Obesity and Gastric Bypass Surgery Essay Example for Free

Obesity and Gastric Bypass Surgery Essay In this paper I will discuss an article from the Seattle Press written by Associated Press Medical Writer Lindsay Tanner. I will discuss the statistical procedures used in the study and provide an analysis of the conclusions both the researchers and the reporter drew from the study results to consider the statistical significance of the data presented. The article explains the research of Dr. Sayeed Ikramuddin of the department of surgery, University of Minnesota, Minneapolis and his colleagues relating to bariatric surgery its potential role in glycemic control in type two diabetics. Irkamuddin states that at 12 months, â€Å"the primary goal was considered successful if patients achieved the composite of the triple endpoint: HbA1c of less than 7. 0%, an LDL cholesterol level of less than 100 mg/dL, and systolic blood pressure of less than 130 mmHg at the 12-month visit† (2013, p. 2242). The study was conducted at four sites, including New York, Minnesota, and two hospitals in Taiwan and lasted 12 months. Patients with mild to moderate obesity and adult-onset diabetes mellitus were offered a free intensive intervention and recruited using mass media advertisements, practice-based databases and contact with professional groups, leading to an unblinded randomized group after screening 2648 candidates. Body mass index in participants ranged from 30. 0 to 39. 9, with a mean of 34. 6. The study participants had been diagnosed with diabetes for a mean of 9. 0 years. The intensive intervention included lifestyle modification with daily caloric intake counts, increased physical activity, daily weights and counseling sessions, and intensive medical management including close monitoring and treatment from doctors with medications for cholesterol, blood pressure, and glycemic control. Sixty of these participants were randomly selected to receive Roux-en-Y gastric bypass surgery. Two of the participants selected declined to have the surgery, and two others were randomly selected to undergo the procedure. These patients continued to receive the same intensive intervention during the entire 12 months. The frequency of sessions and monitoring decreased for both groups during the study period as planned, going from weekly to monthly over the course of the study. The author of the newspaper article summarizes the study’s results by stating, â€Å"The surgery group lost on average nearly 60 pounds and 75% lowered blood glucose levels to normal or near-normal levels. The non-surgery group lost on average 17 pounds and just 30% reached the blood-sugar goal. The surgery group also needed less medication after the operation† (Tanner, 2013, p. 2). The last portion of this statement is misleading as the study evaluates and considers only medications to manage blood glucose levels, dyslipidemia, and hypertension (Ikramuddin, 2013, p. 2245). The study reports, â€Å"Patients who underwent gastric bypass surgery experienced 50% more serious and 55% more nonserious adverse events than did those in the lifestyle-medical management group† (Ikramuddin et al. , 2013, p. 2248). It is important to consider the frequency and rate of adverse events, in addition to classification of such data. Researchers also state that the surgical group took 66% fewer medications than the nonsurgical group. The most common adverse event in the surgical group that was not considered peri- or late post-operative was nutritional deficiencies, especially iron and vitamin B levels, requiring treatment with medications and supplements. Nutritional deficiencies are often long-term and require frequent monitoring and dose adjustment. Because of the time limitations of the study and the relatively small sample size, long-term cardiovascular and nutritional effects of bariatric surgery in the mild to moderately obese population for glycemic control remains to be determined. Both the study and the newspaper article assert that there is no conclusive evidence on long-term effects when bariatric surgery is used in conjunction with lifestyle and medical management for glycemic control on mild to moderately obese patients. Other serious adverse events documented and considered by the authors of the study included motor vehicle accidents and pancreatic cancer, both of which occurred in the medical management group, decreasing the difference between the medical management group and the Roux-en-Y gastric bypass group. Pregnancy was considered as well. The total number of serious adverse events was 15 for the medical management group and 22 for the surgical group. The study does not discuss or measure in any way the adherence of participants to the intensive intervention in either group. Patients’ adherence to recommended regimen including decreased caloric intake, recommended physical activity, and medication compliance is a variable that was not assessed by Ikramuddin and his colleagues during the study, limiting its scope. In general, the newspaper article correctly interprets the statistics and draws conclusions from this study appropriately. The surgical group tended to have less hypertension and elevated LDL cholesterol levels, but this data lacks statistical significance. Tanner stated in the newspaper article â€Å"those between-group differences could have been due to chance† (2013, p. ). The study states a confidence interval of 95%, which correlates with a 0. 05 significance level. Many of the values representing these measures were marginally different. Many other studies have reported effects on these values as individual variables. There are many other factors involved in cholesterol and blood pressure management that must be identified an d considered before drawing conclusions on such data. This study was very detailed and presented a large amount of data. Despite this, the overall conclusions of the newspaper article were accurate in relation to the data. The newspaper article summarized the conclusions of the researchers appropriately. The statistics representing HbA1c as part of the composite endpoint are reliant on weight loss and can be primarily attributed to this factor (Ikramuddin et al. , 2013, p. 2240). The newspaper article states, â€Å"The researchers say the diabetes changes were likely due to the weight loss but that hormonal changes affecting blood sugar may have contributed† (Tanner, 2013, p 2). This was determined by using regressive analyses of the available data. The study suggests that altered gastrointestinal hormone secretion as well as differences in individual medication use during the study may have attributed to the results, but acknowledges that the study lacks the data to determine this. By going to the source of news-reported statistical studies, the reader can evaluate the statistical significance of the data and determine if the data were presented accurately and if the conclusions drawn are reliable. Research and comprehension of data and statistical significance is essential to best evidence-based practice in the field of nursing and beyond.

