Jose Rizal and the Revolution free essay sample

Jose Rizal and the Revolution. Question: What was Rizal’s job in the Philippine Revolution? It isn't unexpected to see messages about the affliction of their most commended saint Dr. Jose Rizal (b. 1861 †d. 1896) , when we open the pages history books in the Philippines. The national transformation that the Philippines had from 1896 to 1901 was one period when the Filipino individuals were generally joined together, generally included and generally energetic to battle for one thing that they have been merit opportunity. In spite of the fact that all parts of Rizal’s short yet important life was at that point investigated by history authors and biographers, his inclusion in the Philippine Revolutions despite everything stays to be a delicate and new theme. His compositions to a degree had a major impact in the Philippine Revolution. Students of history can't deny that Rizal had a principle impact in the country’s battle for changes and autonomy. His works had woken up the Filipino individuals and pushed them to make a move against the Spanish. We will compose a custom article test on Jose Rizal and the Revolution or on the other hand any comparable subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Particularly ‘Noli me Tangere’ and ‘El Filibusterismo’. Summing up ‘El Filibusterismo’ it is a tale about a man, Crisostomo Ibarra, who was wrongly blamed by the Spanish government and was sent away. He comes back to the Philippines as Simoun a rich gem specialist with a facial hair and blue colored glasses. He looks for vengeance against the Spanish Philippines System who was answerable for his incidents and plots an insurgency against them. These books were seen as directing power for different nationalists to mobilize for the country’s cause. â€Å"You must shatter theâ vaseâ to spread its aroma, and destroy the stone to get the sparkle! â€Å"-(Noli me Tangere). There are no dictators where there are no slaves. (El FIlibusterismo). â€Å"The glory of saving a nation isn't for him who has added to itsâ ruin†. (El Filibusterismo) The language that he utilizes in his books are for the most part solid and rousing. Albeit numerous antiquarians trusted Jose Rizal committed his life and works for t he reason for the upheaval and regarded him to a limited degree, a valiant student of history ascended and conflicted with the tide, and said that Jose Rizal didn't lead the upset nor was he a real head. Educator Renato Constantino expressed that Jose Rizal was not a pioneer of the Philippine Revolution but rather was against it. In the proclamation of fifteenth December 1896, Jose Rizal routed to the Filipino individuals that if the arrangement of the upset went as far as anyone is concerned he would restrict it in light of its inconceivability and his readiness to smother the upheaval. He accepted that changes could be made without viciousness. Rizal believed that these were foolish on account of its criminal techniques. As the informed man he was raised to be, he accepted that changes must originate from above (social class) and that the individuals who are beneath are â€Å"shaky, unpredictable and uncertain†. This conviction prompted his shortcoming of not understanding his kin. He didn't feel for them and accordingly he inadvertently thought little of the limit of those from beneath to urge changes and changes. It would be justifiable that he thought of such on the grounds that he was from that class and the main motivation behind why he contradicted the upset was on the grounds that â€Å"violence ought not prevail†. All in all, he didn't lead the unrest however his works led to the upheaval as it was an eye opener to the Filipino individuals. Without these compositions, the Filipino individuals would not have woken up and gone to bat for their nation. As it's been said in the Philippine National Anthem â€Å"Ang mamatay lang dahil sayo† (To kick the bucket for you) Websites: http://www. joserizal. ph/in01. html http://www. joserizal. ph/no01. html http://www. joserizal. ph/bg01. html http://asms. k12. ar. us/classes/humanities/worldstud/97-98/imper/philippines/spanish. HTM http://en. wikipedia. organization/wiki/El_filibusterismo Books: Noli me Tangere †Jose Rizal El Filibusterismo †Jose Rizal The First Filipino, A life story of Jose Rizal †Leon Ma. Guerrero (1963) Jose Rizal-Gregorio F. Zaide and Sonia M. Zaide (1997)

Ecosystems in South West Australia Assignment Example | Topics and Well Written Essays - 1500 words

Biological systems in South West Australia - Assignment Example Environmental change straightforwardly impacts the pace of NPP and carbon stockpiling. Drier and hotter atmosphere brings about unwanted parameters, for example, UV radiation, tropospheric and biotic components that bring about decrease in carbon stockpiling in plant parts. Moves in precipitation and temperature bring about the transformation of soil carbon to CO2; along these lines, carbon stockpiling is diminished. Moves in the unsettling influence system likewise impact carbon accessibility in the biological system. Unsettling influences from rapidly spreading fires, back insects, and wind diminish carbon accessibility and t6he net essential creation of different supplements (Bernard, Leadley and Hungate, 2005). Question Two Mineralization is a significant procedure in the drawn out production of supplements required by plants for development. Raised degrees of CO2 in the climate animate biomass creation, expanded litter fall, and rhizodeposition. The conveyance of labile natural issue increments and thusly, impacts the statement of soil microorganisms that improve supplement accessibility and carbon stockpiling. An expansion in the net carbon contribution to the dirt causes diminished nitrogen mineralization, and in this way increments briefly immobilized nitrogen just as carbon sequestration. The consequence of mineralization is the drawn out immobilization of climatic nitrogen (Bernard, Leadley, and Hungate, 2005). Supplement cycling is a profoundly restricted procedure that includes trades among plants and soil in biological systems.

From The Midst Of Selection

From The Midst Of Selection Sorry to have been ignoring my poor blog, folks! Heres my excuse Thursday 12/1: The day Id set aside to catch up on email, blogging, work, etc. before heading into selection. Instead I read late-arrival apps all day with MadMatt and Nance Nance Revolution to make sure were ready for committee. That night I edit 50 pages of copy for the new viewbook in preparation for a meeting the next morning. (Lunch: Mass Ave food truck.) Friday 12/2: Viewbook copy meetings all morning. Afternoon: selection begins! 3098 applications, up ~10% from last year. Doing the math, its easy to see that the admit rate will drop this year. This makes committee even more difficult, but doesnt change the fact that its still enormously rewarding. After we all gather around the table, Marilee offers some words to inspire us, which are really powerful to me so I write them down. She says: MIT is not just a university its a concept, an ideal. The group we admit in the next few days is going to change civilization. And thats not an exaggeration. Theres a bit of silence as we all digest the words. And then the first folders hit the table, and we begin another year on our quest to make the world better. (Lunch: Mass Ave food truck again.) Saturday 12/3: We begin around 9AM and pick up where wed left off the night before. The process: grab a folder, read the summary, consider the numbers, look at the short answers, ECAs, etc. Debate the case until the group comes to a unanimous decision. If one cant be reached, the folder goes back on the pile. Repeat. Repeat. Repeat. Playing over and over in my head like a broken record: deferred is not rejected. Its the only way to keep from getting sad about some folks I really want here. Anthony captures a stunning picture of me and MadMatt towards the end of the day. The sun has been down for while by the time a bunch of us head over to The Miracle of Science to decompress for a bit. MIT is not discussed. (Lunch: Indian food, delivered.) Sunday 12/4: I wake up to a snowstorm. The roads have not been plowed nor salted. I slide all over Route 2 on my way in to MIT. On the way I pick up Nance Nance Revolution who looks tired. Were in the committee room by 8:30. It snows all day. MadMatt takes a picture of President Hockfield. Towards the end of the day, someone notices that there are no buckets on the table, which means the last of the folders have been distributed to the teams. Were almost there. At the end of the day we count. I cant give you details (so dont ask!) but suffiice it to say that we have hundreds more than we can actually admit EA. The same thing happens every year. I tell you this so youll know that Im really not lying when I say if you dont get in its likely an issue of space. Tomorrows a new day. (Lunch: Mexican food, delivered.) Monday 12/5: We start again. There is blood. There are tears. The committee room looks like a war zone. It smells like Doritos and day-old takeout. But there is some serious love happening as well. One of the things I like most about selection is the way our team comes together into a single shimmering organism, with direction and purpose and clarity. I love the way we balance each other; the way the process is designed to bring our individual strengths together. I know from reading your applications that most of you understand how it feels to really be part of something truly magical. This is sortof like that. At the end of the day weve finished with the big committee. (Lunch: Pizza. This concludes our five days af artery poisoning.) A lot of stuff will happen this week, so no decision is set in stone. Decisions will be reviewed by various subcommittees, and finally Marilee will go over each admit to give her final stamp of approval. Depending on a variety of factors, we will mail sometime between Friday and Monday. If all goes well, it will be Friday. Ill keep you posted. I hope you all are doing well, and Im hoping to finish my QA post in the next day or two. Until then, keep rocking hard. Its the only way to rock. -B P.S. Nance Nance Revolution me at the end of Monday:

