis became a reason for America’s inaction. The book then jumps right into the emergence of information that became available. The first major report was the Bund report. This estimated the number of victims to already be over 700,000. This report and the ones to follow were hard to believe. The state departments skepticism kept the news from reaching the media for several months. They were convinced that the deportations were for slave labor even though this explanation has huge flaws. As more reports of the mass murders developed they were finally confirmed, 17 months after the first killing began. One of the first steps taken was that seven different Jewish organizations came together to form the Temporary Committee. They decided on 5 steps of action and after obtaining them they dissolved the committee without... Free Essays on Abandonment Of The Jews Free Essays on Abandonment Of The Jews The Abandonment of the Jews By David S. Wyman â€Å"To kill the Jews, the Nazis were willing to weaken their capacity to fight the war. The United States and its allies, however, were willing to attempt almost nothing to save them† (Pp 5). If we would have put half as much energy into loving the Jews as Hitler spent hating the Jews we could have made a great difference. Wyman’s book, The Abandonment of the Jews was very intriguing to me. Although I found it very thorough it left me wanting to know how something this horrible could have been allowed to happen. Although Wyman does discuss why more was not done, I am still horrified that this was allowed to happen. Wyman proves that the US should and could have done more to help the dying Jews. I found a reoccurring theme to be that a large problem was that Jewish people had nowhere to go. No one wanted them. The book begins by giving a brief background into the setting of America at the onset of the war. It details an anti-Semitic America. It also explains most of the anti-Semitism as passive, which ordinarily would do little harm, but during a holocaust crisis became a reason for America’s inaction. The book then jumps right into the emergence of information that became available. The first major report was the Bund report. This estimated the number of victims to already be over 700,000. This report and the ones to follow were hard to believe. The state departments skepticism kept the news from reaching the media for several months. They were convinced that the deportations were for slave labor even though this explanation has huge flaws. As more reports of the mass murders developed they were finally confirmed, 17 months after the first killing began. One of the first steps taken was that seven different Jewish organizations came together to form the Temporary Committee. They decided on 5 steps of action and after obtaining them they dissolved the committee without...

