REFLECTION Term Paper Example | Topics and Well Written Essays - 1000 words

REFLECTION - Term Paper Example This integrative experience has helped me to develop my knowledge in health care provision and in building my long term and short term professional goals. This essay seeks to provide a reflective approach to the academic experience in Liberty University as one of the recommended superior ways of conducting a re-evaluation of learning experiences. My experience in undergraduate program has had a significant transformational effect on my attitude towards health care provision as part of the community service. One key aspect of nursing that has come out clearly in the learning experience is the sensitivity of nursing practice especially in its application in community service. Human life is delicate and having to handle a patient it is vocational to exercise extreme caution to avoid severe consequences that are associated with carelessness while handling patients. Wise to note also is the high level of professionalism expected with every nursing practitioner in handling matters regardin g patients (Rigolosi, 2005). As one of the most regulated professions in the United States, ethical standards must be adhered to strictly and comprehension of the various policies governing this field has prepared me to enter the nursing field with more expertise. In addition, I have gained a lot academic knowledge as pertains patient treatment and handling of medicine. In fact, the undergraduate program has formed a foundation for advancement in this field and has helped me to set up my career development path in future as part of perfection nursing. In the course of learning, I have found a number of courses crucial in modeling my professional knowledge and skills. One of the courses that has had a great impact on my understanding of the nursing profession is the Nursing leadership course. In this class, I have learned what is expected of me as a novice in the nursing field and how to avoid common mistakes that new entrant in the nursing field often make. A unique content of this course is the nursing sensitive quality indicators that are used in evaluation of the key elements of patient care that reflects the structure, process and outcomes of professional nursing care. In the three processes, I have learnt the level of skills expected from nursing staff, methods of patient assessment and the expected patient outcomes as measures of quality of nursing care. As Rigolosi (2005) points out, nursing practice is a vocational service that demands the application of Christian principles while providing honest and care-driven services to the community. Through this course, I feel that the university has prepared me with the necessary servant attitude while commissioning my duties as a young nursing professional. Another course that has become an eye opener in my learning process is nursing management. One of the key dimensions of nursing practice that were emphasized in this course is the existence of health facility as a business entity. Just like in any other bus iness, resources in the medical sector are scarce and their effective utilization determines the achievable quality of health that can accessed by the community (Rigolosi, 2005). I found the part of human resource management as critical especially in nursing staffing and hiring of medical professionals. However, I found this

In what ways did US officials act to build a global order under US Essay

In what ways did US officials act to build a global order under US leadership, during and after World War Two, and what were the essential features of that order - Essay Example According to Hudson (2008), foreign policy is â€Å"the strategy or approach chosen by the national government to achieve its goals in its relations with external entities† (p. 12). Kaufman (2010), in turn, writes that the formulation of foreign policy denotes a process of reassessing certain policies – either previous or existing ones – as a result of changing circumstances. In general, the process of foreign policy decision making not only involves various domestic actors aiming for certain outcomes, most notably the national government, but is also highly dependent upon regional and global developments, factors, and forces, which constitute the particular international context. While most of the foreign policy decisions, whether being concerned with international trade, economic and diplomatic relations, immigration policies, etc., could be considered relatively routine, there are extraordinary ones where the stakes appear to be extremely high (Kaufman, 2010), like the formation of strategic alliances, decisions on whether to go to war or make peace, etc. On the other hand, even those foreign policy decisions, which are generally considered routine, inevitably attract more attention in election years, or when an extraordinary event or development occurs (Kaufman, 2010). Thus, as noted by Kaufman (2010), foreign policy is not only of concern to diplomats or bureaucrats but can affect everyone. Two conceptions of what the American type of government should consists in had been put forward at the very dawn of the United States – that of Thomas Jefferson and Alexander Hamilton (Kaufman, 2010). While Jefferson didn’t conceal his animosity towards à ¢â‚¬Å"a very energetic government† (US Department of State, n.d.; Peterson, 1993), Alexander Hamilton, in turn, argued in favour of a strong relationship between the national government and big business, order, efficiency, as well as for the necessity of integrating the country – under favourable terms however – into the international system (Kaufman, 2010). Even though these views seem opposite to each other, historians aptly point out that Hamilton and Jefferson â€Å"often arrived at the same practical conclusion† (Harper, 2004, p.104). Not surprisingly therefore, the principles of economic development and non-interference in the European conflicts remained â€Å"a matter of consensus†, and the pillars of American foreign policy until the early twentieth century (Harper, 2004, p.104). Nevertheless, the purchase of Louisiana from France during the presidency of Thomas Jefferson and the War of 1812 signalled more or less a considerable shift in US foreign policy behaviour. The success of the purchase of Louisiana could be deemed to have set the precedent for buying the strip of land along the American–Mexican border in 1853 – named after the American general and diplomat James Gadsden, aka the Treaty of La Mesilla (Ibarra, 2004; Yale Law School, n.d.) – as well as Alaska from the Russian empire in 1867. The War

Comparative Education Essay Example for Free