Essay about A Beautiful Mind - 993 Words

â€Å"To see is to believe†¦Ã¢â‚¬  This is a famous quote that has been passed on from one generation to another generation, and has been securely kept deep within my views and perceptions in my life. Actually, that is one of my favorite quotations since my childhood years. However, after watching this movie, my perception was opened to a lot of realizations and realizations in life that I never thought of before. One of these realizations is the fact that seeing something is not a guarantee for you to believe that it really exists. This fact only states that even your own eyes and your own minds can fool you. This is what happened to the case of John Nash in the movie. His wife, Alicia, took note of every weird action that he started manifesting,†¦show more content†¦Great love that endured through thick and thin is a thing that will definitely make the impossible things as possible or to change the incurable to curable. Nash’s story mainly revolved around the themes of love, intelligence and acceptance. All through out the movie, these messages are consistently communicated by the actors to their watchers. Love is what made the relationship of Nash and Alicia stronger as each day passes by. This is one of the great tools that helped Nash to go back to the reality of his life which he almost lost during his exacerbation days. When Nash started to have his schizophrenia, Alicia is so desperate to help his husband and to make him have a normal life again. A life that is far from paranoia and hostility is the kind of life that Alicia wishes for her husband. On the other hand, the excellent intelligence that Nash manifested by formulating the game theory received due recognition as the Noble Prize Award. Such intellectual ability is something that one must be proud of and something that one must make use of. It is also nice to think that even though Nash suffers from various tragedies and psychia tric illnesses, he was still accepted by the people and the scholars regardless of the background the person. Acceptance is such a big word that Nash experienced in the full sense. It is good to hear that he was able to have self-acceptance, peer acceptance, and group acceptance. He fought offShow MoreRelatedA Beautiful Mind (Summary)805 Words   |  4 PagesA Beautiful Mind by Sylvia Nasar 1.) A.) A Beautiful Mind is a biography based on the events that happened to a mathematical genius John Forbes Nash Jr. He was invited to go to Princeton University on only one term, and it was to create a truly original idea based on using mathematics. Once he is enrolled in Princeton he is looked at as a social outcast. Once after originating his idea of what other mathematicians thought was unsolvable, he shocked the mathematical world by becoming an overallRead MoreAnalysis Of A Beautiful Mind 1197 Words   |  5 PagesI chose the film â€Å"A Beautiful Mind† produced in 2001. The main character is John Forbes Nash, Jr. portrayed by Russell Crowe. The heart, not the mind is where the true meaning of life is found. A mathematical genius who is fixated on finding an original idea to ensure his legacy embarks on a mission with the belief that mathematics will lead him to a higher truth. â€Å"I cannot waste time with these classes and these books, memorizing the weak assumptions of lesser mortals. I need to look through toRead MoreA Beautiful Mind Characterization and Dialogue1176 Words   |  5 PagesWriting Portfolio The 2001 biopic/drama film ‘A Beautiful Mind’, directed by Ron Howard is a prime example of a text in which visual and verbal techniques are used to develop the personality of a character. An important job for the director of any film is to establish a framework and personality for the protagonist. ‘A Beautiful Mind’ is no different, and visual and verbal techniques are used effectively to develop the personality of John Nash. But because Ron Howard is dealing with a veryRead MoreA BEAUTIFUL MIND The film A Beautiful Mind portrays the story of the splendid mathematician John500 Words   |  2 PagesA BEAUTIFUL MIND The film A Beautiful Mind portrays the story of the splendid mathematician John Forbes Nash who experiences suspicious schizophrenia. This film was guided by Ron Howard and its dependent upon a correct biography of the virtuoso mathematician Nash which is depicted by the performing artist Russel Crowe. At the start of the film Nash begins his profession at Princton University as a math graduate person where he was well known for his insights. Nash is a pompous, ungainly socially-uncouthRead MoreBeautiful Mind: Reaction Paper1584 Words   |  7 PagesA BEAUTIFUL MIND SYNTHESIS John Nash first arrives as a new graduate student at Princeton University. There he meets his roommate Charles, a literature student, who soon becomes his best friend. He also meets a group of other promising math and science graduate students. John sometimes goes out to a bar with his fellow students to try to meet women, but is always unsuccessful. However, the experience is what ultimately inspires his work in the concept of governing dynamics, a theory in mathematicalRead MoreA Beautiful Mind By Sylvia Nasar1201 Words   |  5 PagesThe book that I read for my report was A Beautiful Mind by Sylvia Nasar. The book was published in 1998 by Simon Schuster. I got the book at Barnes Noble, and it is one of the best reads I have had in a long time. A Beautiful Mind is a book about a very intelligent mathematician, John Forbes Nash, who suffers from paranoid schizophrenia. The plot was organized chronologically from the time that he arrived at Princeton University, until he is older and won the Nobel Price. Nasar does not worshipRead MoreA Beautiful Mind By John Nash Essay2033 Words   |  9 PagesPushing Past the Voices, Delusions, and Hallucinations: A Beautiful Mind A Beautiful Mind, about John Nash, follows him has he goes through life living with schizophrenia and accomplishing the biggest feat; knowing reality from unreality. When people with schizophrenia are around others, that is when their mental illness shows. Social behavior affects everyone based on who they are around and the thoughts and feelings as a response to how others act and treat you (Grant, 1963). They do not knowRead MoreJohn Nash s A Beautiful Mind862 Words   |  4 PagesAs someone who has always found mental illnesses very intriguing the film â€Å"A Beautiful Mind† never fails to tug at my emotions. John Nash, a brilliant mathematician, faces a series of struggles due to his bad case of schizophrenia that makes him believe he is a secret agent that is on a very complex mission; this effects not only his work life but family. In this film I felt the attitudes towards John’s disability varied; his wife Alicia did everything she could to support John regard less of theRead MoreA Beautiful Mind Is The Film That Changed My Life905 Words   |  4 PagesA Beautiful Mind was the film that changed my life. It is biographical drama film based on the life of John Nash (Mathematician), a Nobel Laureate in Economics. A Beautiful Mind was directed by Ron Howard, starting Russell Crowe as John Nash and Jennifer Connelly as his wife (Alicia Nash). The film starts off with John Nash (Crowe) at Princeton University, who was there for scholarship of mathematics alongside with other well respected classmates. John Nash (Crowe) was pressured to get publishRead More Schizophrenic Creativity in Nasars A Beautiful Mind and Ron Howards Movie2030 Words   |  9 PagesNasars A Beautiful Mind and Ron Howards Movie In Ron Howards (2001) A Beautiful Mind, Russell Crowe gives life to Sylvia Nasars depiction of the schizophrenic genius John Nash in her novel of the same title. Both Nasar and Howard try to depict Nashs creative genius in an effort to unlock understanding of the creative process. The underlying reality of Nashs psychological creative process may never fully be realized due to the extreme difficulty of coherently portraying the mind of a schizophrenic

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“Because I Could Not Stop for Death” An Analysis of Emily Dickinson’s Style Free Essays

Emily Dickinson was an exceedingly eccentric poet of the Romanticism movement, whose fascination with death and the afterlife is embodied in her poem â€Å"Because I Could Not Stop for Death. † The piece opens from the viewpoint of a female speaker, who is called upon by the personified character of Death to take the journey to the afterlife. It is evident that the poet’s troubled life and disillusionment with society spurred many deep and insightful works about her perspective on her own existence. We will write a custom essay sample on â€Å"Because I Could Not Stop for Death†: An Analysis of Emily Dickinson’s Style or any similar topic only for you Order Now Dickinson effectively uses the tools of personification and imagery to portray a soul’s odyssey through death. Using subtle symbolism and by personifying Death as a suitor in her poem â€Å"Because I Could Not Stop for Death,† Dickinson paints an image of her concept of the final departure based on her own personal experiences. Emily Dickinson was born to a middle-class family on December 10, 1830 in Amherst, Massachusetts. Her father was a Yale-graduate, chief financial officer, lawyer, congressman, and an intellectual; he was not very involved in Dickinson’s life, albeit serving as her inspiration (Spiller 810). On the other hand, she did not get along with her mother: â€Å"Emily Norcross was not an intellectual by nature- she barely understood much of her daughter’s poetry†¦ the mother was lonely and nonliterary,† (Forman n. p. ). Forman also states that Dickinson was frustrated that her educational horizons were limited as a woman, although she attended the esteemed Mount Holyoke Female Seminary (Emily n. p. ). Furthermore, her education was terminated due to her lifelong health complications resulting from polio. Her family consistently failed to support her, and she felt fettered by the life she was living. Around the age of 28, Dickinson suffered from an emotional crisis which caused her to write prolifically; she drew into herself and her profound mind, preferring to express herself mainly through letters and poems (Blake n. p. ). Throughout the course of her life, Dickinson exhibited many strange tendencies. She always dressed in white and remained a recluse. She refused to leave her home for any reason (Forman n. p. ). This was the direct result of her experiencing the death of two childhood friends, as well her chronic health issues; Dickinson often felt disconnected to the world around her. She was inspired by a world manifesting itself as unpredictable, violent, and terrifying. She had suspected that the world was defective for some time† (Blake 218). Her perspective on her life, as well as her disillusionment from her surroundings, became reflected in her poems. â€Å"[Her] work†¦should be seen in terms of traditions of withdrawal from the world and of her resistance to them†(Wolosky n. p. ). Most notably during this phase in her life, however, Dickinson developed an occupation with the concept of death and the possibility of an afterlife. Many of her poems have come to embody her personal contemplations about mortality and death, particularly â€Å"Because I Could Not Stop for Death,† (Explanation n. p. ). Primarily in this work, Dickinson effectively uses the character of Death to convey the message that death is not a cruel, cold process. â€Å"Death is personified, or described in terms of human characteristics†¦. Figuratively, this poem is about one woman’s ‘date’ with death. Death is a gentleman,†¦ who makes a call at a home of a naive young woman. †(Explanation n. p. ). By representing mortality as a kind, courteous suitor whom the narrator seems to have been anticipating, the notion arises that Death is nothing but an old friend who was always expected to come. It becomes an inevitability; it is not unpleasant in the least. Dickinson envisions Death as a person she knows and trusts: The carriage holds but the two of them, yet the ride, as she states with quiet emphasis, is a last ride together. Clearly there has been no deception on his part. †¦ Indeed, his graciousness in taking time to stop for her at hat point and on that day in her life when she was so busy she could not possibly have taken time to stop for him, is a mark of special politeness. She is therefore quite willing to put aside her work (Johnson 222). The narrator welcomes Death, and although he was an unexpected caller, knows that he was bound to come. Thus, she â€Å"had put away/ [Her] labor, and [her] leisure too,/ For his civility† (Dickinson 1). Dickinson also effica ciously uses symbolism in this poem to bring out various feelings and emotions in the reader, strengthening the overall mood, and therefore the meaning of the poem. By her use of specific syntax and diction, the poem is able to showcase the exact feelings evoked by death and immortality, as well as the feelings associated with the unconventional exposure to Death himself. In the poem â€Å"Because I Could Not Stop for Death†, the narrator’s journey was described as a slow scenic drive, across the fields of grain and past the setting sun (explanation, n. p. ). The fields of grain represents society and how while alive, the fields of grain escaped the notice of the narrator, but now, while traveling with Death, she finally can appreciate the true beauty and power of nature. The setting sun reflects the end of one journey and the beginning of another, just like how the setting sun ends the day and signals the start of nighttime (explanation, n. p. ). Dickinson uses the transition of the setting sun to show the narrator’s transition from life to death. Dickinson was able to portray, through her extensive use of imagery, the ambiguity as to whether the narrator is alive or dead; the fact is not directly stated in the poem. Rather, there is a slow transition of the narrator’s state of being. The narrator starts off leaving the comfort of her house, invited for what feels like a ride in the park. However, as the poem progresses, the narrator is seen growing cold, and her clothes fade â€Å"only tippet only tulle†. The light gossamer articles of clothing and the coldness suggest that the narrator has indeed died, and faded into the afterlife. The whole concept of time is also manipulated to give the poem such a dream-like feel. During her journey with Death, time slows down to a point where it doesn’t exist; time is a human creation, and death does not follow time (Priddy, n. p. As she passes the children frolicking in the playground, she vicariously lives through her childhood again; another lifetime has passed, from the youthful days of childhood to the ripening of the grain to the setting of the sun (Johnson, n. p. ). The- sense of time being inconsistent and changing allows the journey with Death to gain a truly surreal and abstract feeling. From start to finish, Dickinson masterfully creates a striking image of the human process of death, putting to full use the tools of personification and imagery, as well as subtle symbolism in her poem â€Å"Because I Could Not Stop for Death. Her own personal struggles with the concept of death give Dickinson the ability to capture the mystery and possibilities of the final departure with words; she was able to translate the true emotions associated with death into poetry. To Dickinson, the existence of an afterlife made death not only the end of one journey, but also the start of another; death is not an evil, but rather a necessary process. The net effect of literary devices combined with Romanticist beliefs results in a work that provides monumental insight into the world Emily Dickinson built around herself, specifically pertaining to her image of Death . How to cite â€Å"Because I Could Not Stop for Death†: An Analysis of Emily Dickinson’s Style, Papers