Profile of Serial Killer Arthur Shawcross

Profile of Serial Killer Arthur Shawcross Arthur Shawcross, also known as The Genesee River Killer, was responsible for the murders of 12 women in upstate New York from 1988 to 1990. This was not the first time that he killed.  In 1972 he confessed to the sexual assault and murders of two children. Early Years Arthur Shawcross was born on June 6, 1945, in Kittery, Maine. The family relocated to Watertown, New York, a few years later. From early  on,  Shawcross was socially challenged and spent much of his time alone. His withdrawn behavior earned him the nickname oddie from his peers. He was never a good student failing  both behaviorally and academically during his short time at school. He would often miss classes, and when he was there, he regularly  misbehaved and had the reputation of being a bully and picking fights with other students. Shawcross  dropped out of school  after failing to pass the ninth grade. He was 16 years old.  Over the next few years, his violent behavior intensified, and he was suspected of arson and burglary. He was placed on probation in 1963 for breaking the window of a store. Marriage In 1964 Shawcross married and the next year he and his wife had a son. In November 1965 he was put on probation on a charge of unlawful entry. His wife filed for divorce soon afterward, stating that he was abusive. As part of the divorce, Shawcross gave up all paternal rights to his son and never saw the child again. Military Life In April 1967 Shawcross was drafted into the Army. Right after receiving his draft papers he married for the second time. He was sent to Vietnam from October 1967 until September 1968 and was  then stationed at Fort Sill in Lawton, Oklahoma.  Shawcross later claimed that he killed 39 enemy soldiers  during combat. Officials disputed it and attributed him with a combat kill of zero. After his release from the Army, he and his wife returned to Clayton, New York. She divorced him shortly afterward citing abuse and his propensity to being a  pyromaniac  as her reasons. Prison Time Shawcross was sentenced to five years in prison for arson in 1969. He was released in October 1971, after serving just 22 months of his sentence. He returned to Watertown, and by the following April, he was married for the third time and working for the Public Works Department.  Like his previous marriages, the marriage was short and ended abruptly after he  confessed to murdering two local children. Jack Blake and Karen Ann Hill Within six months of each other, two Watertown children went missing in September 1972. The first child was 10-year-old Jack Blake. His body was found a year later out in the woods. He had been sexually assaulted and strangled to death. The second child was Karen Ann Hill, age 8, who was visiting Watertown with her mother for the Labor Day weekend. Her body was found under a bridge. According to autopsy reports, she had been raped and murdered, and dirt and leaves were found jammed down her throat. Shawcross Confesses Police investigators arrested Shawcross in October 1972 after he was identified as the man who was with Hill on the bridge right before she disappeared.   After working out a plea deal, Shawcross confessed to murdering Hill and Blake and agreed to divulge the location of Blakes body in exchange for a charge of manslaughter in the Hill case and no charges for murdering Blake. Since they had no solid evidence to convict him in the Blake case,  prosecutors agreed, and he was found guilty and given a 25-year-sentence.   Freedom Rings Shawcross was 27 years old, divorced for the third time and would be locked away until the age of 52, but after serving just 14 1/2 years,  he was released from prison.   Being out of prison was challenging for Shawcross once word would get  out about his criminal past. He had to be relocated to four different cities  because of community protests. A decision was made to seal his records from public view, and he was moved one final time. Rochester, New York In June 1987, Shawcross and his new girlfriend, Rose Marie Walley, were relocated to Rochester, New York. This time there were no protests because Shawcross parole officer failed to report to the local police department that a child rapist and murderer had just moved into town. Life for Shawcross and Rose became routine. They got married, and Shawcross worked various low-skilled jobs. It did not take long for him  to become bored with his new menial life. Murder Spree In March 1988, Shawcross began cheating on his wife with a new girlfriend. He also was spending a lot of time  with prostitutes. Unfortunately, over the next two-year,  many of the prostitutes that he got to know would end up dead. A Serial Killer on the Loose Dorothy Dotsie Blackburn, 27, was a cocaine addict and prostitute who often worked on Lyell Avenue, a section in Rochester that was known for prostitution. On March 18, 1998, Blackburn was reported missing by her sister. Six days later her body was pulled from the Genesee River Gorge. An autopsy revealed that she had suffered severe wounds from a blunt object. There were also human bite marks found all around her vagina. The cause of death was strangulation. Blackburns lifestyle opened up a broad range of possible suspects for case detectives to investigate, but with too few clues the case eventually went cold In September, six months after Blackburns body was found, the bones from another missing Lyell Avenue prostitute, Anna Marie Steffen, was found by a man who was collecting bottles to sell for cash. Investigators were unable to identify the victim whose bones were found, so they hired an anthropologist to reconstruct the victims facial features based on a skull that found on the scene. Steffens father saw the facial recreation and identified the victim as his daughter, Anna Marie. Dental records provided additional confirmation. Six Weeks - More Bodies The decapitated and decomposing remains of a homeless woman, 60-year-old Dorothy Keller, was found on October 21, 1989, in the Genesee River Gorge. She died from having her neck broken. Another Lyell Avenue prostitute, Patricia Patty Ives, 25, was found strangled to death and buried under a pile of debris on October 27, 1989. She had been missing for nearly a month. With the discovery of Patty Ives, investigators realized that it was a strong possibility that a serial killer was loose in Rochester. They had the bodies of four women, all who went missing and were murdered within seven months of each other; three had been murdered within a few weeks of each other; three of the victims were prostitutes from Lyell Avenue, and all the victims had bite marks and had been strangled to death. Investigators went from looking for individual killers  to looking for a serial killer and the window of time between his kills was getting shorter. The press also grew interested in the murders and dubbed the killer as the Genesee River Killer, and the Rochester Strangler. June Stott On October 23, June Stott, 30, was reported missing by her boyfriend. Stott was mentally ill and would occasionally vanish without telling anyone. This, along with the fact that she was not a prostitute or drug user, kept her disappearance separated from the serial killer investigation. Easy Pickins Marie Welch, age 22 was a Lyell Avenue prostitute who was reported missing on November 5, 1989. Frances Franny Brown, age 22, was last seen alive leaving Lyell Avenue on November 11, with a client known by some of the prostitutes as Mike or Mitch. Her body, nude except for her boots,  was discovered three days later dumped in the Genesee River Gorge. She had been beaten and strangled to death. Kimberly Logan, 30, another Lyell Avenue prostitute, was found dead on November 15, 1989. She had brutally kicked  and beaten, and dirt and leaves were crammed down her throat, much like Shawcross did to 8-year-old, Karen Ann Hill. This one piece of  evidence could have led the authorities right to Shawcross, had they known that he was living in Rochester. Mike or Mitch At the beginning of November, Jo Ann Van Nostrand told police about a client named Mitch who paid her to play dead and then he would try to strangle her, which she did not allow. Van Nostrand was a seasoned prostitute who had entertained men with all kinds of particularities, but this one - this Mitch - managed to give her the creeps. This was the first real lead the investigators received. It was the second time that the man with the same physical description, named Mike or Mitch, had been mentioned in reference to the murders. Interviews with many of the Lyle prostitutes indicated that he was a regular and that he had the reputation of being violent.   