Reflective Essay on Students with Disabilities

In a presentation about parents and families of students with disabilities, the Riley family came up and shared their experiences about living with Catherine, a woman who has Down syndrome. The three presenters who shared were Molly, Nola, and Catherine. Molly, who is Catherine’s older sister, talked about what it was like growing up together with Catherine and how it affected her life. Nola, Catherine’s mother, told what it was like bringing and raising a child with Down syndrome in this world. Catherine also shared a bit about her life and how she has been successful despite having a disability.Molly and Catherine are sisters who spent their childhood growing up together. With Molly being only sixteen months older than Catherine, they were very close. They even shared a room together for eighteen years of their life. Molly always made sure that her and Catherine had the typical sister relationship growing up. They did everything together and had the same friends. Cath erine was expected to fit in with everyone, and not be given excuses. Molly was always a competitive sister which had Catherine constantly working to get an edge.This relationship between Molly and Catherine not only strengthened the bond, but also helped the family. With Molly helping Catherine achieve a normal life, this helped Nola out as a mother. Nola a mother of three children, who worked as a teacher for thirty-five years, always had her hands full. She was never too shy to ask people for help, with regard to Catherine, that provided help, guidance, and support. With physical therapy Catherine was able to learn the things that her sister Molly and brother John were able to do. Besides that, Nola said that the three kids lived a normal life and all grew up just fine.Nola learned and taught her family to be patient, help each other, to take pleasure in their 3 accomplishments, to encourage each other, to have fun, and to truly be a family. Being a teacher gave Nola an advantage as she always fought for anything that would benefit Catherine in her education. Nola had Catherine put into speech therapy which made a great difference in Catherine’s life, as she can now speak clearly with little difficulty. Everything Nola did for Catherine was to benefit her in anyway and help keep her leading as normal of a life as possible.Catherine went above and beyond that as she has excelled in many aspects of her life. Catherine has spent her whole life with Down syndrome yet did not let it slow her down and affect how she lived her life. Her family never held her back or kept her from doing the things she wanted to do. Her sister always had that tough love for Catherine which always forced Catherine to do better and develop just like any normal sibling would. She always had the support of her family while still being independent, which allowed her to grow and develop into who she is today.Catherine has been leading a successful life, doing many things even the a verage woman her age would not be doing. She is employed as an elementary inclusion aid in the Hazelton Area School District where she has worked since graduating there in 1995. Catherine has belonged to a gym for fifteen years where she does things like cardio, kickboxing, and circuit training exercises. She always strives to eat healthy and maintain a good diet. Her hobbies include poetry, journaling, aerobics, computer, travel, reading, and dancing. Catherine belongs to a local church where she helps out at church functions and serves on the parish.All of these activities and things Catherine does in her life help her not only achieve normalcy 4 in life but success. Her life is probably more active and outgoing than most people her age which makes it even more of an accomplishment for Catherine. I personally was inspired by this presentation and thought it was a real eye opener. I have gone through life thinking people with Down syndrome can not achieve the same things that peopl e without a disability can and that’s just not true. Catherine has proved that she can do anything she wants and can lead a normal life just like anyone else.In fact she probably is more active and outgoing than most women her age are. Also I thought that the presentation really showed that people with disabilities need to be given every opportunity, if not more, to help them succeed in life. Society should not hold them back or limit them just because they have a disability. People with disabilities can lead a normal and great life just like everyone else. This is proved by Catherine, who has developed into the woman she is today, a successful, loving, and friendly woman who just happens to have a disability.

Ways To Prevent Tb Health And Social Care Essay

Michael does non cognize precisely when he contracted TB, but he figures it must hold been sometime during August 2007 in Bangkok. Before the beginning of his symptoms, he did non go to any topographic points that seemed particularly prone to TB. He could hold caught it anyplace, in a crowded disco, a saloon, or even merely sitting in a cab with an septic driver. Tuberculosis is transmitted through the air when person infected with TB coughs, sneezings, tongues, laughs, or negotiations. By making these things, they spread the Terbium sources in the air, and person can catch them from take a breathing in the sources and exposing it to their lungs or mucose membrane. The incubation period of TB is anyplace mediate two to twelve hebdomads. Therefore, the visual aspect of symptoms may non happen until months after the first exposure to the bacterium. There are many symptoms associated with TB, but they are non ever a revealing mark of a disease every bit serious as this and are frequently mistaken for something much less terrible. Some common symptoms of TB are a changeless cough with mucous secretion, coughing up blood, inordinate dark workout suits, weariness, febrility, and unwilled weight loss. Some extra symptoms include trouble external respiration, thorax strivings, and wheezing. Michael ‘s first mark that something was incorrect was a instance of the icinesss on a normal vesiculation hot twenty-four hours in the centre of Bangkok. A few hebdomads subsequently, he began to cough and experience a hurting which he, at that clip, thought was in his dorsum. His status quickly became worse and worse, and two hebdomads after his cough foremo st appeared, he went to see a physician at the taking international infirmary in Bangkok. The physician concluded it was merely an infection and gave him some antibiotics. Of class, the antibiotics had no consequence, and so he went back to see a lung specializer. The specializer concluded the same as the first physician, but this clip Michael insisted on an X ray. The X ray showed big clouded countries at the underside of the lungs. Fluid around the lung, along with swollen or stamp lymph nodes in the cervix or other countries, and unusual breath sounds, are a few marks of TB. She told him that it was either lung malignant neoplastic disease or TB, and she asked him to cough up some phlegm, mucous secretion like stuff from the lungs, so it could be analyzed. She besides recommended him to acquire an HIV trial because many people in Thailand have HIV before TB. Fortunately, the HIV trial came back negative, but that same twenty-four hours he was called back to the physician ‘s and officially told he had TB. A specialised infirmary was to make a more in-depth analysis, but Michael was prescribed his intervention right off. As mentioned before, TB is extremely infective because of its ability to be transmitted through the air. The infective period of this disease is difficult to find as a set sum of yearss or hebdomads or months. In theory, TB can be spread every bit long as the bacteriums are actively being released from the septic individual ‘s phlegm. However, the greatest opportunity of conveying the infection is during the period before diagnosing. The hazard of conveying the infection is greatly reduced within yearss to two hebdomads after get downing intervention. This is why it is vitally of import to acquire a speedy diagnosing of TB and get down taking medicine every bit shortly as possible. There are ways to forestall TB. The Bacille Calmette-Gu & A ; eacute ; rin ( BCG ) inoculation is effectual for cut downing TB meningitis and decease in kids, but it is merely used in states with high hazard for TB for it is merely effectual for a short period of clip. In fact, Michael had received this inoculation when he was born in Denmark, but he was told after he was diagnosed it was no longer effectual. PPD tegument trials are available in high hazard populations and for people exposed to TB, such as physicians and nurses. A positive tegument trial shows contact with the bacteriums, and prompt intervention is critical to forestall the spread of the bacteriums from people with active Terbium to those ne'er infected. All states are required to describe information about TB surveillance to the World Health Organization. This information is used to organize processs to command the planetary spread of the disease. A individual infected with TB should be isolated at place or a infirmary for 2-4 hebdomads till they are non contagious any longer. TB is normally treated by a standard six month class of the four drugs isoniazid, rifampicin, pyrazinamide, and ethambutol. It is imperative that these medicines be taken every bit prescribed to forestall the bacterium from going resistant to the medicines doing it harder to handle. If the medicines are non being taken right, patients may be sent to straight observed therapy where they are observed taking their medical specialty two to three times a hebdomad. Michael ‘s coughing quickly decreased after being put on the medicines, and his back/lung hurting vanished after holding the liquid in his lungs removed. Remembering to take his medical specialties several times throughout the twenty-four hours, without of all time jumping, was a challenge, but he was determined. He was good informed by his physicians about side effects and different things he could non make. He experienced holding about ruddy piss and remembered no intoxicant was allowed during the six month intervention. Even though he knew nil about TB before his diagnosing, he listened to his physicians and was smart plenty non to halt taking his medical specialty after the first few hebdomads when his symptoms went off. He knew how of import it was to remain on them on a regular basis, and the six month intervention was a success. Terbium has the greatest opportunity of returning in the two old ages after a successful intervention, and so today, he is taking better attenti on of himself, doing certain to maintain his immune system strong. He stays strong mentally and physically, and he is convinced he ‘s all in TB one time and for all. Tuberculosis is a treatable disease, but certain fortunes can do intervention a more drawn-out, expensive, and hazardous venture. Suren Arakelyan is a 40 four twelvemonth old adult male presently shacking in an Abovyan infirmary on the outskirts of Yerevan the capital of Armenia, his native place. He has been combating TB for 15 old ages since undertaking it after a short stay in a Russian prison for a bash in St. Petersburg. Patchy antibiotics defeated the disease one time, but it returned in 2008 in the signifier XDR-TB, extensively drug-resistant TB. XDR-TB is one signifier of drug-resistant TB. Drug-resistant TB is when the bacterium become immune to the drugs normally used to handle TB. This can go on when prescribed the incorrect intervention, dosage, and/or length of clip, when the drugs are unavailable or of bad quality, when people do non take all of their Terbium medicines or take them on a regular basis, when they develop TB for a 2nd clip, or when they are infected by per son with drug-resistant TB. Multi-drug immune TB ( MDR-TB ) is when the bacterium is unaffected by a lower limit of INH and Rifadin, the most frequently used and effectual TB medicines. Extensively drug-resistant TB is a uncommon type of MDR-TB that is unaffected by INH and Rifadin, fluoroquinolone, and a lower limit of one of the three injectable second-line drugs ( such as amikacin, Kantrex, or capreomycin ) . XDR-TB is immune to the strongest first-line and second-line TB drugs, and hence intervention of this strain is less effectual, more expensive, and prone to more side effects. Drug-resistant TB may necessitate up to two old ages of chemotherapy depending on how many drugs the bacteriums are immune to. Arakelyan is emaciated and despondent, and he has lost half his lung tissue from the disease and much of his hearing due to the toxic drugs. He is lonely and separated from his household, a married woman and immature kids, who live in distant Belarus. Hopeless, he skips and refuses some of his prescribed medicines, the side effects on his organic structure excessively hard to bear, but this lone worsens his state of affairs and strengthens the bacterium ‘s opposition. Taking all of the medicines precisely as they were prescribed and ne'er losing or halting intervention early are the best ways to forestall drug-resistant TB. Bing rapidly diagnosed and get downing intervention instantly and restricting exposure to those infected with drug-resistant TB will besides assist forestall MDR-TB or XDR-TB. Scientists continually conduct research to happen better interventions for TB. Scientists at Yeshiva University in Bronx, NY are researching how TB infects/causes disease in worlds, how the human immune system responds, and placing the factors that allow the endurance and reproduction of the bacteriums in the host. They are besides analyzing the mechanisms of drug opposition and how M. TB is able to last long-run drug interventions to find more effectual drugs and methods of intervention against TB. They work towards making new powerful vaccinums to break prevent and protect against all strains of TB. Scientists at the University of Illinois in Chicago work to optimise anti-TB drugs to kill the bacteriums while being less toxic/non-toxic to human cells. They are besides analyzing the usage of natural merchandises against TB and developing tools to assist break the find of new drugs. Tuberculosis was n't one time called ingestion and the cachexia disease for nil. Without proper intervention, TB can be life endangering and if non can still do life hard and suffering. Precautions should ever be taken in high hazard countries until the twenty-four hours when scientists discover a definite remedy.

