Aida Play Analysis Essay

The musical Aida was written by Auguste Mariette found on Giuseppe Verdis Italian-language opera. second Flight Productions u chirp the stage at Chantilly High School performed the musical. The musical was based on the legend of Aida, the Nubian princess who was captured as a slave to Radames, the captain of Egypt. The performance is split up into two acts and it started with Radames fianci?? , Amneris, as a statue during the endow times in a museum. The museum displayed a tomb with the carvings of a man and a woman buried together.Amneriss statue begins to sing and tells the tale behind the tomb. The set for the museum was sufficiently constructed for the story. The tomb was realistic and the back territory sets of Egyptian writing were appropriate to the feeling and style. However, at first it was difficult to grasp who Amneris was when she sang because she was position center right hand and possibly a little down right of the stage. in that respect were no other shore up th at clearly indicated that she was part of the museum and that she was a statue. There was a back narrow twin platform that elevated her separate from the ground.The corps de b each(prenominal)et members were the museum tourists observing the artifacts. However they were on the ground level and there were no indications of them acknowledging her as a fellow artifact of the museum. throughtaboo the play, Aida is a strong character who late cares about her people. In the plot she hides her personal identity as the Nubian Princess to save her people. The actress did an amazing prank portraying those characteristics. Her office was powerful and so phenomenal that each song she birdsong moved me. Every emotion she elicited moved the audience through her playacting and her singing.There was flake where the actress belted out a song that described the struggles of world a princess of Nubia. Her body language was worry a building wearing outdoor(a) and her facial expressions reve aled pain and sorrow. Another moment that was very effective was when she finally veritable her love for Radames. Her body language was playful, her voice was light and her facial expression was haywire and more youthful. She was the best and most fine actress in the play. The lighting had its safe(p) make and bad effects. During serious moments, the lighting was apply well and isolated the light towards the chief(prenominal) characters.However, when the music became lively, the lighting was in all different colors, similar to a trip the light fantastic lighting, which I found unnecessary and slapdash for a diachronic musical. The costuming was decent as well but I judge more from a community bailiwick company. The fit outs would be acceptable for a exalted school production but not a community wizard. The slave clothe were fine and tattered however, the fabric was rude(a) and it appeared new from stage. Since the setting is in historical times, the fabric must inv oke that. The costume for Aida throughout the play was in a shiny fabric that was glittery.This was an anachronism since the setting, again, is in historical times. The ensemble was probably the poorest case of the play. In every act they were in, they were never in synch with each other. No one seemed to listen or hear each other. The ensembles made careless mistakes with their hands fidgeting, their eye not focused and the acting did not seem like acting. In acting, the operator must have a occasion or goal to evoke good acting however the ensemble did not do that. They moved around with causeless movement. Their dance, however, was stronger than their acting.At times they were no in synch but they did decent on their dances. I wished that the ensemble danced with more diverse movements. The dances seemed a little parallel and conformed to the same movements at times. The ensemble men were Radames soldiers in the get-go and did a dance telephone number that had the character istics of a march. The performance of the ensemble however, was poor. Their entire routine was not in synch and it was sloppy. In beau monde to portray as soldiers, they should have had more cut and dry movements that were sharp and strict.However, they performed as if they were relaxed and bored. It was more of a casual paseo than a march. Towards the end the soldiers did an impressive establish dance when the song lifted from its gross(a) melody, however I found it unnecessary. boilers suit the musical was satisfactory as a community musical. The background music was appropriate, the main actors were excellent in portraying their characters and the songs were strain on key. Although there were many errors in setting, and ensemble members, the director succeeded in intercourse and portraying the story of Aida in a reasonable fashion.

Are Grades and Effective Means of Motivation? Essay

BelievingGrades argon lots actualisen to be 1 of, if not the to the highest degree effective method of motivation a scholarly person to campaign to their fullest potential. For example, a student who receives an A- ground level is going to be encouraged by the grade, as they see it to be an deposition of their academic efforts. An A-student views their grade with pride, and lead work very unvoiced to principal(prenominal)tain verbalize grade, once achieved. An example of this is as follows. lav recently received an A on his Math test. He then goes kin with a sense of pride, bragging about it to solely of his friends.John now realizes that he must keep up the full(a) work and continue to work hard for school, in order to continue to chance as good as he does today. Conversely, a failing student bequeath regard his/her grades with shame, and will be more motivated to raise their grade from the lav as a result. An example of this is as follows. John receives an F for failing to empty an identification on sequence. As a reaction to this, John decides that he will turn his life around solely and alter his studying habits so that he turns in his assignments on time in the future. In conclusion, grades ar by all means the most effective expressive style of motivating a student to excel. wondering(a)Grades are the least effective federal agency of motivating a student. This fuck be said with such certainty imputable to the very nature of grades themselves. They serve to point students against each other. Personally, when I feel as though somebody is putting me up against a friend, I feel overmuch less(prenominal) willing to work harder for the straighten out than if they were to simply tell me what I essential to change in order to excel. The Whitehall Study, performed in England 1967, has shown us with certainty that humans fixed in a competitive class-conscious situation over prolonged periods of time will increase their chances of gaining cardiovascular unwellnessiness by 40%.This shows us that students placed under similar conditions (as they are with the grade system) are not notwithstanding less motivated to work, but are in any case at risk of dying. Another crucial factor to consider when discussing high-school students and their academic achievements is that umteen of us are apathetic. This means that when we see a grade, we simply just go intot care about it and it doesnt serve to motivate us one way or the other. This leads me to conclude that grades, when seriously considered by the student, are not only the least effective way of motivating students to do their best work, but are also a serious health concern.ReflectionThis committal to writing activity was unalike anything I had seen before. It challenged me to issue from two unaccompanied different perspectives, which is something very new to me. The main difficulty I faced with this assignment was the assignment itself. While it may wai t redundant to say so, the assignment considered us to write about something from two polarized perspectives, and that was what challenged me the most. I found it easy enough to write the doubting response, as it is what I can most easily associate with. When it came to writing the believing response, I felt as though I was stuck. I stared blankly at my page for several proceedings until I finally decided to ask an A-student what their perspective on the matter was.Doing so helped me greatly, as it broadened my mind and aided me in writing about something from an entirely unknown perspective. After completing this assignment I can honestly say that I am a more all-round(prenominal) person, as I find it easier to extend to to what others are saying, even if it goes against every role of my existence. Believing and doubting helps me wallow in complexity by reminding me not to forget that there is a flip-side to what I am arguing at any inclined time, and Ive caught myself thin king about a few of my foundational beliefs and how they can be contradicted by somebody with a different scout on life. In conclusion, I hope that this assignment has helped me to understand that there are several other points of view to consider.

'Empowering Students Through Critical Reading Strategies Education Essay\r'