Reflection on a business education course

Reflection on a business education course Reflection according to Walker E. S (2006) p 216 has been defined as a process regarding thinking about and exploring an issue of concern, which is triggered by an experience. This simply means that for there to be a reflection, there has to be an experience, irrespective of it being positive or negative. Leaver- Dunn et al were also noted in Walker E. S (2006) p 216 that reflection has the ability to distinguish between the expert practitioners and their peers. To start with and looking way back to the beginning of this particular course it is interesting to note that being an international student from Nigeria and studying Marketing Communications in the University of Bedfordshire was an experience never to be forgotten, i have been through various forms of transformation, since the session started in September 21st,2009. Transformation theory, that was initially developed by Jack Mezirow, identifies a process of change that begins with an experience one cannot incorporate into the mental matrix built from prior life experience, and which usually includes the following components: a disorientating dilemma, self examination, a critical assessment of assumptions, the recognition that others have gone through similar processes, the exploration of options for forming new roles, relationships or actions, the formulation of a plan of action and reintegration into the experience with new, transformed perspectives. Fuguan Tan (2009) Talking about transformation, i personally come from a country that the educational system is totally different from that of Europe, particularly the United Kingdom. I was able to come to terms with the fact that there existed a school calendar that will be strictly followed and i saw myself in an organised setting. At first i had problems coming to terms with being the only Nigerian girl in my class until later when i was joined by another fellow from my home country, this gave me a bit of confidence as to facing the challenging course. In the words of Aileen C. and Elaine E, (2004) they wrote that thoroughly reflecting on practice is actually a central feature of effective learning, they went on to define reflection as focusing on the immediate, thereby presenting the details of a problem or task. As an individual i agree with the need to reflect or rather focus on the immediate, this will definitely help to make corrections for the future and not make the same mistakes already made if at all there was any. Further in the words of Horton-Deutsch. S and Sherwood Gwen (2008, p 947) reflection involves thinking about experience, which leads learners to a fuller understanding of what they know and increases their potential for leadership. Also true in my perspective is the argument of Horton-Deutsch, who wrote that it is important to reflect or think back on the experience, which will in turn improve the individuals knowledge about a particular situation or increase the potential for greater heights. In most cases it is believed that the experience for studying abroad has great potential for transforming international student. I must say i went through some stages of transformation such as encountering change, engaging in reflection, reconfiguring perceptions and re-acclimating to the situation. Fuguan Tan (2009) Worthy of note is the point that throughout my study in my home country , there has never been an opportunity for me to reflect, this made it rather impossible for me to have a re-think on my mistakes, and there was also no opportunity to make corrections. 5.2 WHAT DOES REFLECTION MEAN? Cunliffe, (2004, p. 414) defines reflection as the means or process through which an experience in the form of thought, feeling, or action, is examined to analyze its meaning while it is happening or subsequently. Kember et al., (2000), wrote that reflection does represent a point on a learning continuum which is then characterised by habit at one end and critical reflection at the other. To Schon (1983) reflection is referred to as the ability to rethink ones prior thoughts and action in context, both to surface assumptions as well as to make meaning. Reflection, as written in Klenowski V and Lunt I (2008) is mostly defining with regards to conceptual components and theoretical perspectives. Horton-Deutsch S and Sherwood Gwen (2008) explained that Reflection is about learning from experience, a critical aspect of knowledge development and a skill essential to leadership development. They both went on to argue on the basis that reflection goes far beyond ordinary empirical knowing, but it also combines personal and ethical ways of knowing. Korthagen F and Vasalos A (2005) wrote that the essential importance of reflection is to learn from experiences. Woerkom M (2010) referred to reflection in Deweyans perspective as instrumental learning; he went further to note that it is the assessment of assumptions implicit in beliefs about how to solve problems. In this particular definition, reflection thus also includes an element of criticism but refers more to instrumental thinking, which is concerned with how to solve a problem. In contrast, Mezirow defines critical reflection as addressing the question of the justification for the very premises on which problems are posed or defined in the first place and examination of their sources and consequences. Critical reflection cannot become an integral element in the immediate action process but requires a hiatus in which to reassess ones meaning perspectives and, if necessary, to transform them. Critical self-reflection refers to the most important learning experience. It means reassessing the way we have posed problems, our own meaning perspectives, as well as reassessing our own orientation to perceiving, knowing, believing, feeling, and acting. Some of the scholars perceived reflection, as critical reflection or critical thinking. It is therefore often not clear what the difference is, or even if there exist a difference, between these terms. Dewey, who is perceived as the founder of the concept of reflection, sometimes uses the terms reflective thinking and critical thinking interchangeably. Scott. G.S (2010) 5.3 RECOLLECTIONAND PROCESS OF REFLECTION OF REFLECTION The theoretical framework for reflection according to Korthagen F and Vasalos A (2005, p48) is referred to as ALACT model. This model is said to rely on the assumption that by nature people reflect on their experiences. The model also describes a structured reflective process, but on the other hand, the model did not take note about the content of reflection. On the other hand Scott. G S (2010) p 434 argued that the benefit of reflection has got extensive theoretical support in literature, though Scotts definition of reflection is not without its own argument. He went on to write that the critical theorists reflection is considered to require the surfacing of assumptions relative to situations and surrounded firmly power relations, control and the transformation of belief and values. Reflection was interchangeably used by management theorists as personal, psychological change rather than social change Scott. G.S (2010) p 434 The role of student reflection is an integrated learning process, and reflection has three stages: a review of experience, analysis, and re-evaluation (Peltier, Drago, 2004; Peltier et al., 2005). The initial stage of this process is the review of experience and presupposes awareness. That is, it presupposes that the experience in question has been brought into consciousness. The term reflection is frequently used very loosely and this can easily obscure the disciplined and challenging nature of such learning. Reynolds (1999) distinguishes between critical reflection an approach in which both experience and its social and political contexts are examined, reflection which focuses on the individual and gives little attention to social or political processes, and critical thinking, a term which he argues is usually used to signify a disciplined approach to problem solving (Reynolds, 1999, p. 173). He went on to claim that in the management literature critical reflection is being used in the weaker sense to describe thoughtful analysis or problem solving (Reynolds, 1999, p. 177). With regard to reflection and learning, Argyris and Schon distinguish between single loop and double loop learning. For the exercise of single loop learning it is possible by observing and reflecting on our own actions, to make a description of the tacit knowing implicit in them (Schon, 1987, p. 25).This enables us to analyse and evaluate such knowledge. However, double loop learning involves not only reflecting on