Machiavelli The Prince Essay Example | Topics and Well Written Essays - 750 words - 1

Machiavelli The Prince - Essay Example oted to Lorenzo de Medici), so that he might get back his administration posts and start the realization of his political plans.  The writing is worth-considering, therefore the given paper will discuss the relevance  of the Machiavelli’s advice in the modern world.   Ã‚  Ã‚  Ã‚  Ã‚   The Prince is considered to be unique. It represents a large recommendation the author provides the Prince with. The Prince is given a valuable advice on how to receive new lands in his possession and how to implement the necessary control in these new lands (Machiavelli, 1997). It is clear that this advice can’t be considered as relevant in the modern world, because now we do not solve our problems with the help of wars. Now we have legislation as the main orientation in political decision making. However, for the time, when The Prince was created, it represented a valuable advice: Because how one ought to live is so far removed from how one lives that he who lets go of what is done for that which one ought to do sooner learns ruin than his own preservation: because a man who might want to make a show of goodness in all things necessarily comes to ruin among so many who are not good. Because of this it is necessary for a prince, wanting to maintain himself, to learn how to be able to be not good and to use this and not use it according to necessity. (Machiavelli, 1997) It is clear, that this advice should by no means be used by modern politicians because it can destroy democratic principles, which have been created during many centuries, however the recommendation is practical for the Machiavelli’s time (Machiavelli, 1997). Notwithstanding that the advice of Machiavelli concerning acquiring new lands can’t be used today, his writing The Prince contains many other valuable and relevant advices, which should be remembered by the contemporary rulers: Some people want to rule, others want to be ruled. It is important to remember that some people are ready to work and other are

Green Building Materials Term Paper Example | Topics and Well Written Essays - 1250 words

Green Building Materials - Term Paper Example A green building utilizes resource like energy, water, land, materials etc more efficiently than traditional buildings. Moreover, a special emphasis is given in ensuring occupant health and in reducing wastage and environmental degradation. The resources like recycled materials, renewable resources, salvaged building materials, some durable materials etc come under the green building materials. Today, billions of tons of raw materials are used for the construction activities every year, and that has resulted in extensive depletion of non renewable natural resources throughout the world. In this regard, renewable green building materials have become a necessity in conserving the declining non-renewable resources. According to Howe and Gerald (2010, p. 232), in traditional construction, a large amount of construction and demolition (C&D) wastes are getting disposed in the landfills every day. In green building practices, salvaged or recycled materials are used which contribute in bette r waste management. Some of the traditional building materials produce toxic chemicals which are harmful to human health. There is also massive carbon foot print production during various construction and operation process within the buildings. The use of green building materials in construction can maximize efficiency and minimize wastage, and it offers a healthy place to live with less impact on environment. Green building materials have several advantages that make them more favourable to be used in construction than the traditional building materials. To be specific, green building materials are of low cost, environmentally friendly, and safe in several respects. To begin with, when compared to traditional building materials, green building materials offer several financial benefits. Construction of green building does not necessarily need to be expensive. Some of the green products are available at a cost less than or equal to that of traditional

Meaning and Importance of Programmed Life Cycle (PLC) Term Paper

Meaning and Importance of Programmed Life Cycle (PLC) - Term Paper Example The blend applied requires the leader to utilize styles such as visionary. They are necessary because they create future, enable empowerment, and react in an expansive way. The conceptual stage follows the feasibility study phase in which the programme formulation takes place. This phase stresses earnestly on attributes such as listening, analysis, as well as the alignment. At this phase, leaders react by analyzing issues analytically, listening carefully, being change masters, and showing the virtue of convergence. The programme development stage, normally the third stage in the PLC emphasizes the acceptance, commitment, and cooperative. The leader must display team building traits as they apply power to influence the rest of the workforce positively. The fourth phase, which is the execution of the programme stresses on re-alignment (Mclean, et al., 2011). The leader, in this case, reacts by being a decision maker, balances work and leisure; depict trustworthiness and synergy. The final phase is the programme finishing stage. It entails the transfer of the product and information. At this phase, the leader must display the necessary administrative qualities. A recreational programmer using the PLC is capable of sharing a solitary management mechanization platform. The practice of PLC has been deemed realistic and it engages everyone. This allows conducting considerations before making the eventual decision. The outcome of the PLC, therefore, is a result of consultations between the managers and the other staff. Consequently, there exists allegiance among the lower ranked staff. Advertising entails the communication of remunerations of a product or a service by making a segment or the entire community familiar with it. This activity ensures that people are aware of the choices granted to them as consumers. Conversely, publicity refers to an activity involving managing of productions, services, as well as the popularity of a company.

HBS (Harvard Business Studies) IT WILL BE CASE ANALYSIS Essay

HBS (Harvard Business Studies) IT WILL BE CASE ANALYSIS - Essay Example At the present time, over 90 percent of the workforce cannot run official duties in English. The CEO has set some punitive measures for those who will fail to achieve set scores – they will face demotions. As the program is rolled out, employees struggle to learn English. There are many challenges faced including loss of productivity, insufficient time to conduct studies, and internal resistance from managers. It is very clear employees are disgusted with the new policy and are only learning English to avoid being demoted or losing their jobs. Nine months to the deadline, the employees are growing desperate as they are realizing that it is increasingly becoming clear that they are not going to meet the set scores by the deadline. This has created anxiety and generally disrupted the workplace (Tsedal, 2011). In this paper, this case study is critically analyzed by examining the key communication challenges that are evident in the case study, suggesting alternatives to these cha llenges and showing why the alternatives will work. The challenges which are likely to be encountered in implementing the alternatives will also be highlighted. CASE ANALYSIS Key communication issues in the case study Radical changes in any organization require good preparation. In the case of this case study, the radical change was the change in the official language of the organization. The biggest communication challenge which can be identified here is insufficient of it. The manner in which the change in policy was communicated was clearly not the best. It was clearly going to draw resistance. Employees were never given time to internalize the new changes which were going to take effect. Everything around them was changed overnight including the menu language at the cafeteria. Hiroshi Mikitani relegated communication in this sense to a very naive position. According to Griffin (2003), communication should not be viewed naively as just a transmission of information. He argued tha t this notion often breeds â€Å"managerialism, discursive closure, and corporate colonization† (Griffin, 2003, p. 495). It is clear that Hiroshi Mikitani did not have the patience to engage his employees and collect their opinions on what they thought of the new policy. This challenge was similarly seen in the managers – the managers were clearly complaining and not on the side of their boss. The implication is that they had no prior information about the change in policy. This is a complete communication breakdown from the side of the CEO and such breakdowns often lead to very slow and reluctant adoption of new policies especially when such policies are radical. Alternatives to the challenges There are many alternatives that Hiroshi Mikitani could have used to ensure that his communication was welcomed. 1. There was a need to involve the employees – 2. Hiroshi Mikitani did not involve his employees in deciding on the new policy Their opinions did not seem to m atter to him and therefore by assuming this he was indeed communicating other messages such as they really do not matter to him. According to Tsedal (2012), engaging employees in decision making or in change of policies creates a platform to explain the rationale of creating a new policy. 3. The policy should have been implemented at the managerial level first It could set a great precedence if the policy was

The North American Berdache Coursework Example | Topics and Well Written Essays - 8500 words