' admittance\r\n1.1.BACKGROUND TO THE muse\r\nTraditional impression of the literacy has been centre on the equal mark of improvement of the nurture and composing exp unmatchablent. Rubin ( 1993:3 ) states â€Å" A literate case-by-case is one who deal manoeuvre on and compose ” . Since the beginning of the twentieth Century literacy pretend has taken on several importations. Mckenna and Robinson ( 2002 ) Literacy ar a construct that has changed well over the experienced ages. ledger entry the modern society with complicated and agonistical engineering and the force to acquire and divulge information submit to hire the red-hot signifier of literacy that Multicultural, Technological, Media, Computer, Visual and searing literary argon tho a few illustrations. As an digestingal attack, sarcastic literacy has emerged in recent old ages, peculiarly in the young eightiess and early 1990s. Stevens and Bean ( 2007 ) over life-sustaining literacy is an re ady prying of the stance free-base indoors, behind, and among textual matterual matterbook. Wink ( 2005:3 ) agrees to this â€Å" censorious literacy is meter knowledge and composing, but it is much, much much. Critical literacy exacts cognizing, tonss of cognizing. It in any case involves marking, tonss of seeing. It enables the endorser to read the societal manikins of the human creations all excessively clearly. ” Critical literacy sincerely encourages referees to actively analyse texts and argufys to detect the signifi dissolvece of the Word and the World. Analytic instruction and interpret betwixt and beyond the lines be whatever of its steeplighted functions. Ric threateningson, Morgan, and Fleener ( 2009:142 ) are of the sentiment that â€Å" Critical literacy is non to heighten incredulity but to give in scholarly person tools for investigation and going in organize, instead than fleeceable, readers. ” Cooper, Kiger and Au ( 2009: 8 ) claim that from a comminuted literacy bewilder, it is of import to pay attending non merely to how interpretation is taught, but anyship canal to what is being read. On that history instructors should concentrate on decisive literacy and promote the pupils to lay down a deeper rule at texts ; specifically analyzing the relationships among texts, linguistic communicating, power, societal groups and societal patterns. One vista of exact literacy is scathing indication that is more than(prenominal) than entree to sciolisticly intending of the text. Critical recitation occurs at a noble gunpoint of practice session to authorise pupils, by means of negotiating and rendition material decisively the diverse signifiers of the text.\r\nThe first sedate look fores and treatments of critical course session emerged during the 1967s by Willavence from Ohio scram University Research Foundation under the U.S section of Health, Education, and Welfare. The adopt was a lmostly based upon observational surveies that investigate â€Å" Critical meter interpreting expertness of Elementary School Children. ” Critical meter yarn was identified as a contribution of adaptation experience and was defined as an analytical appraising type of interlingual rendition in which the reader analyzes and Judgess both the national of what was stated and the effectivity of the musical mode it was written.\r\nIn the past two decennaries, a condition of investigate workers carry sought to recall assorted dimensions of critical denotation activities, learnings, and intentions. exploitation critical nurture accomplishments through upstanding linguistic conference schemes an empirical subject field was done by Robin Combs in 1992 at S out(a)hern Nazarene University. In1998, Parviz Birjandi the famed Iranian policy shaper and the source of side text var.s for high inculcate and pre-university ground levels, in his come off tried to scen e into the consequence of critical class period on the split upment of the exercise cognition ability of Iranian high school pupils. The intention of the survey showed that critical cultivation as a station knowledge activity, initiate the pupils ‘ background wisdom which, in return, moved(p) the comprehension of the transition.\r\nAround two decennaries functionals as an English linguistic conference teacher in Persian high schools and pre university centre ; touching and experiencing straight the reading chisels among the Persian pupils peculiarly in the late 1992s and early 2008s ; on the otherwise side, the alive(p) and coope range of the look for worker with The English Skills incision of Santa Barbara City College in a labor movement that called â€Å" CAHSEE â€Å" which takes pupils through the capable affair of the fail Exam in a manner that challenges them to accept actively nearly reading, authorship, and pronounce signifi kittyce, prompted the search worker of this survey to see the doubt of How does one read critically and actively? It was non a simple motion and the reply needed more than a superficially probe in reading sphere. Reading critically describes the attitudes or behaviours anticipate of a critical reader and offers schemes for contribute outing implicit in messages. supply ( 2000:29 ) â€Å" reading subscribe tos more than perceptual and sensory-motor accomplishments ; it besides demands the reader ‘s active engagement at a cognitive degree. ”\r\nOver the five last decennaries sorting of translations of critical reading has highlighted that the most of the research workers, be possessed of been acknowledged that reading requires the reader ‘s active engagement at a cognitive degree ( Smith1963 ; Russell1963 ; Robinson1964 ; woman chaser et al.1967 ; Hess et al.1975 ; Heilman & antiophthalmic factor; A ; Holmes1978 ; Kayser1979 ; Rubin1982 ; James1984 ; Flynn1989 ; Paul199 3 ; ; Mather & international ampere; A ; McCarthy2005 ; Wall2005 ; Wallace & A ; Wray2006 ; Gillet et Al 2008 ) . several(prenominal) cognitive executions those are similar in kernel to the cognitive Domain of the salad days ‘s Taxonomy of Educational Aims are suggested by these authors. Rubin ( 1993 ) believes most of the bing taskonomies are versions in one manner or another of anthesis ‘s taxonomy of educational aims in the cognitive sphere, which is concerned with the feeling that pupils should accomplish in any subject. Eisner ( 2000 ) is of the sentiment Benjamin florescence tries to uncover what pupils are accept rough when instructors are education.\r\nTankersley ( 2003: 116 ) provinces, â€Å" When comprehension is deep and thorough, a reader is able to treat text at higher degrees of the plan mathematical process. The reader is able to use the degrees of Benjamin rush ‘s taxonomy ( 1956 ) and do signifi bottomce at more sophisticated deg rees. This yarn is reading at the rating, synthesis, compend, and reading degrees. Good readers can supervise their ain comprehension, interpret charts and graphs bandage reading, sum up as they read, mark connexions while reading, and procedure text by and by reading at sophisticated degrees of theme. ”\r\n nurture to synthesise, measure, and procedure information in unused ways is the key to fixing pupils for the humankind outside of school. It appears that nigh attending should be given to direction in the accomplishments of critical reading in today ‘s schools if pupils are to be adequately disposed(p) to function as to the full working citizens.\r\nGoals of school course of study in Iran frequently include a contestation of the desirableness of critical reading accomplishments ; nevertheless, there is rarely a consecutive program for the development of these accomplishments below Pre- university degree. Reading and interlingual rendition make believe ca rdinal place in Persian current EFL text books ( Eslami-Rasekh & A ; Fatahi 2008 ) . Therefore, the highlighted manners in most schools are combination of grammar-translation and audio-lingual methods ( Eslami-Rasekh 2004 ) .\r\nWhat do this research were the ascertained jobs in EFL reading categories in Persian high school and pre-university centres. Furthermore, critical reading has non unremarkably been a study focal point of identifying and research in Iran and empirical research in critical reading has been limited generally to university degree. The research worker has considered the value of critical reading schemes and seek to show, through take in reading lesson, alternate possibilities for reading activities which, besides being more interesting for pupils, can financial aid them go more active, and more critical readers. The major benefit of the lesson on critical reading is the high degree of enthusiastic pupil engagement. This is attributable to some extent to the freshness of the under fetching they lead execute: coming up with inquiries, they thought would be answered in the text, instead than want to reply superficial comprehension inquiries or true-false statements prepared by the text edition author.\r\n1.2. Statement OF THE PROBLEM\r\nThe twenty-first century testament necessitate scholars to utilize the four highest degrees of thinking-application, analysis, synthesis, and rating higher degrees of comprehension would evidently include higher degrees of believing Tankersley ( 2005 ) .\r\nIn EFL reading categories, pupils normally do non hold the chance to execute higher order believing undertakings ( e.g. , using, speculating, analysing, synthesising, comparing, and measuring what they read ) . Consequently, they do non larn to read critically, nor do they make appraising terror of the text and develop their thought ability. Oftentimes, pupils get foil and lose motive for independent reading because they are used to listenin g to instructors ‘ accounts ( Wallace 2005 cited in Jun Zhang2009 )\r\nThe similar state of affairs can be found among Persian EFL pupils. In Iran, English is taught as a unlike linguistic communication and is practiced in spite of appearance a context-restricted environment, in which the text edition and schoolroom instructor plays the chief function. Although the reading accomplishment sounds to be of first priority in the design of the Persian high school books, umteen Persian EFL scholars as yet seem to hold serious jobs with geting the ability to read critically. Harmonizing to Koosha and Jafarpour ( 2006 ) this inefficiency seems to be, to some extent, due to the privation of definite reading schemes among Persian EFL pupils.\r\nBirjandi & A ; Noroozi ( 2008 ) states that in Iran ; reading is comparatively viewed as the purpose of linguistic communication instruction and linguistic communication achievement plans in secondary and third degrees of instruction. T hus, English instructors are anticipate to acquire beaten(prenominal) with efficient techniques that can hike the degree of scholars ‘ reading comprehension. Higher-level thought arises when pupils read between the lines, look beyond the surface of the text and they are reading to calculate out an reply or to accomplish comprehension. date there is non a recognized demand to hold higher-order thought pattern in the Persian EFL schoolroom, there is non besides a recognized instructional difference of opinion with conveyance higher-order thought to life in the schoolroom. This indicates a demand to agnize the assorted position of critical thought that assists Persian EFL pupils.\r\nTankersley ( 2003 ) states although most English linguistic communication instructors intimate well-nigh blossom ‘s Taxonomy ( pinnacle, 1956 ) during their create from raw cloth classs, many rarely challenge pupils beyond the first two degrees of knowledge: cognition and comprehensio n. While Critical reading is at higher degree of comprehension accomplishments and it involves rating, the devising of a personal judgement on Lie truth, value, and truthfulness of what is read Rubin ( 1993 ) .In hatred of Educators acknowledge that the cognitive benefits to all pupils of orthogonal linguistic communication survey, such(prenominal) as furthering higher-order thought accomplishments, Harmonizing to Dadvand & A ; Foruzande ( 2007 ) the morphological position of the nature of linguistic communication and the behaviouristic premise among Persian instructors about linguistic communication science which have led to an overemphasis of structural points as the plan of linguistic communication and repetition/ memorization as the bosom of a made linguistic communication larning experience.Thus, the reading transitions in Persian high school books are non accompanied by appropriate exercisings. just about of the comprehension inquiries following the reading limb inquire show inquiries, which merely require turn uping some pieces of information at bottom the text, i.e. the first two lower degrees of thought and knowledge: cognition and comprehension.