Game Changer On Thanksgiving Day, November 23, a man walking his dog discovered the body June Stott, the one missing person that the police did not connect to the serial killer. Like the other women found, June Stott suffered a vicious beating before dying. But death did not end the killers cruelty. An autopsy revealed that Stott had been strangled to death. The corpse was then anally mutilated, and the body was cut opened from the throat down to the crotch. It was noted that the labia had been cut off and that the killer likely had  it in his possession. For detectives, June Stotts murder sent the investigation into a tailspin. Stott was not a drug addict or a prostitute, and her body had been left in an area far from the other victims. Could it be that Rochester was being stalked by two serial killers? It seemed as if each week another woman went missing and those found murdered were not close to being solved. It was at this point that the Rochester police decided to contact the F.B.I. for help. F.B.I. Profile The F.B.I. Agents sent to Rochester created a profile of the serial killer. They said  that the killer showed characteristics of a man  in his 30s, white, and who knew his victims. He was probably a local man familiar with the area, and he probably had a criminal record. Also, based on the lack of semen found on his victims, he was sexually dysfunctional and found gratification after his victims were dead. They also believed that the killer would return to mutilate the bodies of his victims when possible. More Bodies The body of Elizabeth Liz Gibson, 29, was found strangled to death on November 27, in another county. She was also a Lyell Avenue prostitute and was last seen by Jo Ann Van Nostrand with the Mitch client who she had reported to the police in October. Nostrand went to the police and gave them the information along with a description of the mans vehicle. The F.B.I agents strongly suggested that when the next body was found, that investigators wait and watch to see if the  killer returned to the body. The End of a Bad Year Had investigators hoped that the busy December holiday season and the cold temperatures might slow down the serial killer, they soon found out that they were wrong. Three women disappeared, one right after the other: Darlene Trippi, 32, was known for pairing up for safety with veteran Jo Ann Van Nostrand, yet on December 15, she like others before her, disappeared off Lyell Avenue.June Cicero, 34, was a seasoned prostitute known for her good instincts and for always staying alert, yet on December 17 she also vanished.And as if to toast in the New Year, the serial killer attacked one more time on December 28, plucking 20-year-old Felicia Stephens off the streets. She too was never seen alive again. A Spectator In an effort to find the missing women, police organized  an air search of the Genesee River Gorge. Road patrols were also sent out, and on New Years Eve, they found a pair of black jeans belonging to Felicia Stephens. Her boots were found in another location after the patrol expanded the  search. On January 2, another air and ground search was organized and right before calling it off due to bad weather, the air team spotted what appeared to be the body of a half-nude female  laying face down near the Salmon Creek. As they went down to get a closer look, they also spotted a man on the bridge above the body. He appeared to be urinating, but when he spotted the aircrew, he immediately fled the scene in his van.The ground team was alerted and went in pursuit of the man in the van. The body, which was surrounded by fresh footprints in the snow, was that of June Cicero. She had been strangled to death, and there were bite marks covering what was left of her vagina which had been cut out. Gotcha! The man from the bridge was apprehended at a nearby nursing home. He was identified as Arthur John Shawcross. When asked for his drivers license, he told the police that he did not have one because he had been convicted of manslaughter. Shawcross and his girlfriend Clara Neal were brought to the police station for questioning. After hours of interrogation, Shawcross still maintained that he had nothing to do with any Rochester murders. He did, however, offer up more details about his childhood, his past murders and his experiences in Vietnam. Shocking Admissions There is no definitive answer as to why Shawcross seemed to embellish the stories of what he did to his victims and what had been done to him throughout his childhood. He could have remained silent, yet it seemed he wanted to shock his interrogators, knowing that they could do nothing to him, regardless of how he described his crimes. When discussing the murders of the two children in 1972, he told the detectives that Jack Blake had been bothering him, so he hit him, killing him by mistake. Once the boy was dead, he decided to eat his genitals. He also admitted that he anally raped Karen Ann Hill before strangling her to death. Vietnam Murders While in Vietnam, along with killing 39 men  during combat (which was a proven lie) Shawcross also used the venue to describe in grotesque details  how he murdered, then cooked and ate, two Vietnam women. Family Reactions Shawcross also talked about his childhood, as if using the experience as a way to justify his horrific acts. According to Shawcross, he did not get along with his parents and his mother was domineering and extremely abusive. He also claimed that an aunt sexually molested him when he was 9 years old and that he acted out by sexually molesting his younger sister. Shawcross also said that he had a homosexual relationship at age 11 and experimented with bestiality not long afterward. Shawcross family members strongly denied that he was abused and described his childhood as normal. His sister was equally vehement about never having had a sexual relationship with her brother. As to his aunt sexually abusing him, It was later determined,  that if he had been abused, he somehow blocked out his aunts name because the name that he gave did not belong to any of his real aunts. Released After listening to hours of his self-serving saga, investigators still were unable to get him to admit to any of the Rochester murders. With nothing to hold him on  the police had to let him go, but not before taking his picture. Jo Ann Van Nostrand along with other prostitutes identified the police picture of Shawcross as the same man they called Mike/Mitch. It turned out that he was a regular customer of many of the women on Lyell Avenue. Confessions Shawcross was brought in for questioning a second time. After several hours of interrogation, he still denied having anything to do with the murdered women. It was not until the detectives threatened to bring his wife and his girlfriend Clara in together for questioning  and that they could  be implicated in the murders, did he begin to waver. His first admission that he was involved in the murders was when he told police that Clara had nothing to do with it. Once his involvement was established, the details began to flow. The detectives gave Shawcross a list of 16 women missing or murdered, and he immediately denied having anything to do with five of them. He then confessed to murdering the others. With each victim that he confessed to the killing, he included  what the victim had done to deserve what they got. One victim tried to steal his wallet, another wouldnt be quiet, another made fun of him, and yet another had nearly bitten off his penis.   He also blamed many of the victims for reminding him of his domineering and abusive mother, so much so that once he began to hit them, he couldnt stop. When it came time to discuss June Stott, Shawcross appeared to become melancholy. Apparently, Stott was a friend and had been a guest in his home. He explained to the detectives that the reason he mutilated her body after killing her was a kind favor he extended to her so that she would decompose faster. Reaching Through the Prison Bars A common trait of serial killers is the desire to show they are still in control and can reach through the prison walls and still do damage to those outside.   When it came to Arthur Shawcross, this certainly appeared to be the case, because, throughout the years when interviewed,  his answers to the questions seemed to change depending on who was doing the interviewing. Female interviewers were often subjected to his long descriptions of how much he enjoyed eating the body parts and organs that he had cut out from his victims. Male interviewers often had to listen to his conquests in Vietnam. If he thought he sensed sympathy from the interviewer, he would add more details about how his mother would insert sticks into his anus or offer up specific details into exactly how his aunt took sexual advantage of him when he was just a child. Shawcross was transparent, so much so that the interviewers,  detectives, and doctors that listened to him,  doubted much of what he said when he would describe his childhood  abuse and his enjoyment of cutting up women and  eating body parts. The Trial Shawcross pleaded not guilty by reason of insanity. During his trial, his lawyer tried to prove that Shawcross was a victim of multiple personality disorder stemming from his years of being abused as a child. Post-traumatic stress disorder from his year in Vietnam was also anted up as a reason why he went insane and murdered women. The big problem with this defense was that there was no one who backed up his stories. His family completely denied his accusations of abuse. The Army provided proof that Shawcross was never stationed near a jungle and that he never fought in combat, never burned down huts, was never caught behind a firebomb and never went on jungle patrol as he claimed. As to his claims to have killed and devoured two Vietnam women, two psychiatrists that interviewed him agreed that Shawcross changed the story so often that it became unbelievable. Extra Y Chromosome It was discovered that Shawcross had an extra Y chromosome  which some  have suggested (although there is no proof) makes the person more violent. A cyst found on Shawcross right temporal lobe was said to have caused him to have behavioral seizures where he would display animalistic behavior, such as eating the body parts of his victims. In the end, it came down to what the jury believed, and they werent fooled for a moment. After deliberating for just one-half hour, they found him sane and guilty. Shawcross was sentenced to 250 years in prison and received an additional life sentence after pleading guilty to the murder of Elizabeth Gibson in Wayne County. Death On November 10, 2008, Shawcross died of cardiac arrest after being transferred from the Sullivan Correction Facility to an Albany, New York hospital. He was 63 years old.