ones actions, but also exploring the assumptions and theories-in use which are embedded in those actions. Walsh (2009) 5.4 PERSONAL FEELINGS AND LEARNING FROM THE EXPERIENCE The discomfort that was felt at the beginning of the dissertation was overwhelming. It all started the first day that we were told to prepare for the first dissertation presentation, as i faced the fear i still was able to gather knowledge. I wondered in the beginning if i could cope with the work ahead of me, but with the encouragement of mentors i was able to face it and carry on. Reflective thinking is to be used to enhance decision skills, cultural sensitivity, and teamwork, not simply express feelings or record in a diary what occurred, McInnis-Bowers et al. (2010) In the words of Scott S G (2010) reflection, is referred to as the process of rethinking ones prior thoughts and actions in context to surface assumptions and make meaning. Reflection represents one point on a learning continuum that is characterized by habit at one pole and critical reflection at the other. During the course of my study particularly during the period i was writing up my dissertation, the experience i had has thought me to believe in myself and stop thinking i cannot do it. It has thought me to always face my tasks with whatever challenges that come with it. From this experience i have realised that there is no two ways about succeeding except through hard work and there is a saying that goes thus Proper, Preparation, Prevents, Poor, Performance 5Ps. The first feedback i had with my group members for the progress in the Trident campaign which marked the kick off for the final dissertation. It did not seem a good start to me, because my group had a lot of things to work on and it was obvious not every group member was willing to work. Although the feeling did not serve as a drawback it only meant i had to work harder. On that day we were advised on the three vital aspects of the dissertation which included the campaign plan and report, literature review and finally the reflection. Before we attended the second feedback, myself and the other three group members met on three occasions where we delegated work to each member on the task ahead, most of the time it was two of the four members that was active, and on several instances i personally encouraged them to put in more effort so we all can achieve success at the end of the piece of work. The second feedback which was on the tenth of March, was attended by two supervisors and again i was not happy with myself as no thorough research was done, my input was not good enough and when we were asked what our campaign strategy meant, none of my group members could respond, this became a bit depressing. Looking forward to a sixty unit module i felt really down, but then it became a challenge. The problem that was posed was the inability to put literature together to back our arguments up but at the latter stage things got better. Again in the beginning it looked like we had difficulty interpreting the brief, as we came up with several propositions, objectives and strategy which seemed not to make sense, for this reason the task became more competitive as the other two groups had the same topic and it seemed my group was not making a head way. 5.5 GROUP DYNAMICS AND LEARNING FROM THE EXPERIENCE Within my group i happened to be the only female amongst three guys and i thought this reason will make them more active than i am but the reverse was the case, this was the reason why in the beginning i had mixed feelings about working within a group, as it seemed everyone had a level of understanding and this means it takes a brilliant one to be able to achieve success. I had no choice at that point as we had a little group of twelve in the entire marketing communications, masters degree class, which made it really obvious to be able to distinguish between the brilliant and dull students. Several times i was not happy with the groups i fall into, but with determination to excel i usually face it, and i never regretted my decisions as i never failed a group work. According to Moon (2004, p. 136) when considering the university perspective on experiential learning and reflection, it becomes apparent, that the fact that all education comes about through experience does not mean that all experiences are genuinely or equally educative he also argued that a distinction needs to be made between what she terms informal reflection and academic reflection the latter being a formal process. Walsh (2009) At a point during the group meetings i became so unhappy and i told other group members i was no longer interested in the work though this was not a true statement from my heart, i was probably too upset, but with time i was able to calm myself down and cope even though things did not work out as planned On several occasions there existed misunderstanding and i personally found out that there was need for these misunderstanding as it helps in moving forward most of the time. Again many at times a member within the group was used to saying he works better under pressure and this did not go well with me as i do not work well under pressure, instead i do the opposite meaning i plan my time and i appreciate time management and not fire brigade approach in carrying out my task. Many times after a misunderstanding there exist dialogue and apologies will be made by the necessary group members and then the task continues, interestingly we tend to achieve more at this time. Another point worthy to note at this time is that working within a group gives a knowledge about the office environment, where one will be working with other members of staff and if a task is to be carried out, there will be no opportunity to choose who to and who not to work with. Each time i think of this i am encouraged to cope within any group i find myself and try to corporate and have a good team spirit. Reflection then, in the words of Scott G S (2010) p 432 is the process or means by which an experience, in the form of thought, feeling, or action, is examined to distil its meaning while it is happening or subsequently. Reflection is fodder for self-regulation in an environment where what we define as useful and effective behaviour changes continuously. With reference to the words of Scott (2010) i had different reactions to every situation that i was faced with, always thinking back that i had a degree in a different educational setting and now a masters in Europe. At that point it was obvious something was not right as the first and second feedback did not yield a positive result, but something i held on to was the words given by the supervisors, which i pondered on, i went on to sent my piece of work to the tutors over the internet, again little improvement was made, it all became worrying but i never give up. What happened next? I suggested we needed to meet a tutor and start afresh, interesting, we approached him and he was happy to lead us aright, every group member attended this meeting and things began to change. From the proposition, target audience, strategy and very many useful advices was given. Most importantly we were told to include some theories of learning and reflection to buttress some points, this period was a well cherished one as it marked the beginning of a turn around. My role within the group was a very vital one as the other members do contact me to know what the next step was, i was always be called upon to divide the task and explain what we did so far including the future plan. I enjoyed doing this as i have always seen myself as a charismatic leader, of course a leader by example. 