Comparative Education Essay France has a highly organized educational system, which is divided into primary, secondary and tertiary (college) education. Primary and secondary education is usually imparted at public schools although a strong network of private schools also exists. All educational programs in France are regulated by the Ministry of National Education. Schooling in France is mandatory as of age 6, the first year of primary school while secondary education consists of college for the first four years after primary school and the lycee for the next three years. The baccalaureat is the end-of-lycee diploma that students must attain and is comparable to British A-Levels and American SATs. Students have a choice of sitting for the baccalaureat general which is divided into 3 streams of study, the baccalaureat technologique or baccalaureat professionnel. Higher education is funded by the state and fees are very low. Students from low-income families can also apply for scholarships. Academic councils called academies are responsible for supervising all aspects of University education in a given region. ANALYSING TECHNOLOGY EDUCATION THROUGH THE CURRICULAR EVOLUTION AND THE INVESTIGATION THEMES France Twenty years ago, many of them started with this new concept: introducing technology education (TE) in our curriculum. From this point, we developed many project implementing this new subject area and we built progressively meaningful to this area. The aim of this paper is to present this evolution from the French viewpoint with some interest to compare with foreign experiences. We present this evolution through two perspectives: the curricular evolution and the place ofinvestigation. Briefly, we can observe through the French national curriculum a phase of Epistemological delimitation, followed by a phase of activities definitions, arriving, recently, to a phase of activities defined as applied sciences without poor link to the initial epistemological definition. Over these factual dimensions, we can analyze this evolution as the weakness of the knowledge meaningful expressed in the national curriculum, weakness that reinforce the weakness of the TE in front of other subjects as math, literature, foreign language†¦ Many works tried to analyse this particular approach but their audience never really get out the little sphere of TE investigators. A birthday is more the occasion to open perspective and project some ideas and the experience taught us that the position of TE is more a question of social positioning through the knowledge than a question of purposed activities’ interest. 1. CURRICULUM EVOLUTION IN FRANCE The aim of this paper is to present you some aspects about Technology Education in the French school. French schooling has two levels. Primary school starts at the age of three and lasts until the age of eleven, in three cycles: the initial learning cycle (children three to five years old), the basic learning cycle (five to eight years), and the fundamental learning cycle (eight to eleven). Secondary school is divided into two main cycles: middle school (ages eleven to fifteen) and high school (fifteen to eighteen for general education or fifteen to nineteen for vocational training). Technology education was implemented at each of these two levels in the early eighties. 1. 1 THE FIRST CURRICULUM 1. 1. 1 Some elements about the general background The main idea of French schooling is the progressive elaboration of the different school subjects. Understanding the world of children goes hand in hand with organizing that world in different knowledge areas, from the general view to the particular description given by the different subjects. Technology education, like that of science, history, or geography, appears as a school subject specific to the middle school level (Ginestie, 2001a). The second idea of French schooling is the concept of project pedagogy. The introduction of this pedagogy in the Eighties was a departure from a traditional idea that the academic and dogmatic transmission of knowledge is the sole approach to teaching. Under the pressure of a massive rise in number pupils in middle and high schools, project pedagogy was presented as a possible solution to meeting the needs of the diversity of pupils, addressing their individual needs, and developing pupil autonomy (Ginestie, 2002). It was in this context, in 1985, that technology education was introduced in France as a part of science and technology education in elementary schools, as a new subject for all pupils in middle schools and as an optional subject in high schools. We can note four stages of organization of technology education between 1985 and today. 1. 1. 2 1985-1991: the implementation of the first curriculum Technology education was conceived of as a new subject and took the place of MTE (manual and technical education) in terms of hours, classrooms, and teachers. The curriculum emphasized the industrial environment, leaving little room for home economics and craftsmanship (COPRET, 1984). It had two different elements that made these references plain. On the one hand, the general part of the course described the overall goals, context, and aims of technology education in France. The aims were in terms of pupils attitudes towards technology (as related in many papers, e. g. de Vries, 1994; Jones, 1997; Compton Jones, 1998; Gardner Hill, 1999; Dugger, 2000) and in terms of the social and professional world of industrial production (this idea can also be found in many papers all over the world, e. g. Kantola et al. , 1999). It offered a broad perspective to prepare pupils for professional training. At that time, the middle school became the intermediate cycle where pupils had to make their own personal plan for school, and technology education was responsible for indicating possible career choices. On the other hand, general goals were broken down into concepts and skills. This second element of the curriculum described the organization of concepts based on four domains of reference: mechanical construction, electrical construction, and economics management and computer science. Clearly, the chosen references oriented technology education in Jacques Ginestie Analyzing Technology Education the world of industry towards electro-mechanical production, to the exclusion of other possibilities (Ginestie, 2001b). The main problem in introducing the TE curriculum has been to link the general aims to the specific fields (Sanders, 1999; Ginestie, 2004). These difficulties appeared with in-service teacher training programs. Earlier, the French Ministry of Education strongly affirmed the principle that TE was not a compendium of a little mechanics, a little electronics, and a business management with different aspects of computer science as a binder. To link these subjects together, teachers have had to connect general aims and specific concepts into an overall pedagogical project (Ginestie, 2005). Many in-service teacher training programs develop this orientation rather than aiming simply for the acquisition of specific knowledge. The implementation of technology education has not been reduced to the simple substitution of cooking or handicraft lessons by lessons in mechanics, but the true construction of a new world (Ginestie, 2003). Many original curriculum experiments were conducted at the same time to develop new teaching approaches (differential pedagogy, autonomous work, cooperative work, personal projects, etc. ) and to integrate the new references to industry, the market economy, and new labor organizations by taking into account the needs, design, production, marketing, use, and rationale of industrial methods. The major plan was to combine the pedagogical project with a theoretical industrial project method (IPM). We can note comparable initiatives in the UK at the same time (e. g. Hennessy Murphy 1999). 1. 2 THE CURRICULUM EVOLUTIONS 1. 2. 1 1992-1999: Introduction of the Industrial Project Method (IPM) At the beginning of the Nineties, IPM appeared to be a good solution for implementing TE in the middle schools. Certainly, IPM has taken an overwhelming place in TE leaving no other alternatives for organizing technology education courses. This position was made official with different additions and modifications to the initial curriculum. The main decision to use IPM was published in 1992 by the French Ministry of Education. This method allows for the simultaneous definition of content and method for organizing the teaching learning process in TE. Everything was done so that each TE teacher plans and organizes a new project each year for each group of pupils. 1. 2. 