Role of the Registered Nurse in the Operating Room Research Paper

Role of the Registered Nurse in the Operating Room - Research Paper Example However, most hospitals have hired technical nurse because of high professional fee for registered nurses. As part of the cost cutting program, the companies resort to scrub nurse that has technical skills in handling instruments. This paper aims to discuss the role of registered nurse in the operating room. The role of nurses is examined in the three phases of operating procedure: preoperative, intra-operative, and postoperative. â€Å"Preoperative Role† Patients should receive an efficient and effective service from the health sector. That is why, the health care devises patient empowerment during the preoperative phase (Bramhall, 2002). The preoperative role of nurses involves the assessment of patient’s welfare. Nurses are responsible in preparing the psychological aspect of the patient for the scheduled operation. In order to perform this process, McGarvey, Chambers, and Boore (2000) assert that interpersonal communication is necessary. They gather information from the patient such as medical history, drug used in preparation for the surgery, and the willingness of patients to undergo a surgical operation. The information gathered are used to mitigate risks and determine the factors that may affect the patient’s health. Moreover, the patient is informed of the proposed treatment that the surgeon will perform on the scheduled surgery. The open communication is inhibited because the nurses explain the risk or the possible outcome of the operation, then they offer other methods to patients. The patients must agree with the procedure as part of preparing themselves psychologically. Thus, the nurses are not only rendering their professional service, but they involve personal care. â€Å"Intra-operative Role† During the operation, the patients are at the most critical level because a single mistake will lead to complications. Since the advocate of the medical society is to give efficient and high quality of service, the staff, includi ng the surgeon, must be careful in using the medical equipments and instruments. Allen (2000, p. 1038) states that RN has the duty to â€Å"prevent patient injuries, pressure ulcers, nerve damage, and burns, and to reduce transmission of infection.† To prevent injuries, McEwen (1996, p.1059) proposes that nurses should be knowledgeable in anatomy, since the skin is the â€Å"primary body affected by pressure injuries.† Thus, the nurses are responsible for positioning the patient in the operating table safely to avoid problems and generate positive outcome. During the operation, the nurses examine the physical condition of patients such as their vital statistics. Moreover, they check and assure the medical team that the surgical equipments used are sterile to avoid infection. Infection can be the cause of the patient’s death; hence, the reputation of the institution is tarnished. The preoperative nurses must be cautious to maintain asepsis or free from contaminat ion. â€Å"Postoperative Role† After the operation, patients should be admitted in a recovery area wherein they will be monitored. This is seconded by Stephens and Boaler (1977) that patients must be inspected regularly and precisely. This is to ensure that the patient has a â€Å"safe recovery from anesthesia and surgery† (McGarvey, Chambers, & Boore, 2000, p. 1097). The nurses will examine the physiological state of a patient including the circulation of blood and respiratory function. Once they are awake, the nurses provide information or educate patients about the surgery. The

Informal report Essay Example | Topics and Well Written Essays - 250 words

Informal report - Essay Example They have recorded a steady increase in revenue, gross profit, income used in operation and net income in the past four years. Currently they have standing revenue of $ 476,294 million; $ 118,225 million gross profit; $ 26,872 million operating income and; $16, 022 million net incomes (Wal-Mart). Wal-Mart has over forty senior officers led by Doug McMillon as the President and CEO Wal-Mart Stores, Inc. Its home office is found on 702Sw 8th street Bentonville, in the US. They employ over 2.2 million employees globally. Each time a new supercenter is erected, approximately 300 job opportunities are created. Most employees/ associates begin as hourly associates with between $ 50,000-170,000 as yearly income, but over time get promotion to jobs with more responsibility and higher pays (Wal-Mart). Wal-Mart is, therefore, undoubtedly the best fortune 500 company to consider in this search of a job opportunity. It is a big company that allows for diversity thus can accommodate one’s specialties in the job market along with a promising