Articles Of Confederation (376 words) Essay Example For Students

Articles Of Confederation (376 words) Essay Articles of ConfederationArticles of ConfederationAs the first written constitution of theUnited States, the Articles of Confederation created a legislature whereeach state was represented equally. The Congress had jurisdiction overforeign relations with the authority to form alliances and make treaties,make war and peace, sustain an army and navy, coin money, establish a postalservice, create admiralty courts, and settle disputes between states. Thus,the power vested in Congress allowed it to operate with moderate controlover the states. Another successful point was in the allowance ofequal votes in Congress for each state and the decree that most decisionsbe decided by majority vote. However, through these articles, the UnitedStates government lacked a sufficient system of taxation. Under the Articlesof Confederation the Congress had no power to tax the states, instead itdepended on donations by the states. The states desired moderate governmentinvolvement and thus, were repulsed by the idea of federal taxation. Lackingin adequate funding, inflation soon overwhelmed the nation. Anotherobstacle in effective governing was that The Articles did not grant Congressthe power to enforce its laws, instead depending on voluntary complianceby the states. In place of executive and judicial branches, The Articlescreated an inefficient committee system branching out of Congress. Most importantly, any amendment to the Articles of Confederation requiredthe ratification by all the states, a measure that virtually eliminatedany chance of change. The negatives of The Articles graduallymagnified. The British refused to evacuate from forts in the AmericanOld Northwest. Finally, Shays rebellion in Massachusetts symbolizedthe feebleness of the nation, and inadequacy of the Articles of Confederation. Although, some states opposed a radical change in governmental form , itwas inevitable by 1787. The Articles of Confederation providedeffective management of expansion for the United States. It also gave Congressample control over guidance of the country. However, The Articles wereinsufficient in several important matters. Without an executive branchthe country lacked a clear, decisive leader. The Congress had nopower to lay and collect taxes, nor did it possess the power to enforceits laws, making it virtually dependent on the states. On matters of amendmentThe Articles left little room for change, relying on an unanimous decisionto alter it. Despite, success in expansion policies, The Articles of Confederationwas a failure in creating a prosperous and efficacious country that couldsupport and defend itself and its people.

My Personal Philosophy of Teaching and Learning †Education Essay

My Personal Philosophy of Teaching and Learning – Education Essay Free Online Research Papers My Personal Philosophy of Teaching and Learning Education Essay My personal philosophy of teaching and learning is a product of many influences including experience, instruction, a melding of the philosophies of past educators and an intrinsic sense of what is right. I have attempted to capsulate this philosophy in the seven belief statements that follow. I believe learners are individuals who bring a unique set of needs and abilities to the classroom and that they should be encouraged to become responsible for their own learning, especially as they mature. I believe that a teacher’s primary role is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success. I believe that the learning process is multifaceted, unique to each student, yet containing unifying threads of purpose in addressing the student as a whole person. I believe the curriculum is a set of criteria designed, as much as possible, to meet the needs of students and should be offered to them in as compelling a manner as possible. I believe that the learning environment is a shared, public place that must be welcoming, safe, and the responsibility of those who share it. I believe it is important to recognize and embrace the diversity that arises from the milieu as it provides a myriad of opportunities to enhance student learning and growth. Finally, I believe if I am to be a good facilitator of the learning of others, I must embrace opportunities to expand my own learning on an ongoing, life-long basis. This includes allowing myself time to be critically reflective. These seven belief statements form the core of my current philosophy of teaching and learning. This is an evolving philosophy that is heavily influenced by experience and driven by a passion for teaching and a passion for learning. It is my hope that these passions will combine to kindle a similar passion for learning in the students in my care. The articulation of a philosophy is the first and often smallest step in its development. Once stated it must be measured against a set of recognized criteria or standards to determine its validity. I propose to measure my personal philosophy of teaching and learning against the standard created by the five principles of philosophy outlined by George Counts. The first of these standards requires that my philosophy be based on my experiences. I have worked in a public school as a Resource Educational Assistant for the last five years and this, coupled with my own educational experience has afforded me the opportunity to observe dozens of teachers at close range. From this myriad of experience I have formulated a philosophy that focuses on the student as an individual. I recognize through this philosophy that students bring different biological, psychological and social experiences to the classroom. My philosophy welcomes and validates each of these experiences, valuing the benefits they bring to the learning environment. My philosophy, though brief, is comprehensive in its outlook. Its focus on the needs of the individual is counterbalanced by the belief that the classroom must welcome diversity and requires that this same environment be one in which all participants have an equal voice. The belief that the classroom must be welcoming, safe and tolerant of the diversity of the milieu validates all elements of each learner’s social heritage while striking a balance between meeting the needs of individuals and preparing them to become accepting, contributing members of society. Similarly, the increasing onus on the learners to take responsibility for their own learning as they mature, balances the demands of childhood with the demands of maturity. This philosophy is very consistent in all aspects. By asking students to become responsible for their learning and their classroom they are being taught to become responsible for themselves and their environment later in their lives. The aim of this philosophy has been to develop a sense of self worth while acknowledging that all other participants must also be valued. If my role as a teacher is to facilitate student success then it is consistent that the atmosphere created in the classroom be one that welcomes all participants and places their safety above all else. It also follows that a curriculum that is approached in a manner that embraces the diversity of the milieu encourages the success of every student within the classroom and beyond. This philosophy incorporates practicality in its focus on my own self- development. If my philosophy is evolving then it stands to reason that this evolution will keep it current and adapted to any particular time and place wherein it is practised. Similarly, if I am constantly upgrading my skills through on-going, lifelong learning then my practices and my philosophy will reflect a harmony with the current trends that reflect what is best for the students. This sensitivity to, and incorporation of, the latest methods in education should empower students to be successful in their current and future environments. Since my philosophy incorporates sensitivity to current ‘best practices’ in education, the unique individual requirements of the students, and the diversity of the milieu, it cannot help but be satisfying to its adherents. Students will find their needs met and their social heritage embraced and validated. I too will be satisfied because personal growth will result from the passionate pursuit of further knowledge and experience. Based on the proofs offered in the preceding five paragraphs, it may be concluded that my philosophy of teaching and learning is consistent with George Counts’ five principles of philosophy. There are three belief statements within my philosophy that I would like to defend in greater detail. The first step in affecting a greater defense of these belief statements is to show that they are grounded in the theories of past philosophies of education. The first belief that I propose to defend further is that learners are individuals who bring a unique set of needs and abilities to the classroom and that they should be encouraged to become responsible for their own learning, especially as they mature. This belief represents a combination of three different schools of educational philosophy: Existentialism, Idealism and Realism. Soren Kierkegaard, the founder of Existentialism, stated that each individual has his or her own inner history and they choose for the future (Stendahl, 1976). Adherents to the philosophy of Idealism maintain that â€Å"education is the process of unfolding and developing that which is a potential in the human person† (Van Nuland, 2001). The concept of the learner as an individual is supported by Dr. Howard Gardner who developed the theory of multiple intelligence which states that students learn in several different ways (Gardner, 1983). The later part of this belief statement is supported by a component of the school of Realism which maintains that learning is the students’ primary responsibility. (Van Nuland, 2001) The second belief I would like to defend in greater depth is that a teacher’s primary role is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success. The School of Existentialism supports this belief through its emphasis on individuality. It states that it is the teacher’s role to help students make their own choices and become their own person (Van Nuland, 2001). It also states that it is the teacher’s responsibility to create a learning situation where students can express their subjectivity (Van Nuland, 2001). The School of Idealism claims that it is the teacher’s responsibility to stimulate learner awareness of ideas and be a transmitter of cultural heritage (Van Nuland, 2001). The school of Idealism also states that a teacher should expose students to the wisdom in cultural heritage so they can know, share and extend it (Van Nuland, 2001). Finally, Freidrich Froebel, the founder of kind ergarten, may be cited in support of this belief as he emphasized the importance of the learner’s own self-activity (Van Nuland, 2001). The third and final belief that I would like to further defend is that the learning environment is a shared, public place that must be welcoming, safe, and the responsibility of those who share it. The definition of the student according to the school of Idealism is a mind to be nurtured and protected (Van Nuland, 2001). This directly supports the notion that the classroom must be a safe environment. The purpose of a school according to Idealism is to expose students to the wisdom in cultural heritage so that they can know, share and extend it (Van Nuland, 2001). If the classroom described in my personal philosophy is truly welcoming then it will embrace the varied heritages brought to the classroom by the students and foster an appreciation for each of them. Having shown that each of these belief statements are grounded in past philosophies of education I would like to continue to defend them by connecting them to more modern thought and my own practical experience. In many ways this has already been completed. The schools of Existentialism, Idealism and Realism were discussed in our Education and Schooling class lecture presented by Dr. Shirley Van Nuland on November 7, 2001 at Nipissing University. The theory of multiple intelligence, developed by Dr. Howard Gardner was discussed in detail in Professor Darlene Brackenreed’s class and in an assigned reading (Gardner, 1983). The belief that the teacher is a facilitator is supported by Dr. Ron Weeks and Professor Jeff Scott who instruct future teachers (at Nipissing University) how to teach Science to Junior/Intermediate students (Weeks, 1997). Both advocate the extensive use of discrepant events and that the teacher should often act as ‘a guide on the side’ so s tudents may learn for themselves. This is also how the theory of Pragmatism sees the teacher’s role. The third belief, of those chosen for further defense, is supported by Barrie Bennett and Peter Smilanich who co-wrote Classroom management: A thinking and caring approach. This text was consulted regularly in the Management class of Dr. Pat Falter at Nipissing University. In their book Bennett and Smilanich state that inclusiveness is what a teacher does to ensure that all students experience a sense of belonging. This, they maintain, is one of the first steps in creating a safe, welcoming environment within the classroom (Bennett, 1994). The importance of a safe environment is also reflected in the Ontario Government’s policy on Safe Schools which has been adopted by the Avon Maitland District School Board, among others. Finally the need to create inclusiveness was made clear to me by Mr. Douglas Yeo who has taught for thirty-three years in various public scho ols in and around Goderich, Ontario. It was Mr. Yeo who first explained to me that if you give students enough say in a classroom, they will take responsibility for it. He then proceeded to successfully demonstrate this concept during my first two practica. These three beliefs must also be applicable in the classroom if they are to remain an integral part of my philosophy. As mentioned in the previous paragraph, I have seen the belief that a classroom must be welcoming, safe and the responsibility of those who use it practised successfully by Mr. Yeo in his Grade 7/8 classroom. I would use his practices of allowing the students to co-write the classroom rules and decorate a large portion of the room themselves so that they buy in to the concept that the room is their responsibility as well as mine. In addition I will also instigate the practice of holding a weekly classroom meeting in the style set out by Dr. Janet Nelsen in her book Positive discipline in the classroom: Developing mutual respect, cooperation and responsibility in your classroom. One of these meetings would be held on the first day of classes and continue at least once a week with the expectation that they could be held more often if necessary. In this approach stud ents and I sit in a circle and are encouraged to share first compliments, then concerns. All members of the circle will be afforded the opportunity to speak when they are in possession of the ‘talking stick’ (to borrow from an Aboriginal People’s model). The meeting will be run according to an agenda that will be formulated from suggestions contributed to an anonymous suggestion box (Nelsen, 2000). If run properly, this meeting will constitute a safe, comfortable environment in which we can praise each other, share our successes and resolve any problems within the classroom. Ensuring that my primary role as a teacher is that of a facilitator of learning, creating opportunities for learning which improve the chances of student success will require some adjustments to the teaching style I use on my future practica. I do not believe I can completely avoid the ‘sage on the stage’ approach, as my Faculty Advisor, Mr. Stephen Binstock described it, but I hope to minimize its use. Increased use of single and multiple activity lesson plans, which utilize a hands-on, Pure Inquiry or Directed Inquiry approach to student learning, will enable me to act as a facilitator of learning more often. The artful use of questioning should also lead to a sense of self-discovery for the students. I am fortunate because I have access to a tremendous wealth of resources like the Curriculum Planner, experienced teachers, and board sponsored workshops. All of these will support me in this approach to teaching. The most challenging belief to bring into practise in the classroom will be to treat learners as individuals who bring a unique set of needs and abilities to the classroom and who should be encouraged to become responsible for their own learning, especially as they mature. The first step to adjusting to the uniqueness of learners will be close observation and extensive pre-assessment at the beginning of the school year. This assessment will be of learning styles as well as knowledge. Most important of all I will try to get to know the students early by showing an interest in them. To do this I will make myself available to listen to the learners by being in the classroom early, greeting them at the door ‘morning, noon and night’ and after recesses. I will inquire about their extra curricular activities, coach as many of their teams or clubs as I can and have regular contact with their parents. I believe the use of a rubric for assessment is the best way to encourage students to accept responsibility for their work. Though it will involve more work for me I hope to vary the means of assessment and evaluation so that it will permit students to succeed by choosing a method of evaluation that recognizes their unique learning style. I am confident that the staff at Nipissing University will assist with any problems I may encounter and they represent over one hundred years of the best quality teaching. The resources I have become familiar with during my year at Nipissing will be invaluable sources of lessons that will accommodate the uniqueness of the students. Finally, gatherings like the 2001 Checkmark Conference on Assessment will provide wonderful opportunities to view various methods of adjusting my teaching and assessment, helping me stay up to date on the latest ways to facilitate learners. This ends my in depth defense of three elements of my personal philosophy. In conclusion I would like to illustrate how my philosophy of teaching and learning will contribute to my teaching practice. The exercise of defining and defending my philosophy has enabled me to consolidate my approach to teaching. This philosophy has allayed much of the initial trepidation I had about teaching. I am now confident if I adhere to this philosophy, until experience evolves it into an even better one, I will be equipped to provide the best possible learning environment for the students in my care. My philosophy will cause me to continually strive to find better, learner centered, approaches to teaching. This philosophy will cause me to be constantly aware of the value of the approaches others take to teaching and I will be open to incorporate the ‘best practices’ I see into my evolving philosophy. The most important impact that this philosophy will have on my teaching practice is that the students will experience greater success because of it. My assessment, evaluation and teaching methods will all be varied so that they maximize the students’ chances to succeed. I realize that the requirements it will place on me will be onerous but I sincerely believe that this flexibility is possible. The challenge that I look forward to most is providing a welcoming, culturally diverse environment, free of prejudice, gender bias, and violence. This philosophy, if adhered to, will create this kind of environment in my teaching practice. The elements of my philosophy will be the source of the enthusiasm for creating this type of environment and of the passion for teaching and my own ongoing learning. These two emotions, enthusiasm and passion, coupled with student success, will become the earmarks of my teaching practice as a result of this philosophy of teaching and learning. I am so looking forward to putting it into practise and watching it evolve. Respectfully submitted by Russell A. Watson: Section 8 Bibliography Gardner, Howard. (1983). Frames of mind. In Richard L. Bucko Brain Basics: Cognitive Psychology and its implications for education. In Kathleen M. Cauley (Ed.), Educational psychology 01/02 Annual editions. (2001). Guilford, CT: McGraw- Hill Dushkin. Nelsen, J., Lott, L., Glenn, S. (2000). Positive discipline in the classroom. Developing mutual respect, cooperation and responsibility in your classroom. Seneca Falls,NY: Parma Publishing. Stendahl, Brita K. (1976). Soren Kierkegaard. Boston: Twayne Publishers. Van Nuland, S. (2001). The developing reflective role model teacher building a personal philosophy of teaching continues to meet and debate philosophy. Retrieved February 2, 2002, from nipissingu.ca/education/BEd/educ4204/educ4204.html. Weeks, Ronald C. (1997). The child’s world of science and technology: A book for teachers. Scarborough: Prentice Hall. Research Papers on My Personal Philosophy of Teaching and Learning - Education EssayStandardized TestingThe Relationship Between Delinquency and Drug UseInfluences of Socio-Economic Status of Married MalesOpen Architechture a white paperBook Review on The Autobiography of Malcolm XThree Concepts of PsychodynamicAnalysis of Ebay Expanding into AsiaTrailblazing by Eric AndersonAnalysis Of A Cosmetics AdvertisementRelationship between Media Coverage and Social and

