AIDS Essay Example | Topics and Well Written Essays - 1000 words

AIDS - Essay Example This disease has been marked as the second most frequent pathological condition across the globe which has highlighted the fact that this condition is not restricted to a particular region but follows a global pattern. It has been labeled as the first most common cause of death in Africa where it has been reported to lead to more than 20 percent of the deaths in this particular region. Following the identification of the disease, it has been known to result in greater than 20 million deaths across the world. International health organizations have noted the severity of the issue and the World Health Organization put forward the fact that 39.4 million people had AIDS or they had a present infection with human immunodeficiency virus in the year 2004 (Davidson et al 2009). The region of Africa has the highest number of people with this disease and 70 percent of the total AIDS patients belong to this region. The United States of America also has a large number of people suffering from th e disease and in the year 2002, it was analyzed that 900,000 residents of the country had the disease. The disease serves as a grave problem in the country as it has been analyzed to be the second life taking reason amongst the males of the age group of 25 to 44 years in the country. Young children are also not spared and in the year 2002, it was found out that 800,000 more children were affected with this pathology which may result due to passing of the virus from the mother to the child during birth or via breast feeding from infected mothers (Robbins et al 2005). Thus it can be seen that a very large number of people are affected with this condition but many people avoid presenting their problems owing to the stigma associated with this condition. Thesis: AIDS is a global problem which affects a large number of people and these people should be helped and societies should be created to assist these individuals. The stigma associated with this condition is unjustified as the patie nts suffering from AIDS are like other patients who require help and assistance to overcome their condition. Support: Jonathon Mann who was the director of the Global AIDS Program of the World Health Organization for this syndrome in the year 1987 already created insight into the stigmatizing aspect of AIDS. He explained that overcoming the social response associated with AIDS was extremely important in tackling the issue of AIDS across the world. This problem associated with the condition of AIDS was again highlighted in the year 2000 by Peter Piot who was the executive director of UNAIDS. The stigma and the way the patients are treated negatively further increases the suffering of the people who have AIDS. These patients avoid coming forward owing to the fact that they might be labeled in a negative manner (Parker 2002). It has been analyzed that the morals of the people who suffer from AIDS are questioned. An incident of a gynecologist who was suffering from AIDS is a very good e xample of this stigma. The doctor was widely publicized in the media and was criticized for risking the health of the patients who might be affected with the disease. A major stigma associated

Final Exam - Latest Essay Example for Free

Final Exam Latest Essay 1) When a manager makes use of a SWOT analysis, one of his or her objectives is to 2) 2) A company that wants to distinguish itself from the competition in the marketplace is most likely using which of the following strategies? 3) 3) An organization’s ________ goals are official statements of what an organization says its goals are. 4) 4) When planning for unexpected events, a company is using which of the following techniques? 5) 5) The ________ determines the number of levels and managers in an organization. 6) 6) Which of the following is a characteristic of an organic organization? 7) Which of the following is a characteristic of a matrix organization? 8) Searching for new ideas beyond an organization’s boundaries and allowing changes to easily transfer inward and outward is known as ________. 9) Which of the following stages is when the group structure is in place and accepted by the group members? 10) Conflicts can be resolved by satisfying one’s own needs at the expense of others. This conflict- management technique is known as ________. 11) Which of the following statements is true about group decision making? 12) According to the Ohio State studies, which of the following dimensions of leader behavior refers to the extent to which a leader is likely to define and structure his or her role and the roles of group members to meet goals? 13) Which leadership theory is derived from the belief that a leader’s job is to remove pitfalls and roadblocks so followers can achieve their work goals? 14) If Carol Reece is a charismatic leader, which of the following characteristics is she most likely to possess? 15) Indira Patel has been working in her organization’s computer security department for the past 10Â  years. If another employee follows Indira’s recommendations in a given situation, based on her expertise in computer security, which source of power is Indira using? 16) Melvin manages a team of 10 employees, including Jane and Jared. Jared is leaving the organization to find a job as a manager in another field. Meanwhile, due to performance issues, Melvin terminates Jane’s employment with the company. Both of these are examples of what type of employee behavior? 17) Thomas often annoys his coworkers with his talkativeness and assertive personality. According to the Big Five Model of personality, Thomas would be described as high in the trait of 18) Kelly is interviewing candidates to fill a vacancy on her team. One candidate has a degree from a prestigious university, and Kelly is impressed. In speaking with her fellow members of the interview panel, however, Kelly finds that no one else enjoyed the interview with the candidate, finding her to be pompous, aggressive, and self-serving. In her focus on only the candidate’s education, Kelly may have fallen victim to 19) It is crucial to determine an acceptable _____ during the comparing step in the control process. 20) If a manager rationalizes that he or she does not have time to investigate the source of a problem and instead resorts to putting out fires, the manager is missing the use of 21) Why are feedforward controls more rarely implemented as compared to other types of controls?