The North American Berdache - Coursework Example Such people are also called two-spirited people. Way back in history the Spanish 'Conquistadors' came across two-spirited individuals in almost every town or village they visited in Central America. It was believed in the past that these individuals possessed numinous powers. History says that once in an encounter between a tribe and a group of women the soldiers of the tribe found that one of the women was a Berdache they ran frightened when the women started running after them. This proves the point that Berdaches contained significance in North America. However some writers criticize these individuals. Natives were and are usually thought of as warriors. Now when it is discovered about the Berdaches, writers criticize it as being a social failure. The reason being that such individuals believe that these people do not possess masculine qualities in them and hence are failure for their culture and their tribe. The writer Lang comments that in the past cross dressing that is male dressing like a female or a female dressing like a male did not mean they were necessarily Berdaches. He believed that dressing did not describe a person's society role, gender or even the partner he or she would choose for his or her life. A child's gender was decided by his or her tendency towards masculine or feminine activities. Clothing only mattered at the stage of Puberty to display a person's gender. Two-spirited people with a male body could go on a war, could even indulge in male activities such as sweat lodges. However they even had the capabilities of performing feminine tasks such as cooking and other domestic jobs. However now such feminine males are looked down by the society. People take them as a shame to the society and no longer look at their dual capabilities. These two spirited people or berdaches had sexual relations with any of the gender. How ever in the early days and even now Female bodied berdaches were involved in sexual relations with the female gender (now who are usually named as lesbians). A classic example of a relationship or a marriage was seen in the Lakota tribe which had male bodied berdaches, which would marry usually other males whose wife had passed away. They could take up the job of nursing the children of the family. Such people how ever did not gain much recognition, but some people believed that having sexual relations with two spirited people would get them magical powers. It was even believed that male-bodied berdaches having sex with another male will lead to the increasing of the masculinity of the other male. Another example brings in a totally new study of these two spirited

Research Paper Essay Example | Topics and Well Written Essays - 1500 words - 4

Research Paper - Essay Example On the same note, there had been fuel crisis when the country was hit by floods. The fuel crisis grew up to the level that people had to stand for hours in cues to get the fuel. Long lines of vehicles were seen on the fuel sources and there were also some instances of insecurity and lawlessness at some places in USA. The fuel i.e. oil and gas is one of the essential needs of the public of USA and the shortage of the fuel made people restless and agitated. On the other hand, USA had been under the drought and almost half of the country was left with no water. The reason told by the authorities concerned were that in USA there had been hot and dry summer which resulted in the drought in half of the country. Another reason which has been given is the increase in the population and estimates have shown that population of the USA has increased 99% and the use of water has increased up to 127% which has given a blow to the use of water resulting in water shortage in USA (Parry 67). 2.0 Ana lysis of the Global Food Crisis Food crisis in the country leads to chaos and ultimately the political government has to face the music. The global food crisis has hit almost every country of the world and it has hit the most to USA. USA has been under the pin of the food crisis since last year and the hot summer and dry weathers have not let the crops grow with the same ratio as they had been growing earlier and a decrease in food production is calculate to be 6.5%. The United Nations has warned of the perceived threats which might grow up after the food shortage (Citrin 27). The UN is of the view that the food crisis particularly in USA is of dire importance as the UN funded projects in the developing countries can be halted in response of this crisis. According to Gurgel, UN estimates show that the supplies throughout the world are very tight and the consumption of the food and related products is much more than the storage (34).This situation is fast consuming the stocks of the food and products. In USA, the according to UN the situation has been worsening and had there been no solutions to this crisis this issue can erupt like a menace in the country where people will find difficult to eat (Smith n.pag). 3.0 Analysis of the Global Fuel Crisis According to Hurd , there has been fuel crisis in the world in the recent times and this fuel crisis spread all over the world with in no time. The fuel like petrol and gas are among the most used objects of the economy of the world. In USA, apparently there had not been any fuel crisis but the floods in the country let the country deprive of the oil supplies and people were left on their own in driving their vehicles. Other than that, there had been the history of fuel crisis in USA back in 1970 (48). According to Christensen, the oil crisis at that time was of political nature as the Middle Eastern and the oil producing countries had imposed an embargo on the supply of the fuel to USA due to the policies of USA whi ch were not acceptable to the Middle Eastern countries (34). According to David, the fuel crisis in such a big country can wreak havoc among the nation as majority of the public is direct under the usage of the fuel in USA (n.pag). 4.0 Analysis of the Global Water Crisis According to California Department of Water Resources, water is one of the basic necessities of the population of the world and if there is the chances of the drought, then the world should look into this matter with an open eye.

Cost of Resource Essay Example for Free

Cost of Resource Essay The allocation and cost of resources need to be carefully monitored if a project is to be delivered on-time and on-budget. At a minimum this section will contain the following: Allocation of resources to project tasks (both labor and material) Cost estimates for project resources Gantt diagram showing duration estimates for all tasks and their sequencing (including precedence relations) and highlighting any critical path(s) arising from task dependencies ultimately determining the minimal duration of a project In addition summarize any relevant facts about the project duration, number or type of resources, critical task sequencing, or how duration estimates were arrived at, and any financial implications (for example, budget or cost reports of the project as well) Develop a baseline for your project plan so that all future variances are captured. Write 3 to 4 pages on your findings. When it comes to succeeding in college, there are many influential factors. In fact, even your choice of seat can make a difference. Try to score a seat near the front of the lecture hall rather than one right next to the exit. You are more likely to stay engaged and can ask your professor questions easily.

Mislead the officer Essay Example for Free

Mislead the officer Essay He says this in a calm voice so not to annoy the officers. The officers dont await an invitation in to the house and with their authority they just step inside and Eddie says; Whats all this? He says this with an astonished look upon his face, making the arrival of the officers appear to be a complete surprise to him. But unlike the characters in the play, the audience has full knowledge of his deceitful phone call to the Bureau, so it is ironic when he appears to know nothing. The first officer in a demanding voice says; Where are they? He says this expecting a straight answer and no messing about. Eddie will now put on a puzzled expression and frown as he says; Wheres who? He makes out to be confused and pretends to know nothing about their presence as an attempt to mislead the officer. The officer doesnt accept his over up and tries to reason with him. This shows the audience that the officer is in control of the situation and is used to people making attempts to cover up and trick him. The officer now says; Come on, come on, where are they? This is said in a calm reasoning voice to try and just get an easy answer so they can capture the immigrants hassle-free. Again Eddie with a confused look says; Who? We got nobody here. He says this with a clueless expression and an astonished voice to try and convince the officer that there has been a mistake. In this first section Eddies attitude was ironic as he made out to be bewildered and surprised by their visit, but he was the one that contacted them about the immigrants in the first place. In the second section, we get to see Beatrices reaction to his deviousness, as she immediately knows that it was Eddies doing when the officers turn up. Eddie glances at Beatrice and she quickly turns her head away to make out she is tempered towards Eddie and he confronts her straight away; Whats the matter with you? He says this with a raised tone of voice to sound annoyed as shes accused him for the officers. Even though she only gave him one glance and angrily turned her head away, I want the audience to sense her suspicion and accusation, of him calling the Bureau. The officers continue to search the building and one approaches Eddie and asks if he has the correct room number, Eddie replies with; Thats right. I want him to say this in a shaky voice so the audience can sense that he is beginning to crumble and he is fearful of the consequences of his actions. He then stares at Beatrice and I want the expression on his face to say everything. He will put on an expression, which will suggest that hes just been hit by reality, and realises the terrible situation he has got everyone in to. Eddies fearful look at Beatrice will give her conformation of his deceitfulness. But there is still the question of why he is worried? Is it to maintain his reputation in the street or the fact that he has landed Marco and Rodolpho in trouble? Maybe Both? The fact that he carries on to deny that it was him that made the phone call suggests that its to maintain his reputation. When Beatrice accuses him I want him to get frustrated to cover up for his actions. After Eddies fearful glance at Beatrice, she too is struck with fear and this is made clear by the stage directions: [weakened with fear]: She goes on to say; Oh Jesus, Eddie. She says this in total disbelief and she puts her hands on her face. This will tell the audience that she cannot bear to know what her own husband has done. Eddie continues to protest his innocence and Beatrices final action is to turn towards him, instead of running. This shows the audience that even in crisis she will not desert her husband. Her final words to him are; My God, what did you do? I want her to say this with lots of fear and anger at Eddies actions. However the fact that she didnt run from him doesnt take anything away from the shock and horror she is experiencing at the realization of what he has done. In the third section, Catherine and Beatrice make a last effort to save Marco and Rodolpho and fight with the officers. However, the officers are immune to the pleas of Catherine and Beatrice for mercy and do not express an opinion or concern. I want Catherine to seem desperate and more aggressive when attempting to persuade the officers and I want her to be more frustrated and argumentative. The first stage direction says: Catherine [backing down the stairs fighting with the first officer]. The audience can immediately tell that she is taking a more aggressive approach. She then shouts; What do yiz want from them? I want her words to have aggression in so they know that she isnt going to back down. She then says; They aint no submarines, he was born in Philadelphia. I want the audience to see her determination to save Rodolpho and her sheer frustration at what is happening. On the other hand, I want Beatrice to be seen by the audience to be taking a calmer and more diplomatic approach. She tries to reason with the officer; Ah, Mister, what do you want from them, who do they hurt? I want Beatrice to say this in a calm, less-threatening voice, so not aggravate them. The officer takes little notice of Catherine or Beatrice and merely just says to Catherine; Step aside, lady. I want him to say this in a calm, but firm voice to show the audience that he doesnt want any trouble and remains in control of the situation. I want Catherine to now appear upset and infuriated. I will do this by using her body language and tone of voice. I want her to speak in a quite angry and distressed voice; You cant just come in the house and- I want her body to be blocking the officers from getting past. I also want her to really speak face to face with the officers, to look like she is trying to intimidate them. She becomes increasingly upset as her campaign doesnt seem to be working and she screams; No, you cant! Now, get outa here! I want this shout of hers to turn in to an upset scream as she realises that she cant save Rodolpho. The men proceed to take away the immigrants and Beatrice confronts them one more time. Instead of an aggressive approach like Catherine, I want the audience to see how Beatrice stays calm in the chaotic situation. Beatrice makes an emotional appeal about what drove the immigrants to leave their own country; what do you want from them? Theyre starvin over there, what do you want? I want her to say this in a persuasive voice to try and play on their consciences, but the officers just walk off. I want them to just ignore her to suggest to the audience that they are not affected by her emotional appeal and are immune to her pleading. From this section, the audience gets to see the aggressive and frustrated Catherine character that I wanted them to see and the calm Beatrice. The audience also gets to see the very calm and dominant officers who always stay in control of the dramatic situation and do not show concern or opinion to the pleas and appeals of Catherine and Beatrice. In this next section Marco performs the malicious act of spitting in Eddies face, which results in Eddie becoming extremely furious and mad at him. This is where I get to reveal the ruthless and unpleasant side of Eddie, which I want the audience to see. It starts when Marco breaks from the group while being escorted out by the officers and spits in Eddies face. This is a powerful dramatic moment in the play and is conveyed by actions, rather than words. I want the act of spitting in his face to not only show Marcos contempt for Eddie, but also contempt for Eddies breaking of the social code. By informing the immigration bureau a social taboo has been broken and the act of spitting in his face tells the audience Marcos identification of the culprit.