Analysis of the novel, A Good Man Is Hard to Find

Analysis of the novel, 'A Good Man Is Hard to Find' A Good Man Is Hard to Find, first published in 1953, is among the most famous stories by Georgia writer Flannery OConnor. OConnor was a staunch Catholic, and like most of her stories, A Good Man Is Hard to Find wrestles with questions of good and evil and the possibility of divine grace. Plot A grandmother is traveling with her family (her son Bailey, his wife, and their three children) from Atlanta to Florida for a vacation. The grandmother, who would prefer to go to East Tennessee, informs the family that a violent criminal known as The Misfit is loose in Florida, but they do not change their plans. The grandmother secretly brings her cat in the car. They stop for lunch at Red Sammys Famous Barbecue, and the grandmother and Red Sammy commiserate that the world is changing and a good man is hard to find. After lunch, the family begins driving again and the grandmother realizes they are near an old plantation she once visited. Wanting to see it again, she tells the children that the house has a secret panel and they clamor to go. Bailey reluctantly agrees. As they drive down a rough dirt road, the grandmother suddenly realizes that the house she is remembering is in Tennessee, not Georgia. Shocked and embarrassed by the realization, she accidentally kicks over her belongings, releasing the cat, which jumps onto Baileys head and causes an accident. A car slowly approaches them, and The Misfit and two young men get out. The grandmother recognizes him and says so. The two young men take Bailey and his son into the woods, and shots are heard. Then they take the mother, the daughter, and the baby into the woods. More shots are heard. Throughout, the grandmother pleads for her life, telling The Misfit she knows hes a good man and entreating him to pray. He engages her in a discussion about goodness, Jesus, and crime and punishment. She touches his shoulder, saying, Why youre one of my babies. Youre one of my own children! but The Misfit recoils and shoots her. Defining Goodness The grandmothers definition of what it means to be good is symbolized by her very proper and coordinated traveling outfit. OConnor writes: In case of an accident, anyone seeing her dead on the highway would know at once that she was a lady. The grandmother is clearly concerned with appearances above all else. In this hypothetical accident, she worries not about her death or the deaths of her family members, but about strangers opinions of her. She also demonstrates no concern for the state of her soul at the time of her imagined death, but we think thats because shes operating under the assumption that her soul is already as pristine as her navy blue straw sailor hat with a bunch of white violets on the brim. She continues to cling to superficial definitions of goodness as she pleads with The Misfit. She entreats him not to shoot a lady, as if not murdering someone is just a question of etiquette. And she reassures him that she can tell hes not a bit common, as if lineage is somehow correlated with morality. Even The Misfit himself knows enough to recognize that he aint a good man, even if he aint the worst in the world neither. After the accident, the grandmothers beliefs begin to fall apart just like her hat, still pinned to her head but the broken front brim standing up at a jaunty angle and the violet spray hanging off the side. In this scene, her superficial values are revealed as ridiculous and flimsy. OConnor tells us that as Bailey is led into the woods, the grandmother: reached up to adjust her hat brim as if she were going to the woods with him, but it came off in her hand. She stood staring at it, and after a second, she let it fall on the ground. The things she has thought were important are failing her, falling uselessly around her, and she now has to scramble to find something to replace them. A Moment of Grace? What she finds is the idea of prayer, but its almost as if shes forgotten (or never knew) how to pray. OConnor writes: Finally, she found herself saying, Jesus, Jesus, meaning, Jesus will help you, but the way she was saying it, it sounded as if she might be cursing. All her life, she has imagined that she is a good person, but like a curse, her definition of goodness crosses the line into evil because it is based on superficial, worldly values. The Misfit may openly reject Jesus, saying, Im doing all right by myself, but his frustration with his own lack of faith (It aint right I wasnt there) suggests that hes given Jesus a lot more thought than the grandmother has. When faced with death, the grandmother mostly lies, flatters, and begs. But at the very end, she reaches out to touch The Misfit and utters those rather cryptic lines, Why youre one of my babies. Youre one of my own children! Critics disagree on the meaning of those lines, but they could possibly indicate that the grandmother finally recognizes the connectedness among human beings. She may finally understand what The Misfit already knows- that there is no such thing as a good man, but that there is good in all of us and also evil in all of us, including in her. This may be the grandmothers moment of grace- her chance at divine redemption. OConnor tells us that her head cleared for an instant, suggesting that we should read this moment as the truest moment in the story. The Misfits reaction also suggests that the grandmother may have hit upon divine truth. As someone who openly rejects Jesus, he recoils from her words and her touch. Finally, even though her physical body is twisted and bloody, the grandmother dies with her face smiling up at the cloudless sky as if something good has happened or as if she has understood something important. A Gun to Her Head At the beginning of the story, The Misfit starts out as an abstraction for the grandmother. She doesnt really believe theyll encounter him; shes just using the newspaper accounts to try to get her way. She also doesnt really believe that theyll get into an accident or that shell die; she just wants to think of herself as the kind of person whom other people would instantly recognize as a lady, no matter what. It is only when the grandmother comes face to face with death that she begins to change her values. (OConnors larger point here, as it is in most of her stories, is that most people treat their inevitable deaths as an abstraction that will never really happen and, therefore,  dont give enough consideration to the afterlife.) Possibly the most famous line in all of OConnors work is The Misfits observation, She would have been a good woman [†¦] if it had been somebody there to shoot her every minute of her life. On the one hand, this is an indictment of the grandmother, who always thought of herself as a good person. But on the other hand, it serves as final confirmation that she was, for that one brief epiphany at the end, good.