2 1999-2004: The second curriculum Three problems arose that reduced the role of the project in TE. First, projects were mainly single production projects without any real progression from one year to the next. Secondly, the teachers profile evolved considerably during this period, with a large increase in new graduates from the advanced technological universities. Thirdly, the union of industrial science and technique, with teachers exerting pressure to open the curriculum to new technologies and new patterns of labor organization. The implementation of the new curriculum took four years, from 1996 until 1999. These changes tried to organize the relationship between the respective roles of the project and the concepts. For the first three years of middle school, pupils have to make different modules of the whole project, but they do not have to make all of it. The teachers task is to focus the attention of the pupils on specific points. During the last year, the pupils have to do a complete project (Ginestie, 2001c). The IPM is always a very strong frame of reference for TE in middle school (Ginestie, 2002). 1. 2. 3 2005: And so long, another change. There is actually a new phase of curriculum change. The Ministry of Education wants to promote the pupils individual choices about their future and by consequences the study they have to do. We can observe a real reduction of the TE as general and Jacques Ginestie Analyzing Technology Education Page 3 cultural subject. The general aspects are more and more developed as applications of sciences; the general method is not the process of design and technology but more and more the process of observation and experimentation (as we can find it in sciences education). The main knowledge properly identified as technological knowledge is banished and the first draft of this new curriculum promote the links with the scientific knowledge. The IPM is still a reference but it is more an object to study more than a method to use with pupils. 2. CONDITIONS OF STUDY IN TECHNOLOGY EDUCATION As we can see briefly, the TE curriculum is unstable as we can note through these major changes since the first writing. These changes are not linked with the technological evolution but mainly due to the lack of understanding about the place of TE in the general systems and to the misunderstanding about the aims of this subject and the knowledge taught. This lack of knowledge’s definition is patent when we observe the structure of the curriculum. This question of knowledge is not so easy to solve. Entry through analysing the conditions of study about TE’s knowledge supposes, in terms of questions for research, a strong agreement with two points: o There is some thing to study in technology education; o There would be multiple study conditions, perhaps different. These two points don’t make evidence. A majority of opinion is that TE is simply a kind of mix between handicraft activities and elements to highlight vocational training choices (Ginestie, 2000; Chatoney, 2003; Brandt-Pomares, 2003). In this posture, all the knowledge comes from sciences and TE is only a question of activities or applications. Evidently, this kind of entry weakens the position of TE as school subject and the recent French evolutions must be understood like this. It is the radical opposite we choose to work in our laboratory. First orientation we choose is to understand the significance of the anthropological approach. 2. 1 THE ANTHROPOLOGICAL APPROACH The anthropological approach allows registering knowledge in a theory of the activity and in a social field identified. The articulation between task and activity is incomplete if we do not speak about the manner to make. The manner to make relieves of the technique employed by the person to realise the task, that it is appointed by the situation or by him. The articulation between the task and the technique defines a know-how that expresses the manner to realise a determined task type (Ginestie, 1995). To get off this private organization either to account for the activity, or to clarify the manner to make, supposes the utilisation of language mediation. To tell the manner to make necessitate proceeding to an extraction of the individual praxis to elaborate a praxeological organisation, significant of the manner to realise the type of tasks and the context in which these tasks are registered. In fact, it concerns to give the senses in the typical articulation between tasks and techniques by elaborating a field of meaning in connection with a technology, perhaps with a theory. It is this elaboration of meanings on the practice that defines, in the anthropological perspective, knowledge. This approach allows rendering account organisations of knowledge as relationships between praxis, taken in the senses of the activity oriented to finality, and a field of significations that allows referring practice to a technology and/or to a theory (Ginestie, 2001c). The epistemological entry is interested in the nature of knowledge (well obviously in the evoked anthropological perspective above) and to the demarcation of a field of reference (Ginestie, 1997). Some articulations allow thinking these fields, objects to know that are fastened there and the manner of which they are or been able being, taken into account in the framework of a technology education: i. The world of technical objects, their mode of existence and social organizations by and in order that these objects exist so as to register the technological education in the human and social activity field; ii. The articulations between functioning, function, structure, form in the senses of a lighting of interdependences and the different manners to describe an object; iii. The articulation design, production, utilisation notably for marks given on process put at stake in each of terms, but equally, of a more global manner, either in a specific approach on an object, or from an evolutionist viewpoint, in a perspective of an history of technical activities; iv. The articulation object, activity, language in an ergonomic inscription (from the thing to the object, the object to the tool, the tool to the instrument) as revealers of the bonds between gestures and techniques, techniques and technologies. The report to techniques is thought in this framework as a demarcation; the report to languages notices the elaboration of symbols (in a relationship meaning, meant) but equally tools to think the world of technical objects and to act in this world. Well obviously, this qualification of fields is a bit coarse, it needs to be specified, notably if we want to be able to read existent curricular organisations, perhaps to propose evolution of these organizations. The curricular approach is one way to understand the knowledge’s organizations for teaching purposes. The problem is not the transposition of praxis but the transposition of praxeological organizations. It is not difficult to ask to pupils making something, but it is difficult allowing them to construct the meaningful on what they make. Certainly, the important instability of our curriculum is based on this difficulty to elaborate this meaningful. Furthermore, the curricular entry is envisaged here as one of the stages of the didactic transposition process: that the placement in text of teaching objects in an prescriptive aimed that has to organize the teaching activity, to the breadth of the production of these teaching objects in the framework of the class to elaborate some objects of study for pupils, objects of study that are going to determine activities of pupils. This placement in text defines the matter to teach and induces the manner to teach it. 2. 