Economic, Social, and Political Change Worksheet Essay Example for Free

Economic, Social, and Political Change Worksheet Essay Respond to each of the following questions in 2 or 3 sentences: 1. What are the three most important factors that contributed to the agricultural revolution in Europe? The agricultural revolution took place courtesy of three key factors. These factors include warmer temperatures, the three-field system and better farming equipment. In which, contributed to the evolution of European living during medieval time. 2. How did the agricultural revolution change European society? Provide an example. The new found, more productive way of farming in Europe reduced the need of manual laboring workers. This eliminated many jobs on farm lands, yet created coil mining jobs to help power the machines used on the farm. For example the new invention that came through farming. Industrial Revolution Respond to each of the following questions in 2 or 3 sentences: 1. What are the three most important factors that contributed to the industrial revolution in Europe? Large population, capital, and people with scientific knowledge and entrepreneurial skills were among the social and economic factors that helped make the Industrial Revolution possible. 3. Describe working conditions in factories and mines between 1800 and 1850. What was life like for a typical worker? Reference at least one primary source to support your response. the working conditions was unbearable. There were many accidents when coal was brought to surface with buckets. Ropes that was used was extremely unstable workers fell to their deaths. There was also children who worked in the dark doe to the families being poor and could not provide candles. Western Social Change Between 1815 and 1914 Write 2 or 3 sentences per concept about how each of the following changed in Western society between 1815 and 1914: 1. Romanticism was an artistic literary and intellectual movement that originated in Europe towards the end of the 18th century and in most was a peak in the approximate period from 1800 to 1840. It was embodied most strongly in the visual arts, music, and literature but had a major impact on historiography. 4. The role of women was to basically work and hand their money over to their husbands which they used as a private property income. They were to stay in their place. 5. Science great scientific strides were made. 6. Realism in the art and literature was a rejection of romantic idealism and subjectivity. Realist depicted the challenge of urban and industrial growth by confronting the alienation of modern life. Western Political Change Between 1815 and 1870 Write 2 or 3 sentences per concept about how each of the following changed in Western society between 1815 and 1914: 1. Liberalism two main tenets of liberalism asserted the freedom of the individual and the corruptibility of authority. They believed that less government was government that non interference would produce a harmonious well-ordered world. 7. Conservatism is a political philosophy which embodies a design to prevent change 19th century conservatives believed in the power behind absolute monarchy, the aristocracy and the church. The conservatives of Europe succeeded in creating an era between 1815 and 1914 without war. They did it so through repression of dissension and through enlightment changed Europe. 8. Kulturekampf A conflict from 1872 to 1887 between the German government (headed by Bismarck) and the papacy for the control of schools and Church 9. The Communist Manifestoa socialist manifesto written by Marx and Engels (1842) describing the history of the working-class movement according to their views. 10. Realpolitik A system of politics or principles based on practical rather than moral or ideological considerations.

To Legalize, or Not to Legalize Gay Marriage Essay -- Homosexuality

Since the beginning of time, Homo sapiens have discriminated against people with differences such as color of skin, religion, politics, and more. Over the years, society has changed to accept these differences, yet Americans still ostracize the gay community as if they were less than human. Currently one specific controversy comes to mind in consideration of gays, and that is gay marriage. The controversies surrounding gay marriage include the legal, religious, and philosophical problems that allowing gay marriage could cause. The United States currently does not recognize gay partnerships as legal marriages, and therefore when gay partners file for a tax refund both partners must mark single for the type of relationship. Though the United States federally does not allow homosexual marriages, states like Connecticut, Vermont, Massachusetts, Washington, Iowa, New York, and New Hampshire allow such marriages, and even more states recognize civil unions such as Illinois California, Co lorado, Delaware, Hawaii, Maine, Maryland, Nevada, New Jersey, Oregon, Rhode Island, Washington and Wisconsin. With these states bringing more attention to gay marriage, the debate over this right has come to the forefront of the 2012 presidential campaign. The definition of marriage is traditionally between a man and a woman which is why the anti-gay marriage groups protest the concept of having two men or two women marry. Research shows that those opposed to gay marriage have used the costs associated with benefits, as well as religious and secular philosophical concerns as points on their flawed platform. When the opposition cites their platform, the legal aspect, including money, is one of the points. The opposition cites a study done in New York ... .... PinkNews, 7 Mar. 2012. Web. 15 May 2012. . "Homosexuality and Buddhism." - ReligionFacts. ReligionFacts. Web. 15 May 2012. Leviticus. Leviticus Chapter 18. King James Bible Online, 2012. Web. 16 May 2012. Mustanski, Brian. "The Sexual Continuum." Why Not Allow Gay Marriage? Sussex Directories, Inc., 28 Nov. 2008. Web. 15 May 2012. Peters, Jeremy W. "Would Gay Marriage Help the State Economy?" City Room. NYtimes.com, 26 Mar. 2009. Web. 15 May 2012. Sterling, Toby. "The Global View Of Gay Marriage." CBSNews. CBS Interactive, 05 Dec. 2007. Web. 15 May 2012. "Suicide Prevention." Warning Signs of Suicide. The Trevor Project. Web. 15 May 2012. "The Catholic Church, Homosexuality and Gay Marriage." The Catholic Church, Homosexuality and Gay Marriage. Catholic News Service. Web. 15 May 2012.