Distributed Leadership Among Teachers Education Essay

Distributed Leadership Among Teachers Education Essay Distributed leadership stretches and shares the leadership practice to form collection leadership so that those not in formal authoritative position such as classroom teachers could be valued and have a voice in leadership. It disassociates from the vertical, bureaucratic and organizational hierarchy to enable collaboration and wide spread sharing of information and power to sustain improvement in teaching and learning. Distributed leadership is effective as it is an open and democratic model of principle equipped with both vertical and lateral communication. This leadership is associated with concepts such as empowerment, teamwork, capacity building, teacher leadership and professional development. The theoretical framework of distributed leadership is Theory Y as the leadership considers diverse contribution to the process of subtleties of leadership to shape collective action instead of the traditional vertical leadership process which separates leaders from followers as mutually exclusive categories. The purpose of this research proposal is to explore the perceptions of head teachers, teachers and students about distributed leadership, how it is practiced in schools and the perceived effects on teaching and learning in three high performing urban secondary schools in Klang Valley. Both qualitative and quantitative methodologies are proposed in this study as semi-structured interviews with four head teachers to capture their perceptions on distributed leadership and what it means to them, while questionnaires to be administered on teachers and students to investigate on the level of distributed leadership practiced by head teachers and its effects on teaching and learning. Keywords: Distributed leadership, collaboration, empowerment, teamwork, and capacity building. Introduction Distributed leadership, I believe, presents a powerful concept of leadership in the educational arena of 21st century as it enables a collaborative and sharing approach among teachers and students and treats every person as a leader at the entry level, rather than leadership understood individually. It acknowledges various stakeholders and provides them with a voice about their situations to positively impact the teaching and learning outcome (Flowers, 2007). According to Leithwood and Mascall (2008), meaningfully leading schools requires collective leadership and interactions of people and their situation, and not centred on a single formal leader, so that they can specify and perform the tasks involved in leadership by identifying, acquiring, allocating, coordinating, and use the social, material and cultural resources necessary to establish the conducive conditions for teaching and learning in order to be powerful enough to have significant effect on students. This active and purposeful involvement of multiple individuals in school leadership enhances instructional innovations as distributed leadership considers teachers and students as partners in school leadership, rather than as followers to engage them as collaborative leaders with their colleagues to learn from one another and empowering others to lead, participation in shared decision-making, and development of a shared vision for their school (Sheppard and Brown, 2009). A widely distributed school leadership at all levels and the greater partnerships are important as it enables sharing of ideas and insights and therefore has great influence on the school and student outcomes (PricewaterhouseCoopers, 2007). Distributed leadership enhances student outcome as it creates a culture for learning by promoting instructional leadership, leadership for learning, team work, capacity building, collective interaction and good communication among leaders, followers and their situations thus, crea ting trust and accountability among them. It is against this backdrop that this study proposes to explore the perceptions of head teachers, teachers and students of selected high performing schools in Klang Valley about distributed leadership and its effects on teaching and learning. These perceptions are essential to gain a deeper understanding of distributed leadership and its impact on teaching and learning and to yield lessons regarding the ways high performing schools can effectively lead and operate with their workforce of headteachers and teachers. Background of the study There is growing empirical evidence that distributed leadership causes a positive difference to student outcome as it has greater density of instructional leadership (Harris Spillane, 2008). This leadership identifies, develops and utilizes the pedagogical expertise and talent of teachers so that they are knowledgeable and responsible of the educational outcomes to positively impact the teaching and learning (Robinson, 2008). According to Chan and Sidhu (2009), excellent principals in Malaysia had deliberately chosen distributed leadership to move the school forward by empowering others to lead so that there is collaborative, cooperative, participative, democratic teacher leadership throughout the school. Distributed leadership which engages teachers as leaders with wider distribution of tasks rather than hierarchical distributions enables shared vision based on trust and a collective endeavour within the school which builds a broad capacity base is fast replacing the charismatic hero or the heroic leader in school leadership. Thus, the decision making processes are widely shared and school development becomes the responsibility of team of teachers to enhance student achievement rather than the senior management group. Although distributed leadership involves various stakeholders including principals, local education authorities, parents and community, the researcher proposes to explore the perceptions from those directly involved, that is, the headteachers, teachers and students who are the participants in this study, in moving forward the teaching and learning agenda by investigating their perceptions of the term distributed leadership, how it is practiced and what they perceive as its effect on teaching and learning as it is not possible to conduct a study that incorporates the perceptions of all the stakeholders within the scope of this study at this time. The study would involve three urban, high performing secondary schools in Klang Valley. The first school is a large secondary school with an enrolment of 1,200 students and 105 teachers and 5 head teachers. The second school also has an enrolment of 1,100 and the third school with an enrolment of 1,090 pupils. Pupils in these schools come from the wider community and are often sent by private vehicles. The students have no learning difficulties as they are the excellent students. Problem Statement There is a growing recognition of the need to study distributed leadership in the field of education especially in high performing schools as there has been powerful effects on student outcomes and there has been growing dissatisfaction with the traditional vertical leader-centred leadership (Caskey, 2010). Leadership vested in one position has become obsolete as it is not the single and heroic individualistic leader who makes an organisation function but leadership should be broadly distributed throughout the school to take into consideration of the competences of its members. According to Richard Elmore, distributed leadership is linked to schools fundamental task of helping students learn. However, the concept is new and lacks the definition and empirical knowledge about how or to what extent the high performing schools actually use distributed leadership as well as evidence that firmly links distributed leadership to students achievement is still far in the future as there is lit tle empirical data to support the effects of distributed leadership on teaching and learning. I believe distributed leadership can only be judged by the evidence of its impact on teaching and learning. Objective of the study Firstly, the study aims to explore the perceptions of headteachers of distributed leadership and what it means to them. Secondly, to investigate on the level of distributed leadership practiced or how it is practiced by headteachers as perceived by teachers and students. Thirdly, it seeks to find out the contribution of distributed leadership to teaching and learning as perceived by teachers and students at each school. These objectives are in line with tentative conclusions from various studies which indicate that leadership that is distributed among the wider school staff is likely to have an effect on students academic performance than that of exclusively top-down approach (Muijs and Harris 2007; PricewaterhouseCoopers, 2007). However, to-date, there has not been any empirical data to support the effect of distributed leadership on student outcomes as studies have also confirmed that the effect of leadership on student outcomes is largely indirect (Hartley, 2007; Rhodes and Brundrett, 2010). This study therefore proposes to contribute to knowledge about the impact of distribute leadership on teaching and learning by providing some empirical evidence from teachers and students and to integrate to previous findings of studies on distributed leadership. Research Questions The research questions for this study with the aforementioned objectives include: 1. What are the perceptions of head teachers on distributed leadership and what it means to them? 2. What are the perceptions of teachers and students on the level of distributed leadership practiced by head teachers? 3. To what extent does distributed leadership contribute to effective teaching and learning? Significance of the Study This emerging approach to leadership will be potentially useful to national and international policy makers, practitioners, trainers and researchers in education as they are more directly connected to student learning. Policy makers could utilize the study to devise new leadership approaches based on distributed leadership while practitioners may assist in creating professional learning communities and for continued professional development for school improvement and effective leadership. Trainers could formulate training needs for stakeholders based on leadership distribution while researchers may use it to set future agenda for research. Besides that, there is little empirical data to support the effects of distributed leadership on teaching and learning in high performing schools (Mayr, 2008). By investigating the perceptions of teachers and students, the study will highlight how distributed leadership is practiced in these selected urban schools in Malaysia. The researcher also finds the study important so as to reflect on past practices of leadership and to seek new ideas on effective school leadership and teaching and further to contribute to knowledge by adding some knowledge base to distributed leadership. Literature review Distributed leadership Distributed leadership stretches and shares the leadership practice among multiple formal and informal groups whereby the leadership responsibility is disassociated from the vertical, bureaucratic and organizational hierarchy so that there is interaction and wide spread sharing of information and power to sustain improvement in teaching and learning (Robinson, 2008). For example, when teachers, parents and support staff work together to solve certain problems, they are involved in developmental space and collective capacity building within the school as they utilise multiple sources of guidance, direction and expertise of these stakeholders and as such by their actions, they are engaged in distributed leadership. This leadership practice is the result of interactions between different members of the team or organization to contribute to the life of the school and maximize the human capacity and enhance self-worth of others by energizing others for tasks within the organization to contribute to broad and deep learning for all students. Distributed leadership is a way of thinking about leadership and being involved in a common task or clear goal improvement of instruction and common frame of values in executing the particular leadership task rather than another technique. Distributed leadership is linked to the notion of collaboration, shared, distributive, dispersed and democratic as shown in Figure 1 below. Figure 1: Terminologies associated with distributed leadership (Moyo, 2010) Thus, distributed leadership is effective as it is an open and democratic model equipped with both vertical and lateral communication. Distributed leadership among teachers The