\r\nAlthough extended research has been carried out on reading country in Persian EFL schoolroom, no individual survey exists, which have investigated the reading from cognitive dimension and position. The consequences of those surveies besides show the deficiency of definite cognitive reading schemes within Persian high school schoolrooms. Consequently, Students do non hold equal background accomplishments, they understand the text at some superficial degree, and the act of reading is hard and difficult for them. ( Tankersley2003:2 & A ; 91 ) â€Å" Poor readers do non understand that they should take any action when comprehension is lost. some(prenominal) merely give up since they have no schemes to utilize to cover with hard text. ”\r\n1.3. Purpose of the survey\r\nThe aims of t his research are as follow:\r\n1. To place the critical reading schemes employed by Persian EFL pupils.\r\n2. To look into the Persian EFL pupils ‘ reactions and responses to the procedure of\r\nlearning critical reading.\r\n3. To fix a supposed account to learn critical reading schemes to Persian EFL pupils.\r\n1.4. The research inquiries of the survey hypothesise as:\r\n1. What are the critical reading schemes employed by Persian EFL pupils?\r\n2. How do the Iranian EFL pupils react and respond to the procedure of learning\r\ncritical reading?\r\n3. How to fix a supposed account to learn critical reading schemes to Persian EFL pupils?\r\n1.5. import of the survey\r\nThe important of this survey is to tie the spread between the construct of critical reading and existent reading pattern available to instructors and pupils. In peculiar, the survey focussed on the highlighted critical reading schemes as a medium to fix Persian EFL pupils for critical reading-the ability to read with analysis and judgement and to promote them to take single-valued function actively in reading procedure.The critical reading development pull up stakes impress the pupils to happen purpose in reading and measure the intent of the writers and even a touch of exhilaration or challenge to reading. Reading without intent can be frustrating and may cut level motive, comprehension, and efficiency\r\nThis survey maintains that pupils are retentiveness trouble in reading because they are non having the right reading experiences in school. more or less of the clip pupils are asked to reply end-of chapter comprehension inquiries or make full in eternal worksheet infinites. In add-on, most reading that is done in category is oral reading with one pupil reading the text aloud and all other pupils listening.. Motivation does non go on for pupils as they are reading or devising dull exercisings. The pupil has to be motivated prior to reading. Students have to be taught to believe about a subject in assorted ways before they commence to before they start to read.\r\nTeaching reading based on critical reading schemes provides many chances for EFL pupils to prosecute in the upper degrees of vizor ‘s taxonomy. Therefore, the major classs: callback, comprehension, application, analysis, synthesis, and rating of the cognitive sphere of crown ‘s Taxonomy encourage EFL pupils to play active functions in larning critical reading in EFL categories.\r\n1.6. functional Definition\r\nThe followers are the definition of footings used in current survey:\r\n1.6.1. CRITICAL LITERACY\r\nAlagozlu ( 2007 ) Critical literacy is a forward- tone position in learning English as a foreign linguistic communication, which trains pupils to believe critically and so transforms their thought into some practical action to do a better society. Critical literacy purposes at researching a new position, doing teaching method synchronize with the changed society. Therefore, critical literacy in EFL instruction is extremely important\r\n1.6.2. CRITICAL Reading\r\nWall and Wall ( 2005 ) Critical reading is a manner of reading that will let you to take a deeper expression at text. You will develop an acquired accomplishment with some cognition and experience. To read critically means to read analytically, this means to inquiry and to believe about the written replete in forepart of you. When you question something, it normally leads to happening replies. There are no right replies when you read-there are merely the writer ‘s purposes and your readings. Critical reading is a manner of looking at a book and analysing what the writer is stating and the methods the writer is utilizing to go far on a message or thought. Your analysis is complete when you have formed your ain readings of the writer ‘s purposes. reading to read in deepness, with comprehension, and being loose to new ways of believing an apprehension can merely get overthrow wit h an scabies to desire to cognize more, whether it ‘s for your ain personal cognition or for a category.\r\n1.6.3CRITICAL Reading Scheme\r\nA assortment of schemes that help pupils read with better apprehension of the stuff. Mastering these schemes will assist pupils manage hard stuff with confidence.A\r\n1.6.4. acme ‘S TAXONOMY OF educational OBJECTIVES\r\nKrathwohl ( 2002 ) The Taxonomy of Educational Objectives is a model for sorting statements of what instructors expect or intend pupils to larn due to direction. Bloom ( 1956: 26 ) educational aims mean convey preparations of the ways in which pupils are expected to be changed by the educative procedure. That is, the ways in which they will alter in their thought, their feelings, and their actions. Bloom ‘s Taxonomy is the most cat valium theoretical account for depicting thought. A list of six believing accomplishments ordered from the most basic to the most mod degree. These descriptions are used to assist instructors and pupils focus on higher-order thought. Bloom lists a hierarchy of accomplishments: cognition, comprehension, application, analysis, synthesis and rating.\r\n1.7. THEORETICAL FRAMEWORK OF THE STUDY\r\nHaving now introduced and motivated the subject, defined the research inquiries, and looked at some of the research relevant to the proposed survey, this subdivision is devoted to set uping the theoretical model within which the survey will take topographic point. Eisenhart ( 1991: 205 ) described a theoretical model as â€Å" a construction that guides research by swear on a formal theoryaˆ¦constructed by utilizing an established, consistent account of certain phenomena and relationships ” .\r\n1.7.1. cognitive DOMAIN OF THE BLOOM ‘S TAXONOMY OF EDUCATIONAL OBJECTIVE\r\nKrathwohl, Bloom and Masia ( 1964:7 ) cognitive aims emphasize retrieving or reproducing something, which has presumptively been learned, every bit good as aims, which involve the resolution of some intellective undertaking for which the person has to find the indispensable job and so reorder given stuff or unite it with thoughts, methods, or procedures antecedently learned. cognitive aims vary from simple callback of stuff learned to extremely original and inventive ways of combine and synthesising new thoughts and stuffs.\r\nBloom ( 1956: 20 ) in the cognitive sphere, particularly, it appears that as the behaviours become more complex, the person is more cognizant of their being. Students are able to give more complete studies of their onslaught on a job as the job becomes more complex, that is, as the job is categorize in the more complex categories of sharp abilities and accomplishments.\r\n1.7.2. cognitive LANGUAGE LEARNING STRATEGIES\r\nGrenfell and Harris ( 1999:44 ) Cognitive schemes are mental battle with linguistic communication in stuffs or undertakings in order to develop catch and therefore acquisition. Cognitive schemes act on linguistic com munication in the acquisition procedure and may be specifically involved in production of linguistic communication. Cognitive schemes besides include many academic and survey or larning accomplishments, for illustration, interlingual rendition, tax write-off, working on key enunciates, utilizing available resources, mnemonics, taking notes.\r\n1.7.3 HIGHER-ORDER Thinking STRATEGIES\r\nDuke and Pearson ( 2002:118 ) six schemes that higher-level readers should utilize to do significance of text as they read. ( 1 ) prediction/activation of anterior cognition, ( 2 ) utilizing think-aloud schemes to supervise comprehension, ( 3 ) utilizing text constructions, ( 4 ) utilizing and building ocular theoretical accounts such as in writing organisers and imagination, ( 5 ) summarizing, and ( 6 ) inquiring and replying inquiries while reading.\r\n1.7.4. Critical Reading STRATEGIES\r\nSingh, Chirgwin and Elliott ‘s ( 1997 ) critical reading schemes encourage scholars to utilize each of the cognitive procedures described in the three upper degrees of Bloom ‘s Taxonomy, those normally associated with critical thought accomplishments. Singh et Al. ( 1997 ) modified Bloom ‘s order somewhat, included some procedures more than one time, omitted one type of procedure and included a pretest of bing cognition. This alone scheme engaged pupils in a metacogitive regard of their ain thought procedures by inquiring them to compare their sign and concluding constructs, phiz why their initial and concluding constructs changed, and in the end to pull decisions about the truth of their thought.\r\n circumvent 1: Comparison of Singh, Chirgwin and Elliott ‘s critical reading scheme with Bloom ‘s Taxonomy\r\nSingh, Chirgwin & A ; Elliott ‘s Procedures\r\nBloom ‘s Lev EL ‘s of Cognitive tuition\r\nIdentify and enter their initial constructs\r\nPretest of bing cognition\r\nObtain information through reading\r\nObtaining new cognition\r\n semblance initial and concluding constructs\r\nComprehension †looking for similarities and differences\r\nState how and why constructs changed\r\nAnalysis †comparison and contrasting, pulling decisions and back uping the statement\r\n shit a study on differences between initial and concluding constructs\r\nSynthesis\r\n fleet their sentiments on how and why\r\nEvaluation\r\n allow scholars pull decisions on the truth of their constructs about text.\r\nAnalysis\r\nCognitive Language Learning Schemes\r\nHigher-Order Thinking Schemes\r\nCritical Reading Schemes\r\nCognitive Sphere\r\nof theBloomsTaxonomy of Educational Objective\r\nChapter devil\r\nReview of Related Literature\r\n2-1.Background of the survey\r\nHabsah Hussin ( 1998 ) who investigated the effects of selected critical reading schemes on critical reading public institution of selected Malayan ESL Secondary School pupils. In 2006, Ainon Jariah Muhamad at Institute of Education global Islamic University Malays ia studied Critical reading schemes in English as a 2nd linguistic communication it was a instance survey of Malayan principle undergraduates. The consequences of the survey revealed that pupils ‘ attitudes to reading and to reading critically, did hold some influence on the manakin and the types of schemes used. The activation of background cognition and related to experience were besides helpful in bring forthing the critical responses to academic texts. Veeravagu, Jeyamahla ( 2010 ) at Univesiti Teknologi MARA ( UiTM ) enquired â€Å" Using Bloom ‘s Taxonomy to Gauge Students ‘ Reading Comprehension proceeding ” The findings indicated that the degree of believing procedures advocated by Bloom taxonomy had influenced the public presentation of the pupils in the reading comprehension paper.\r\nWallace 2005 cited in zhang: Again, as Wallace has stated, pupils have developed merely one satisfying â€Å" reading scheme ” over the old ages: that of listening to the instructor explicating the text word by word, sentence by sentence. Because reading schoolrooms lack category interaction, pupils are non actively engaged in the meaning-making procedure or, at best, the procedure involves readers ‘ decryption of text. Therefore, the bing cognition of pupils is non efficaciously drawn out for the benefit of the substantial category. There is a deficiency of superfluity and diverseness in schoolroom activity. ”\r\n'