Pharmacology Effectiveness of streptokinase in Acute Miocardial Research Paper

Pharmacology Effectiveness of streptokinase in Acute Miocardial Infarction - Research Paper Example The administration of aspirin and heparin before the treatment will increase the survival rate. Introduction: Acute myocardial infraction is the breakdown of the heart muscles due to the lack of oxygen supply. The shortage in oxygen supply is caused by the collection of lipids at the heart muscles. This creates a block in the blood vessels resulting in ischemia and if left untreated it results in infraction of the myocardial cells. The risk factors of acute myocardial infarction (AMI) are cardiovascular disease, tobacco smoking, older age, kidney diseases, blood pressure, excessive alcohol consumption and obesity. Streptokinase is one of the first thrombolytic agent to be used for the treatment of Acute myocardial infarction. Streptokinase was discovered in the year 1933 by Dr. William Smith Tillett. The use of Streptokinase for the treatment of acute myocardial infarction started in the year 1947 when Sol Sherry identified the potential of streptokinase. (Sikri and Bardia, 2007).The clinical trials using streptokinase started thereafter. They concluded that streptokinase can be used to treat hemothorax, purulent and sanguineous pleural exudations, fibrinous and tuberculosis meningitis. (Sikri and Bardia, 2007).The difficulties in purifying the protein streptokinase led to the delay in the intravenous use. The intravenous use of streptokinase was started in the year 1952. This proved to be a promising approach. ... Streptokinase binds to the circulating plasminogen and forms a complex. This complex activates the plasminogen through a three step mechanism. If fibrin is present, then the streptokinase – plasmin complex forming capacity gets increased and thus lyses the clots. (Becker, 1997). After infusion of the clot, the streptokinase spreads through the plasma. There are two phases of streptokinase clearance. The half life of first phase streptokinase is 11-17 minutes and that of the second phase is 85 minutes. The current recommended dose level of streptokinase is 1.5 million units for 30- 60 minutes. (Becker, 1997). The main drawback of streptokinase is that it is antigenic. The administration of streptokinase produces antibodies in the blood. The antibodies formed may neutralize the drug. (Becker, 1997). Development: After the discovery of Streptokinase in the year 1933, the mechanisms of action of streptokinase in humans were determined. In 1959, Ruegsegger discovered the intracoron ary clots. Many clinical trials were conducted at this time. There was a small risk of allergy. Many investigators considered this to be the plausible option for the treatment of acute myocardial infraction. In the year 1985 many small trials were conducted to standardize the protocol for streptokinase but no trial produced positive result. Finally they concluded that when the drug was administered for 1.5 to 3 hours, they were able to receive reperfusion rate of 90%. (Sikri and Bardia, 2007). GISSI Trial: Gruppo Italiano per la Sperimentazione della Streptochinasi nell'Infarto Miocardico ( GISSI) trial was conducted as the large scale trial. 11806 patients were enrolled in the study for a period of 17 months in 176 coronary heart care centre. New patients were recruited at a rate of

Exam econmic of race and gender Essay Example | Topics and Well Written Essays - 500 words

Exam econmic of race and gender - Essay Example rmulated as a response to the decisions of the United States Supreme Court which had led to the rights of the employees being limited since they sued their employers for discrimination. a) The term paper was on the topic, â€Å"Instances of gender discriminatory behaviors at work places†. This helped me identify with the discrimination that people face at work and also allowed for a clearer understanding of the various acts and laws in place to resolve these issues. On the whole, the term paper was very beneficial in better understanding of the subject as a whole. Working on the gender discriminatory behavior at work has not only helped in this class but is also a beneficial learning for how work environments actually function. Here this report has been detailed with complete insight into affirmative action and how it works. This provides a practical experience and helps relate better to subject. There is also clarity of various cases and the outcomes of the cases which make it simpler to understand the subject rather than simply learning the laws directly. b) The group presentation was on the topic â€Å"Affirmative Action losing favor in the United States†. This presentation has been very helpful for the course as it helps bring out the views and opinions of the students on affirmative action. The presentation was divided into three main parts, i.e. history of affirmative action, diversity rationale and the main discussion of whether affirmative action is losing favor. The presentation was in its own way a chance for us to study the literature carefully and in detail. The presentation helped each of us work on different part individually which helped in understanding the subject to a greater extent. On the whole this presentation not only helped us learn the topic more in detail but also lead us to use our knowledge to correlate to the success of the affirmative action. This I believe brought about a lot of discussions and views which were not otherwise

Who are the Mongols and what did they do?