5.6 LESSONS FOR THE FUTURE PROJECTS When one talks of success story, that does not literarily mean the results for the dissertation is out already but the fulfilment and the joy that comes to mind knowing basically that the group work and the individual part was done and submitted in due time is worthy of note. Soon after the summer holiday started two of the four group members did travel to their home country leaving just two people to deal with the work. Sincerely things went slow but at each time a meeting was arranged and there was progress at every meeting coupled with misunderstandings. On the eighth of June, we had a final group presentation with feedback, which marked the final day of the course, to our greatest surprise the proposition we have changed time and time again, target audience segmentation and the tag line began to communicate, it became obvious that the group was on track even though the actual presentation got lost in a missing flash drive. The group was advised to do more research and understand the target audience and what needs to be done to communicate the brand (Trident chewing gum) is the strategy and implementation. Throughout this same month and July communication continued online as it became a bit difficult to meet in the university since the library closed earlier than usual. Each part of the campaign was dealt with rigorously and the power point slides were put together then the report followed afterwards. Scott G. S (2010) p 433 was earlier quoted in the report where he noted that John Dewey is considered a key originator of thinking about reflection. Dewey argued in his own words that reflective individuals have certain characteristics, which includes open-mindedness, which illustrates the will power within an individual to accept intellectual responsibility for ones own views, wholeheartedness this simply means, a willingness to face fears and uncertainties, and finally enthusiasm. Reflection is concerned with practices and actions, especially professional practice in fields such as school teaching (Allen, 1992; Beyer, 1989; Collier, 1999), nursing (Burns Bulman, 2000), social work (Fook, 1996), and management communities of practice (Welsh Dehler, 2004). Reflection also generates inquiry and a search for meaning; it provides the potential to see things in a way they have not been understood before. More simply, reflective practice contributes to learning. What i have learnt that will be forever useful to me is the ability to dialogue, this a very important instrument particularly in a group work scenario. Again it is good to listen to the leader as two wrongs can never make a right, it is totally unfair when team members refuse to listen to the leader, and obviously things will not go well. I have also learnt that in the future i understand clearly the basis of my task before i kick off with work on it, as this delayed my group from moving forward during the presentation, as though we were moving around within the same circle, before we got our priorities right. The means of reflection is most often dialogue through which subjective and objective experience is processed, questioned, and meaning is made of it. Reflection through dialogue demonstrates students learning through their ability to conceptualize what they have learned, the meaning it has for their present and future, and the recognition that they are neither the same person as they were a few years previously nor should they expect to be a few years hence. Baker, Jensen, and Kolb (2002) labelled this approach to learning the inside-out approach. Scott G. S (2010) p 433 5.7 CONCLUSION In concluding this reflection report it is interesting to note that learning can be considered as a process of argumentation in which thinking, reflecting, experiencing and action are different aspects of the same process. It is also a practical argumentation with oneself and in collaboration with others that actually forms the basis of learning. (Pavlica et al. 1998: 145) in Corley A and Eades E (2004, P 138) During the review of literature it was noted according to Jeffrey D et al. (2000) that reflection is not an entirely new process and some writers trace it to the work of Socrates, they went on to describe reflection as a process of disengaging from or stepping back from an experience and taking time to deliberately and carefully review it, think about it and construct meaning from it, however reflection is said to have a past, present and future element. In this report the writer has been able to reflect generally about the past experience, looking through the beginning of the marketing communications masters degree first impression, through to the present time which has to do with the experience while writing up the dissertation, it is also interesting to note that the writer also discussed briefly of future expectations and learning from the past experience that can positively affect the future work. Having reflected on my experience from first day of university up until the days of my final dissertation, i will say i have actually enjoyed the entire process. Meeting friends from other parts of the world was a good thing to remember, with no exceptions of my tutors who were always there, and willing to help with whatever need we might have during the course of study. However i quit e agree with the idea of personal reflections as it gives the opportunity to think back and make amends as required. This in turn will have a positive effect on an individual. REFERENCES Miriam Catterall, Pauline Maclaran, and Lorna Stevens (2010) Critical Reflection in the Marketing Curriculum Journal of Marketing Education, Vol. 24 No. 3, December 2002 184-192 Scott. G Susanne (2010) Enhancing Reflection Skills through Learning Portfolios: An Empirical Test. Journal of Management Education 34(3) 430-457. The Author(s) , http://www. sagepub.com/journalsPermissions.nav Fuguan Tan (2009) Tri-fold Transformation: An International Adult Students Reflections on Online Learning. Walker E. S (2006). Journal Writing as a Teaching Technique to Promote Reflection Journal of Athletic Training Vol. 41, No 2 p216-221 Klenowski Val and Lunt Ingrid (2008) Enhancing learning at doctoral level through the use of reflection. Taylor Francis Walsh Anita (2009) Modes of Reflection: Is it possible to use both individual and collective reflection to reconcile the three-party knowledge interests in workplace learning? European Journal of Education, Vol. 44, No. 3, 2009, Part I _1389 385 Aileen Corley and Elaine Eades (2004) Becoming critically reflective practitioners: academics and students reflections on the issues involved. Pp. 137-144. Human Resource Development International, Taylor and Francis Limited Horton-Deutsch Sarah and Sherwood Gwen (2008) Reflection: an educational strategy to develop emotionally- competent nurse leaders. Journal of Nursing Management, 16, 946-954 Doyle, Wendy; Young, Jeffrey D (2000).Managing Development: Making the most Experience and Reflection. Fall2000, Vol. 25 Issue 3, p18 Marianne van Woerkom, (2010) Advances in Developing Human Resouces. The Concept of Critical Reflection and Its Implications for Human Resource Development Advances in Developing Human Resources Vol. 6, No. 2 p 178-192

Learning about America in the Dominican Republic :: Personal Narrative Essays

Exactly one week after graduating from high school, with thirteen years of American education behind me, I boarded a plane and headed for a Caribbean island, I had fifteen days to spend on an island surrounded with crystal blue waters, white sandy shores and luxurious ocean resorts. With beaches to play on by day and casinos to play in during the night, I was told that this country was an exciting new tourist destination. My days in the Dominican Republic, however, were not filled with snorkeling lessons and my nights were not spent at the black jack table. Instead of visiting the ritzy East Coast, I traveled inland to a mountain community with no running water and no electricity. The bus ride to this town called Guayabal, was long, hot and uncomfortable. The mountain roads were not paved and the bus had no air conditioning. Surprisingly, the four-hour ride flew by. I had plenty to think about as my mind raced with thoughts of the next two weeks. I wondered if my host family would be welcoming, if the teenagers would be friendly, and if my work would be hard. I mentally prepared myself for life with out the everyday luxuries of a flushing toilet, a hot shower, and a comfortable bed. Because Guayabal was with out such basic commodities, I did not expect to see many reminders of home. I thought I was going to leave behind my American ways and immerse myself into another culture. These thoughts filled my head as the bus climbed the rocky hill towards Guayabal. When I finally got off the bus and stepped into the town-square, I realized that I had thought wrong: there was no escaping the influence of the American culture. In a way, Guayabal was an example of what author Mary Louise Pratt refers to as a contact zone. Pratt defines a contact zone as "a place where cultures meet, clash, and grapple with each other, often in contexts of highly asymmetrical relations of power" (Pratt 76). In Guayabal, American culture and American consumerism were clashing with the Hispanic and Caribbean culture of the Dominican Republic. The clash came from the Dominicans' desire to be American in every sense, and especially to be consumers of American products. This is nearly impossible for Dominicans to achieve due to their extreme poverty. Their poverty provided the "asymmetrical relation of power" found in contact zones, because it impeded not only the Dominican's ability to be consumers, but also their ability to learn, to work, and to live healthily.