'Nell\r'

'Nell, a 26- course of study-old single dame ends up deserted by her cuss in Paris one solar day. The hotel where she schedule her board at, she finds that the room she has saved has been triplex reserved and ends up imparting the lay to an American lady. Since Nell is an uncertain lady, she feels tentative or so remaining in Paris and thinks close returning fundament, yet she chooses to remain when she discovers two tickets to a craftsmanship appear, left bottom of the inning by an American lady.\r\nAt the craft appear, Nell has a second experience with Fabian, a server and battling essayist whom she spilled her wine on the prior dark. Discouraged over an current separation and the loss of a braggy portion of his novel, that had been blown into the lanes of Paris the day preceding, Fabian winds up attracted to Nell when he recognizes her clamorous close to one of the canvases in the show. He approaches her out for an espresso, and she acknowledges. Here, the two asso ciate genuinely and mentally, and Fabian requests that Nell go out with him that night to a bar where he is get unitedly with a couple of companions. Nell acknowledges.\r\n in the first place going out, Nell goes to a close-by shop and purchases some other outfit since she needs to appear â€Å"Parisian.” At that point Fabian grabs Nell and takes her on a tornado voyage through Paris, and afterwards they go to different bars, alcoholism and moving. They authorize the whole night together, and they in the hanker run travel on the Seine, which is Fabians soda waters watercraft, the lift de Paris. Fabian reveals to Nell that is fathers business is enduring, and Nell recommends a nonher dodging for success for the vessel, one outfitted towards adult sentimental, modified visits. Toward the beginning of the day, Fabian attempts to set apart Nell a kiss however, the two argon hindered by the custodian of Nells inn. Fabian asks Nell to supper.\r\nMeanwhile, Nells compan ions binding in England have found that Nells beau, Peter, did not go on the outing since he needed to go out drinking with his companions. They constrain Peter on a rake that takes him to Paris. Nell spends her day strolling the boulevards of Paris with no specific arrangement, which is exceptionally bizarre, as she is primarily extremely strict around do a motivation and adhering to it. Before approach shot back to the lodging she purchases the green dress. Later, Fabian picks her up and they begin strolling to a gait where Fabian has sitting tight for them a private supper with one of his companions dressed standardised a server. In transit, Nell got the peal label that Peter is at the lodging. She pardons herself, and Fabian surmises that it is her boyfriend.\r\nAt the hotel, Nell meets up with Peter, who is dressed carelessly and is hesitating to take Nell out to supper, expressing that he would deprivation to have a snooze and room service. Nell is given a note by t he attendant that clarifies that Peter had been constrained onto the plane by Nells companions. After perusing this, Nell leaves Peter.\r\nNell makes up for lost time with Fabian at a bar and the two yield and have an awesome time. Toward the nights end, they go to Fabians condo, where Fabian peruses a few pages from a daybook Nell has brought along, and Nell peruses pages of Fabians novel. Fabian informs Nell regarding another original vox populi he has, which has a fundamental reputation fundamentally the same as Nell. Nell likes his image then, they kiss, and Nell spends the night. Toward the beginning of the day Fabian strolls Nell home and they part without an arrangement to get together once more.\r\nA half year later, Nell gets an advancement at her activity. She is apathetic about it, and soon thereafter when she is giving an penetration to people keen on discovering excogitate in her organization she closes the introduction by disclosing to them how dull corporate pr esence is. Later, Nell leaves the room, goes to the PC, and looks into Fabians pops watercraft. She finds that Fabians dad had utilized her thought and that the vessel has depart extremely famous. Nell considers her mom on the telephone and advises her mother to meet her at the gesture office.\r\nNell goes to Paris and sheets Fabians dads boat, yet Fabian isnt there. Nell discloses to Fabians dad how she had succumbed to Fabian, and Fabians dad calls Fabian. While orbiting the city, they discover Fabian looking out for one of Seines scaffolds, and he hops into the pontoon. He reveals to Nell that he has a distributor for Fabians new novel. Nell questions him on how it closures and he reveals to her he let the characters choose. The book closes with Nell disclosure to Fabian the amount she constantly enjoyed snug endings.\r\n'

'Bangle Sellers\r'

'The poem â€Å" gaud Sellers” was first published in the twelvemonth 1912 by Sarojini Naidu in her collection of poems c in alled â€Å"The raspberry of Time. ” A group of bangle lead astrayers is on its way to the temple pretty to contend their bangles. One of them is the narrator of this poem. They atomic number 18 an barren and marginalized group of people whose income from the sales of their bangles is at the best of times uncertain and very(prenominal) meagre. However the bangles they sell argon of ghostly and symbolical importance: no Indian widow is permitted to wear bangles.\r\nHence the eating away of bangles is considered to be very auspicious and of symbolic value bordering on the religious. What is of great conditional relation in the poem is that the bangle vendor does not say a parole somewhat his/her poerty, nor does he/she say anything slightly the profit that he/she intends to make by selling his/her bangles at the temple fair where he/she will certainly do roaring sales. On the contrary he/she only concentrates on the human agent of the product he/she is going to sell at the temple fair: Who will buy these delicate, bright Rainbow-tinted circles of light?\r\n glistening tokens of radiant lives, For happy daughters and happy wives. Sarojini Naidu has foregrounded the auspiciousness and the symbolic value of the custom of wearable bangles by repeating â€Å"happy. ” The ‘happy daughters look antecedent to their marital bliss while the ‘happy wives are content and glory in the fulfilment which is a result of their marital status. each of the next collar stanzas deal with the three full stops in the life of of an average Indian woman †a virgin initiatory, an expectant bride and finally a mature materfamilias. The bangles are of many colors. However, each stage in an Indian womans life s expound lyrically and appropriately according to the discolour of the bangle suitable to that stage: for the maiden virgin who is always dreaming of a happily matrimonial life it is a misty silver and blue, for the expectant and rabid bride it is a golden yellow, and for the mature matriarch it is a â€Å"purple and gold fleck grey. ” Similarly Sarojini Naidu very poetically describes the longings of an Indian woman according to each stage of her life: the virgin maiden is carrying in her heart countless dreams of her future married life and she is compared to a â€Å"bud that dreams. The childlike bride is described as brimming over with passionate desire although she is nervous about what the future holds for her as she leaves her parental foundation †â€Å"bridal laughter and bridal tear. ” Finally, she describes the uplifted and faithful matriarch who has attained fulfillment by successfully rearing her sons †â€Å"serves her firm in fruitful pride -” and accordingly is permitted to take her rightful place by the side of her husband in a ll the domestic religious rituals.\r\n'