authorities to lead is no longer centered around one man theory as distribution is not monopolized by the headteachers initiative but is a collective leadership and dispersed within the school and among teachers through the cultivation of relationship and networks as classroom teachers are in direct contact with learners in the majority of cases and hence influence their learning. (Ameijde, et al., 2009). The school leadership adopts power equalization and inspires teachers to participate in leadership by developing a school culture which values the sorts of learning that enhance the capacity of individuals to lead and conducive to building norms of building trust to enhance openness, respect, appreciation and autonomy for the teachers to conduct their activities in collaboration, to procure and distribute resources, support teacher growth for both individual and collective development, to provide both summative and formative monitoring of instruction and innovation so that teachers could develop skills and expertise by working together and have a sense of ownership to influence the quality of teaching which subsequently affect student outcome. (Ameijde, et al., 2009). Distributed leadership which emphasizes collaboration of teachers with their colleagues in other schools facilitates teacher learning and enhances self-confidence as they engage in action research by trying new teaching approaches and disseminating their findings to colleagues, thereby minimizing teacher isolation but rather challenging teachers to promote personal and professional development so that they contribute to optimal student learning and achievement. The collective endeavour of efforts enables team based work and forms leadership community that share meaningful contexts and creates opportunities for learning as it integrates differing viewpoints and interests in approaching a highly complex and interdependent task. In this regard, teachers have clearly defined responsibilities which are linked to their area of expertise so that they could contribute effectively to leadership process. By doing so, teachers are not confined to the classroom but are rather transcended to contribute to the community of learners beyond the classroom to lead to improved practice and higher performance (Ameijde, et al., 2009). Distributed leadership is associated with a number of concepts and themes such as empowerment, teamwork, staff motivation, capacity building, teacher leadership and to a lesser extent professional development. (Ameijde, et al., 2009). Distributed cognition Distributed cognition views thinking as social rather than individual activity. Teachers are no longer passive and isolated but are connected through dialogue and reflection so that they are active and weaved in the fabric of the school for a common task and shared common values. They become more knowledgeable and take responsibility about the task of teaching as more of the pedagogical expertise and talent of teachers will be identified, developed and utilized than a more hierarchical pattern of leadership to impact on learning and student outcome. This creates unity and instructional innovations rather than micromanaging instruction. (Ameijde, et al., 2009). Teaching and Learning According to PricewaterhouseCoopers (2007), the behaviour of school leaders impact pupil performance. By distributing leadership to teachers that emphasise collaboration and distribution of power and authority which is central to learning, they exert their influence on pupil performance by empowering pupils and creating a favourable condition for learning by applying learner centred approach to teaching and learning in classrooms and across the school which has the potential to effect learner inclusion, engagement and improved achievement. With collaboration which is effective in widening student learning opportunities and raising expectations, teachers could also help to resolve immediate problems through dialogue and establishment of a shared sense of accountability. Pupils are not treated as passive recipients and as such, good communication is ensured so that the students know what is going on and has a hand in shaping this. high performing schools High performing schools (HPS) or cluster schools act as models for other institutions within the same cluster and becomes the premise for pioneering new approaches and innovations in the education system. Students of these excellent institutions excel in academic and co-curricular activities and possess outstanding personality, leadership skills, high team spirit, creative thinking skills, and are patriotic, globally oriented and competitive. These schools are acknowledged to have ethos, character and own identity and unique in all aspects of education. The high performing secondary schools in Klang Valley are either regular day schools or residential schools, premier schools and 100-year schools and the Ministry of Education Malaysia uses the HPS as markers to point towards excellence in education and as special model schools to other schools in Malaysia (MOE, 2008). Safe and orderly learning environments are created in these schools with clear instructional objectives in which the head teachers expect high performance from teachers and students through increased time on task and develop positive relations All students are required to show excellent performance comparable to benchmark standards such as the Trends in International Mathematics and Science Study (TIMSS), and the Programme for International Student Assessment (PISA) with proficiency in Math, Science and English.  Besides that, the students should also master higher-order thinking skills such as applications, problem-solving, participation in co-curriculum activities, and personal development or soft-skills (The Malaysian Insider, 2012). In order to maintain the schools high performance, leadership is distributed throughout the school and its community and when teachers are empowered in areas they believe are important (Jacobson, 2010). According to Muhyiddin, Malaysian Education Minister, the objective of HPS is to ensure that all students regardless of stream, medium, or urban or rural locations would attain continuous excellence  (The Malaysian Insider, 2012). The principal and teachers from these schools are expected to set examples and share their experiences with counterparts in other institutions. Their accountability is outlined by a set of Key Performance Indicators (KPIs) relating to human resource development, physical development, financial management, professionalism among staff member, and school achievements (academic, co-curricular activities and aptitude) (MOE, 2008). According to MOE (2008), high performing schools are expected to bring about positive impact to the national education system through excellence in co-curricular activities programmes; exemplary career guidance programmes; outstanding all-rounded students that is 5.8% of 5.2 million students; acceptance of students from high performing schools at world renowned universities; government and private sector sponsorships; international acknowledgements; as benchmarks for other schools, both local and foreign; quality leadership; and excellent teachers. Theoretical and Conceptual underpinning Distributed leadership in which the leadership functions are shared, employs Theory Y as the leadership enables diverse individuals to contribute to the process of subtleties of leadership to shape collective action instead of the traditional vertical leadership process which separates leaders from followers as mutually exclusive categories. Conceptually, distributed leadership refers to democratic style of leadership to allow voices of influence beyond just one and increases participation of stakeholders. It de-monopolizes concentrated leadership and enhances delegation of authority, collective decision-making, power, influence and coordination to enable plurality of analyses and boundarylessness so that the organizational phenomena such as information systems, knowledge, cognition, learning systems and work can be distributed. As leadership expands to multiple players, it displays holistic framework and allows flexibility, open-endedness with overlapping expertise to complement and reinforce one another, and strengthened decision making commitment and quality, and further utilizes fully the resources of the schools to collaborate and collectively devise strategies to improve students progress. It eliminates the tightly drawn lines, borders, commands and control associated with a Weberian bureaucratic paradigm (Gronn, 2 008). Conceptually, distributed leadership is associated with notions of empowerment, teamwork, collegiality, staff motivation, capacity building, teacher leadership, professional autonomy and professional development (Muijs and Harris, 2007). According to Moyo (2010), collegiality results in strong professional culture in the school as it includes collaboration among teachers, mutual respect, shared work values, cooperation and specific conversation about teaching and learning. According to Ameijde et al. (2009), distributed leadership underpins is a shared influence process to which several individuals contribute; and leadership arises from the interactions of diverse individuals which together form a group of network in which essential expertise is a dispersed quality. Empowerment Empowerment of teachers is an essential component of distributed leadership. Distributed leadership disassociates from control and dominance but rather creates opportunity, support, space, capacity and growth among teachers by encouraging them to have the power to decide how to do the defined tasks and to get involved vigorously in school policies, curriculum and educational practices and voice their views openly without fear of retribution to experience a greater sense of efficacy. With empowerment, teachers are more motivated to take risks and committed to work with surprising ability as it cultivates teacher leadership which extends beyond their own classrooms to others within and across schools, and further enhances teacher involvement in collective and collaborative process of school decision-making that promote teacher learning to contribute widely to teaching and learning. The empowerment elevates teachers expertise, confidence and self-esteem as they have control over resources, methods and decision making and further to experiment with novel, cutting-edge teaching methods, and to evaluate their colleagues teaching performance through team work, selection of instructional materials and textbooks, curriculum development, school policies and plans, coordination of programmes, professional development, organizing visits to other schools, collaborating with colleagues, leading study groups and coaching and mentoring students which impacts positively on their effectiveness as teachers and to have a positive effect on students. Teamwork Teamwork which refers to setting up of teams by the headteachers with the need to work together on a common purpose is crucial for distributed leadership. This implies that the headteacher is willing to distribute leadership. The team must be equipped with clear goals and results driven, competency, unified commitment, collaboration climate based on trust to develop honest openness and respect, clear standards of excellence, and external support and recognition to achieve an optimum degree of synergy. With these characteristics, the team will have comprehensive knowledge and responsibility of student learning and outcomes. They further become role models for students to emulate. Capacity building Capacity building through collaboration and trusting relationship for mutual learning can be achieved with distributed leadership in order for teachers to become professional communities and to focus on teaching and learning as they participate in decision-making and have a shared sense of purpose so as to have a joint responsibility for the outcomes of their work. The capacity may be built by reviewing the performance of teachers, adding more resources, materials or technology and by restructuring the tasks so that teachers can work together, experiment, reflect and explore with colleagues to acquire new skills and practice of the profession. Capacity building enables continuous learning of teachers to enhance pupil learning. According to Harris (2002), the conditions for capacity building to create a learning culture may include commitment to teachers development, inclusion of teachers and students in school policies and decisions and collaborative planning with effective coordinat ion strategies. Teacher leadership research methodology