Psych. Essays :: essays research papers

ESSAY QUESTIONS 1.  Ã‚  Ã‚  Ã‚  Ã‚  If I were to design a study to examine the effects of taking an online course, I would do a case study. I would find a subject and record their behavioral patterns during attendance at a university. I would observe course load, study habits, length of study time, quality of assignments and overall grades. I would then do the same with an online course, studying the same patterns and behaviors. 2.  Ã‚  Ã‚  Ã‚  Ã‚  Life is good. I am doing one of the activities that I most enjoy. I am taking a nice long walk in the woods. All of the sudden, a HUGE bear appears out of nowhere. This scary creature is standing 10 feet in front of me. He stops, glances at me as if debating whether to come close to me or not, and continues on. I should feel better with his departure. But fear has already taken hold. It must be some kind of spinal reflex. My sensory nerves kick in. They see the scary bear, and send the message of fear to my spinal cord, where they are then transmitted to my brain. Next, my motor nerves carry orders to my muscles, glands and other internal organs to actually react to what my sensory nerves say. This all happens in a matter of seconds†¦..and I flee, to scared to even look back. 3.  Ã‚  Ã‚  Ã‚  Ã‚  According to Wade and Tarvis (Pg. 17-19) Psychology has five major theoretical perspectives that each makes their own altruistic contributions to psychology. The biological perspective, which studies the biological explanations of motivation, personality, social interaction, memory and psychological disorders. This approach is important in helping us understand the biological explanations of psychology. The learning perspective stresses that people are unique and complex organisms and that each person is affected by their environments and experiences. The learning approach is elemental in helping us understand the fields of personality, psychotherapy and motivation. The third theoretical perspective, or approach, is the psychodynamic approach, which was greatly influenced by the works of Sigmund Freud. It emphasizes unconscious motivation and the influence of sexual and aggressive drive on behavior. It also impacts the fields of understanding personality and psy chological disorders. Cognitive psychology is the approach that inclides the study of mental process, such as thinking, perception, memory and problem solving. Cognitive psychology is very important because it influences virtually every field of psychology. The fifth perspective is the sociocultural approach, which emphasizes the importance of culture, gender and ethnicity in understanding how we think, feel and act.

Employing Internet and Networking in the 21st Century Classroom Essay

â€Å"The Internet can bring the virtual world into the walls of the classroom, thus exponentially increasing the knowledge base available for practical use in teaching and learning (Kumari, 1998, p. 365). The use of the internet and online collaboration are skills that are important to employment opportunities and for â€Å"quality of life† (McManus, 2000). Regardless of the individual student’s future profession, the 21st century job market requires the ability to apply internet, collaborative, and networking skills. According to Barbara McManus, in her article â€Å"Creative Teaching with Internet Technology†, internet skills are best learned when applied across a varied curriculum, including â€Å"reading, writing, or mathematics† (2000). Teaching Tool The internet can be applied to the curriculum in many ways, including research, publishing, and virtual interactions. Although the internet is not always the most appropriate teaching tool, in many scenarios it can supplement and enhance a standard lesson (Educational Broadcasting Corporation). Research, publishing, and virtual interactions via the internet can provide authentic, real-world learning experiences for learners. Researching essays, papers, and projects via the internet allows students to utilize a plethora of different viewpoints, primary source documents, and â€Å"conduct original research† to apply to a topic (McManus, 2000). According to Dr. Siva Kumari (1998), the internet has quickly changed the way students and teachers interact with texts and research. The Educational Broadcasting Corporation asserts that the Internet allows students and teachers access to resources for research beyond the traditional classroom setting and decreases the amount of time spent doing said researc... ...ithin a collaborative blog teaches students how to work professionally and respectfully in a group environment – an essential employability skill. Using Facebook as a means of networking has become more popular throughout the Middle East as revolutions spring up across the region. The ability to contact those outside of one’s inner circle through social networking is a skill that is not lost on this Facebook generation. â€Å"Internet technology must be thoroughly integrated into the structure of [a] course (content, learning goals, assessment); the best assignments bring the fruits of internet use into the classroom.† (McManus, 2000). It is imperative that 21st century teachers prepare 21st century learners for the 21st century workforce. This means that teachers must utilize all innovation and technological advances available to them, particularly via the internet.