Crictical Examination of the Main Features Renaissance Humanism

THE CRITICAL EXAMINATION OF THE MAIN FEATURES OF THE RENAISANCE HUMANISM OUTLINE -BRIEF INTRODUCTION -RENAISANCE -HUMANISM -THE SIGNIF ICANT EVENTS IN THE RENAISANSE PERIOD -THE CHAMPIONS OF RENAISANCE HUMANISM -RENAISANCE HUMANISM AND THE REFORMATION -EVALUATION AND CONCLUSION BRIEF INTRODUCTION In the history of the world, many remarkable periods have been referred to most often due to perhaps great events that have led to a turn-around in the thoughts and general lives of the people. One of such periods is the renaissance humanism.The renaissance humanism is a term used to designate a period in history that is so spectacular and significant owing to its evolutionary of features. Renaissance here serves as an adjective to the word humanism; not any other type of humanism but the humanism of the renaissance period. This period falls from 14th to 16th century AD. The Church is and shall always be a society within a society. The relatedness between the church and the state or civil so ciety has ever brought a kind of exchange in operations and thoughts.Thus, one of the causes of the renaissance humanism is not far from what happened and was happening in the church as at that time. Consequently, the effect of the renaissance period could be said to have been felt by he church in many ways and more especially as it went as far as forming a foundation for the â€Å"reformation† championed by such a personality like Martin Luther However , we shall explain in details what each of these terms mean, why they are called so , the key players or those that championed such an important period in history, the important features of renaissance humanism and it s evaluation and conclusion.In the course of this discourse, the approach shall be critical. WHAT IS RENAISSANCE? In the literary sense, it means â€Å"Rebirth†. The Oxford Advanced Learner’s Dictionary ( 7th edition) defined it as â€Å"the period in Europe during the 14th, 15th and 16th centuries when people became in the ideas and culture of ancient Greece and Rome and used these influences in their art, literature etc†.The Encyclopedia Britannica explaining the Renaissance says it is; â€Å"literally â€Å"rebirth,† the period in European civilization immediately following the Middle Ages, conventionally held to have been characterized by a surge of interest in classical learning and values. The Renaissance also witnessed the discovery and exploration of new continents, the substitution of the Copernican for the Ptolemaic system of astronomy, the decline of the feudal system and the growth of commerce, and the invention or application of such potentially powerful innovations as paper, printing, the mariner's compass, and gunpowder.To the scholars and thinkers of the day, however, it was primarily a time of the revival of classical learning and wisdom after a long period of cultural decline and stagnation†. This period appears to have a sharp break from religious and medieval values. Great historians like Jules Michelet and Jacob Burckhardt say that it is the â€Å"rediscovery of the world and man† and if this is so, it is more on the areas of literature and art. It is also within this renaissance period that the industrial revolution and the French revolution took place.So, the intellectual ventures of this period never hung on the air nor did it end in an utopia idealism but it manifested in many facets of the government of many countries in Europe. The Catholic Church was not also left out in this trend or historical situation as we shall see later. WHAT IS HUMANISM? Humanism as the name suggests imply a movement that has a significant focus on man. It is an intellectual movement. In the medieval ages, the scholastics and many religious thinkers influenced the people and the world ideas but during the humanistic period, the thoughts came from secular men or men of letters.Great minds like Dante della Mirandola, Collucio Saluti and Lorenza Valla were the earliest champions. Its earliest manifestation could be traced to Italy before it spread to many parts of Europe. All these happened before the reformation and counter-reformation. In fact, humanism was one of the factors that gave rise to the reformation. In specific sense, the period of humanism was characterized by many things; the human nature was the centre and focus as the name rightly implies. It was full of syncretism as it tried to fuse philosophical and theological truths together.Humanism was really out to revive the human spirit and wisdom that appeared to be lost. Instead of the medieval emphasis on penance as the noblest human activity, the emphasis brought by humanism was on how man could be creative and have mastery over nature. THE SIGNIFICANT EVENTS IN THE RENAISANCE HUMANISM The renaissance humanism started around 14th to the 15th century AD. But it was preceded by an era known as the â€Å"proto-renaissance† in the late 13 th and early 14th centuries. It was the era of arts championed by great artists like St. Francis with his radicalism.Art works and ornamental edifices prevalent in this era came from the Church. The popes made great marks in building classic churches as we could see in the Vatican city where we have the largest church in the world; the St. Peter’s Basilica. Thus, the world of arts in Europe could not be discussed without making reference to the popes. However, there was an upsurge of nude art works or nudity in their sculptures. This influence came from the Greek and pagan values but was never restricted in religious arts as such irrespective of their offensive meanings.This was because the Greek pagans had great reverence for the naked body. We could then say that what prepared the ground for the renaissance humanism was mainly from the church and the fruits of the renaissance period which led to the reformation fell back to the church also. Therefore, we could say that the renaissance humanism started when the literary world and the world of arts was so charged. At the same time the church was leading but her great strides were infiltrated or became mixed with pagan/ Greek values that were seemingly unacceptable.Thus, the European world saw the reason to question the church’s consistency in the religious matters and the absolute attribute of things to God or religion. THE CHAMPIONS OF RENAISSANCE HUMANISM The earliest humanists were Dante Della Mirandola, Lorenzo Valla and Coluccio Salutati. But after the fall of Constantinople in 1453, many scholars went to Italy to research and go acquainted with many books together with the knowledge of the Greek traditional arts. In the northern Europe we fin people like Desiderius Erasmus who came up with the praise of the folly (1509).This depicts the moral essence of humanism. He preferred heartfelt goodness to formalistic piety. We could also recall that the founder of the renaissance painting was Masac cio (1401-14280). Boccaccio (1313-1375 wrote the first sexual literature since the Late Latin writers. Nicholas Machiavelli (1469-1527) really mocked honesty and integrity in politics in his writings as it is farfetched. However, renaissance Humanism was not totally paganistic as perceived by many people as we see its religious relevance. We have the Christian humanists who began many schools.Around the 15th centuries, more than twenty fine new universities were established. St. Francis, who abandoned the traditional theological practices, went about in identifying with the poor and raising the beauty of nature inspired the works of many artists of his time as the paintings that reflect the beauty of nature became prevalent. Biblical studies boomed higher as Hebrew was now being studied. Cardinal Ximenes de Cisneros (1436-1517) published a multilingual Bible too and when Johann Gutenberg invented printing, copies of these literary works and arts were made available to more people.We shall not also hesitate to note that some scholars and thinkers fought against the structural and dogmatic stand of the Catholic Church. An example is John Wycliffe (1329-1384). He denied the real presence of Christ in the Holy Eucharist and the necessity of the priesthood. Girolamo Savanarola (1452-1498) after making much converts through his powerful preaching destroyed it with hiss fanatic activities. RENAISANCE HUMANISM AND THE REFORMATION The reformation took place around the 16th century AD.Encyclopedia Britannica says; â€Å"It was a religious revolution that took place in the western world†. The champions are Martin Luther (1483-1546) as the chief and John Calvin (1509-1564). Martin Luther was a German priest (An Augustinian Friar) and highly intelligent scholar. He was so worried with the situation in the moral and spiritual situation of the church as the church mixed up so much with the imperial powers. She introduced the indulgence for the building of the Vatican City. Thus, the indulgence was being sold for material things.The immoral lives of the clergy and the political practices that went on in the church left the scrupulous mind of Luther more bothered. Thus, Luther resorted to writing the ninety five these. This document was against the papacy, the infallibility of the Church. He also upheld grace, faith and the belief in the scriptures as the sure means of obtaining salvation. This was in sure contrast to the church’s teachings about penance. John Calvin with his Calvinism gave the Protestants a doctrinal basis.He believed in the doctrine of predestination, thus, for him God cannot really forgive someone. One can only perceive that he has the grace by faith but may not really have it. The Renaissance humanism gave a plain background for the Reformation. We could say that the reformation is the climax of the humanism. What was left uncriticised directly was what Martin Luther boldly spoke against but though in an extreme manner. There have been arguments on whether the reformation could have taken place if Luther had not done what he did.But, one could observe that the ground was already ripe and charged for a serious reformation in the church as at the time of Martin Luther. EVALUATION AND CONCLUSION Renaissance humanism gave a good intellectual background for the reformation. The different unbecoming cases and situations that were coming from the church started making the people to loose confidence in the Divine origin of the church. Hence, the possibilities that lie in the human powers were sought during the renaissance humanism but in the reformation, it was sought in the religious angle but against the church directly.BIBLIOGRAPHY Norbert Brockman, SM et al, A history of the Catholic Church; Paulines publication Africa, 1991 Oxford Advanced Leaner’s Dictionary, 7th edition Schreck, A. , The Compact History of the Catholic Church, Bangalore: St. Pauls Press, 1987 Brockman, N. , and Pescantini, U . , A History of the Catholic Church, Akure: Don Bosco Centre, 1991 Nwachukwu, L. , The Journey of our Faith, Readings of some major events in the Life of the Catholic Church, vol. 1, Owerri: Skill Mark Media LTD, 2009