Essay --

In Sophocles’ work, Oedipus the King, Oedipus definitely fits Aristotle’s meaning of a tragic hero which is a man of honorable importance. He is not a usual man, but a man with outstanding superiority and immensity about himself. A man of his own ruins goes for a greater cause or principle. Oedipus conveys many mistakes. In the play Oedipus the King, things really had taken a turn from good to bad. Using Aristotle’s meaning defines will be proven that Oedipus is a 1main example of a tragic hero Nobleness, Tragic flaw, and Hardship are all characteristics that Aristotle described as to what a tragic hero really define as. These are also four features Oedipus proves his well- being of a catastrophic hero. Oedipus’ nobility and asset is responsible for his first strategic to success as a tragic hero. The nature of Oedipus ‘noble position as son of a king, earns him veneration from not only people of Thebes, but the audience also. The audience must respect a tragic hero as someone superior and more control below themselves. In line 13 of Oedipus the King play, Oedipus states, â€Å"tell me, and never doubt me that I will help you in every way I can†. By saying this he means no matter what it takes, he is willing to sacrifice whatnot for his people, the individuals of Thebes. A kingly courage is something he had and held it high over his head, so high over his head he made a sacrifice to flee away from his own city. Oedipus exiled from the city to die out the plague, so citizens of Thebes wouldn’t harm any longer. He had taken things in his own matters. Oedipus felt he was a problem and things would only be right if it was he who left. Doing this great deed Oed ipus shows that he is far from being self-regarding and closer to a leader. His ... ...g something bad that he was told he would do and ended up doing it any. Tragedy does not always mean death. It’s just something good gone bad. Oedipus is perfect for the statement. He's a hero because he saves his hometown from the sphinx and becomes king. He's tragic because he kills his father unintentionally and marries (and has children) with his mother. Oedipus realizes that if he had not successfully avoided the oracle in order to save himself. At some point tragic heroes realize there flaws and learn how to deal with the situation as Oedipus had done. Oedipus was unhappy because he was a good person with some bad habits and habituated to making bad decisions. He tragic hero of a tragedy is a needed element to stir shame and fear of the audience to complete the emotional purgation. Sophocles character Oedipus the King is a proven explanation of a Tragic Hero. Essay -- In Sophocles’ work, Oedipus the King, Oedipus definitely fits Aristotle’s meaning of a tragic hero which is a man of honorable importance. He is not a usual man, but a man with outstanding superiority and immensity about himself. A man of his own ruins goes for a greater cause or principle. Oedipus conveys many mistakes. In the play Oedipus the King, things really had taken a turn from good to bad. Using Aristotle’s meaning defines will be proven that Oedipus is a 1main example of a tragic hero Nobleness, Tragic flaw, and Hardship are all characteristics that Aristotle described as to what a tragic hero really define as. These are also four features Oedipus proves his well- being of a catastrophic hero. Oedipus’ nobility and asset is responsible for his first strategic to success as a tragic hero. The nature of Oedipus ‘noble position as son of a king, earns him veneration from not only people of Thebes, but the audience also. The audience must respect a tragic hero as someone superior and more control below themselves. In line 13 of Oedipus the King play, Oedipus states, â€Å"tell me, and never doubt me that I will help you in every way I can†. By saying this he means no matter what it takes, he is willing to sacrifice whatnot for his people, the individuals of Thebes. A kingly courage is something he had and held it high over his head, so high over his head he made a sacrifice to flee away from his own city. Oedipus exiled from the city to die out the plague, so citizens of Thebes wouldn’t harm any longer. He had taken things in his own matters. Oedipus felt he was a problem and things would only be right if it was he who left. Doing this great deed Oed ipus shows that he is far from being self-regarding and closer to a leader. His ... ...g something bad that he was told he would do and ended up doing it any. Tragedy does not always mean death. It’s just something good gone bad. Oedipus is perfect for the statement. He's a hero because he saves his hometown from the sphinx and becomes king. He's tragic because he kills his father unintentionally and marries (and has children) with his mother. Oedipus realizes that if he had not successfully avoided the oracle in order to save himself. At some point tragic heroes realize there flaws and learn how to deal with the situation as Oedipus had done. Oedipus was unhappy because he was a good person with some bad habits and habituated to making bad decisions. He tragic hero of a tragedy is a needed element to stir shame and fear of the audience to complete the emotional purgation. Sophocles character Oedipus the King is a proven explanation of a Tragic Hero.

Free Essays on Whartons Ethan Frome: The Story Begins :: free essay writer

The Story Begins The novel, Ethan Frome, begins with a statement from the narrator who reveals that the story was told to him in bits from various people who told it differently each time. The story is set in Starkfield, Massachusetts, a small rural New England town whose name reflects its sluggish and bleak nature. The narrator recounts the first time she saw Ethan Frome, the "most striking figure in Starkfield" who is not striking because he is handsome, but because of the air of ruin that surrounds him. At that time a man of fifty-two years of age, he seems much older. One member of the community, Harmon Gow, tells the narrator that Frome had an accident twenty-four years ago that left the right side of his body considerably damaged. Everyday, Frome goes to the post office about noon, receiving little in the mail except the newspaper, but every once in a while he gets a letter addressed to Mrs. Zenobia, or Mrs. Zeena. Harmon tells the narrator that the accident which caused Ethan's curre nt physical condition was very severe, but Ethan was a tough man and strong enough to live on. Harmon also tells him that Ethan had to stay in town, where most of the smarter people born there end up leaving, because he had to take care of his family, specifically, his father, mother, and wife.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The narrator is in town because of a strike at the company he works for in Corbury Junction has caused delays. Starkfield is the nearest habitable town so he had taken up lodgings with a widow named Mrs. Ned Hale. One day the narrator is need of ride to Corbury Flats where he is to catch a train to the Junction. When the horses on which he usually depends fall sick, Harmon suggests that Ethan, a poor man always in need of a little money, might be able to give the narrator a ride. The narrator is surprised to find out just how poor Frome really is, and Harmon explains that what little money that comes from his family's saw-mill and farm goes into care for his family. The next day, Ethan drives the narrator over to Corbury Flats and back again in the evening; he continues to do so everyday for a week. Through their conversations, the narrator slowly finds out that Frome has an interest in science, which surprises him.