Determinism, Compatibilism, Incompatibilism

Determinism is a philosophical standpoint, which advocates that every action and event, including humans' mental processes and decisions can be predicted using chains of previous occurrences. In this manner, humans' futures are not necessarily predetermined but can be shaped and influenced by past and present circumstances. Compatibilism is a philosophical viewpoint, which postulates that free will and determinism are complementary ideas. Free will can be defined as man's freedom to choose and be responsible for his actions and decisions. Compatibilists believe that as long as man's actions and decisions are not forced on him, or he is not constrained or coerced to do anything he doesn't want, then he is exercising his free will. In theological aspect, compatibilism argues that even if God is all-knowing, He didn't took away from man his capacity to decide whether he'd choose the right or wrong path. Man is left with the moral responsibility of his actions. Incompatibilism, as the term implies, is a notion that is opposite to that of compatibilism. Incompatibilists argue that free will and determinism are not complementary. There are two types of incompatibilism. First is the libertarianism, which states that the universe can't be deterministic and believers of this concept assert that free will exists. The second one is called hard determinism, which asserts that determinism exists but it is not compatible with free will. The Consequence Argument was formulated by Van Inwagen to support the Incompatibilists' assertion that free will and determinism can never go together. This argument operates on the no-choice premise, which states that if determinism exists, then man has no control over events and the nature's laws, and their consequences. There are two inferences that support Inwagen's argument: Inference A: man has no choice of what went on before his time and how things happened prior to his birth; Inference B: man has no choice on the laws of nature and how they affect and shape events of the present and future. From these inferences, Inwagen's argument concludes that the result or consequences of the natural laws and past occurrences are not up to man. Man, therefore, has no choice. If I were a compatibilist, I would argue against the Consequence Argument by contradiction. If I can prove that either A or B is not true, then, that would negate Van Inwagen's claim that incompatibilism is true. For instance, if Raul's father died because of weak lungs and Raul also has weak lungs because of his genetic make up, then Inference A would be true because he can't do anything about his genes. The natural conclusion, under determinism, would for Raul to also die because of weak lungs. However, Raul can make Inference B false by taking care of himself and avoiding any substance that would further weaken his lungs. He can also fight his condition by taking medicines and exercising. Raul has every chance of overcoming his weakness and need not die from weak lungs. Even if Raul has no choice about his genetic make up, he still has a choice on how to address this matter. Since Inference B is proven false, then, the Consequence Argument does not hold true.

Night World : Spellbinder Chapter 10

Gran told me that the only person who can send a spirit back is the one who called it up,† Thea said. â€Å"But the problem is that you have to be able to see the spirit, you have to be close to it. Then you can do the sending-back spell.† â€Å"Okay,† Dani said, nodding. â€Å"But-â€Å" â€Å"Wait, I'm getting to it.† Thea got up and began to pace the few steps between her bed and Blaise's. She spoke slowly at first, then more rapidly. â€Å"What I'm thinking is that this can't be the first time this has happened. Sometime, somewhere, somehow, some witch must have called up a spirit and let it get away. And then had to go out and get hold of it again.† â€Å"I'm sure that's true. But so what?† â€Å"So if we could find a record of how she did it-how she tracked the spirit down-we might be in business.† Dani was getting excited. â€Å"Yeah-and it wouldn't even have to be a case of a summoned spirit. I mean, some spirits just won't go to the other side at all after they've died, right? Maybe there's a record about how one of them got sent across the veil.† â€Å"Or a story. Or a poem. Anything that would give us a clue about how to get them to stay in the same room with you while you do the spell.† Thea stopped and grinned at Dani. â€Å"And if there's one thing Gran has lots of, it's records and stories and poems. There are hundreds of books in the workshop.† Dani jumped up, dark eyes snapping. â€Å"I'll call my mom and tell her I'm staying over tonight. Then- we find it.† After Dani called her mother, Thea called Eric to make sure he was okay. Now that she knew there was a demented spirit on the loose she was worried about him. â€Å"You're sure you're all right?† he said. â€Å"I mean, I still feel awful about taking you to that place. I wanted-well, I'd like it if we could see each other without something terrible happening.† Thea felt as if someone had squeezed her heart. â€Å"Me, too.† â€Å"Maybe we could do something tomorrow. If you're up to it.† â€Å"That would be good.† She didn't dare to keep talking to him with Dani around. It would be too easy for anyone listening to guess her feelings. The first thing Thea noticed in the workshop was that Blaise had taken her new project with her. She must be close to finishing it. â€Å"I'll start here,† Dani said, standing in front of a large bookcase. â€Å"Some of these look really old.† Thea picked another case. There were books of every kind: leather-bound, paper-bound, cloth-bound, suede-bound, unbound. Some were printed, some were handwritten, some were illuminated. Some were in languages Thea didn't know. The first shelf yielded nothing except an interesting spell titled â€Å"how to make an elixir of abhorrence, which works quite as well, or perhaps a little worse than the traditional Elixirs of Loathing or Detestation, and is less delicate and expensive than the Elixir of Odium used by royals and members of the nobility, and will also keep extremely well for a very long time.† Hmm†¦ Thea put that book aside. She'd looked through another half a shelf when Dani said, â€Å"Hey, I found your family tree.† Thea scooted over. â€Å"Yeah, that's the one Gran keeps. It doesn't go anywhere near back to Hellewise.† She laughed. â€Å"Who's this guy?† Dani put her finger on a name. † ‘Hunter Redfern.' I thought the Redferns were that hotshot vampire family.† â€Å"Lamia family. I mean, there's a difference, you know. Someone who's made into a vampire can't have kids.† â€Å"But what's the lamia guy doing in your family tree?† â€Å"He's the one who did a kinship ceremony with Maeve Harman, back in the sixteen hundreds. She was the leader of the Harmans then. See? And we're all descended from their daughter Roseclear.† â€Å"She did it with a vampire? Creepy.