Movie Analysis of Grease Essay -- Papers

Movie Analysis of Grease In this paper I am going to write about the movie â€Å"Grease.† Specifically, on the two main characters Sandy and Danny. I will be describing and analyzing their interpersonal communication, but mainly on the conflict of their communication. At the beginning they Sandy & Danny start off with a great relationship. They meet at the beach during summer break. Thinking they would never see each other again they went their separate ways. But Sandy ends up moving and goes to the same high school as Danny. They don’t know that the other is at the same school until Rizzo, one of the â€Å"pink ladies† introduces them to on another at the football pep rally. This is when all the conflict starts. Danny and Sandy are so excited to see each other, but all of sudden Danny changes his tone of voice, as well as attitude toward Sandy. Sandy is taken back by the way Danny is acting. She asks him, â€Å"What is wrong with you?† Then he replies â€Å"What’s the matter with me, What’s the matter with you?† Going on she calls him a fake and a phony and says she wishes she never laid eyes on him. The T-Birds, Danny’s friends start giving Danny a hard time about Sandy. So in a nutshe ll he treats her like she is just an ordinary person and not a girl that he cares for. On one day Sandy is at the local restaurant with a guy that happens to run track and Danny keeps watching her. When Sandy goes to the juke box she walks by Danny and does not acknowledge his existence. Danny then approaches Sandy and begins to give her a hard time about the guy that she is with. Sandy is very short with Danny and does not let on that she is upset. Danny then decides for Sandy to notice him that he needs to become athletic, so he starts try... ...e a lot, showing that she was committed to their relationship and tolerated their differences. Once or twice she used the voice response. When she was trying to find out about the girl he says he never dated, she continually brought it up for they could talk about it. I feel that this conflict was good, due to it helped them both grow and strengthen their relationship. It helped them both realize that they can change how they act towards one another and well as say what they really mean and to be open about how they feel for one another. I think that it was great how the two of them went for the Win-Win strategy to accommodate for the other. In all I feel that Danny and Sandy noticed not only by communicating but also by facial gestures as to what the other was thinking and how each of them could change to get to a compromise and go on with their relationship.

It’s Time to Toughen the Laws on Teen Drivers :: Argumentative Persuasive Essays

It’s Time to Toughen the Laws on Teen Drivers      Ã‚  Ã‚  Ã‚   Turning sixteen years old in teenagers' lives is an exciting event. It allows them to get a drivers license and is a big step towards adulthood.   With this, it gives them freedom and control over something they have never experienced before.   In most cases, people stress about gangs, drugs, and violence in our communities as a big result of teenage deaths, but the leading causes of accidents today are teenage drivers, especially sixteen and seventeen year olds.   Maria Purdy, an author for "Teen Magazine", writes about statistics with young teenage drivers.   She sites that, "To equal the number of youths killed in motor vehicle crashes in 1995, a plane with 520 people on board would have to crash with no survivors once a month for a full year" (online).   Legislators should pass a law changing the drivers licensing age to eighteen instead of sixteen.   By doing this, it could decrease driving problems we face today.   Ã‚  Ã‚  Ã‚   In most European Countries, teenagers aren't able to earn a license until they are at least seventeen or eighteen years old.   There have been less fatal crashes among teens in these countries because of this.   Cheryl Tevis who wrote an article in the "Successful Farming" magazine, writes about American teenagers compared to other teenagers around the world.   She states that "American teens drive at an earlier age than those in most countries" (online).   This is not surprising to me since there are some states that have allowed teenagers to drive at age fourteen in some circumstances.   Ã‚  Ã‚  Ã‚   For the most part, sixteen and seventeen year olds don't realize the importance and responsibility that comes when getting a drivers license.   They feel it is something to play around with and don't take it seriously.   For instance, immaturity is a cause of being   irresponsible.   Because of this there are many accidents that happen that could have been prevented.   Allan F. Williams, an author for "Public Health Reports" writes about the characteristics all teenagers have in common.   He observes that "Qualities generally associated with immaturity (such as chance taking, testing limits, poor decision-making, overconfidence) are associated with the more risky driving styles characteristic of teenage drivers" (online).   Almost half of the accidents today caused by teenagers were linked to peer pressure and immaturity.   Ã‚  Ã‚  Ã‚   Often, in teenagers' lives, they look towards their friends for advice and guidance rather than their teachers, parents, and others.