2 SCHOOL INSTITUTIONALIZATION We can thus notice the specification and identification work that operates in this process of scholastic institutionalisation. School institution is characterized as the placement of interactions, surely tensions, between three poles: the pupil, the professor and the knowledge. As soon as we wish to describe these interactions, we are confronted with a problem of methodology, methodology that derives of course the framework in which place our study. Thus, analysing the conditions of the study is going to concern us in what the school institution puts to the study and the manner that’s this study functions. This crossing of analysis rests on the articulation between task and activity: o The task is significant to the knowledge put at stake in the elaborated situation by the teacher in the framework that is fixed (curricular organizations, conditions of exercises, particular constraints, etc. ); o The activity is significant to the work undertaken by the pupil to progress in the task that is appointed it by the teacher and representative of the knowledge’s learning process. Jacques Ginestie Analyzing Technology Education Page 5 It concerns to define a framework of analysis that allows looking the functioning of a teaching situation (Ginestie, 1992). The initial framework, elaborated by these analyses method, does not prejudge of: o Knowledge put at stake, their presence or not and their school form; o Organizations elaborated by the teacher so as to organize conditions of the study of these knowledge; o Activities developed by the pupil that are induced by the organization put in game for this study. These two cross analyses, task and activity, characterize the interactions between three complementary existing logics but that can also appear as rival: the logic of subject, the logic of teaching and the logic of learning. The first one follows from knowledge organisation and requires an epistemological study; the second one takes in account the professional activity of the teacher considering his organisation, his style, his manner to do, the professional gestures he develops; the last one can be highlight by the learning theories, specifically the viewpoint of socio-constructivism theories. Many works have shown the incidence of these logics on the school situations and how they are inscribed in different references and different temporality. In fact, stressing these three logics in a school institution can be looked of different manners. But, for ourselves, we are really interested by what it happens in a class; specifically, we try to analyze the effects produced by this placement in tension (Ginestie, 1996). On the one hand, this approach allows the identification of the organisational and structural elements that act and interact in the process of teaching-learning. In this perspective, the task appears as the preferential expression of the teaching’s logic. It express simultaneously what is at stake, the context in which it is situated, what it is waited and what it is necessary that the pupil makes to achieve the task. In this senses, the task is a concentrated expression of a totality of values, models, elements of theories, knowledge that base the subject’s references and that identify the teacher in a teaching population. The analysis of the task is therefore significant how curriculum is implemented, in the particular intimacy of a specific class. It is equally significant activities that it induced at pupils. It is also characteristic of the epistemological, curricular, didactical or pedagogical presupposition (Ginestie, Brandt-Pomares, 1998). On the other hand, the passage to the real supposes to put in stake an analysis of the activity of the pupil. His perusal of the task, the manner he has to organize its activity and to orient its actions, what it takes in consideration and what it does not see even, allow characterising his learning process. In this perspective, we can notice difficulties that he meets, the manner whose he processes them, adopted strategies and the planning of his different actions (Ginestie, Andreucci, 1999). Reading activity through the description of the task allows proceeding pupil’s activity with some precise characteristic elements of the task. We can value difficulties met by the pupil and identify which are relevant to the context (the formulation of the task, the organization of conditions of the study, the use of models, materials, etc.) and which notices obstacles to the learning (Amigues, Ginestie, 1991). 3. SCHOOL ORGANISATION AND PUPIL’S WORK Organizations implemented at school, in the classroom and by the teacher have a direct influence on the work of the pupil and on the result of this work. Concerning the technology education (but it is not specific for these subject), it is important to specify and to define what is waited from the pupil, recourses he disposes to get there, the manner whose he gets there. Therefore, we have to understand the evaluation the Jacques Ginestie Analyzing Technology Education Page 6 nature of the goal, the manner to get there but also the breach of the goal; everything that allows to bring in front understanding about the process of knowledge’s transmission-appropriation. From this point, we are not in a curricular approach that has for object to define contents of teaching and to determine goals to reach; we discuss goals fixed by the institution, their institutional pertinence, their coherence in a scholastic organization datum. Of course, the temptation is great to believe that we could have act on prescription as to reduce these gaps. The evolution of curriculum shows that this kind of actions is limited because it enters in social negotiations that the research can illuminate to defect to inspire them, even to affect them. 3. 1 TASK ANALYSE Our entry by the situations is an analytic viewpoint to render real situations of classify or in a prospective perspective to think possible evolution. For that, the crossed analysis task-activity presents a good framework. The task’s analyze gives some understanding about the placement in text (or the placement in word) of the object of study. This placement in text constitutes one of the last stages of the didactical transposition, stage in the course of which the teacher anticipates and executes the production of the object of study that it makes return in its class. Many indicators allow characterising some ingredients of the organisation that it counts to put in place: o The nature of knowledge that he exhibits,  o The display of the result expected at the end of the sequence, o The spatial and temporal organization type that he puts in act, o The strategies that he gives to orchestrate the activity of pupils, o The different levels of evaluation on which he counts to lean (evaluation his activity, the progress of his sequence, the activity of pupils, the breach of results), o The devices of mediation and remediation that he envisages, o etc. Others indicators allow to notice explicit or implicit models that he uses for the organization of this production: o model of the logic of pupil learning organized around acquisition of competence noticed to the breadth of significant observable behaviours versus a constructivist approach based on the elaboration of knowledge; o Model of the activity of pupils according to a logic of smooth away difficulties versus a logic of confrontation to obstacles; o Model of the teaching organisation according to a logic of guidance of the action of the pupil versus a logic of problem-solving; o Model of the organization of knowledge references that one can caricature in a binary alternative: in technology education, there is nothing to know versus there is only knowledge. The construction of these models supposes the elaboration of a strong theoretical reference by which we can predict the appearance of the objects of study and how they become into school organisations. Of course, we front three different viability risks: one is an instant risk about what’s happen with the course that is going to unfold here, at this hour, in this  classroom, with this teacher and these pupils; second is a progression risk about what happen in the duration of the class, the articulation of the different sessions and their succession; third is durability risk about the permanency of a teaching at such level, in such class, in such context, according to evolution, development, interaction with the other subjects as a kind of general educational ecology. Jacques Ginestie Analyzing Technology Education Page 7 . 