† Thea smiled. â€Å"She did it to stop their families from fighting-they had a feud going on. And so now all of us modern Harmans have a little vampire blood.† â€Å"I'll remember to watch out if you start looking at my throat.† Dani traced a finger down the tree. â€Å"It looks like you and Blaise are the last of the female Harmans.† â€Å"Yeah, we're it. The last Hearth-Women.† â€Å"That's a big responsibility.† It was almost exactly what Gran had said. Thea suddenly felt uncomfortable with family trees. â€Å"Yeah. Um, I guess we'd better keep reading.† It was several hours later when Dani said quietly, â€Å"I've got it.† â€Å"What?† Thea went to sit by her. The book on Dani's knees was bound in green with a crescent moon and three stars on the front-a Night World symbol for witches. â€Å"It's a book of humorous stories, but they're supposed to be true. This one is about a guy named Walstan Harman back in seventeen seventy. He died, but he didn't cross over. He just hung around town playing jokes on everybody-appearing at night with his head under his arm and stuff like that. He never stayed in one place long enough for them to catch him, though.† â€Å"So how did they track him down?† Dani flashed a triumphant smile. â€Å"They didn't. They lured him in.† Light dawned for Thea. â€Å"Of course-I'm so stupid. But how?† Dani's slender finger swept down the page. â€Å"Well, first they waited till Samhain, so the veil between the worlds would be thinnest. Then Nicholas Harman had this big feast prepared, this huge table piled up with Walstan's favorite food.† Dani made a face. â€Å"Which happened to be mince pie made with bear meat and pumpkin, with a cornmeal crust. They have a recipe for it here, too. Gah.† â€Å"Never mind that. Did it work?† â€Å"Apparently. They set up the table with the pies in an empty room, then they cast a circle around it. Old Walstan was attracted to the food-I guess he just couldn't resist taking a look, even if he couldn't eat it. And when he came down to check it out, they opened the door and nabbed him.† † ‘Sent him speedily and conveniently through the narrow path to the airy void,' † Thea read over Dani's shoulder. The story sounded genuine-only someone who'd actually seen a summoning or a sending-back would know those words. â€Å"So now we know how to do it,† Dani said. â€Å"We wait until Halloween and then we lure her. We just have to find something she likes-â€Å" â€Å"Or†¦ something she hates,† Thea broke in as an idea struck her. They stared at each other. â€Å"Like what she saw at the old gym,† Dani breathed. â€Å"Something that reminded her of what they did to her.† â€Å"Yes, except†¦Ã¢â‚¬  Thea stopped. Her mind was rating on, but she didn't want to share her thoughts with Dani. Except that the humans might already be doing something oh ? Halloween, something that would attract Suzanne. If the police opened the old gym, the Halloween party would be an incredibly strong lure. All those horror booths†¦ So if I wanted to draw her somewhere else, I'd need to be doing something even worse, something that would remind her even more of what happened to her. And I'd need bait, somebody she'd want to kill. A human. Somebody who'd work with me, who'd be willing†¦ Not Eric. Her thoughts came up short as she realized where they were leading. She found that her hands were icy cold and her heart was pounding slowly. No. Not Eric, no matter what. Not even to save lives. She pushed the thought from her mind. Of course there was some other way, and she'd find it. There was time†¦. â€Å"Thea? You still with me?† Dani was watching her. â€Å"I was just trying to figure it all out.† Thea forced herself to speak calmly, to focus on Dani. â€Å"Urn, listen, there's one good thing I just thought of-we may have a little time. If Suzanne is still watching the old gym, it could work for us. As long as the gym is closed up, people won't go in there, and she won't be able to get anybody.† â€Å"I hope so,† Dani said. â€Å"I mean, I understand why she's upset, but nobody deserves to die the way Kevin did. Not even a human.† Late that night, while Dani was breathing peacefully in Blaise's bed, Thea lay and stared at the faint glow above the window curtains. It wasn't just visions of Kevin. Her mind kept returning to what Dani and Gran had said about her responsibility. Even if I send Suzanne back, even if Gran gets well, even if I manage to keep Blaise from killing Eric†¦ where am I? I'm a renegade witch. And there's no future for Eric and me†¦ unless we run away. But that would mean him leaving his family forever-and us being hunted wherever we went. And me betraying the Hearth-Women and the Night World. One last thought glimmered before she could force her mind into blankness. There's no way everybody is going to come out of this happy. The next morning Thea was late for school. And she had a hard time tracking down Blaise-it wasn't until lunchtime that she and Dani found the Circle Midnight witches in the front courtyard. â€Å"Please let us see it,† Selene was saying as Thea and Dani walked up. â€Å"Just one peek. Please?† â€Å"I want to do a trial run first,† Blaise said, looking very pleased with herself. She took a drink of iced tea, ignoring Thea and Dani. â€Å"How's Gran?† Thea broke in without preamble. Blaise turned. â€Å"Better, no thanks to you. Why didn't you call this morning?† â€Å"I overslept.† After terrible nightmares about strangled people. â€Å"We were up late last night,† Dani said. â€Å"It's not Thea's fault.† â€Å"Your grandma's really doing well,† Vivienne said kindly. â€Å"She just needs to rest for a while-Mom'll probably keep her at our place for a couple of days. Sleep heals, you know.† Thea felt a tiny breath of relief, like a spring breeze. If Gran was getting better she had one less thing to worry about. â€Å"Thanks, Viv. Please thank your mom, too.† Blaise raised her eyebrows and made a tiny sound like â€Å"Hmf.† Then she tapped her chin with one long nail. â€Å"A trial run†¦Ã¢â‚¬  she said again, gazing far away. She was dressed unusually, in a bronze silk jacket with a high collar that was zipped up to her chin. Thea had a sudden sinking feeling. â€Å"What are you trying out?† Dani asked. Blaise gave them a slow smile. â€Å"Hang around and you'll see.† She scanned the courtyard and said sweetly, â€Å"And there is the perfect mark. Selene, will you go ask him to come here?† Selene got up and languidly drifted to the boy Blaise had pointed at. Thea recognized him. He was Luke Price, a guy who drove a sleek red Maserati and looked like a bad-boy Hollywood star. He was fashionably unshaven and unkempt, had electric blue eyes, and right now looked vaguely surprised to find himself following Selene back to Blaise. â€Å"Luke, how's it going?† Blaise said pleasantly. Luke shrugged. â€Å"Okay. What do you want?† His electric blue eyes lingered on Blaise, but he was obviously used to playing the tough guy with girls. Blaise laughed shortly, as if taken off guard by the question. â€Å"Nothing I can have,† she murmured-and then looked slightly startled at herself. â€Å"I want to talk to you,† she said smoothly, recovering. â€Å"And†¦Ã¢â‚¬  She tilted her head thoughtfully. â€Å"Maybe the keys to your car.