Argumentative Essay on Abortion

Today, satellite and cable television, interactive video and electronic games, the personal computer and the internet are central to the daily lives of children. Yet, little is known about the uses and impact of these new technologies. Children are no longer passive recipients of the media. Use of the internet, participation in e-mail, chat rooms, and instant messaging are some of the ways they are participating with the new media. As their enthusiasm for creating innovative uses of new media shows, children have an important role to play in the future development of new media.If information and communication technologies (ICT) are indeed an integral part of The New Economy, then how children use ICTs in their daily lives is a crucial research question to address. What is the place of new media especially the internet, in children’s lives today? Will some children be excluded from these opportunities while others live in an increasingly information-rich environment? Will the g rowing importance of the media add to the variety and pleasure in their lives, or will it contribute to their withdrawal from traditional leisure activities and even from social participation? Lets analyze these questions one after the other.New media especially the internet has positive effects on Child Development. Childhood is all about exploration, through the interactive world of technology, our children are being shaped by their exploration of computers and the Internet. The modern computer and the Internet offer today’s children a powerful device that, if used appropriately, can enhance the development of the child’s physical, cognitive, and social skills. Children get interested because they can make things happen with the Internet. The Internet is a powerful tool that is revolutionizing our children’s learning, communication and play.Impact on Physical Development It may not seem to the naked eye that exposure to the Internet would have a positive effec t on the physical development of children. However, knowledge of muscular development and motor control skills leads us to deduce that regular Internet usage would naturally enhance a child’s eye-hand coordination and fine motor skills due to keyboard and mouse usage. Impact on Cognitive Development Children who use the Internet show gains in cognitive abilities such as memory, spatial and logical problem solving, critical thinking, concentration, abstraction and comprehension.The Internet exposes children to information to improve the quality of learning that they can transform into knowledge. Through the use of the Internet, children’s language and literacy development is often promoted, allowing for greater gains in verbal and nonverbal skills. New media also includes interactive video games: Speed of visual processing-There is growing evidence that playing action video games increases people's ability to process visual information quickly and to make decisions base d on that information. So also cartoons on children.Cartoon films are central focus of many very young children's lives, used by parents to help manage busy schedules and keep the peace. Many parents also express satisfaction with the educational benefits of TV and how it can teach positive behaviors. Some of these positive effects are : Educational benefits: By watching educational cartoon films, children at every age learn so many things. Infants and toddlers start learning different words, objects and their meanings. Also, they can improve overall cognitive knowledge among young children.When a kid watches TV in his very early age, he learns many things before going to school. He takes up things easily and tries to learn how to speak and conduct himself. Helps Improve Vocabulary and Learn new languages. Makes a Child feel more confident: While watching their favorite cartoon show, kids adopt many things and sometimes they talk and behave in the same manner as their favorite chara cters do. Doing so they feel more comfortable and confident that they can talk to people and even can perform in front a crowd Enhance imagination and creativity: By watching cartoon films, children become more creative.They try to do things in different ways, so their imagination and creativity is enhanced. There is also evidence in the literature that children’s imaginative play can be positively affected by television content. The children get new ideas with which they can show their talent. Develop parent-children relationship: When parents buy different storybooks, watch different cartoons and children programs with their children or let their children to cinemas for watching movies. In each of the above case parents spend time with their children.As a result parents child relationship is improved. Source of entertainment: Cartoon films are also source of entertainment for every child even for infants and toddlers. Like infants and toddlers enjoy sounds and movement and at the same time they also learn from it. Cell Phones and Their Positive Effects In Nigeria today, 45 percent of teens own their own cell phone, which today is much more than a phone. Many cell phones function as small computers, with Internet capabilities, games, pictures, videos, texting and email.Cell phones for youth are mobile communication devices that they can use in a wide variety of ways. There are many concerns about the impact of the constant media input that cell phones provide for youth, but there are many advantages as well which includes: Communication: The most obvious benefit of cell phones for youth is their ability to help teens communicate. Although this can be a disadvantage if not properly managed, it is frequently an advantage. A teenager who owns a cell phone is always able to call her parents.If she's at a party or a friend's house and finds herself in an uncomfortable or inappropriate situation, she doesn't have to find the landline or ask permission to use the phone; she can always call her parents from anywhere, at any time. This is even more valuable in situations where a landline might not be accessible, such as when her car breaks down or she has an accident. For her parents, knowing that their child can easily communicate with them at any time offers peace of mind. Safety: For a teenager, having a cell phone available in emergency situations can make the difference between life and death.A teen who is suspects she is a witness of criminal activity can call 911 on her cell phone. If necessary, she can even make the call without other people being aware by dialing with the phone still in his pocket. Youths have also used cell phones with video and phone capability to record criminal events, making them into reporters and helping police identify criminals and observe exact events in a crime. Engagement and Education: Cell phones have also been leveraged as an important tool for youth engagement, especially in developing countries a nd  rural areas.In places where youth are less likely to have access to the Internet or landline phones, cell phones are becoming a way for them to connect with the global world and give their opinions on issues that affect them. For example, a radio program in Burundi in 2009 allowed marginalized rural youth to share their opinions on public policy questions, using cell phones to call in to the radio show. Some teachers and campuses are beginning to take advantage of the educational potential of cell phones.On some college campuses, students can organize their schedules and take quizzes through their phones. Some high schools take advantage of educational games for cell phones. Educators can also teach students how to use their phones as research tools, which encourages youth to take more initiative in their own learning. With these numerous benefit, another question that comes to mind is: Will some children be excluded from these opportunities while others live in an increasingl y information-rich environment?In a developing country like ours, advances in ICTs have brought a lot of opportunities and perhaps a whole lot of challenges as well. One of the main challenges is the gap between the information have-s and information have-nots -what we call the digital divide. Not every family and child has access to computers, the Internet and interactive media. Persistent differences across socio-economic and ethnic lines have rightly generated an important public policy debate about possible implications and solutions to this inequality.Major challenges faced in the path towards digital opportunity include poverty, illiteracy, political instability, and poor ICT infrastructure. In closing the â€Å"digital divide† , NITDA has since the past five years, set up Many RITCs (Rural Information Technology Centres) in the six geo-political zones to provides a range of services – education and communication facilities so that underprivileged children, with or without any planned instructional intervention, can achieved a certain level of computer literacy.As expected there has been a remarkable feature among the users, particularly with the young ones, of these centres. Will the growing importance of the media add to the variety and pleasure in their lives, or will it contribute to their withdrawal from traditional leisure activities and even from social participation? The Internet cannot and should not replace human interaction or relationships, nor take the place of activities such as sharing verbal conversations with our children or reading together.However, if properly used, the Internet can serve as a medium for acceptable social interaction. The Internet allows children to socialize with other children through the use of email, chat rooms, and instant messaging, increasing the development of communication and social skills. As children use the Internet to connect with places around the world and exchange mail with electronic pen pals, they are able to share different cultures and traditions. Often the use of Internet in classrooms allows the children to work together, encouraging the sharing of ideas and cooperative learning.Students that find conventional methods of learning difficult will frequently find learning via the Internet to be fun. From this positive experience these children improve their attitudes about learning while enhancing their curiosity and self-concept. Many parents whose children use the Internet in school believe that the Internet has improved their child’s overall attitude toward school. â€Å"Education is also the single most common motivation parents cite for their children to use the Internet from home. The Internet allows children to actively participate in an independent learning environment.Children can use it to find inspiration, stimulate the imagination, explore the world and gain new experiences. The process is known as play. Play has its own pursuit of amusement, competition, and companionship – all which can be fulfilled on the Internet. Though it is no true replacement for physical social play, the Internet offers uniques alternatives, which are especially important for those that are physically disabled and unable to engage in physical play. The Internet today is part of our children’s natural environment.When kids are online, they’re reading, thinking, analyzing, criticizing and authenticating – composing their thoughts. Kids use computers for activities that go hand-in-hand with our understanding of what constitutes a traditional childhood. They use the technology to play, learn, communicate and form relationships as children always have. Truly, the Internet has become a daily part of many children’s lives. It is little wonder that it has such a pervasive effect on their social development. Internet Safety A wide range of potentially negative effects of new media have been identified.These include effe cts relating to: Violent content – including imitation (in the form of aggression or antisocial behavior), desensitization and fear †¢ Sexual content – including imitation (in the form of promiscuous or unsafe practices), arousal, and shock or disgust Advertising – in relation to misleading claims, as well as consumerist or materialistic attitudes more broadly Inappropriate or unwanted contact with others – for example in the form of ‘stranger danger’ or bullying †¢ Health – for example to do with smoking, alcohol and drug-taking †¢ General personality disorders, such as low self-esteem, ‘identity confusion’ or alienation †¢ Physical effects of excessive use – for example RSI-type conditions and eyesight problems relating to computers †¢ Reduced time for family interaction, or relationships with peers†¢ Reduced levels of educational achievement, or reading more specifically †¢ Mist aken values, attitudes or beliefs – for example in relation to gender or ethnic stereotyping. In addition, children are exposed to insults and inappropriate language. The Internet Child Safety Foundation has worked out some safety tips which are as follows: Keep the computer in the living room Listen to your kids and get involved Make some simple rules Consider parental control software Use filtered search engine Check website rating At this point, I must mention that Parental attitudes play a large role in determining what children watch.Parents who believed that TV was beneficial to children were more likely to choose educational programs for their children. By contrast, parents who have not had opportunities for higher education are more likely to allow their children to watch what they want, and have the television on more during the day. Also, when searching for information, youngsters could be encouraged to use child safe search engines. Parents need to educate their ch ildren. They need to sit with the child and help regulate his or her Net routine right from the very first time. This could help prevent addiction. Safe websites for Children http://fss. live. com/kids/Microsoft family safety and child friendly websites http://www. surfnetkids.com/Educational activities for your family or students, this is the place to be and for educators interested in integrating technology into their curriculum. http://www. crime-safety-security. com/Learn lifesaving lessons from 22 years of research and experience teaching countless children’s groups, college students, civic groups, corporations, rape survivors, and veteran cops at police academies – dozens of original insights you've never imagined and will find nowhere else http://www. allsafesites. com/Safe browser for children and teens http://www. kidsites. com/Great series of educational resources, games and fun stuff for children, parents and Teaches www. topmarks. co. ukWell designed and go od fun reference site for all those homework queries. www. askkids.com Safe search engine for children. www. need2know. co. uk Sound, straightforward and well-judged advice for children and teenagers. www. howstuffworks. com Engaging encyclopaedia of the modern (and not so modern) world, with good illustrations and clear text. www. habbo. co. uk Social networking for teens. www. friction. tv A You Tube-style site for campaigners. Make a short video and get your message across. www. mrmen. com Videos, games, stories and more from 24 of Roger Hargreaves' unbeatable creations.www. nick. com Play games, share your avatar, download screensavers and catch up on your favourite cartoon characters at the Mecca of TV cartoondom. Plus Nick Junior (www.  nickjr. co. uk), customised for pre-schoolers. www. seussville. com A gentle celebration of all things Cat In The Hat. switchzoo. com/zoo. htm From a calligator to a dogophant, create crazy new animals online. www. guinnessworldrecords. com S earchable database of record-breaking feats – but only some, of course, they still want you to buy the book. www. innocentkids. co. uk Great series of games and activities from the smoothies people. Match the animal with its poo is particularly engaging. www. cool-reads. co. uk Ten- to 15-year-olds pick and review their favourite books. More than 2,000 entries and growing. www. travellingwithchildren. co.ukTips, products and destinations for taking the little darlings on the road. http://www. commonsensemedia. org/website-listsGreat websites for kids with easy hand-picked lists of fun, age-appropriate kids' sites and online games. SAFE SEARCH ENGINES FOR CHILDREN www. studysearch. com. au/Home. aspx Its one of the mostly used customizable Search Engine used at Australian schools and it is Google Powered. This is developed by keeping the Primary and Secondary school students in mind. This is the safest Search Engine and best suggestible for Parents for make their kids use it. kids. yahoo. comEngine that directs to the Yahoo Directory and its the most suggestible Search Engine for Kids.Its one of the most attractive search engines that keeps you child to engage with it easily. www. askkids. comSearch Engine from Ask. com specially developed for Kids and it provides the results from Ask Directory. It provides the 5 different categories like Movies, Videos, Schoolhouse, Games, and Images with entire clean and tidy results www. kidrex. orgGoogle Search powered Search Engine for kids with interface design developed with child crayon drawing. Its completely a kids Search Engine. Popular Television Programs and DVD Series for Young Children Barney & FriendsEvoking a preschool setting, Barney the dinosaur teaches songs and dances to young children.The show focuses heavily on pro-social themes of sharing, empathizing, helping others, and cooperating. Blue’s CluesA human host encourages viewers at home to help solve a mystery with his dog friend, Blue. The show is often repetitive and encourages interactivity by asking viewers to find clues and solve puzzles. Bob the BuilderBob the Builder and his construction crew face building, renovation, and repair challenges. The series often focuses on identifying a problem and making a plan to solve the problem. Dora the ExplorerFeaturing a bilingual Latina girl as the lead, Dora and her friends go on quests and help others, encouraging viewers to help out through their own actions or by telling her what she needs to know.In addition to highlighting traditional educational content such as color and shapes, Dora teaches language by repeating words and phrases in English and Spanish. Sesame StreetCombining puppetry, live action, and animation, this long-running series focuses on a wide range of topics including the alphabet, numbers, emotion management, conflict resolution, music, dance, and healthy lifestyles. TeletubbiesCentering on four colorful characters, the Teletubbies speak in a baby-like language and learn through play. The Teletubbies have televisions in their stomachs that show clips of real children from around the world. This program is targeted at toddlers.Thomas & FriendsBased on a book series, Thomas the Tank Engine and his engine friends learn to work hard and be cooperative with each other. The WigglesFeaturing a four-man singing group for children, episodes of The Wiggles include songs and skits focused on solving a problem. The Wiggles encourages children to sing songs and move their bodies to music. Baby EinsteinSeries content covers wide range of topics including music, art, language, poetry, and science. Targeted at children starting at one month. Brainy BabyEducational series highlighting range of subjects including alphabet, art, music, shapes, foreign languages, and right and left brain development. Targeted at children starting at nine months.Sesame BeginningsFeatures baby versions of the Muppets from Sesame Street. The focus is on encouraging int eractions between child and caregivers. Targeted at children starting at six months. In conclusion, the internet is an amazing tool for learning and formation. Knowing how to use it effectively is increasingly important and necessary. Providing children more direct access to multimedia equipment and Information Communication Technology (ICT), could provide them with new opportunities to explore their own creative imagination. In seeking to prevent negative effects, it is important to ensure that we do not also undermine or preclude the potential for positive effects.