3. 2 ACTIVITY ANALYSE The analyse of the activity, as for it, tries to understand the logic of pupils in their evolution to achieve the task that is confided them and the manner of which they adapt conditions organised by the teacher. Retained indicators refer directly to theories of the apprenticeship, notably through: o The strategy they adopt, o The manner to organize their actions, o The manner to notice and to anticipate difficulties and to overcome them or to avoid them,  o The manner to notice or not constraints imposed by the situation and to take into account them or no, o etc. Analysing the activity of pupils is a powerful tool that allows to notice, to qualify and to valorise gaps between what the teacher waits them, what they obtain really and the manner that they use to reach this result. It concerns, on the one hand, to give indicators of efficiency of a device concerning learning and, on the other hand, indicators on the manner to conceive plan. To adopt a criterion of efficiency of plan put in place by teachers is not easy. That supposes to place the question of the acquisition of knowledge by pupils to the heart of the educational act, what is not without consequences in TE. This challenge is important if we want to reinforce the position and the role of the TE as a general education subject. Through our French experience, but also through some related experiences in different countries, we have change of period. The first time of innovation and implementation is definitively done. Many countries know a decrease period with disaffection for TE: decrease of budget, reduction of school time devoted to the subject. At the same time, more and more teams develop investigation in TE. May be, we have to diffuse the results of these investigations and to develop the support that we can provide to the teacher but also to the curriculum designers, this is our challenge to bring our contribution to TE. ICT and Education in Indonesia Harina Yuhetty I. Introduction  In the beginning globalization is fully believed to be able to lead to greater economic development in the sense of greater market scale, which in turn will increase the gross national product. So people believed that poor countries or third world countries will develop faster, thus the economic gap between the rich developed countries and the third world countries will diminished. However, facts show the contrary. It is true that the gross national product of countries will increase, but the gap between the income of the rich and poor countries is also getting wider. The main reason for this gap is the extra-ordinary growth of information as a result of the development of communications and information technologies in northern developed countries which have full control of these technologies. This information boom enables multinational companies to compete with changes in market demands, new products and new technologies, which in turn can boost the economy of a country, increase its efficiency and win global dominance. On the other hand, in third world countries which are also known as southern hemisphere countries, they have difficulties to seek, to receive, to process and to produce information. The lack of appropriate information at the right time will result in low productivity, low quality research works, and waste of time to pursue information and even to do research which actually had been done by others or in other countries. Indonesia as a third world country has a great concern over this deficiency and believe that the digital divide should be reduced so that there will be an economic recovery. The Indonesian government is determined to utilize the information technology effectively to support efforts to increase the national competitiveness. This aspiration is reflected in the Indonesian Presidential Decree Number 50 year 2000 about the establishment of the Coordination Team of Telemathics of Indonesia. This team consists of all the ministers in the cabinet including the Minister of Education. Its tasks are among others to define the government policy in the area of telemathics; to decide the phases and priorities of development in the area of telemathics and its uses in Indonesia; to monitor and control the implementation of telemathics in Indonesia; and to report the development of telemathics in Indonesia to the President. The government realizes that the success of the development and utilization of telemathics depends mostly on the infrastructure which can provide easy access, and also ensure availability of information and subjects. To meet these three provisions, a competent human resources is a necessity. That is why the preparation of qualified human resources is given priority, because it requires hard work and takes time. Meanwhile, we also know that scarcity of and low quality human resources in the area of Information and Communications Technologies can delay mastery of communication and information technology. As such, the government through the Minister of Efficiency of State Apparatus as Head of the Coordination Team of Telemathics of Indonesia in his letter number 133/M. PAN/5/2001 had drawn up a Five-Year Action Plan for the Development and Implementation of Information and Communication Technologies (ICT) in Indonesia. This plan among others includes a plan for the implementation of the use of telemathics in the area of education starting from 2001 until 2005, which includes: * Develop collaboration between ICT industry and ICT educational institutions through training and R D collaboration, and found a network for skill and capacity development * Develop and implement Curricula of ICT. * Use ICTs as an essential part of the curricula and learning tools in schools/universities and training centers * Establish distance education programs including participation in Global Development Learning and other networks * Facilitate the use of internet for more efficient teaching and learning From this action plan we can see that the emphasis of human resources quality improvement is especially geared on the provision and expansion of education of human resources in ICT area. Besides that, utilization of ICT for education and learning purposes, as an effort to fill digital divide, which in turn is hoped to be able to improve the national competitiveness to revive the economy is another emphase. II. ICT in Indonesia As mentioned above, the success of utilization of ICT is among others depends on the infrastructure which includes the telecommunication network, the availability of internet facilities and the use of internet. In general the development of ICT in Indonesia nowadays is less encouraging compared to the developed countries, or even compared to neighboring countries such as Singapore, Malaysia, Thailand and others. To give a general picture of the ICT condition in Indonesia let us consider the data quoted from the Center for Research and Application of Information and Electronic Technologies of the Office for the Research and Application of Technologies, 2001 as follows. A. Public Telephone Lines for 203,456,005 populace 1. The number of Telephone kiosks 228,862 2. The number of Telephone booths 345,307 3. Telephone patrons 6,304,798 B. Internet 1. Internet Service Providers 40 2. General Access Speed rate of ISPs 15 KBPS 3. Patrons of ISPs 511,000 with 1,980,000 users ( 1% of Indonesian population).