† Luke laughed out loud. He leaned one hip against the concrete wall by the stairs, two fingers fishing in his T-shirt pocket for a cigarette. â€Å"You're crazy,† he said indistinctly. Dani coughed as smoke drifted toward her. Thea swirled her plastic bottle of Evian water in one hand. Blaise made a face. â€Å"Put that out; it's disgusting,† she said. Luke blew smoke toward her. â€Å"If you've got something to say, say it.† He was eyeing Blaise's zipped-to-the-neck jacket with disfavor. â€Å"Otherwise stop wasting my time.† Blaise smiled. She touched the zipper at her throat. â€Å"You want to guess what's under here?† Luke's eyes went up and down the silk of the jacket, particularly where Blaise made it curve. â€Å"Maybe you'd better show me.† â€Å"You want me to show you? You're sure, now?† Thea looked heavenward, thumb playing with the opening to her Evian bottle. Luke was scowling, blowing smoke between tight lips. His electric blue eyes were narrow. â€Å"I think you're some kind of tease†¦.† Blaise took the zipper between two fingers and slid it down. The necklace fit like a collar, lying against the pale skin of her throat and the matte black of her simple blouse. And it was everything Thea had known it would be. It was delicate, exquisite, magical. Swirls of stars and moons in enchanted patterns. Gems of all kinds tucked into the mysterious curves. Green garnet, imperial topaz, sunstone, cinnabar. Violet sapphire, African emerald, smokestone. It seemed to move as you looked at it, the lines changing and flowing. Pulling you into the center of its mystery, winding around you like strands of softly burnished hair. Holding you fast†¦ Thea pulled herself away with a physical jerk. She had to shut her eyes and put up a hand to do it. And if it does that to me†¦ Luke was staring. Thea could actually see the change in his face as the necklace worked its spell. Like some Oscar-winning actor transforming from bad boy to vulnerable kid right there on screen. His jaw softened, his tight lips relaxed. The muscles around his eyes shifted and he lost his tense squint. He looked surprised, then defenseless. Open. Those electric blue eyes seemed dazzled, pupils widening. He sucked in a breath as if he couldn't get enough air. Now he looked awed; now hypnotized; now yearning†¦ Spellbound. Luke had been transformed. His whole body seemed smaller. His lips were parted. His eyes were huge and full of light. He looked as if at any second he might fall down and start worshiping Blaise. Blaise sat like a queen, with her midnight hair tumbling around the necklace, her chest moving slightly as she breathed, her eyes as brilliant as jewels. â€Å"Put the disgusting cigarette down,† she said. Luke dropped the cigarette and stamped on it as if it were a spider. Then he looked back at Blaise. â€Å"You†¦ you're beautiful.† He reached a hand toward her. â€Å"Wait,† Blaise said. Her face assumed a tragic, wistful expression. â€Å"First, I'm going to tell you a sad story. I used to have a little dog that I loved, a cocker spaniel, and we would take long walks together around dusk.† Thea gave her cousin a narrow sideways look. She'd never heard such a lie. And what was Blaise talking about dogs for? â€Å"But he was run over by an eighteen-wheel Piggiy Wiggly truck,† Blaise murmured. â€Å"And ever since, I've been so lonely†¦. I miss him so much.† She fixed her eyes on the boy in front of her. â€Å"Luke . .. will you be my little dog?† Luke looked confused. â€Å"You see,† Blaise went on, slipping a hand in her pocket, â€Å"if I could just have somebody to remind me of him, I'd feel so much better. So if you'd wear this for me†¦Ã¢â‚¬  She was holding a blue dog collar. Luke looked even more confused. Redness was creeping up his neck and jaw. His eyes filled. â€Å"For me?† Blaise coaxed, jingling the collar- which was way too big for a spaniel, Thea noticed. â€Å"I'd be so grateful.† Luke looked as if he were having a tremendous internal struggle. His breathing was uneven. He swallowed. A muscle in his jaw twitched. Then, very slowly, he reached for the collar. Blaise held it down low. Luke's eyes followed the collar. Jerkily, as if his muscles were fighting each other, he knelt down at Blaise's side. He stayed there, stone-faced, as Blaise fastened the dog collar around his neck. When it was secure, Blaise laughed. She glanced at the other girls, then jingled the metal loop for the dog tag. â€Å"Good boy,† she said, and patted his head. Luke's face lit up with an excitement that bordered on ecstasy. He stared into Blaise's eyes. â€Å"I love you,† he said huskily, still squatting. Blaise wrinkled her nose and laughed again. Then she zipped up the bronze jacket. The change on Luke's face was much quicker this time than his first transformation. For an instant he looked completely blank, then he glanced around as if he'd suddenly woken up in a classroom. His fingers went to the dog collar. His face contracted in anger and horror and he jumped up. â€Å"What's going on? What am I doing?† Blaise just gazed at him serenely. Luke tore the collar off and kicked it. Although he was glaring at Blaise, he didn't seem to remember the last few minutes. â€Å"You-are you gonna tell me what you want or not?† he snapped, his upper lip trembling. â€Å"Because I'm not going to wait all day.† Then, when nobody said anything, he walked huffily off. His buddies across the courtyard were roaring with laughter. â€Å"Oops,† Blaise said. â€Å"I forgot about the car keys.† She turned to the other girls. â€Å"But I'd say it works.† â€Å"I'd say it's scary,† Dani whispered. â€Å"I'd say it's incredible,† Selene murmured. â€Å"I'd say it's unbelievable,† Vivienne added. And I'd say it's the Armageddon of accessories, Thea thought. And, incidentally, so much for Selene and Vivienne changing their ways. They may have been shocked at what happened to Randy and Kevin, but it sure didn't last. â€Å"Blaise,† she said tightly, â€Å"if you walk around school showing that, you are going to cause a riot.† â€Å"But I'm not going to walk around school showing it,† Blaise said. â€Å"There's only one guy I'm interested in right now. And this†-she touched her throat- â€Å"has his blood in it. If it works like that on other people, I wonder what it will do to him?† Thea took a few deep breaths to relax her stomach. She had never gone one-on-one with Blaise in a matter of witchcraft. And no one had ever challenged Blaise for a boy. But she didn't have a choice-and putting this off wouldn't help. â€Å"I suppose you're planning to find some time to ambush him,† she said. â€Å"Some time when I'm not around.† It worked. Blaise stood, tall and regal in her bronze silk jacket, hands in her pockets, hair like a waterfall behind her. She gave Thea a slow smile. â€Å"I don't need to ambush anybody,† she said with dreadful confidence. â€Å"In fact†¦ why don't we set up a meeting after school? Just the three of us. You, me, and Eric-a showdown. And may the best witch win.†