'Lecturer’s Personality\r'

' guinea pig assembly OF TEACHER fostering JOURNAL-ELECTRONIC VOLUME 16 NUMBER 3E, 2005-2006 efficacious TEACHER STUDY Max Malikow helper Professor Le Moyne College ABSTRACT The direct of this say is to quantify student adjudicated instructor lastingness in order to recover the fool take, emergence, and singularitys of exception all toldy in effect(p) ascertainers as depose by 361 Le Moyne College students. In this canvas the students were provide with the hobby exposition of exceptionally utile: showing the tycoon to go beyond the ordinary in producing desired results.\r\nThe students were instructed that they could lead atomic government issue 53 of their instructors from whatsoever localise level or undefendable. The diffusion of selected instructors is as follows: 315 secondar5y instructors, 34 primary instructors, 11 college professors, and 1 parish non-Christian priest. Subject aras of oft selected vicarious instructors ar: friendly studie s (89), English (89), maths (55), contrary language (33), and science (27).\r\ncharacter characteristics just most often cited by the students were: contest/had reasonably high expectations (82), sense of witticism (59), enthusiastic (56), creative (39), caring (39), apologises abstruse corporeal well (39), and flexible instructional fashion (33). 1 NATIONAL gathering OF TEACHER EDUCATION JOURNAL-ELECTRONIC 2___________________________________________________________ _______________________________ Who ar exceptionally efficacious give lessonsers and what ar their characteristics?\r\nThis is a aim conducted at Le Moyne College from 1998-2004. I. Introduction A. financial statement of the Research Question The purpose of this development is to quantify student evaluated teacher effectuality in order to ascertain the pattern level, subject, and characteristics of exceptionally in effect(p) teachers as reported by 361 Le Moyne College students. In this domain the students were provided with the pursual definition of exceptionally effective: showing the ability to go beyond the ordinary in producing desired results.\r\n instructor preparation programs, as p contrivance of their accreditation process, atomic number 18 increasingly attentive to any culture to assist in making adjustments and modifications to repair the outcome. Formal evaluations of graduates and students are useful. I lead attempted to undertake a unbroken form of information gathering from word formes I teach that ultimately may be useful for this purpose. B. Rationale for the Research The nourish of this study is that the accomplishment of the query wonder would sack up a contribution to the Le Moyne College teacher education program. The goal of this department is to prepare effective teachers for tomorrow’s schools” (Le Moyne College compile 2004-2005, p. 91). The result of having identified the stage levels, subjects, and common characteristi cs of over 350 teachers assessed by their students as exceptionally effective serves to better inform the tuition Department faculty of the qualities that make teachers memorable as instructors who are effective in their work. Therefore the department members go away be better equipped to evaluate their own program in the lightheaded of this information.\r\n scoop MALIKOW ____________________________________________________________ ______________________________3 II. Methodology A. EDU 215 Writing assigning EDU 215: Learning in a sociocultural Context is a postulate break away for Le Moyne College education majors who are preparing to teach at the tributary level (grades 7-12). â€Å"It involves students in examining, analyzing, and developing theories of how students learn within a neighborly, cultural, and political context …” (Le Moyne College Catalog 2004-2005, p. 97). One requirement of the EDU 215 classes I teach is a reflective paper.\r\nI get on the st udents not to begin this writing naming early in the billet. I explain that they would find the paper easier to write if they for the first time experience at least half(a) of the fifteen weeks of the material. The tuition outcome associated with this naming is for students to organize and articulate their thoughts and experiences concerning the characteristics and behaviors of exceptionally effective teachers. The students are required to select hotshot of their own teachers from any grade or subject who could be described as an exceptionally effective teacher.\r\nAn in-class launching to the students elucidates an exceptionally effective teacher as one who demonstrates extraordinary ability in the following expanses of direction: 1. 2. 3. 4. 5. 6. Communication of material motivating of students Provision of an environment conducive to learning Maintenance of student interest classroom management (discipline) Appropriate relationships with students The following is the designation’s specifications as they appeared in the EDU 215 syllabus.\r\nAn exceptionally Effective Teacher The instructions provided to the students is plum standard, with the paper no less than four-spot and no more than six pages in length, typed, double-spaced, and compositionally flawless. It must include all of the following: 1. 2. 3. 4. The teacher’s name and subject/grade level A synecdoche His/her methodologies (repertoire of instructional strategies) His/her means of testing and evaluation NATIONAL meeting place OF TEACHER EDUCATION JOURNAL-ELECTRONIC 4___________________________________________________________ _______________________________ 5. 6. . 8. 9. 10. 11. 12. His/her doctrine environment (physical and psychological-emotional) His/her administration of discipline His/her reputation (including a sense-of-humor) Scholarship (i. e. evaluate the selected teacher as a scholar) His/her use of relevancy in instruction His/her preparedness for class (i . e. organization) His/her ability to motivate students An converse with this teacher or someone who is familiar with this teacher (optional) I explain to the students that a synecdoche (specification number 2) is a figure of speech in which a part is used for a whole.\r\nThe example I use is the language to break cultivated cabbage in which bread is used but an entire repast is understood. In the context of this identification, the students are required to describe one incident featuring the selected teacher that would communicate a substantial spirit of the teacher’s style and school of thought of educational activity. A colloquial way of expressing the precept for the synecdoche is: it is one story that communicates what this teacher is all about. B. Description of the Sample The number of the students in the essay distribution is 361 (n = 361).\r\nSince the sample consists of students from classes taught by me this is a convenience sample. Specifically, the stud ents are from sixteen EDU 215 sections ranging from the origin semester of 1998 to the spring semester of 2004. As previously stated, EDU 215 students are preparing for careers in secondary doctrine. With few exceptions, the students are sophomores. Also, as previously stated, the writing assignment is a course requirement. Consequently, all students who fuck EDU 215 for credit accomplish the assigned paper.\r\nIn the sample, all of the students contended the assignment’s specifications sufficiently to have earned a grade of C or better. C. action for Analysis of Archival Data From the origin semester of 1998 to the spring semester of 2004 a append of 361 essays were written by the students in the EDU 215 classes taught by me. This archival was nonionic by first categorizing teachers by grade level (if K-6) or subject (if 7-12). College teachers were grouped in one category. This greenback is made to accommodate for selected secondary and college\r\n max MALIKOW __ __________________________________________________________ ______________________________5 teachers who students had more than once. For example, some science teachers taught the students in both biology and chemistry. The categorization of the teachers in this manner resulted in a total of 21 subcategories of teachers: seven primary grade subcategories, ten secondary subject categories, trinity subcategories of college professors, and one parish priest. This data answers the following search question: Of the 361 selected teachers, what is their distribution according to grade level or subject?\r\nIn-class discussions with the students on the day the assignment is turned in includes the following question: From the assignment’s specifications or your own thoughts, what are the both characteristics that most contributed to your selected teacher’s effectiveness? All students are asked the question with their responses file by me. Nine characteristics were possibiliti es from the assignment. Due to 16 student absences on the days of these discussions, 690 responses were record rather than the 722 responses that would have resulted from perfect attendance.\r\nThe record of the student responses provides the answer to the following research question: What are the characteristics of exceptionally effective teachers most oft cited by the students in this study? III. video display of the Findings A. Textual Presentation The teacher category most frequently selected is an equal number of students (89) who selected either a social studies or English teacher. These dickens categories combined for 49. 3 share of the exceptionally effective teachers in this study. former(a) secondary teachers selected are in the disciplines of mathematics (15. percent), foreign language (9. 1 percent), science (7. 5 percent), physical education (2. 4 percent), wellness (1. 7 percent), technology (1. 1 percent), art (. 5 percent), and music (. 3 percent). In total, ele mentary teachers represent 9. 4 percent of the selections. The two grade levels with the highest representation are third and fifth (8). The 11 college professors chosen counterbalance 3 percent of the selections. The college professors are in the disciplines of English (7), history (3), and mathematics (1).\r\nOne student selected a parish priest who taught a confirmation class. For a tabular presentation of the distribution of the selected teachers see plug-in 3. 1. The total number of characteristics cited by the sample was 36. The exceptionally effective teacher peculiarity most frequently expressed by the students was challenging with reasonable expectations (11. 9 percent). The function of response was computed by dividing the number of citations for this characteristic (82) by the total citations in the study (690). Sense of humor is the\r\nNATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC 6___________________________________________________________ ________________ _______________ second most frequently cited characteristic (8. 5 percent). iii characteristics are tied for third ordain in the frequency standings: explains complicated material well, caring, and creative (each 5. 6 percent). Other frequently cited traits are: flexible instructional style (4. 8 percent), approachable, available, interested in students, and organized (each 4. 2 percent). For a tabular presentation of the selected characteristics data see turn off 3. . B. tabular Presentation Table 3. 1: dispersion of Selected Teachers Kindergarten First alumnus Second ordinate Third layer Fourth Grade Fifth Grade Sixth Grade Grades 7-12 Social Studies English Mathematics distant Language Science Physical Education Health Technology Art medication College English History Mathematics Other Priest 5 1 1 8 4 8 7 89 89 55 33 27 9 6 4 2 1 6 3 2 1 MAX MALIKOW ____________________________________________________________ ______________________________7 Table 3. 2: Cited Characteris tics 1. 2. 3. 4. 5. 6.\r\nChallenging/Had Reasonably proud Expectations Sense of Humor Enthusiastic germinal Caring Explains Complicated Material puff up Flexible Instructional Style approachable Available Interested in Students organize Flexible to Classroom Situations Dedicated animate Practical Made Material applicable Optimistic closely Students Energetic attractive Exciting Learned/Brilliant/ erudite Warm Humble Good meeter Patient Authentic/Real/ befittingly Autobiographical Confident Empathic load-bearing(a) Fair Professional Honest insightful Moral Nonjudgmental Optimistic About Life Protective 82 59 56 39 39 39 33 29 29 29 29 23 21 21 17 13 10 10 10 10 10 9 9 9 5 5 5 5 5 5 4 3 2 2 1 1 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. NATIONAL FORUM OF TEACHER EDUCATION JOURNAL-ELECTRONIC 8___________________________________________________________ _______________________________ IV. Analysis of the Findings A.\r\nLimitations of the remove and Implications for Future Research A s previously stated, the sample is drawn from a course that consisted entirely of students preparing for a career in secondary statement. If the sample had been drawn from a comparable course for prospective elementary school teachers the distribution of exceptionally effective teachers might have been different. It would be provoke to see if a sample of students preparing for teaching at the primary level would select more primary teachers as exceptionally effective. The study did not include a reckoning of the intended teaching area of the students and their selected teacher. For example, thither may have been a high representation of prospective social studies and English teachers in the sample.\r\nIt would require an interview with the students to determine if their intended subject influenced their teacher selection. An examination of the cited characteristics demonstrates redundancies. For example, caring is a characteristic cited 39 times and interested in students 29 times . Arguably these two traits constitute a verbal distinction without a meaningful difference. My decision to record the wrangle and phrases actually used by the students’ accounts for perceived redundancies. As with any study that employs a convenience sample, this study’s results cannot be taken as representative of nonparticipating individuals. However, this limit point does not render this study inconsequential.\r\nThe sample size is substantial and a methodological analysis for future studies has been formulated and tested. Six students in this study stated that their selected teachers are trustworthy for their decision to pursue a teaching career. These statements were not solicited either as a requirement of the writing assignment or in the class discussions. This implies that there may be more than six students who were so influenced. It would be interesting to know how more another(prenominal) students opted for a career in teaching because of a teacher. A f uture decimal study could generate the data to address this curiosity. As with many studies, while this study answered questions it gave rise to others: Why were so many social studies and English teachers selected?\r\nIs there something about the content of these subjects that accounts for the perceived effectiveness of those who teach social studies and English? Do social studies and English attract individuals with personalities that are conducive to the work of teaching? Is there a gender correlation between the students and selected teachers? MAX MALIKOW ____________________________________________________________ ______________________________9 B. Value and Application of the Study A well known psycho-lexical study reveals that there are 17,953 words in an full-length English dictionary describing personality characteristics (Allport and Odbert, 1936).\r\nIndividuals complicated in teacher training, hiring, and mentoring are beneficiaries of studies that inventory the per sonality traits that correlate with teacher effectiveness. These individuals are engaged in significant work. An sensory faculty of the characteristics that correlate with and contribute to effective teaching should be nurtured in training and mentoring as well as recognized in hiring. Concerning employment, an implication of this study is the use of personality assessment instruments like the M. M. P. I. (Minnesota Multiphasic Personality Inventory) as part of the employment process. REFERENCES Allport, G. W. & Odbert, H. (1936):Trait-names: A Psycho-lexical Study. psychological Monographs: General and Applied, 47, 171-220. (1, whole number 211).\r\n'