An Example Of Narrative Animation Essays

An Example Of Narrative Animation Essays An Example Of Narrative Animation Essay An Example Of Narrative Animation Essay An Example of Narrative Animation: Duck Muck During the golden age of Hollywood short cartoons, from the 1 sass to the sass, Disney and Warner Pros. Were rivals. Disney animators had far greater resources at their disposal, and their animation was more elaborate and detailed than the simpler style of the Warner product. Warner cartoonists, despite their limited budgets, fought back by exploiting the comic fantasy possible in animated films and playing with the medium in imaginative ways. In Warner Pros. Cartoons, characters often spoke to the audience or referred to the animators and studio executives. For example, the Warner units producer Leon Schlesinger appeared in You Ought to Be in Pictures, letting Porky Pig out of his contract so that he could try to move up to live-action features. The tone of the Warner cartoons distinguished them sharply from the Disney product. The action was faster and more violent. The main characters, such as Bugs Bunny and Daffy Duck, were wisecracking cynics rather than Innocent altruists like Mackey Mouse. The Warner animators tried many experiments over the years, but perhaps none was so extreme a s Duck Muck, directed by Charles M. (Chuck)Jones in 1953. It is now recognized as one of the masterpieces of American animation. Although it was made within the Hollywood system and uses narrative form, it has an experimental feel because it asks the audience to take part in an exploration of techniques of cell animation. As the film begins, it seems to be a swashbuckler of the sort Dad Duck had appeared in before, such as The Scarlet Pumpernickel (1950)?latest a parody of one of Errol Flans most famous Warner Pros. Films. The credits are written on a scroll fastened to a wooden door with a dagger, and when Daffy Is first seen, he appears to be a lulling musketeer. But almost immediately he moves to the left and passes the edge of the painted background (10. 102). Daffy is baffled, calls for scenery, and exits. A giant animated brush appears from outside the frame and paints in a barnyard (10. 103). When Daffy enters, still in musketeer costume, he is annoyed but changes into a farmers outfit. Such quick switches continue throughout the film, with the paintbrush and a pencil eraser adding and removing scenery, costumes, props, and even Daffy himself, with dizzying illogic. At times the sound cuts out, or the film mess to slip in the projector, so that we see the frame line in the middle of the screen (10. 104). All these tricks result In a peculiar narrative. Daffy repeatedly tries to get plot, any plot, going, and the unseen animator constantly thwarts him. As a result, the films principles of narrative progression are unusual. First, It gradually becomes apparent to us that the film is exploring various conventions and techniques of animation: palate Docudramas, sound erects, Trading, music, Ana so on. Second, ten outrages perpetrated against Daffy become more extreme, and his frustration mounts steadily. Third, a mystery quickly surfaces, as we and Daffy wonder who this perverse animator is and why he is tormenting Daffy. At the end, the mystery is solved when the animator blasts Daffy with a bomb and then closes a door in his face (10. 105). The next shot moves us to the animation desk itself, where we see Bugs Bunny, who has been the animator play ing all the tricks on Daffy. He grins at us: Anti I a stinker? (10. 106). To a spectator who has never seen a Warner Pros. Cartoon before, this ending would be puzzling. The narrative logic of Duck Muck depends largely on knowing the character traits of the two stars. Bugs and Daffy often costarred in other Jones cartoons, and invariably the calm, ruthless Bugs would get the better of the manic Daffy. Duck Mucks use of animation techniques is Just as unconventional as its narrative form. Because the action moves so quickly, we might fail on first viewing to note that aside from the credits title and the familiar Thats All, Folks! Logo, the film contains only four separate shots?three of which come in quick succession at the end. The bulk of the cartoon consists of a single lengthy and continuous shot?animations equivalent of a long take. Yet the settings and situations change quickly as the paintbrush and pencil transform the image and Daffy moves in and out of the frame. Often he appears against a stark white background (10. 107). Such moments emphasize t he fact that in cell animation, the figures and background are layers that could easily be photographed separately. In Duck Muck, the only certain space is that of the frame itself?a quality quite different from the clearly established locales provided in more conventional cartoons. Similarly, the temporal flow becomes warped as Daffy moves into and out of dietetic tuitions, launching into one possible plotting only to find it cut short by the mystery animator. Daffy keeps assuming that he is at the beginning of the cartoon, but time is flowing inexorably by in the outer cartoon, Duck Muck itself. Traditionally, cartoons were around seven minutes long to fit into the shorts section of movie theater programs. ) At one point more than halfway through, Daffy shouts, All right! Lets get this picture started! Immediately a The End title appears, but Daffy pushes it aside and tries to take charge: Ladies and gentlemen, there will be no further delays, so I hall attempt to entertain you in my own inimitable fashion, going into a soft-shoe routine against the blank background. Duck Muck also plays with o nscreen and officered space. Many of the startling transformations we witness come from outside the limits of the frame. Most important, the unknown animator occupies the space from which the camera photographs the scene, with the brush and pencil coming in from under the camera. Daffy enters and exits frequently, and the frame often moves to reveal or conceal new portions of the scenery. When the sound cuts out entirely, Daffy asks to get it back (10. 07), and then we hear a scratchy sound, as if from a phonograph somewhere outside ten Trace playing a worn record. I Nils unseen phonograph provokes inappropriate noises?a machine gun when Daffy strums the guitar, a donkeys bray when he breaks it?an elaborate Joke on the fact that in animated films, the sound is never really produced by the characters and objects we see on the screen. The most spectacular gag involving the space outside the edges of the image comes when the top of the frame seems to collapse, dripping down onto Daffy like black syrup (10. 108). For a moment, we have the contradictory situation of having the space hat we know should be invisible outside the frame suddenly become visible on the screen. 0. 108 In Duck Muck, Daffy struggles to preserve a bit of space for himself as the frame collapses on him. The inventiveness of Duck Muck sets it apart from more conventional Hollywood animated films. Yet it also motivates its play with the medium through its adherence to narrative form, the genre of comedy, and familiar characters (Bugs mistreating Daffy, as usual). It is possible t o go even further in exploring the medium of animation and to depart from narrative altogether, as our second example shows.

A Passover Way to Teach

An analysis of the article A Passover Way to Teach by R. Rothstein in which the author argues that the Jewish Haggadah offers an approach to learning that solves current learning problems. The paper examines the idea presented in A Passover Way to Teach that the Jewish Haggadah presents teaching methods that are more effective than the methods used in a modern education system. The paper discusses the validity of the claim by presenting the flaws and problems in the argument. The paper explains the difficulty of adopting this teaching approach to a modern education system. The major flaw is that the Haggadah refers to teaching spiritual values in the context of an ancient culture. It is not easy to apply this to modern society and to the modern classroom. Despite the claim that the Haggadah solves the problems of modern education, few real answers are provided. The major point that children should be taught according to their own needs has some benefit if the focus remains on the how of learning, but instead the author focuses on the what of learning.

Pupil Z Individual Observation Program Essay Example | Topics and Well Written Essays - 1250 words

Pupil Z Individual Observation Program - Essay Example I decided I should then carry out the two-week observation programme. For one week, I have observed Pupil Z accessing school activities and leisure time in the supportive sitting position, stimulated by his hands while exploring items on his tray. In the second week, I prioritized opportunities for Pupil Z to access school activities and leisure time by lying on his back (supine position) and exploring his surroundings with his feet. These activities were a precursor to other motor skills (hands exploration), seeking to establish the impact these activities may have on his alertness, motivation and daily learning. Settings Pupil Z’s two-week individual observation programme started when he entered the school and it stopped when he left (9.30-3.30) each session / activity. Each session lasted about 25 minutes. Pupil Z’s am/pm snacks (2 x 30 minutes) included a 5 minute break, lunch (60 minutes plus 5-minute break), and 5-minute breaks between the sessions / activities. T hese breaks were not included in the total number of minutes of observation per day (200 minutes) and 1000 minutes per week. Every morning, Pupil Z had one-to-one interactions with an adult (massage). He was observed participating in class greetings, one additional group activities (e.g. sensory story, foot spa, messy play, etc.), and a self-occupation time (sensory exploration). An interval of 5 minutes was often allowed between the 25 minutes activity / sessions in order to prevent broadness and ensure that adjustments were made to fit his energy level. Every afternoon started with a self-occupation time (Little Room), followed by a sensory exploration. Next came a group activity, and the session usually ended with the whole class saying goodbye to each other. An interval of 5 minutes was allowed between activity/session. I felt it was important to provide Pupil Z with various short, repetitive, and well-cued routines (e.g. simple speech, environmental sounds, smell, body signs, e tc.) in order to help him orientate in activity, to understand what is going on, as well as to build his confidence and participation. From my privies observations of Pupil Z, I have also implemented motivating stimuli and activities during the two-week observation programme in order to motivate him (Appendix, 4). I have used the school timetabling curriculum forms for key stage 2 (see Timetable 2 and 3) to present my findings. The observation gathered on the observation form, (timetabling curriculum forms) were filled in traffic lights; green, orange, red and blue (Table 2 and 3). This overall description of the alertness categories of Pupil Z was complemented in agreement with class staff, alongside example behaviour for each category where Pupil Z displayed most common behaviour during school days. Table 1 Descriptions of Pupil Z different alertness levels Alertness level Colour Description Behaviour Active, focused on the environment Green Engaged in sensory activities (e.g., li stening, touching, smelling, etc.). Focused on other individuals or on materials in the classroom. Eyes open, head movements, body activity, reaching toward / for object(s), smiles, laugh and made some other types of vocalisation. Inactive, withdrawn Orange Focused on himself or without any focus. Activities are not directed to the environment. Flat posture, head down or turn