Who are the Mongols and what did they do? Who are the Mongols? They are a tribe that has variety of groups, nowadays they spread into China, Mongolia, and Russia. In the past they were great invaders that controlled Europe and Asia. The name Mongol appeared in Tang Dynasty in the 8th century as an invading tribe They became more powerful after the fall of Liao Dynasty (1125). Later the Tatars and Jin Dynasty weakened them. Where did the Mongols live? It is the dwelling place for the Mongolians and Turkic, it is similar to tents, but has thick wall. It is not stable, however, it can be assembled again transported easily, such as transported by camels to be rebuilt in other places. The Founder of the Mongol Empire: Genghis Khan He was the founder of the Mongol Empire in 1206 and invaded Europe and Asia. He improved writing system, brought religion, and made a unified empire. Before he died, he split his empire for his sons and grandsons. Mongol Conquest The Mongols conquest was throughout the early 13th Century, throughout Europe and Asia. They might began their conquest because less people traded with them and began to trade with Jin and Xia Dynasty. Another reason is that Genghis Khan believed that it was Gods mission. Central Asia After the unification, Genghis Khan started to expand his empire starting from the Khwarezmid Empire or Iran. The population in Islamic Central Asia and northern Iran was decreased because each Mongolian soldier was required to kill a certain number of person, such as 24. Europe The Mongols started the invasion in Rus, the Battle of the Kalka River in 1223 between the scouts. Over 1237-1240, they destroyed all the cities in Europe except Novgorod and Pskov. The evidence was the journey wrote by the Giovanni de Plano Carpini, the envoy of the Pope. Middle East They invaded Iran, Iraq, Syria, and parts of Turkey, later they also went to Gaza into Palestine in 1260-1300. The Battle of Baghdad and the Battle of Ain Jalut occurred and the Muslims were the first ones to be able to stop the Mongol force at Ain Jalut. East Asia They invaded China, which later they set the Yuan Dynasty, Japan, Vietnam, and Korea. When they invaded Korea, Korea was forced to be the vassal and becoming an ally of Yuan Dynasty in the future. The Founder of the Yuan Dynasty: Kublai Khan He was the 5th great khan of the Mongol Empire and grandson of Genghis Khan. He found Yuan Dynasty in 1271 and the Mongols ruled China since then. He died at the age of 72 due to his conflicts and sadness in the empire. Marco Polo and Kublai Khan Marco Polo met Kublai Khan and became a confidant for him from 1214-1294, as well as official. Kublai Khan liked him, he requested Marco to tell him about the world. As a reward, he gave Marco and his brother the gerege (the golden tablet) to protect them. Yuan Dynasty, the End of the Mongol Empire It was in between the Song and Ming Dynasty (1271-1368) Kublai Khan maintained the Chinese government during this dynasty, or absolute monarchy. Later the dynasty had a famine and conflicts between people, and the Chinese overthrown them and became the Ming Dynasty. Use of 3-4 Horses Each soldier will have 3-4 horses because they can travel for a long period of time without resting of the horse. They would switch horses throughout their traveling. Using this advantage, each soldier can scout easily and observe the routes. Cavalry Archers 60% of the Mongols were archers that ride horses, they were very light and could maneuver. Mongolian horses were used, they were strong and sturdy. The Mongols also used stirrups to make the archers shoot arrows in any directions. Breaking Tribal Connection In the past, many tribes were fighting each other such as Naimans, Merkits, Tatars, and Keraites and they often causes blood feuds. When Genghis Khan had new soldiers that came from those tribes, he set leaders to divide them and cut the heritage connections to prevent conflicts. Biological Warfare Infected Mongolians were thrown using catapults over the Crimean walls. The plague spread inside Crimea and spread to Sicily, North Africa, Southern Italy, and Europe in 1348, or the famous Black Death. They thought that the stench killed them, but it was actually the plague. Mongol Bow It was constructed by many types of material, or Composite bow. This type of bow was used during Genghis Khans reign and could shoot in a far distance with great accuracy. Range of the Bow In Siberia, there is a stone that was inscribed says that in the time after Genghis Khans conquest of East Turkestan, Genghis Khans nephew shot a target at 536 meters. In a novel Khà ¶kh Sudar, it describes 5 Mongolian soldiers hitting the target for 3 times using the bow at about 500 meters. The Kharash When a city surrender to the Mongols, the Mongols would gather the people in the city out and force them to be human shields. They would push them in front of the army and let them take arrows and other attacks. This tactic can also feared the other enemies of the Mongols. Flanking The Mongols would set leaders and let them split the army into groups, about 10 10,000 troops per group. They would flank their enemy from the sides using the groups of troops, such as 500 to right side and 500 to left side. Encirclement This tactic was used to prevent the escaping of the people in the city theyre fighting with. Basically, they would surround the city from both side, and support each other. If they fail, they would flee, choosing to save the soldiers, and study the opponent for the next times attack. Feigned Retreat The Mongols would pretend to retreat and lure the enemy into the position where they have advantage. If they used this tactic once, they would wait for days or weeks to trick the enemy that they were really defeated, then they would attack the enemy later. Impact of Innovation on Consumer Behavior: Google Impact of Innovation on Consumer Behavior: Google Introduction As innovation is becoming a competitive necessity for marketers, and it is having an important role on modern organizations; all the companies worldwide are promoting it on their business operations. In this paper I will explain what marketing strategy organizations use to make changes in order to survive in this high competitive environment. My intention on this topic is to see how a specific marketing strategy, like innovation, influences on consumers behaviour. Innovation is one of the main tools that organizations use in order to positively influence consumers buying behaviour and attract more customers. To better understand innovation and the role that it has on a company I will first define it and then bring a real example from a well-known company and explain the ways that this company uses in order to promote innovation. The company I choose to analyze is Google since it is consider as being both a successful and innovative company in a short period of time. By many researche s and surveys conducted the worlds most innovative companies today are considered to be Apple Computer, Google, Toyota Motor, and Microsoft with Apple the top leader. (James P. Andrew, 2006, p.4) Brief Description of the Topic and the Position I have taken Nowadays organizations are operating in a strong economic crisis. Competition is becoming intense from day to day and companies are hardly trying to attract new customers and also retain the existing once. Economic crisis leads to uncertainty of the employees and employers and in this situation the companies are requiring a high resistance of change in order to survive. The marketing department and consumers are the main tools in the process of organizational change, collaborating with customers will be the key for their success. According to Peter and Olson 2010, understanding consumers is a critical element in developing successful marketing strategies. (p.13) The position that I take in this paper is supporting the use of innovation in companies. I think that innovation influences positively to consumers, and I am in favor of promoting innovation in companies as it will have a strong influence on consumers buying behavior. Innovation will make the products more attractive for consumers, and they will be more curious to try them. According to James P. Andrew, 2006, innovation today remains the top strategic focus for many companies where 72% of the executives have ranked it as the top-three strategic priority in the company importance for influencing consumers behaviour. The same percentage of executives said that they will increase spending on innovation in the coming years as they perceive it as the most important tool for surviving in this turbulent business environment that is created today. Promotion of innovation in a company should be developed in a way that it supports marketing strategies and consumers needs and wants. Innovation as a Marketing Strategy Traditionally innovation is defined as the creation of new products and services for new customers or also for existing once, it also refers to the improvement of existing products in order to achieve cost reduction. In his article for innovation, Buxton, 2005, explains that the levels of innovation and creativity in a company can be improved with the appropriate management and organization as they are not born with people but are developed through the work experience that people make. For Buxton innovation in a company is far more about prospecting, mining, refining and adding value to gold than it is about alchemy. Rather than focusing on the invention of the brand new, one might better strive for creative insights on how to combine, develop and leverage what is already out there, but hidden, or not understood. (William Buxton, 2005, p.1) Rogers, 1998, p.6 explains that the highly innovative firms would be expected to have higher percentage of sales compared with firms that make ne w or improve products. It is very important that executives in a company have innovative ideas and explain to others how important innovation is to the future of the company. The complexity and crisis of todays business needs a strong focus on innovation and also in the way of thinking differently in order for companies to be different from others and try to survive on the market by attracting new customers. As a company innovator Buxton says that it is not enough to simply have great ideas. If you wanted the ideas to come to fruition, you had to spend as much time directing your innovation and creativity to fostering a culture of creativity and receptiveness to innovation within the company, as you spend on the ideas themselves. (William Buxton, 2005, p.2) So, we can say that innovative activity requires a strong collaboration from all the elements of the firm. In order to promote innovation for a company it is very important the use of new technology, which allows the company to be more competitive in the market and respond in a faster way to the market needs. Defence of my Position: Why Companies Should Invest on Innovation? As it is explained on James P. Andrew article 2006, and as we have learned on MBA courses, companies all over the world practice innovation with a main and primary objective which is a fast growth and success in the industry. Other companies say that investing on innovation is the best practice to eliminate the risk of the company. There is no single best organizational structure for innovation. Indeed, almost any company, regardless of size, shape, culture, or hierarchical structure, can be innovative. (James P. Andrew, 2006, p.22) There are different marketing tactics that marketers can influence consumer behavior and increase their probability of purchase. According to Peter and Olson (2010) the first tactic used by marketers is obtaining information on consumers affect, cognition, and behavior relative to the product, service, store, brand or model of concern through consumer research. (pg.232) Based on the information received from the consumer research data marketers design different marketing mix stimuli, one of which is innovation. Research and Development is considered as the most important innovative tool for companies, and most of the companies all over the world are spending most of their moneys on RD as they believe that it is the best way on helping the companies on cost savings and enhances their ability to develop products and services which will be attractive for customers. (James P. Andrew, 2006, p.3) Product design and idea generation are very important in maintaining customer loyalty and havi ng higher sales than when companies are focusing only on the financial side. I support the investment on innovation because from the articles I read on this topic, the top innovative companies mentioned above, which have highly invested on innovation; have gained customer trust, better quality, a better organizational culture, and a long-term customer relationship. These features that the companies gain from the innovation strategy are the most important once for the positive influence on consumer behaviour and for the economic growth of the company. According to Muller et. al. 2004, today investment in innovation projects is more than ever important because it helps the companies to develop new businesses, create new customers and maintain the old once, creates new market entrants, shortens product life cycle and helps the companies to maintain competitive advantage. So, even if companies spend some money on promoting the innovation, for them should not be considered as a problem because they will gain this money in a short period of time, and beside this th ey will also gain a good reputation which is considered as the most important asset that a company can have. How Google Promotes Innovation Googles mission is to organize the worlds information and make it universally accessible and useful. (Iyer, 2008, p.3) Google is considered to be a company which is very successful and at the same time is ranked the second company after Apple on the worlds most innovative companies. But how does this leader company in its industry promote innovation as the key of its success? Iyer 2008, on his article has considered Google as being an innovation machine as it has been considered as the creator of new approaches to business and management innovation by using the best technology and investing a huge amount of money, a strategy that allowed the company to develop innovation in a short period of time. What mostly matters for this company, are the new ideas and new products that Google announces every day and not the financial profits that it makes. Iyer, 2008, further explains that this innovation strategy that Google has used allowed it to have a rapid growth in the market, a huge produ ct development, to be more satisfied and motivated and also to have better customer relationships. The key success for the companys innovation strategy are its creators, independent software vendors, Google engineers and open source community who by collaborating together make up a diverse product development network, develop new offerings that keep consumers engage, generate revenue and extend value of Googles tools and technology. (Iyer, 2008, p.5) The strategy on innovation promotion has worked perfectly on Google, and it has produced many new products and features that have positively influenced on consumer behaviour. Another strategy that Google has used on promoting innovation is the estimation on time of market changes and the offer of the new products and services quickly than other firms. So, we can see that Googles strategies to innovation are unique, and they have allowed the company to attract the most talented employees and engineers and a lot of satisfied consumers. So, looking how consumers respond to innovation from the above examples, I strongly defend my position on using innovation as a positive marketing strategy. The Other Side of the Coin: People who dont Accept Investing in Innovation Different companies will use different methods and tools to promote innovation, and with the passing of time all companies improve their methods of innovating as new things come out very quickly. But not all companies accept innovation as a marketing strategy to attract more customers. Some think that it is costly while other dont have the right resources to promote it. As we can see on the article of Muller et. al. 2004, some companies that cannot innovate by themselves have invested more by buying innovation in order to survive, Coca-Cola acquired Mad River Traders, which is a market of alternative beverage, but this is a strategy that costs more to the companies than when innovating alone, and they dont prefer using it. For a company it is very important to have money and to invest in order to promote innovation. Rogerss article explains that investment in new machines, marketing expenditures, investment in training and the purchase of new technology are considered as the most imp ortant field of investment which help the company to promote innovation. Many companies dont have the money, and many others dont have the right employees to push the company promote innovation. Muller et. al explains that the most important things that promote innovation in a company are the amount of capital invested on it, the talent which are the employees, and the time that is dedicated to innovation strategies. May companies dont support the investment on innovation because of the lack of capital. In order to succeed in an innovation project it is very important that executives and employees of the company should make a training and research in innovation. They should be able to estimate the potential market for the new idea, what innovation tools are needed for an innovation strategy and what methodologies should be available to the employees. Especially in todays economic crisis, most of the companies dont spend money on training and RD for innovation; they prefer to spend them in other fields. Other challenges that companies face when they try to become innovative are, globalization, organizational issues (such as metrics and measurement, structure, and people), and leadership remain three of the biggest challenges facing companies that are seeking to become more innovative. (James P. Andrew, 2006:4) But, based on the data and example I gave above I think that their position on this topic is not good. Comparing the positive and negative sides of innovation it has more posit ive once as it satisfies more its customers and positively influences on their buying behaviour. Conclusions Concluding my paper I can say that based on what I researched on innovation, and the knowledges I had on Consumer Behaviour and Marketing Strategy lessons, I have learned that innovation and its promotion in a company improves a lot business processes by giving to the company cost advantages, quality advantages, and consumer satisfaction which are the key performance objectives that allow a good operation strategy in any organization. Today all the companies are taking advantage from the new technologies and innovation in order to be the leaders of the market and to gain the highest market share by attracting more customers. So, as the result of this intensive business climate and high availability of information system, the company should frequently redesign and innovate in order to achieve improvement for their future operations and to be at top levels in the market where it operates. Before starting to implement an efficient innovation promotion in a company it is very important for people who will guide it to consider it from the financial point of view, users view and also from opportunities that the innovation system will give for development in the future. I have also learned that after the implementation of the innovation system for further succeeds it is very important for the firm to make continuous control and improvements of it and also to have a higher collaboration between the innovation promotion and all other departments of the company where innovation will be promoted. A good customer relationship is also very important for the implementation of the best marketing strategy, as customers are the once whose need will be satisfied with the creation of the product. When developing innovation a firm should start by analyzing the behavior of its consumers and designing the best marketing strategies that fits their needs. As explained by Peter and Olson (2010) marketers have to analyze and understand not only consumers of their products and brands but also consumers of competitive offerings and the reason they purchase competitive products. (p.13) Through consumer research, marketers obtain information on consumers affect, cognition and behavior based on the product or service they are going to produce. Understanding consumers help in developing successful marketing strategies, while the implementation of the right marketing strategies makes possible the increase of chances that consumers will have positive feelings about the product or service, and will repeatedly purchase them.