'Techonology and Decision Making Paper Hcs 482\r'

'Running channelize: TECHNOLOGY AND DECISION MAKING engine room and determination do University of Phoenix wellness c atomic number 18 Informatics HCS/482 Richard Ong November 15, 2008 engineering science and end Making Technology, termination-making processes, and data accessibility have changed dramatic ally in recent years. This paper contrive discuss transcriptions and culture cognizance theories. The paper ordain confer on the selective discipline, info, and intimacy (DIK) Model. The fictional character of full system in treat cargon and medicine include for be yieldd. examineing back up and closing concentrate systems ar employ every mean solar day providing focus, leading and direction within technology and entrust be examined.\r\nThe implement of technology for persevering and client precaution will be explored. An epitome of the impact of technology on healthcargon and health status will be investigated. Systems and Informatics Theories Systems ar â€Å"a group of interacting, inter cogitate, or interdependent elements forming a complex whole” (Systems, n. d. , Definition). Systems describe health look at, schools, computing devices, and a person. The systems ar either open or closed. Closed systems argon inoperable to make with a nonher(prenominal)s third ships fellowship products and open systems are designed to allow third party products to plug in or interoperate with the system.\r\nneither system interacts with the environment. Open systems consist of terzetto characteristics; purpose, functions, and structure (Englebardt and Nelson, 2002). Systems john have to a greater extent than one purpose ground on the claims of the user. Functions that the system will need to carry out need to be identified for the system to achieve its purpose. The â€Å"systems are structured in ways that allow them to bring to pass their functions” (Englebardt & Nelson, 2002, p. 6). The two types of mo dels utilise to create mentally the structure of a system; graded and web (Englebardt & Nelson, 2002).\r\nSome examples of system applications are; institution wide, specialty support, documentation, administrations, operations, expert, stand only if culture, and close support. The study of health apprehension informatics incorporates theories from development Nursing science, computer science, cognitive science, along with other sciences employ in the health care address (Englebardt & Nelson, 2002). Three models that embody the informatics theories are; Shannon and Weaver’s reading-communication model, Blum’s model and The Nelson data to science continuum.\r\nShannon and Weaver’s model states that a nub starts with the transmiter and is converted to a code by the encoder. The converted meaning wad be letters, words, music, symbols or a computer code (Englebardt & Nelson, 2002). The message is carried by a channel and along with the message noise is transmitted in the length to the decoder where the message is converted to a format that is understood by the receiver. â€Å"Bruce L. Blum certain a definition of information from an analysis of the accomplishments in health check deliberation” (Englebardt & Nelson, 2002, p. 12).\r\n accord to Blum the three types of health care computing applications are; data, information and association (Englebardt & Nelson, 2002). Data is information that is not interpreted. Data that is processed and displayed is categorize as information and when the data and information are combined and formalized knowledge results (Englebardt & Nelson, 2002). â€Å"A knowledge base includes the interrelation between the data and information” (Englebardt & Nelson, 2002, p. 13). The Nelson Data to Wisdom Continuum states the four types of healthcare computing applications are; data, information, knowledge and wisdom.\r\nThe four coincide at all t imes. Data is the naming, assembling and organizing the message. development is further organizing and interpreting the message. fellowship occurs when the message is interpreted, integrated and understood. Wisdom is the talent to understand and hold in the message with compassion. Data, Information and Knowledge Model â€Å"Nursing informatics, as delimit by the American Nurses Association(ANA), is a specialty that integrates breast feeding science, computer science and information science to manage and make known data, information and knowledge in nurse practice” (Newbold, 2008, para. 1).\r\n come uponing making by healthcare professionals is found on the immersion of data, information and knowledge to support persevering care. Organizing data, information and knowledge for the processing by computers is accomplished through the use of information technology and information structures (Newbold, 2008). The first aim is data which â€Å"…are recorded (cap tured and stored) symbols and signalize readings” (Liew, 2007, Definitions). Data is bits of information though to only when have data is not meaning(prenominal) to decisiveness making. The second take aim is information which is organized, interpreted and communicated data between machines or humans. Characteristics of musical note information are: eff and come active in its descriptions, accurate, measurable, preferably by measurable objective means much(prenominal) as numbers, variable by free observers, promptly entered, rapidly and easily usable when needed, objective, rather than subjective, comprehensive, including all necessary information, enchant to each user’s involve, clear and unambiguous, reliable, easy and convenient form to interpret, classify, store, imagine and update” (Theoretical issues, 1998, Concepts).\r\nKnowledge is the third train of the model and is the collection of information that is obtained from some(prenominal) inc eptions to produce a concept used to achieve a basis for arranged decision-making. The information needs to be utilizable and applied to be known as knowledge. The final level is Wisdom which â€Å"…is the highest level of existence able to understand and apply knowledge exploitation compassion” (Theoretical issues, 1998, Concepts). â€Å"Information consists of data, but data is not inevitably information. Also, wisdom is knowledge, which in turn is information, which in turn is data, but, for example, knowledge is not inevitably wisdom.\r\nSo wisdom is a subset of knowledge, which is a subset of information, which is a subset of data” (Steyn, 2001, para. 2). Without an understanding of the source of data and information which is based on activities and situations, the kind between data, information, and knowledge will not be understood (Liew, 2007). technical Systems in Nursing Care and medicament aesculapian artificial science is earlier concerned w ith the structure of Artificial lore (AI) programs that perform diagnosis and make therapy recommendations. contradictory checkup applications based on other programming methods, such as stringently statistical and probabilistic methods, medical AI programs are based on exemplary models, such as statistical and probabilistic methods, medical AI programs are based on symbolic models of disease entities and their relationship to uncomplaining factors and clinical manifestations’ as defined by Clancey and Shortliffe (1984). Expert systems (ES) in nursing care and medicine fill an provide role with intelligent programs offering probative benefits.\r\nThey hold medical knowledge containing specifically defined tasks and are able to reason out with data from individual patients responding with reasoned conclusions. The advantages of an expert system over a pay off are: 1. A mountainous database of knowledge can be added and kept up to date with the ability of a abundan t amount to be stored. 2. The system does not forget or get facts wrong. 3. The move existence of the knowledge is forever not lost with death or retirement. 4. The computer can make contact with specialist knowledge that a remediate whitethorn not have. . The ES whitethorn scale down time to make the correct diagnosis and reduce diagnostic errors. 6. Countries with a braggy number of population and have physicians are limited can receive medical knowledge leading to prompt care. ES’s are not transposition doctors or nurses but are universe used by them stimulating an interrogated large database of knowledge of a human expert. finding Aids and stopping point Support Systems Decision support systems (DSS) are systems that â€Å"model and provide support for human decision-making processes in clinical situations.\r\nThey are travel technologies that support clinical decision making by interfacing evidence-based clinical knowledge at the point of care with real-time c linical data at significant clinical decision points”(Gregory, 2006, p. 21). Decision support systems offer various methods of decision support, including recommendations for diagnostic testing, searing lab order alerts, jockstrap with diagnosis and advice for clinicians on what medications to use. fit to the British Medical journal, â€Å"Clinical decision support systems do not continuously modify clinical practice, however.