Facial Trauma Among Patients With Head Injuries

Facial Trauma Among Patients With Head Injuries Facial Trauma among patients with head injuries Dr. Shazia Yasir*, Dr. Faisal Moin, Dr. Muneer Sadiq ABSTRACT Introduction: Facial trauma is without a doubt a most challenging area for any emergency physician. Despite many researches and advances in the understanding of multiple techniques; initial assessment and management of facial injuries in emergency and early stages remained a complex area for patient care. Objective: The purpose of this study is to determine the prevalence of facial trauma among patients with head injuries that may help emergency department physicians to deliver accurate and quick diagnosis and decision. Trauma to this region is often associated with mortality and morbidity and varying degree of physical and functional damage. Study Design: Prospective Cross-sectional Descriptive Study. Place and Duration of Study: Department of Emergency Medicine, Ziauddin University Hospital, Karachi from four months from Feb 2014 to May 2014. Methodology: This study was conducted at Ziauddin university hospital emergence medicine department. It is a prospective cross sectional descriptive hospital based study. 115 patients who were diagnosed of having head injuries were included in this study. Information on age, sex and cause of injury was taken for each case. Each patient was then examined for the presence of facial trauma using the CT 3D face. Data was analyzed using the SPSS program. Result: Out of 115 patients, 85 (74%) were males and 30 (26%) were females. A total of 59 (51%) patients were between 15 – 30 years of age; 26 (23%) were aged between 31 – 50; and 30 (26%) were above 51 years of age. 76% patients had facial trauma where head injuries were evident. 63% female and 80% male had facial trauma where head injuries were found in patients. Out of these 115 patients majority were involved in road traffic accidents and are from the age group 15 – 30 and predominantly male. Conclusion: Based on the study conducted; it is safe to conclude that patients who have facial trauma associate with head injuries are young males and is mainly caused by road traffic accident. The result might vary by governmental, culture or social differences. Key words: Facial Trauma; Head Injuries; emergency department _____________________________________________________________________________________________ INTRODUCTION Trauma is a type of injury where external force is being applied suddenly and violently at the body which causes a serious injury [1]. A head injury in human body is any trauma that can cause injury of scalps, brain or skull. The injury could be a minor bruise or serious injury on the head and brain injury [2]. Some injuries can result in prolonged or unrecoverable brain damage. The injury can cause bleeding inside the brain or forces that damages the brain directly. The most common cause of head injuries are road traffic accidents, fall, physical assault or others. These accidents can occur at home, work, outdoors, sports or many other places. Head injuries are commonly associated with facial trauma; often result from high energy blunt force injury to facial skeleton. Typical mechanisms of trauma include motor vehicle accidents, altercation and fall [3]. - PG Emergency Medicine, Department of Emergency Medicine, Ziauddin University Hospital, North Campus, Karachi * Correspondence Email: [emailprotected] The face is vital to human appearance and function. Facial injuries can impair a patients ability to eat, speak, interact with others, and perform other important functions. Facial injuries may be caused by a direct blow, penetrating injury, or fall. Pain may be sudden and severe. Bruising and swelling may develop soon after the injury [11]. METHODOLOGY This study was carried out at the department of emergency medicine, Ziauddin University Hospital, Karachi, Pakistan. Patients of either gender with more than 15 years of age presenting to Ziauddin Hospital Karachi who were diagnosed of having head injuries were selected. Patients who gave the history of previous head trauma were not included in this study, this aimed at avoiding some ambiguity during examination as to whether the encountered trauma was the result of the recent head injury or previous underlying trauma. Each patient was then examined for the presence of facial trauma, using 3D CT scan. A 3D CT scan, or a three-dimensional computerized tomography scan, is a type of x-ray that allows high quality images of organs, blood vessels, and bones to be recorded in a very short amount of time. The individual CT images are then layered together to form a virtual model of the body. It is able to reveal the functionality of many of the anatomical structures in the body, in addition to structural defects, tumors, and lesions [12]. The obtained data was checked for completeness and clarity then entered into the computer and analysis was performed using Statistical package for social sciences program (SPSS). Chi –square test (X2) will be carried out and significant level p RESULT A Total of 115 patients with head trauma were included in the study. The gender distribution of the study population is as shown in Table 1 below. Table 1:- There were 85 (74%) males and 30 (26%) females. The age distribution of the study population is as shown in Table 2 below. Table 2:- There were 59 (51%) cases between ages 15 – 30, 26 (23%) cases with ages from 31 – 50 years males and 30 (26%) with age over 51 years old. The presence of facial trauma according to gender is shows in table 3. Out of 115 patients monitored, 19 female have facial trauma out of 30 which consist of 63% female, while 68 male patients have facial trauma with head injuries out of 85 which make 80% of male population. The total of 76% patients has facial injuries where head injuries were evident. Table 3:- Presence of facial trauma according to gender The presence of facial trauma according to age is shows in table 4 along with graphical representation. Out of 115 patients monitored, 59 patients were between ages 15 – 30. From these 59 patients 51 have facial trauma where head injuries were evident, this make 86% of the population. The patients between 31 – 50 years of ages were 26, where only 14 were found to have facial trauma which makes 54% of the population. The patients over 51 years of age were 30 where 22 were found to have facial trauma which makes 73% of the population. Table 4:- Presence of facial trauma according to age Table 5 shows prevalence of facial trauma by gender according to the causes of injuries. Out of 87 patients where facial trauma was also observed 11% female had it because of road traffic accident comparing to 39% male. Fall in female was 9% comparing to 17% male; no assault in female was observed while 14% male had facial trauma during assault. Table 6 below shows the details of prevalence of facial trauma by age according to cause of injury. The detail shows higher number of road traffic accident, followed by fall, assault and other causes of injuries. DISCUSSION Head injuries causes hospitalization