Contributing Factors Of Nocturnal Enuresis Health And Social Care Essay

Reappraisal of literature is an indispensable activity of scientific research undertaking. It helps to familiarize with the practical issue related to the job and enable the research worker to beef up the survey which helps to uncover the prevalent state of affairs of the similar survey. The reviewed literature for this survey is presented in the undermentioned subdivisions. 2.1 Prevalence and lending factors of nocturnal urinary incontinence 2.2 Management of nocturnal urinary incontinence 2.1 Prevalence and Contributing Factors of Nocturnal Enuresis: A cross sectional survey was conducted on prevalence and hazard factors of single-channel diagnostic nocturnal urinary incontinence in school kids of Ankara. Among 15150 kids, 9 % kids had mono diagnostic nocturnal urinary incontinence. Frequency was found to be higher in male childs than misss. Analysis revealed gender, method of lavatory preparation, sleep jobs, school success, and general attack of the household to kids and general behavioral attitudes of the kids as important factors and age, male gender, lavatory preparation with endangering method, deep slumber, sleep walking, being introverted and diffident significantly increase the hazard of nocturnal urinary incontinence ( Secil Ozkan, et al. , 2010 ) . An epidemiological cross sectional survey was conducted to find the prevalence of nocturnal urinary incontinence in kids 5-14 old ages in Sudan, 218 kids were involved in the survey and out of that 33.5 % kids were found to hold nocturnal urinary incontinence. Frequency was high among misss than male childs and the prevalence of bedwetting lessening as the age of the kid increased from 13.3 % at 5-7 old ages of age to 2-3 % at 12-14 old ages ( Magdi, A. H. , 2010 ) . A prevalence survey was conducted in Eastern Croatia to set up the prevalence of nocturnal urinary incontinence in 6-7 twelvemonth old kid. Factors associated with nocturnal urinary incontinence and parental perceptual experiences were besides evaluated. Parents of 3011 kids were included in the survey. The prevalence rate is 1.2 % and it is significantly more in male childs than misss. 68.6 % of kids had the household history of nocturnal urinary incontinence and merely 17.1 % of parents expressed some concern about job on kid ‘s future development ( Miskulin, M. et al. , 2010 ) . A cross sectional survey conducted in sou'-east of Turkey to analyze the epidemiology and factors associated with nocturnal urinary incontinence among get oning and daytime school kids revealed that the overall prevalence of nocturnal urinary incontinence was 14.9 % . The prevalence of nocturnal urinary incontinence declined with age. Of the 6 twelvemonth old kids 33.3 % had the job, while the ratio was 2.6 % for 15 years-olds. There was no important difference in prevalence of nocturnal urinary incontinence between male childs and misss. Enuresis was reported as 18.5 % among kids go toing twenty-four hours clip school and among those 11.5 % go toing boarding school.Prevalence of urinary incontinence was increased in kids populating in small towns, with low income and with positive household history. After multivariate analysis, history of urinary piece of land infection, age, low monthly income and household history of urinary incontinence were factors associated with urinary incont inence. 46.4 % of parents and 57.1 % of enuretic kids were significantly concerned about the impact of urinary incontinence ( Ali Gunes, Gulsen Gunes, Yasemin Acik and Adem Akilli, 2009 ) . A descriptive questionnaire based survey was done in Africa to measure the quality of life and sleep quality and the association between the parametric quantities in kids with single-channel diagnostic nocturnal urinary incontinence. 71 kids in the age group of 6-15 old ages were included in the survey and it was found that every bit age of the kid and the continuance of the job additions, self esteem, physical well-being and friend spheres worsens ( Ertan, P et Al, 2009 ) . A two-stage mental wellness study was conducted among 5000 urban kids to analyze the association between urinary incontinence and abnormal psychology in urban Ethiopian kids. It was found that male sex, younger age and lower achieved were holding this job. Nocturnal urinary incontinence was significantly higher for kids in households with important fiscal concerns and in kids from places where parents were separated. Children with DSM III-R anxiousness upsets, particularly simple phobic disorder, or riotous behavior upsets were found to hold significantly higher rate of urinary incontinence ( Menelik Desta, 2007 ) . A cross-sectional survey was conducted in 2007 at Iran to gauge the prevalence of nocturnal urinary incontinence and determine associated factors revealed the prevalence of 6.8 % among 7562 kids. A important relationship was found between the prevalence of urinary incontinence and age, educational position of parents, figure of household urinary incontinence, rearing methods, and deep slumber. Prevalence of urinary piece of land pathology was 2.9 % in enuretic kids ( Mohammed.R. Safarinejad, 2007 ) . A descriptive survey was conducted in India to set up the prevalence of urinary incontinence in school kids and to find lending factor. Parents of 1473 kids aged between 6-10 old ages were surveyed. The overall prevalence of urinary incontinence was 7.61 % . Enuresis was more common in male childs. A positive household history of urinary incontinence was seen in 28.57 % kids ; 14.29 % of the kids had daytime wetting every bit good. Merely 24.11 % of the parents had taken their kid to a physician for the job. Family stressors, important birth history and lower socioeconomic position were present to a larger extent in the enuretic group. Scholastic retardation was besides an of import factor in this group ( Avinash De Sousa, Hema Kapoor, Jyoti Jagtap, Mercilina Sen, 2007 ) .A indiscriminately selected cross-sectional survey was conducted from simple schools in Changhua County, Taiwan, to look into the prevalence of nocturnal urinary incontinence among kids and to measure its associated factors and badness. The overall prevalence of nocturnal urinary incontinence was 6.8 % . The ratio of male to female was about 1.5. The prevalence of urinary incontinence harmonizing to age group declined from 12.5 % at 6 old ages to 2.0 % at 12 old ages. The prevalence of urinary incontinence in the urban country did non demo important difference from that of rural country.Of the factors associated with urinary incontinence, gender, age, urinary frequence or urgency, heredity, imbibing wont before slumber and trouble in waking showed important difference after multiple logistic arrested development analysis ( Hui-Lung Tai, et al. , 2006 ) .. A instance control survey consisted of 55 kids with nocturnal urinary incontinence from a continency Centre and 117 matched controls from a general paediatric pattern revealed that suckling protects against the development of bedwetting. Bed-wetting was strongly associated with household history. Approximately 45 % of kids wet the bed if one parent was enuretic and 75 % wet the bed if both parents were enuretic. Twenty-one parents ( 38 % ) in the survey group and 6 parents ( 5 % ) in the control group were enuretic as kids ( Barone, et al. , 2006 ) . An epidemiological survey was conducted to look into the prevalence and features of nocturnal urinary incontinence ( NE ) and to analyze the prevalence of hyperactive vesica ( OAB ) symptoms in preteen schoolchildren. It was conducted in 6917 school kids belonging to 11 primary schools that were indiscriminately enrolled in the study. They assessed the relationships between nocturnal urinary incontinence and invalidating wonts, and episodes of cystitis and irregularity. They found the prevalence of nocturnal urinary incontinence to be 5.9 % and reciprocally related to increasing age. Nocturnal urinary incontinence and hyperactive vesica were detected in 5.9 % and 17.8 % of preadolescent and schoolchildren severally ( Kajiwara, et al.,2006 ) . A community study of urinary incontinence was carried out in 2002 among 300 seemingly healthy kids aged 5-16 old ages in Edo State, Nigeria with the purpose of determining the true prevalence of the disease and the parts of some organic causative factors. The overall prevalence of urinary incontinence was 21.3 % . Of the 64 kids who were enuretic, 58 ( 91 % ) had lone nocturnal enuresis.. Combined daylight and dark clip urinary incontinence accounted for merely six ( 9.4 % ) instances. Ninety-four per centum of instances of urinary incontinence were primary, while merely six were secondary. Prevalence of urinary incontinence declined significantly with increasing age.There was a strong association between urinary incontinence and household history of bed wetting. Enuresis was more common in males, in kids drawn from households of hapless socio-economic position, among first order births, and among those with symptomless bacteriuria ( Iduoriyekemwen, N.J.,2006 ) .A A A A cohort survey was conducted to find the prevalence of nocturnal urinary incontinence among 13971 kids at 7.5 old ages old, revealed that 1260 kids ( 15.5 % ) at 7.5 old ages wet the bed, but most wet one time or less a hebdomad. A higher prevalence was reported in male childs than misss. 266 kids had both daytime wetting and bedwetting, with 189 ( 2.3 % ) holding both daytime soilure and bedwetting. Daytime urgency increased with badness of bedwetting and occurred in 28.9 % of kids with nocturnal urinary incontinence ( Richard.J. Butler, Jean Golding, Kate Northstone, 2005 ) .Bottom of Form A cross sectional population based survey was conducted in Turkey to set up the prevalence of urinary incontinence among school kids and find the hazard factors associated with this upset. Among 1576 schoolchildren aged between 6-16 old ages, the overall prevalence of urinary incontinence was 12.4 % and a important relationship was found between the prevalence of urinary incontinence and age, educational degree of male parent, the household ‘s monthly income, and figure of household members. Mono diagnostic nocturnal urinary incontinence was found to be more common in male child. Both maternal and paternal low educational position were found to be associated with single-channel diagnostic nocturnal urinary incontinence. It was found to be more common in the kids of unemployed female parents. Nocturnal urinary incontinence was found to be more associated with big households ( Gur, E. et al. , 2004 ) . Community study of a graded sample of 400 kids in the age group of 6-12 old ages in United Arab Emirates to find the prevalence, socio demographic correlatives and associated abnormal psychology in kids with urinary incontinence was found out that nocturnal urinary incontinence was associated with psychosocial emphasis in the household and positive household history ( Eapen, V. , 2003 ) . A randomised controlled test was done to analyze self image of kids with nocturnal urinary incontinence. 50 sample in the age group of 8-12 old ages were included. It was found out that kids with nocturnal urinary incontinence had low ego regard than others ( Theunis, et al.,2002 ) . 