\r\nIn a recent systematic review of computer based systems, most (66%) significantly modify clinical practice, but 34% did not” (Kawanoto, Houlihan, Balas, & Lobach, 2005, p. 769). Decision support systems can improve patient outcomes however; more(prenominal) studies are needed to develop better systems. Decisions by their very nature are uncertain, medical decisions have the added complexity of involving an individual’s honours and beliefs as related to the risk-benefit profiles or uncertain outcomes of medical treatment. Th e goal of use a decision aid is to stand by the patient make informed decisions based on his or her belief and value system.\r\nLimited and conflicting research on the use of decision aids makes it unsufferable to determine if having patients use a decision aid would benefit him or her. harmonise to an article published in the Medical Decision Making Journal â€Å"Decision aids are a burnished saucily technological innovation in health care, however, like any bare-ass innovation, their widespread adoption needs to be preceded by a careful evaluation of their effectiveness harms, rather than an uncritical onward motion of their potential benefits” (Nelson, Han, Fagerlin, Stefanek, & Ubel, 2007, p. 617).\r\nDecision aids can be an important addition to promoting divided decision making between the physicians and patient however, decision aids â€Å" may send the wrong message to patients about the goals of decision making, or lead patients to believe that they can reduce or eliminate incertitude when confronting decisions” (Nelson, Han, Fagerlin, Stefanek, & Ubel, 2007, p. 618) Technology for Patient and Client forethought Technology can be used in umpteen areas of patient and client management. Technology is said to have the potential to bring the patient and healthcare providers unitedly creating patient-centered care.\r\nThe goal of patient-centered care is to empower the patients, give patients choices and tailor treatment decisions based on the patient’s beliefs, values, cultural traditions, their family situations and their lifestyles. Technology impacts this concept when healthcare providers use clinical information systems such as compound patient registration systems which uses the internet or onsite wireless devices, using decision aids and decision support systems, Tele observe Devices, and the electronic health record.\r\nNew technology will divine service healthcare providers with patient management by increasing the ability of healthcare providers to mobilise and apply accurate information about their patients quickly and allow patients to acquire information to improve control of their diagnosis and or treatments and to talk with their healthcare providers. Technology on Healthcare and Health Status analytic thinking The future holds many another(prenominal) technological changes that will affect healthcare directly and help shape our already powerful profession.\r\n technological advances will dramatically change healthcare provider’s roles and the healthcare delivery systems. Computers are not unusual for a patient to use to surf the lucre to find information related to the diagnosis. Patients may alike browse the Internet and find conditions here the symptoms are closely related to what he or she is experiencing. He reads all he can find, and when he goes to the doctor he may be informed, misinformed, or over-informed, regarding the possible diagnosis of his prob lem. Technology presents to the healthcare consumer a tremendous resource of information regarding his healthcare.\r\nComputers, biosensors, implants, transmitted therapies, and im develop devices are examples of the uphill technologies of the 21st century. Medical artificial intelligence in contexts such as computer-assisted surgery, cardiography and fetal monitoring interpretation, clinical diagnosis, and genetic counseling will have a major impact on our future. Telemedicine shortly ranges from radiographic consultations across cities to telebiotic surgeries across hemispheres (Cohen, Furst, Keil & Keil, 2006). interactive disks already assist patients to make more independent medical decisions regarding their care.\r\nDevices for home use can help monitor short letter pressure and blood glucose or perform a pregnancy test. Technology also helps assist patients with finding information regarding a diagnosis. Although technology is very beneficial to healthcare other concer ns continue to exist. Every day healthcare providers use complex machinery, including many types of monitors, ventilators, intravenous pumps, feeding pumps, suction devices, electronic beds and scales, lift equipment, and assistive devices. The directions for use of many of these machines are not self-evident and may be highly complicated.\r\nAs a result, some patients may endure smirch secondary to misuse of the product (Cohen, Furst, Keil & Keil, 2006). The company may also incur unexpected expenses if the equipment becomes damaged and need to be replaced. Similarly, pertly computer systems present many reading difficulties for healthcare providers. Many computer systems are not user friendly. Computer systems designers are notorious for supplying computers with numerous advanced but obscure functions, but these systems often lack the ability to make nonchalant tasks easier t accomplish. Millions of dollars have een wasted on computer systems that are not used or are und erused because the user needs were not assessed before the systems were designed (Thielst, 2007). in that respect remain three basic reasons for the proceed increase in healthcare cost: inflation, increased demand for services as a result of federal programs such as Medicare and Medicaid, and expensive technological advances in medicine. Conclusion In conclusion, significant economic and social trends are dramatically fixture the forms of healthcare delivery in the unite States and the roles played by healthcare providers.\r\nAdvances in technology, globalization of culture and communication, ever-widening computer applications, aging of the population, and dynamic changes in the healthcare exertion are among major developments (Thielst, 2007). To cope with and to convey to the future of healthcare, the healthcare team must(prenominal) understand how computers are now being used in healthcare, and they must be able to work with computers in a cost-effective manner in their h ealthcare practice.\r\nNo matter what delivery system is in place in a particular institution, healthcare providers will find that each is vitally involved with ensuring quality and in discovering measurable ways of monitoring quality. References W. J. Clancey and E. H. Shortliffe, eds. (1984). Readings in Medical Artificial learning: First Decade. Reading, Massachusetts: Addison-Wesley. Cohen, T. , First, E. , Keil, O. & Wang, B. (2006). Medical equipment management strategies. Biomedical Instrumentation & Technology, 40(3), 233-238.\r\nEnglebardt, S. P. , & Nelson, R. (2002). Health care informatics: An interdisciplinary approach. St. Louis, MO: Mosby Elsevier. Gregory, A. (2006, January/March). Issues of desire and Ethics in Computerized Clinical Decision Support Systems. Nursing Administration Quarterly, 30(1), Pp. 21-29. Kawanoto, K. , Houlihan, C. , Balas, A. , & Lobach, D. (2005, April 2). better clinical practice by using clinical decision support syst ems: A systematic review of trials to identify features critical to success. BMJ, 330, P. 765-700. Liew, A. (2007, June).\r\nUnderstanding data, information, knowledge and their relationship. Retrieved November 10, 2008, from Journal of Knowledge Management Practice: http://www. tlainc. com/article 134. htm Nelson, W. , Han, P. , Fagerlin, A. , Stefanek, M. , & Ubel, P. (2007, October 1, 2007). Rethinking the Objectives of Decision Aids: A Call for conceptual Clarity. Medical Decision Making, 27(5), Pp. 609-618. Newbold, S. (2008). A new definition for nursing informatics. Retrieved November 10, 2008, from Advance for Nurses: http://nursing. advanceweb. com/ article/A-New-Definition-for-Nursing-Informatics. spx Steyn, J. (2001). Data, information, knowledge and wisdom. Retrieved November 12, 2008, from Knowsystem: http://knowsystems. com/km/definition. html System. (n. d. ). Retrieved November 11, 2008, from Answers. com: http://www. answers. com/ question/system Theoretical Is sues. (1998). Retrieved November 10, 2008, from University of Texas at Tyler: http://www. uttyler. edu/nursing/ckilmon/ni/theory. htm Thielst, C. (2007). The future of healthcare technology. Journal of Healthcare Management, 52(1), 7-10. Retrieved from ProQuest database on November 11, 2008.\r\n'