Intro to medical technology Essay

This course will introduce students to the role, ethics, conduct, certification, education, employment, and fundamental knowledge and skills related to Clinical Laboratory Science. There will also be discussions on the more common laboratory tests associated with diseases of organ systems and how the results are utilized in diagnosis. Selected laboratory exercises from major disciplines in Clinical Laboratory Science will be performed. Course Learning Outcomes Upon completion of the course the student will be able to: 1. Appreciate the important role of the Medical Technologist in the saving of lives and relate that to the role of Jesus in the saving of souls. 2. Describe the different designations of laboratory professionals, the major job functions, and the education requirements for entry into the profession. 3. Discuss the various aspects related to proper techniques, safety and interpretation of procedures presented. 4. Perform laboratory procedures taught utilizing correct techniques. 5. Discuss proper specimen collection techniques. Possess an introductory knowledge of the scope of testing performed in each of the following sections of the Clinical Laboratory: a. Haematology e. Microbiology b. Immunology f. Coagulation c. Immunohaematology g. Mycology d. Clinical Chemistry 7. Contribute to the overall improvement of the healthcare system. Instructional Procedures There will be one 80 minute lecture and a three-hour laboratory session weekly for approximately fifteen weeks. A short devotion will be conducted at the beginning of each class period. There will be written tests, assignments, reading reports and one final comprehensive exam. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. The laboratory component of this course will carry a Pass/Fail designation. Failure of the laboratory component results in an automatic failure of the course which must be repeated. A failing laboratory grade will not be included in the calculation of the overall grade for this course. In this course, mastery is the goal, and the student is responsible for the information from assignments, text, manual, class discussion, other reading and laboratory procedures. No assignment should be placed beneath the office door unless otherwise specified by the instructor. In the case of absence, the University’s absence policy applies (See NCU Bulletin). Students with excused absences who have missed assignments or tests must make them up within one week of returning to class. Quizzes cannot be made up. Integration of Faith and Learning Outcomes: 1. Demonstrate the fulfilment of God’s manifestation in our lives as the study the of Clinical Laboratory Science highlights the amazing design of the human machinery and the God given skills required to thoroughly investigate it. 2. Exhibit behaviours that reflect an appreciation of health and wellness as tokens from God to be cherished and a commitment to assist others experiencing ill health through by our skills. â€Å"Knowledge is power, but it is a power for good only when united with true piety. It must be vitalized by the Spirit of God, in order to serve the noblest purposes. CPT p. 38. NCU Values and Attitudes: Focus 1. Christlikeness 2. Integrity 3. Justice Christlikeness: I, Fabian Pitkin and all the students of MTCH: 106 Introduction to Medical Technology Laboratory class, commit to exercising the highest levels of Christlikeness in all actions during this semester in relation to the following: 1 Handling student issues in a fair and equitable manner 2 Displaying honesty with submitted work 3 Displaying kindness to each other 4 Displaying humility, compassion and unselfishness to each other 5 Showing confidence in all things through Christ who strengthens me. (Philippians 4:13) Integrity: The facilitator and students will undertake learning experiences that exercise the highest levels of integrity such as: Honouring deadlines in submission of assignments Practising academic honesty with respect to the use of published works and other intellectual property Participating equally in group work and activities Good stewardship of tools, equipment and other resources in the teaching learning environment Give fair evaluation to student work Display proper deportment and conduct. Justice: The facilitator and all students will exercise the highest level of justice and fairness in all actions related to this course in the areas of: Fair grading for tasks submitted for evaluation Timely feedback and redress of inquiries, challenges, issues, grouses Impartial treatment of all students regardless of race, age, religious affiliation, nationality or ethnicity. Access to Computer and Internet Resources: Completing these course requirements necessitates regular access to computer technology and the Internet. If a student does not have a personal computer with Internet access, computers on the University’s Main Campus and Extension Sites are available for student use. Civility, Courtesy and Respect: As professionals, mutual respect is required; the instructor expects all class members to communicate in a professional and courteous manner. While everyone may feel passionate about a particular subject and is entitled to his/her opinions, classroom discourse must always be conducted in a respectful and civil tone. No disrespectful or disparaging comments about gender, ethnicity, religion, et cetera will be tolerated. Honour Code: Regulations on plagiarism and other forms of cheating are strictly enforced. Since engaging in either activity may result in very serious penalties, including failing grades, or dismissal from the University, you should endeavour to avoid such activities. Any assignment or work submitted for this course must not have been submitted for any other course. No written or digitally authored work may be submitted for academic credit more than once. If you have questions about how this may apply to an assignment you are considering for this course, please ask the facilitator for clarification. Students with a Disabling Condition: Any student who, because of a disabling condition, may require some special arrangements in order to meet course requirements, should communicate with the instructor in a timely manner, to seek such special considerations. Students should present appropriate verification from the relevant administrative office at the University. There is no guideline indicating that special considerations be given prior to completion of the existing university verification process. Course Content Lecture 1. Introduction to the Profession and Fundamentals of the Clinical Laboratory No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the evolution of Clinical Laboratory Science 2. Draw and describe the organizational structure of a healthcare organization 3. Name the departments of a clinical laboratory 4. Describe the various sites for laboratory testing 5. Describe the importance of regulations concerning the quality and reliability of laboratory work. 6. Describe the various categories of personnel in the clinical laboratory 7. Name and describe non-analytical and analytical factors in quality assessment. 8. Describe proficiency testing. 9. Name three medical-legal issues and discuss issues associated with each. 10. Discuss the future directions for laboratory medicine. Content: 1. Functions of the clinical laboratory 2. Organization with the clinical laboratory 3. Regulatory bodies (OSHA, CLIA, etc) 4. Introduction to speciality areas of the clinical laboratory 5. Credentialing 6. Professional organizations 7. Quality Assessment Activities: 1. Group work (Think/pair/share) – What is Medical Technology? What does it entail? 2. Discussion – How important/ integral is this profession to the health care delivery system? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 4 -20 Lecture 2. Safety in the clinical laboratory, Specimen Collection, Transportation & Handling Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the basic aspects of infection control policies, including how and when to use PPEs and the reasons for using Standard Precautions. 2. Describe the procedure for decontaminating a work area and the steps to be employed when cleaning up hazardous spills. 3. Describe the basic steps if first aid. 4. Identify seven factors that should be monitored by quality assessment methods. 5. Demonstrate and describe the skills needed to interact with patients in the collection of specimens 6. Describe the principles and applications of Standard Precautions 7. Discuss general specimen preparation guidelines 8. Identify unacceptable laboratory specimens 9. Explain the chain of custody in specimen handling 10. Describe relevant medical-legal issues related to specimen collection Content: 1. Occupational Safety and Health Administration Acts and Standards 2. Handwashing Immunization 4. Prophylaxis 5. Exposure control 6. Laboratory Hazards 7. General Infection control Activities: 1. Group work (Think/pair/share) – Why is it so important to be immunized prior to entering into the clinical laboratory? 2. Discussion – What is the value of proper sample collection and handling to the generation of quality patient results? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 21-72 Assessment # 1: This assesses knowledge, comprehension, and synthesis of facts and principles outline in the lecture. Assessment tools- Matching, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 1 10 20 20 50 Lecture 2 10 20 20 50 Total 20 40 40 100 Lecture 3. Systems of measurement, Laboratory Equipment, and Reagents; The Microscope; Measurement Techniques in the Clinical Laboratory No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Convert metric units of measurement for weight, volume, and temperature to English units and metric units or metric units to English units. 2. Convert temperature from degrees Celsius to degrees Fahrenheit or Kelvin. Describe the various types and uses of laboratory volumetric glassware, the techniques for their use, and the various types of glass used to manufacture them. 4. Describe types and uses of laboratory centrifuges. 5. Compare various forms and grades of water used in the laboratory and how each is each. 6. Demonstrate how to properly label a container used to store a laboratory reagent or solution. 7. Identify the parts of the microscope. 8. Explain the difference between magnification and resolution. 9. Define alignment, and describe the process of aligning a microscope. 10. Describe the procedure for correct light adjustment to obtain maximum resolution with sufficient contrast. 11. Identify the four basic measurement techniques. 12. Describe the principle of absorbance spectrophotometry. 13. Explain how the intensity of colour in a substance can be used to measure its concentration. 14. Define Beer’s Law. 15. Name the components of the spectrophotometer. Identify three quality control tests for the spectrophotometers. 17. Describe the principle of nephelometry. Content: 1. International Systems 2. Laboratory plasticware and glassware 3. Laboratory balances 4. Laboratory centrifuges 5. Laboratory reagent water 6. Reagents used in laboratory assays 7. Use of the microscope 8. Photometry 9. Absorbance spectrophotometry 10. Nephelometry 11. Electrochemical methods Activities: 1. Group work (Think/pair/share) – Problem solving; converting Fahrenheit to Celsius to Kelvin and finding unknown concentrations using the Beer’s law. Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 78 – 147 Lecture 4. Quality Assessment & Quality Control in the Clinical Laboratory, Central Laboratory Automation & Point-of-Care Testing, and Laboratory Information Systems No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Discuss how professional regulations require the implementation of quality assessment programs in the clinical laboratory. 2. Identify the components necessary to a laboratory’s quality assessment program, including its quality control program and the use of control specimens 3. Assess the diagnostic usefulness of results reported, which requires an understanding of accuracy and precision as well as specificity and sensitivity, for laboratory tests and methodologies. 4. Explain the sources of variance in a laboratory procedure 5. Explain the importance of a quality control program, including the use of control samples, the determination of the control range, and the use of quality control charts 6. Describe the use of reference values, including the use of the mean and the standard deviation in determination of the reference range. 7. Explain the major benefits of laboratory automation 8. Describe the five steps in automated analysis 9. Compare the major advantages and disadvantages of point-of-care testing 10. Identify the four categories of Clinical Laboratory Improvement Amendments of 1988 (CLIA ’88) test procedures 11. Provide examples of instrument-based point-of-care testing 12. Identify at least six characteristics to consider when selecting a point-of-care instrument. 13. Describe overall product and functions of laboratory information systems 14. List and describe components of a computer system 15. Define the abbreviations LAN and WAN 16. Define and give examples of preanalytical and postanalytical testing 17. Identify and describe five Clinical and Laboratory Standards Institute (CLSI) standards for design, compatibility, and integration of automated clinical laboratory systems. Content: 1. Clinical Laboratory Improvement Amendments 2. Accrediting Organizations 3. Quality assessment consideration 4. Quality assessment descriptors 5. Quality control statistics 6. Monitoring quality control Activities: 1. Group work (Think/pair/share) – Problem solving: Laboratory statistics and generation of Levy Jennings chart. 2. Discussion – Practical ways of ensuring quality in the clinical laboratory Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 161 -194 Lecture 5. Laboratory Mathematics and Introduction to Clinical Chemistry No. Of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Calculate proportions and ratios 2. Calculate the requirements for solutions of a given volume and molarity 3. Describe the procedures for making a single dilution and a serial dilution 4. Calculate the amount of one solution needed to make a solution of a lesser concentration from it. 5. Differentiate the expressions of solution concentration weight per unit weight and weight per unit volume. 6. Prepare a percent solution 7. Compare the pathophysiology of types I and II diabetes. 8. Describe the symptoms of diabetes. 9. Identify the four major electrolytes found in blood and body fluids. 10. Name and compare renal function assays. 11. List the major lipid fractions. 12. List the major cardiac markers. 13. Describe liver and pancreatic assays and their significance. 14. Compare the clinical significance of various types of tumours markers. 