of 200 – 300 patients per 100,000 population per year worldwide. A head injury associated with facial trauma comprises a number of complications, such as sequestrum formation, sinusitis, nasolacrimal duct injuries, facial deformity and injury to or entrapment of the globe. Trauma is very well known to be the main cause of death in first forty years of life. Facial trauma can be very dangerous as this could impact the essential parts of the body like speech, respiration, vision or smell so special attentions and importance should be given to facial trauma patients [13]. An international study was done in France to determine the types of facial injuries; 25.4% of the injuries were aged between 21 – 30 years. Sex ratio was 2.7M/1F. The most frequent cause was sports injuries (25.8%); followed in decreased order by traffic injuries (23.1%); home injuries (17.6%); fight injuries (3.4%); work injuries (3.4%) and dog bite (3.2%) [4]. Multiple studies conducted that amongst facial trauma the most common sites are nose (50%) [6] and maxillofacial trauma (5%) [5]. In this study 115 patients with head trauma were included with sex ration of 2.8M / 1F which seems to be consistent with previous studies done in different part of the globe [8, 10, 7]. The findings in this study also revealed the most common involving age group was 15 – 30 years of age; which constituted 51% as compared to other age groups. This finding is the same as that done in Nigeria and others in 2010 [42]. The reason for high prevalence of head and facial trauma to this age group (15 – 30 years) as compared to other age group could be related to activities of this age group in economic and social activities which lead to increase in accidents and violence. In this study it was also found that male are slightly more involved as compared to females where by 74% were male patients and 26% were female patients. The most common cause of facial trauma is to be road traffic accidents which involve motor cycle; car and pedestrian while the second most is fall from height. This was similar to previous findings in other studies which shows most common etiologies of injuries were car crash (39%); followed by assaults (28%) with majority are male with age group 15 – 30 years [9]. Observations from multiple studies of different part of the world shows that leading cause of facial trauma associated with head injuries is road traffic accident followed by fall and assault. Based on the study design and area; each study has its precise section of dominance. CONCLUSION This study concludes the prevalence of facial trauma associated with head injuries was 76% and higher age group is 15 – 30 years with 51% than other age group and prevalence of male 59% than female 16% had facial trauma where head injuries were eminent. The common cause is road traffic accident 50% followed by fall 26%, assault 13.7% and others were 9%. CONSENT FOR THE STUDY All patients or relatives were given a necessary explanation about the study before they asked to participate. For those patients who were unconscious, consents were obtained from their relatives. For patients under ages 18 years, informed consents were obtained from their parents/ guardians. ACKNOWLEDGEMENT We would like to acknowledge faculty of Ziauddin Hospital, North Campus for helping us during the study, staff for helping in data collection and all others who have given their input. The study was self funded. REFERENCE Anderson T ,Heitger M, and Macleod AD (2006). Concussion and Mild Head Injury. Practical Neurology : 342–357. Heegaard WG, Biros MH. Head. In: Marx J. Rosen’s Emergency Medicine: Concepts and Clinical Practice. 7th ed. St. Louis, Mo: Mosby; 2009:chap. 38 Aksoy E, Unlu E, Sensoz O. A retrospective study on epidemiology and treatment of maxillofacial fractures. J Craniofac Surg. 2002:772-5 Lebeau J, Kanku V, Duroure F, Morand B, Sadek H, Raphaà «l B. Facial injuries treated in the Grenoble University Hospital. 2006;107:23-9 Goodisson, D, MacFarlane, M, Snape, L. Darwish, B, Head injury and associated maxillofacial injuries New Zealand Med J 2004,vol.117 Khan, A. R.,Arif, S., ,J Ayub Med Coll Abbottabad 2005 Vol.17 Hashim H, Iqbal S. Motorcycle accident is the main cause of maxillofacial injuries in the Penang Mainland, Malaysia. 2011;27:19-22. Madubueze CC, Chukwu CO, Omoke NI, Oyakhilome OP. Head and neck injuries as seen in a Nigerian teaching hospital. Ozo CInt Orthop. 2010. Bouguila J, Zairi I, Khonsari RH, Jablaoui Y, Hellali M, Adouani A.Epidemiology of maxillofacial traumatology in Tunis. Rev Stomatol Chir Maxillofac. 2008 Khan AA. A retrospective study of injuries to the maxillofacial skeleton in Harare, Zimbabwe. Br J Oral Maxillofac Surg 1988; 26:435-439. Rankin M, Borah GL. Perceived functional impact of abnormal facial appearance. Plast Reconstr Surg 2003; 111:2140. Saigal K, Winokur RS, Finden S, et al. Use of three-dimensional computerized tomography reconstruction in complex facial trauma. Facial Plast Surg 2005; 21:214. Motamedi MH: An assessment of maxillofacial fractures: a 5-year study of 237 patients. J Oral Maxillofac Surg 2003, 61(1):61–64

Raising the Bar †Los Angeles Kings :: Critical Evaluation Rhetorical Analysis

Raising the Bar – Los Angeles Kings Often times many hockey teams have a sprout of success and a sudden downfall, but in the end there is always next year. In the article titled Raising the Bar – Los Angeles Kings, by Andrew L. Robles, the reader is to assume that the Los Angeles Kings hockey team should be very successful in the upcoming few seasons. Andrew Robles’ motivation to write this article may have occurred for many reasons. First of all, he seems to be a hockey fan who feels strongly that the Kings will have a well played season. He seems to be informing the reader of the prospects the team has acquired, and the results he is expecting with the new coaches and players hired for the team. The writing seems to be a motivational piece that is trying to get the Kings’ fans to look forward to the upcoming year. With the information and detail given by the author, it is obvious that much time and effort was put into the article. Andrew Robles was able to arrange interviews with many different players, and was able to publish their thoughts on the upcoming season. This shows the audience, and I, that time was put into the article which makes me trust him and his knowledge of the team. That is important, because now that he has the audiences’ trust, they will believe what is written, as long as i t isn’t too farfetched. The article written shows many different modes of analysis, with one of these modes being the inductive argument. With all of the facts and expert opinions that support Andrew Robles, he comes to the conclusion that the Kings will be a good team this year. The tone taken by Robles is a very formal one, as he does not relate himself to the audience at all. Robles states his opinion and why he feels the way he does. I like this form of writing, as he is not trying to get a reaction out of me. He is stating why he feels the way he does, and what facts or reasoning he has behind that opinion.