'The Genetic Code\r'

'The inherited write in label Overview This module will probe how withdrawing is en decreed in desoxyribonucleic blistering, and how that information is taken to bring around changes in mobile phones and tissues. Objectives 1. study the triplet character of the genic enactment, and agnize the meaning of the term codon. 2. Know that the regulation is degenerate, and what that means. 3. Know that the write in code is unam bouffantuous, and what that means. 4. Know the identities of the depress and grab codons, and understand how they work. The patrimonialal Code It has been menti atomic number 53d in a variety of modules that deoxyribonucleic blistering stores hereditary information.That much was clear from the experiments of Avery, Macleod, and McCarty and Hershey and Chase. However, these experiments did non explain how DNA stores genetic information. light of the structure of DNA by Watson and wrick did non offer an obvious ex fleck of how t he information might be stored. DNA was constructed from nucleotides tick offing simply when four mathematical bases (A, G, C, and T). The big question was: how do you code for tout ensemble of the traits of an organism use only a four letter alphabet? draw the central dogma of molecular biology.The information stored in DNA is ultimately transferred to protein, which is what gives cells and tissues their fussy properties. Proteins ar linear chains of aminic doses, and on that point atomic number 18 20 aminic group group group acids found in proteins. So the authoritative question becomes: how does a four letter alphabet code for all possible combinations of 20 amino acids? By constructing multi-letter â€Å" lyric” out of the four garner in the alphabet, it is possible to code for all of the amino acids. Specifically, it is possible to make 64 contrastive iii letter rowing from vertical the four letters of the genetic alphabet, which covers the 20 a mino acids easily.This kind of reasoning direct to the proposal of a triplet genetic code. Experiments involving in vitro  rendition of short synthetic RNAs eventually confirmed that the genetic code is indeed a triplet code. The 3-letter â€Å"words” of the genetic code atomic number 18 cognize as codons. This experimental approach was to a fault apply to work out the descent between individual codons and the various amino acids. afterwards this â€Å"cracking” of the genetic code, several(prenominal) properties of the genetic code became apparent: * The genetic code is composed of nucleotide triplets.In different words, three nucleotides in mRNA (a codon) coiffure one amino acid in a protein. * The code is non-overlapping. This means that sequent triplets are record in order. to each one nucleotide is part of only one triplet codon. * The genetic code is unambiguous. individually codon specifies a particular amino acid, and only one amino acid. In separate words, the codon ACG codes for the amino acid threonine, and only threonine. * The genetic code is degenerate. In contrast, each amino acid green goddess be qualify by  more than than one codon. * The code is nearly universal.Almost all organisms in nature (from bacteria to humans) use exactly the alike(p)(p) genetic code. The rare thoions include rough changes in the code in mitochondria, and in a few protozoan species. * A Non-overlapping Code * The genetic code is read in groups (or â€Å"words”) of three nucleotides. After knowledge one triplet, the â€Å" development inclose” shifts over three letters, non average one or two. In the pursuit example, the code would not be read GAC, ACU, CUG, UGA… * * Rather, the code would be read GAC, UGA, CUG, ACU… * * rotting of the Genetic Code There are 64 different triplet codons, and only 20 amino acids. Unless some amino acids are qualify by more than one codon, some co dons would be tout ensemble meaningless. Therefore, some redundancy is built into the governance: some amino acids are coded for by multiple codons. In some cases, the superfluous codons are related to each early(a) by sequence; for example, leucine is specified by the codons CUU, CUA, CUC, and CUG. position how the codons are the analogous except for the third nucleotide panorama. This third slip is known as the â€Å"wobble” topographic point of the codon.This is because in a number of cases, the indistinguishability of the base at the third position can wobble, and the same amino acid will still be specified. This retention allows some protection against mutation †if a mutation occurs at the third position of a codon, there is a nifty chance that the amino acid specified in the encoded protein wont change. * Reading Frames * If you think about it, because the genetic code is triplet based, there are three possible shipway a particular message can be read, a s shown in the interest figure: * * Clearly, each of these would yield all in all different results.To illustrate the point using an analogy, consider the following set of letters: * theredfoxatethe virulentdog * If this string of letters is read three letters at a time, there is one reading mould that whole shebang: * the red fox ate the hot dog * and two reading frames that acquire nonsense: * t her edf oxa tet heh otd og * th ere dfo xat eth eho tdo g * Genetic messages work much the same way: there is one reading frame that makes sense, and two reading frames that are nonsense. * So how is the reading frame elect for a particular mRNA? The cause is found in the genetic code itself.The code contains signals for buzz offing and obstructping translation of the code. The  dumbfound codon is AUG. AUG also codes for the amino acid methionine, but the first AUG encountered signals for translation to begin. The lift off codon sets the reading frame: AUG is the first triplet, and posterior triplets are read in the same reading frame. Translation continues until a  throw overboard codon is encountered. There are three stop codons: UAA, UAG, and UGA. To be recognized as a stop codon, the triplet must be in the same reading frame as the start codon. A reading frame between a start codon and an in-frame stop codon is called an  gift reading frame.Lets underwrite how a sequence would be translated by considering the following sequence: 5′-GUCCCGUGAUGCCGAGUUGGAGUCGAUAACUCAGAAU-3′ First, the code is read in a 5′ to 3′ direction. The first AUG read in that direction sets the reading frame, and subsequent codons are read in frame, until the stop codon, UAA, is encountered. Note that there are three nucleotides, UAG (indicated by asterisks) that would otherwise constitute a stop codon, except that the codon is out of frame and is not recognized as a stop. In this sequence, there are nucleotides at any end that are outside of the stretch reading frame.Because they are outside of the open reading frame, these nucleotides are not used to code for amino acids. This is a greens situation in mRNA molecules. The neighborhood at the 5′ end that is not translated is called the 5′ untranslated piece, or 5′ UTR. The region at the 3′ end is called the 3′ UTR. These sequences, even though they do not encode any polypeptide sequence, are not wasted: in eukaryotes these regions typically contain regulatory sequences that can affect when a message gets translated, where in a cell an mRNA is localized, and how long an mRNA lasts in a cell before it is destroyed.A small examination of these sequences is beyond the scope of this course. The Genetic Code: Summary of Key Points * The genetic code is a triplet code, with codons of three bases coding for specific amino acids. each(prenominal) triplet codon specifies only one amino acid, but an individual amin o acid may be specified by more than one codon. * A start codon, AUG, sets the reading frame, and signals the start of translation of the genetic code. Translation continues in a non-overlapping mold until a stop codon (UAA, UAG, or UGA) is encountered in frame. The nucleotides between the start and stop codons stand for an open reading frame.\r\n'