2.2 Management of Nocturnal Enuresis: A randomized prospective survey was performed to measure the efficaciousness of different manners of combined therapy in kids with single-channel diagnostic nocturnal urinary incontinence. One group was treated with primary Desmopressin and another group was treated with primary dismay intervention that was combined with Desmopressin after 3 months. 22/30 ( 73 % ) kids were dry after combined intervention, dwelling of 12/18 male childs and 10/12 misss. Combined therapy proved effectual in kids with mono-symptomatic nocturnal urinary incontinence after 6 months ( Vogt, M. , 2010 ) . A cross sectional survey was conducted to look into the efficaciousness of dismay intervention in a sample of 84 Brazilian kids and striplings with nocturnal urinary incontinence. During 32 hebdomads, they were received alarm intervention together with hebdomadal psychological support Sessionss for single households or groups of 5 to 10 households. 71 % of the participants achieved success, defined as 14 back-to-back dry darks. The consequence was similar for kids and striplings and for single or group support ( Pereira, R.F. , 2010 ) . A descriptive survey was designed to measure the success rates of the enuretic dismay device in patients ( 6-16 old ages ) with mono-symptomatic nocturnal urinary incontinence in Ankara, Turkey. 40 patients who had important mono-symptomatic nocturnal urinary incontinence ( three or more wet darks per hebdomad ) were included. They used an enuretic dismay for 12 hebdomads ab initio. 27 patients became dry at dark at the terminal of three months ( Ozgur, B.C. , 2009 ) . A randomized control test conducted in Netherland to measure the short- and long-run effects of simple behavioral intercessions for nocturnal urinary incontinence in immature kids note that nocturnal urinary incontinence occurs in up to 10 % of 10-year-old kids and that male childs have higher rates of urinary incontinence at older ages than do misss. This survey compared the comparative effectivity of 3 interventions with a control group. Parents completed journals detailing dark urinary incontinence episodes for up to 6 months after registration. The survey enrolled 570 participants, with 140 to 147 kids in each of the 4 groups. Sixty per centum of the participants were male. Success rates at least 14 darks dry in a row at 6 months after registration were 21 % in the control group, 27 % in the lifting with watchword group, 37 % in the lifting without watchword group, and 32 % in the star chart/reward group ( Van Dommelen, P. , 2009 ) . A prospective survey was done to measure the long-run success of the enuretic dismay device in patients with single-channel diagnostic primary nocturnal urinary incontinence in Turkey. Sixty-two patients who had important single-channel diagnostic primary nocturnal urinary incontinence were included. They used an enuretic dismay for 3 months. At the terminal of the intervention, 15 of the patients did non hold benefit from the enuretic dismay. 47 patients benefited from the enuretic dismay. Thirty-one of the 62 patients underwent combination intervention ( enuretic dismay plus medical therapy ) for unsuccessful enuretic dismay intervention. The overall full response rate for combination intervention was 16.1 % . ( Tuncel A, et al. , 2008 ) . A randomised controlled test was done to compare alarm intercessions with no active intervention, behavioral intercessions, drugs or other intervention for intervention of non-organic nocturnal urinary incontinence in kids less than 16 old ages found that dismaies reduced nocturnal urinary incontinence and intervention failure ( Glazener, C. M. , 2008 ) . A retrospective analysis was performed on informations from 423 kids in the age group of 6-12 old ages to measure the combination of urinary incontinence dismay and desmopressin in handling kids with urinary incontinence found out that 74 % of kids treated merely with dismay became dry and 26 % of kids being cured by combination of desmopressin and dismay ( Kamperis, K. , 2008 ) . A randomised controlled test was done in Turkey to measure the effectivity of short term desmopressin to enuritic dismay. 58 kids were included in the survey. The consequences showed that add-on of short term desmopressin to dismay therapy was more effectual merely in the intervention clip, but it did non alter the response to dismay therapy in long term ( Aktas, B. K. , 2008 ) . A survey was conducted to find the consequence and prognostic factors of backsliding 1 twelvemonth after combination therapy of an urinary incontinence dismay, vesica preparation, motivational therapy and keeping control preparation for nocturnal urinary incontinence in 77 kids at Gasthuisberg. Gender, age, sleep rousing, family-history, vesica capacity, hyperactive vesica, night-time polyuria, continuance of intervention, over acquisition and psychosocial factors were investigated. The backsliding rate during the whole twelvemonth was 50 % , with 33.8 % of topics being dry and 16.2 % sometimes wet. The backsliding rate after 1 twelvemonth was 16 % . The backsliding rate during the twelvemonth was high while the backsliding rate after 1 twelvemonth was low. Psychosocial jobs and hyperactive vesica were the lone 2 prognostic factors for backsliding ( Van Kampen M, et al. , 2004 ) . A retrospective survey was conducted to happen out the effectivity of behavioral therapy for primary nocturnal enuresis.250 kids in the age group of 5-17 old ages were selected for the survey it was found out that behavioural therapy is effectual than desmopressin ( Marcopennes, et al. , 2004 ) . In a case-based survey, on a 6 twelvemonth 6 month old kid with ailments of bedwetting twice a hebdomad, a complete physical scrutiny and history aggregation was performed. Child was treated with motivational therapy and was recommended parents of the kid to be supportive of the patient ‘s dry darks avoid unfavorable judgment of wet darks, avoid inordinate fluid intake 2 hours before bedtime and emptying his vesica at bedtime. After 1 month it was found that bedwetting job had improved significantly ( Paredes, 2002 ) . A controlled test was undertaken to measure the practicableness and efficaciousness of handling enuretic kids in residential Children ‘s Homes by agencies of the urinary incontinence dismay. A control group design was employed with 19 and 20 topics in the intervention and control groups severally. Eighteen of the 19 intervention group kids achieved initial apprehension of urinary incontinence in a mean of 11.9 hebdomads of intervention ( range 5-28 hebdomads ) . After a follow-up period of at least 20 months, 17 of the 19 kids were known to be dry. It was concluded that dismay intervention was effectual and operable in Children ‘s Homes as in household state of affairss ( Jehu, D. , 2002 ) . A randomised controlled test was conducted at Canada to find the ego construct and behavior alteration after 6 months of intervention with conditioning dismay. 182 kids of age more than 7 old ages were included and it was found that there is betterment in the kids ‘s ego construct after dismay intervention ( Longstaff, S. , 2000 ) . A randomized prospective survey was done in France to compare the effectivity of desmopressin and dismay intervention. 135 kids were included in the survey from the age group of 6-16 old ages. The survey consequences showed that desmopressin was effectual merely for short term and urinary incontinence dismay was effectual for long term ( Faraj, G. et al. , 1999 ) A survey conducted to happen out the effectivity of star charts among127 kids who were referred to an urinary incontinence clinic. The mean age was 8.8 old ages old, and most of the kids were considered to hold terrible urinary incontinence, holding been already unsuccessfully treated. Of the 127 kids, 22 became dry when star charts were used to honor their behavior. Eighty-one of the staying 96 kids had an initial success of 42 back-to-back dry darks. Failure to accomplish waterlessness for six months was strongly associated with psychiatric upsets in the topics, household emphasis, and the absence of concern by kid and parents ( Hanafin, 1998 ) . An experimental survey was conducted in United Kingdom to measure the efficaciousness of dismay glandular fever therapy with combination of dismay and desmopressin. 35 kids in the age group of 6-12 old ages were included in the survey. Study showed that kids having combination therapy had more dry darks per hebdomad ( Bradburry, M. , 1997 ) . A retrospective survey among 541 kids at kids ‘s Hospital of Florence University revealed that motivational therapy is effectual. All the patients have been ab initio helped merely with motivational guidance and 76 among them obtained lasting remedy. The staying 250 kids were treated with the conditioning dismay system, ever associated to periodic conversation, urine halt exercisings and other psychological support like nominal economic system. The consequences obtained of this sort of intervention after a followup of 6 months, were lasting recovery in 211 kids ( 84 % ) Sing the sex, no important difference was noted. These positive consequences with the conditioning devices favor the position that the etiology of primary urinary incontinence is chiefly biologic. The bell dismay represents the most effectual intervention for nocturnal urinary incontinence ( Bartolozzi, G. , 1991 ) . A survey conducted to place household factors, and with emotional emphasis factors related to nocturnal urinary incontinence, 127 kids who were referred to an urinary incontinence clinic in Sydney were studied. The mean age was 8.8 old ages old, and most of the kids were considered to hold terrible urinary incontinence, holding been already unsuccessfully treated. One-third of the topics ‘ male parents and 70 per centum of female parents were unemployed, and 41 per centum of parents acknowledged environmental emphasis such as fiscal or matrimonial strife, or serious unwellness or decease in the household. Of the 127 kids, 22 became dry when star charts were used to honor their behavior. Eighty-one of the staying kids had an initial success of 42 back-to-back dry darks. The survey suggests that the high success rate in these kids is related to shut supervising by clinic forces, encouragement of the household, and by giving the kid about complete duty for following the plan. Care ful designation of associated factors like medical unwellness, household emphasis, and other jobs such as lodging must be addressed as portion of an effectual urinary incontinence plan ( Devlin, J.B. , 1990 ) .BibiliographyBooksAchar ‘s ( 2009 ) . Textbook Of Pediatrics. 4th Edition, Hydrabad: Universities Press Publication Adele Pillitteri, ( 2007 ) . Child Health Nursing. 5th Edition, Philadelphia: W. B. Saunders Publication Anupam Sachdeva, ( 2007 ) . Progresss In Pediatrics. 1st Edition, New Delhi: Jaypee Brothers Company Basavanthappa, B. T. ( 1998 ) . Nursing Research. 1st Edition, New Delhi: Jaypee Brothers Company Cecily Lynn Betz, ( 1999 ) . Nursing Care Of Children And Family. 2 Nd Edition, Philadelphia: W. B. Saunders David. , M.Hall ( 2003 ) . Health For All Children. 4th Edition, Newyork: Oxford University Press Publication Denise. , F.Polit ( 1999 ) . Nursing Research. 6th Edition, Philadelphia: Lippincot Publication Dorothy, R. Marlow ( 1988 ) . 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