Family, Marriage, And Gender Roles :: Sociology, Family Values

Family, Marriage, and Gender Roles   Ã‚  Ã‚  Ã‚  Ã‚  At the core of American identities and American dreams lies a family. Throughout time, families serve as a connection between the individual and the outside world. The individual's identity, his or her dreams, in large part depend on the family of origin or a family of choice. The individual is shaped through beliefs, values, and assumptions that the family holds about the world and that are based on family member's experiences and collective memory. The family itself, in turn derives its values from the social, cultural, political, and philosophical assumptions and beliefs of the larger, and more dominant culture.   Ã‚  Ã‚  Ã‚  Ã‚  In today's modern society, assumptions regarding a family can be very widespread. Ranging from the conservative viewpoint to the more liberal view. The conservative is the more traditional view of the two. Believing that the only true family is the joint relationship of a husband, wife, and children is a thing of the past. Recently an alarming number of unfavorable situations have arisen. These situations range from one-parent families to the inexplicable situation of two partners of the same sex. What happens to a society where the nuclear family is no longer the dominant configuration? Only time will tell.   Ã‚  Ã‚  Ã‚  Ã‚  Being brought up in a traditional environment, I have very conservative views on the concept of a family. When I was young, my Mother did not work. She would stay at home with me until I was about thirteen years old. I feel that, if possible, a mother should stay home with her children. In my eyes, the main responsibility of a Mother is to furnish her children with as much attention as possible. Without the necessary attention the child will grow up striving for attention, and will do everything in his or her power to receive it. In the model nuclear family, the Father is the individual who is responsible for earning a substantial living. Providing for the family: a home, food, and a sense of security; the Father is an important factor in the up bringing of a family. Unfortunately, many families do not have the luxury of a nuclear family. They must survive on their perseverance, along with a little bit of luck along the way.   Ã‚  Ã‚  Ã‚  Ã‚  In our textbook, Moser and Waters accurately depict the essentials of family values. The one essay that seems to support my own set of values is the one entitled Reserve Marriage for Heterosexuals. I feel that a family has nothing to gain by allowing homosexuals to adopt children and start their own families. The essay depicts that children that are raised without a Mother and

One word that has changed the world

Do you love apples? Well, Ido love apples! However, it is not because it's nutritious, instead, it haschanged world. Why? You may ask, or you may come to realize that Job's productsof apple brand have indeed brought us dramatic changes. You're partially right! Actually, in the longprocess of history, there are three apples that have exerted significant impacton us. One was bitten by Eva, one fell on Newton's head, and another on is inthe hand of Steven Jobs. The three great apples have shaped a brand-new worldwith a fire-new outlook.The three great apples have signified a usion of curiosity,intelligence, innovation and technology. The three great apples have endowed uswith a window to look through an unknown world, to explore, to innovate, toprogress and to advance. Eva's apple is a metaphor of human's curiosity. Curiosity is a child-like sense of wonder, making usquestion things that others do not even notice. Einstein once put it â€Å"I'mneither especially clever nor especially g ifted, I'm only very, very curious. † Hewent on to say that, â€Å"the important thing is not to stop questioning. Withthis regard, he proposed the relativity theory, a milestone in hysics, aleapfrog of human development. Stories like this happen all the time. Becauseof curiosity, we have been eager to explore the outer space, is there anyliving creature in outer space, is there any possibility to live on otherplanets so that helping release huge burden of congestion, climate variationand other knotty issues. Curiosity drives us to the Journey of exploration ofthis mysterious and unfathomable world. Curiosity propels us to fgure out allthe truths and facts.Newton's apple is amanifestation of human's intelligence. We can speak, we can create, we can makea ifference. All these features have distinguished us as a unique creature, Justa saying goes† there's nothing as precious as humans in the world†. Thanks tointelligence, our ancient ancestors have created a brillia nt civilization thatinspired the world for centuries. Due to their intelligence and endeavor, wehave transferred from a primitive society to a modern one. Intelligence is thesource of our development. Apple intelligence leads us to advance. Jobs' apple is a symbol of dailyupgrading technology.In retrospect, we'll fgure out that we have been livingin a orld tightly connected with technology, particularly, after the 1990s. Becauseof technology, our life now is strikingly different. With TV, we are immersedin extensive entertainment and relaxation, with telephones, we are delighted inconvenient and efficient contact with families and friends, with MP3, we areenchanted in melodic music at anytime anywhere, with internet, we are involvedin a wide range of activities—chatting online, sending mails, shopping,getting information and so forth. Every day, we're marveled at fabulous giftsfavored by technology.Apple technology akes us to innovation andtransformation. Whether you're holdi ng anipod 4 or you're holding 4 packs of apples. World is waiting for us to make a differenceand the three great apples have spured the most unparalleled and tremendouschanges for the world. The great apples, namely, curiosity, intelligence andtechnology are the source of strength of enterprising, pioneering andprogressing. Apple, is more than anapple. It is a word that has changed the world and it's my solid convictionthat another apple is to change the world! One word that has changed the world By gluttonysJt