15. Describe therapeutic drug assays and identify drugs of abuse. Content: 1. Density and specific gravity 2. Expressions of solution concentration 3. Proportions and ratios 4. Concentration of solutions 5. Dilutions 6. Diabetes 7. Electrolytes Acid-base balance 9. Renal function and other organ markers 10. Lipids 11. Hormone assays 12. Tumour markers Activities: 1. Group work (Think/pair/share) – Problem solving in serial dilution, creatinine clearance determination. 2. Discussion – Does automation in the clinical chemistry department render the department the most relaxing environment? Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 151 -159; 200 – 232 Sectional # 2- This assesses knowledge, comprehension, and application of facts and principles outline in the lecture. Assessment tools-Calculations, Matching, and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 3 10 10 10 30 Lecture 4 10 10 15 35 Lecture 5 10 10 15 35 Total 30 30 40 100 Lecture 6. Introduction to Haematology & Haemostasis; Introduction to Blood Banking No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Describe the composition of blood 2. Explain the proper processing and testing of haematological samples 3. Discuss the significance of a complete blood count 4. Describe and perform a differential blood count 5. Discuss the common laboratory tests used for coagulation and haemostasis. 6. Define the terms immunohaematology, blood banking, and transfusion medicine 7. Explain the role of antigens and antibodies in immunohaematology 8. Compare ABO red blood cell and serum typing procedures 9. List and explain the components of compatibility testing, including identification, ABO and Rh typing, screening for unexpected antibodies and cross matching 10. Identify and describe the various red blood cell components and derivatives used for transfusion including packed red blood cells, plasma, and platelets, and explain the reason for transfusion of each. Content: 1. Haemoglobin 2. Haematocrit 3. Red blood cell indices 4. Blood cell counts 5. Examination of the peripheral smear 6. Blood cell alterations 7. Haemostatic mechanism 8. Tests for haemostasis Activities: 1. Case study – Case review on anaemia Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 238 – 342; 543 – 565 Lecture 7. Renal physiology and urinalysis, Introduction to the examination of Body Fluids No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define routine urinalysis, and describe its three main components. 2. Explain the clinical usefulness of urinalysis. 3. Describe the basic anatomic components of the urinary system and the function of each. 4. Define cerebrospinal fluid and describe the components of the routine examination. 5. Define synovial fluid 6. Discus the clinical significance of tests for faecal occult blood. 7. Describe the component of a semen analysis. Content: 1. Renal anatomy and physiology 2. Composition of urine 3. Physical, chemical and microscopic examination of urine 4. Faecal occult blood Activities: 1. Group work (Think/pair/share) – Microscopic mapping the production of urine Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 351 – 414 Assessment # 3- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, Short Answers and Short essays. Content Knowledge Comprehension Synthesis Total Lecture 6 10 20 20 50 Lecture 7 10 20 20 50 Total 20 40 40 100 Lecture 8. Introduction to Microbiology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the terms: microorganisms, normal and abnormal flora. 2. Discuss basic equipment and techniques used in Microbiology. 3. Discuss steps taken in bacterial identification. 4. Explain the process and purpose of antimicrobial susceptibility testing. 5. Describe the requirement for bacterial cultivation and the common types of media. Content: 1. Introduction to micro-organisms 2. Classification of micro-organisms 3. Basic equipment and techniques used in microbiology 4. Types of specimens 5. Culture and sensitivity 6. Fungi and parasite testing Activities: 1. Group work (Think/pair/share) – Media classification and identification Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 447 -500 Lecture 9. Introduction to Immunology& Serology No. of Hours: One hour Instructional Objectives: At the end of the lecture the students will be able to: 1. Define the term immunology. 2. Define the terms antigen and antibody. 3. Describe the general characteristics of antigens and antibodies. 4. Describe the characteristics of agglutination. 5. Compare the grading of agglutination reactions. 6. Name and compare the principles of latex agglutination, coagglutination, liposome-mediated agglutination, direct, bacterial agglutination, and haemagglutination. 7. Briefly describe the applications of polymerase chain reaction (PCR), Southern blot, Northern blot, Western blot and DNA chip technology. Content: 1. Overview immunology and serology 2. Antigens and antibodies 3. Specimens for serology and immunology 4. Common immunologic and serologic tests Activities: 1. Group work (Think/pair/share) – Confidentially and HIV reports 2. Group revision – Brief review of the lecture Primary resource: Turgeon, Mary Louise. Clinical Laboratory Science 5th Edition. Missouri: Mosby Elsevier 2007 pg. 505 – 530 Assessment # 4- This assesses knowledge, comprehension, application and basic analysis of facts and principles outline in the lecture. Assessment tools- multiple choice, matching and short essays. Content Knowledge Comprehension Synthesis Total Lecture 8 10 20 20 50 Lecture 9 10 20 20 50 Total 20 40 40 100 LECTURE SCHEDULE Modes of Teaching and Learning Student Evaluation A final grade will be assigned on the basis of the student’s performance on tests, assignments, reading reports, labs and the final comprehensive examination. B 70-74 B- 65-69 C+ 60-64 C 55-59 C- 50-54 D 0-49 F Grading system Grades are assigned numerical values as follows: GRADE Quality Points Definition A 4. 00 Superior A- 3. 67 Superior B+ 3. 33 Superior B 3. 00 Above Average B- 2. 67 Above Average C+ 2. 33 Above Average C 2. 00 Average C- 1. 67 Average D+ 1. 33 Below Average D 1. 00 Below Average F 0. 00 Below Average Expectations: 1. Attend all lectures, labs and tests. 2. Read assigned material before each lecture or lab session in order to participate meaningfully in class discussions and to better understand what is expected for the laboratory exercise. Present all labs and assignments on time and in a neat format. No late work will be accepted. No overdue assignment will be accepted at the end of the semester. 4. Submit a one-page (250-300 words) reading report on the last Thursday of each month. Reading reports should be done from journal articles pertaining to any discipline of Medical Technology. Source should have been published within the last two years and cited according to the CBE format. A copy of the article read should be attached to the report upon submission. Topics for each month are: September – Accreditation for Clinical Laboratories October – Quality Assessment in the Clinical Laboratory November– choose one of the major disciplines of Medical Technology (Clinical Microbiology, Haematology, Immunohaematology, Clinical Chemistry) and report on what was read from a scientific journal article. 5. Submit a written assignment specified Wednesdays following a lecture. Each assignment is gear towards cementing principles and facts as taught in lecture and as such evaluates knowledge, comprehension and synthesis of information. 6. Use the lab objectives as a study review guide for examinations. All cellular phones and any other electronic or mechanical gadgets should be turned off during class and laboratory sessions. Disturbance of the class session will result in suspension from the class. 8. Take responsibility for your tenure at Northern Caribbean University and display a professional attitude befitting that of the Medical Technology profession, always bearing in mind that patients’ lives are in your hands. 9. Give at least five (5) hours to the community in voluntary service within the discipline of Medical Technology. This may be organized or arranged by the teacher in the form of a health fair or it may be done through the students’ own initiative which may be reported to and reviewed by the teacher prior to initiation and or completion. REFERENCE MATERIAL Rubrics for Evaluating Oral Presentations ONLINE RULES/POLICIES: All papers and assignments submitted should include a certificate of authorship digitally signed by the student. Be aware that any submitted work for this course may be subjected to detection of plagiarism and breach of copyright. Participation – students are required to login at least twice per week to the course website where assignments and announcements will be posted and accepted. An audit/tracking feature embedded in the eLearning system – ? orion DL, will be utilized to monitor student activity. Conduct within the Online Learning Environment – the same guidelines that apply to traditional classes should be observed in the eLearning environment. Please use proper netiquette when interacting with class members and the course instructor. ONLINE COURSE ACCESS Students will use their ? orion user account credentials to login to the course through the ? Orion Learning Management System (? orion LMS): http://aeorionde. ncu. edu. jm/. For assistance or further details regarding access to online courses please visit: https://aeorionde. ncu. edu. jm/corp/help. aspx For first time users or those requiring further familiarity with the eLearning system, please visit http://aeorionde. ncu. edu. jm/ and click on the orientation link. University Information Systems Services (UNISS) provides technical support between the hours of 8:00AM and 10:00PM Mondays through Thursdays and 8:00AM to 1:30PM on Fridays. The help desk may be reached at (1-876-523-2064) or online chat for immediate assistance. Email service requests can be directed to: helpdesk@ncu. edu. jm POLICY ON SERVER UNAVAILABILITY OR OTHER TECHNICAL DIFFICULTIES The university is committed to providing a reliable online course system to all users. However, in the event of any unexpected server outage or any unusual technical difficulty which prevents students from completing a time sensitive assessment activity, the instructor will provide an appropriate accommodation based on the situation. Students should immediately report any problems to the instructor and also contact the UNISS eLearning Help Desk: http://uniss. Ncu. edu. jm/elearninghelp , 1-876-523-2064. The instructor and the UNISS eLearning Help Desk will work with the student to resolve any issues at the earliest possible time. TECHNICAL REQUIREMENTS In addition to a competent level of computer and Internet literacy, there are some minimum technical requirements must be met to enable a successful learning experience. Please review the important technical requirements and the web browser configuration information at http://aeorionde. ncu. edu. jm/ to ensure that your personal computer meets the outlined requirements. This course has integrated communication tools that may be used to facilitate interaction and communication. Other communication mediasuch as email, instant messaging and web conferencing tools may also be utilized throughout the course. For more details please visit http://aeorionde. ncu. edu. jm/features . Interaction with Instructor: The instructor will communicate with students primarily using the Announcements and Discussions tools. Students may send personal concerns or questions to the instructor via email or using the course messaging module. The instructor will as much as possible reply to student’s queries within a week. LIBRARY SERVICES Distance Learners will need an ? orion user account to access all of the library’s electronic resources (reserves, journal articles, ebooks and search online databases) from off campus. For NCU students living close to one of our extension campuses, a valid NCU ID card is required to check out materials from the Library. For more information on library resources go to http://www. ncu. edu. jm/library/ ASSIGNMENT SUBMISSION Please use the Assignments link on the course menu or see the icon on the designated page to upload assignments. You may click on the link for each assignment and follow the on-screen instructions to upload and submit your file(s). Bear in mind that you may only submit each assignment once, after which you should receive an onscreen confirmation. Please refer to the Help menu for more information on using this tool. Please note: each assignment link will be deactivated after the assignment due time. Additionally, unless stated otherwise, assignments are typically due at 11:59 PM on the specified date. After your submission is graded, you may click each assignment’s â€Å"Graded† tab to check the results and feedback. If necessary drafts of work for mastery learning may be sent via email to the instructor for review prior to submission. For team project assignments, one group member will submit the assignment for the group and all group members will be able to view the results and feedback once it’s been graded. Assignment Submission Instructions using Turnitin: Assignment(s) will be submitted and inspected via Turnitin, which is an integrated eLearning tool for plagiarism detection. To submit your assignments, click on the Turnitin icon located on the assignment submission web page. Next, click the submit icon. After which you will need to upload your assignment file – please note that only one file may be submitted. To submit your assignment, click on â€Å"Browse† and locate your file then click the Submit button. You will be able to review before confirming your submission. You may return at a later time when the report is available, typically within 24 hours, to review the Originality Report which indicates the sources detected and how similar the assignment is to these sources. Please note it may take some time for Turnitin to generate the originality report. For further information on using Turnitin, please go to: http://www. Turnitin. com/static/training. html. COURSE EVALUATION You are required to complete an evaluation of the course at the end of the semester/module. These evaluations are used to garner valuable feedback that helps to improve the quality of instruction. Online course evaluations will be made accessible around the end of the semester/module and students will be informed via email or internal messages when they become available. NCU EMAIL Northern Caribbean University is aware of the efficiency, effectiveness and overall importance of communication between students and faculty/staff through electronic mail. At the same time, e-mail raises some issues concerning security and the identity of each individual in an e-mail exchange. The university encourages all official student email correspondence to be sent only to a student’s NCU e-mail address and that faculty or staff consider email from students official only if it originates from a NCU student account. This allows the university to maintain a high degree of confidence in the identity of all individual corresponding and the security of the transmitted information. NCU furnishes each student with a free e-m