Of Mice And Men Curley’s wife Essay

â€Å"Well, stick around and keep your eyes open. You’ll see plenty. She ain’t concealin nothing. I never seen nobody like her. She got the eye goin’ all the time on everybody. I bet she gives the stable buck the eye. I don’t know what the hell she wants†. Discuss the way in which you as a reader respond to Steinbeck’s presentation of Curley’s wife. You need to look closely at the way in which he uses language to achieve effect. Steinbeck in his book â€Å"Of mice and men† has predominantly used animals to present the other side of human beings that is normally found in animals. He clearly brought in the common characteristics of animals that are possessed by men and each character in this book gives the imagery of an animal. For the purpose of this assignment we shall explore the various characteristics and methods that the writer uses to describe Curley’s wife. â€Å"Well, stick around and keep your eyes open. You’ll see plenty. She ain’t concealin nothing. I never seen nobody like her. She got the eye goin’ all the time on everybody. I bet she gives the stable buck the eye. I don’t know what the hell she wants†. The writer has made use of language in several occasions to draw meaning and give more sense to the piece of work and the most notable and obvious is the kind of language used which is so casual and local portraying the setting where the characters are acting in as well as their status in the society. The use of the phrase † I never seen nobody like her† in the above opening quotation is really non standard English that possibly points at the level of education of the characters and their role in the society and clearly demonstrates that they are really casuals in a farm though they have endeavored to dream for a better future. The writer has made use of figures of speech in reference to Curley’s wife and in that effect has brought about her true character in this book. He has mainly used metaphors in chapter four in reference to Curley’s wife. Curley’s wife came to look for her husband in place where Crooks and George were having some discussions the writer described her as follows: â€Å"her face was heavily made up and her lips slightly parted†. This was just an indirect reference to her frustrations and increasing concerns about her husband which the writer described using her appearance. Another metaphor just in the same chapter is the description of her gesture at the men whom she found there and her perception of them. The writer says that † her eyes traveled from one face to another† which basically referred to her looking at the men who were there at that time that she considered weak and useless and this was a major source of conflict with other characters as they perceived her as a trouble maker. Her description of Candy as a â€Å"funny thing† is equally metaphoric and points at her disregard for men and how tough she was on men that she considered to be only confident while they were in groups, but could not make any statement as an individual. As she continued to look at the men, after provoking them she realized that â€Å"all their faces were closed against her† meaning that nobody among all the men were interested in listening to her or hearing anything from her. In her argument with the men she reached a point that she became defensive of her husband, that all the other men were accusing and in that effect she refers to them as â€Å"a bunch of bindle stiffs† possibly referring them as people who are quite traditional and against the advice of women and therefore making them feminists. This was a perfect example of similes as under normal circumstances men cannot be compared with bindles. She also goes ahead to compare them with the sheep that are known to be stiff naked. Curley’s wife remains a unique character in this book as she is the only woman in the book that is dominated by men and as such she has become a victim of circumstances and is seen to suffer from all kinds of oppression leveled against her by the men. She depicts the negative picture of women in a male sexist society where women have no place and are only known for their destructive tendencies. She is often referred to as â€Å"trampt†,’bitch† and â€Å"tart† which basically qualifiers her as a destructive character and one who destabilizes the status of men in that society. As a female character in a group dominated by men she will obviously be expected to support her own rights and this she does alone but the male characters in this book would rather prefer to gag her and ensure that she remains under their command. She has also proved to be a very sharp character in this play that is more human and interactive than any other character in this book . Her behavior and character therefore tries to tackle the challenges that the females are really facing in the modern society in their efforts to break the barriers set by male chauvinists. Being the only women in the story clearly points out at the gender insensitivity that still exists and ignorance of the role that the females can play in the society especially in decision making. This is also an indicator of continued male domination in major activities in the society. However her persistence in trying to match the males who are the majority in this setting is a positive move in promoting equality and it is also a clear sign that change can come and the status can be abolished. The use of personification is also evident in this book in the same chapter where as Curley’s wife disappeared the writer explains that the â€Å"halter chains rattled and some horse snorted and some stamped their feet† this is in clear reference to the relieve that her disappearance brought to the men whom are referred as horses in that quotation. Another personification can be witnessed in her second coming and discussion with Lenny where she refers to the â€Å"pup† as like a human being, by saying that â€Å"He is dead†. She also uses flashback in her discussion with Lennie and showing her other side of being a very humble and hospitable lady with a lot of talents and even shows what she could manage if given time. A show came through and I met one of the actors†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. The writer has therefore made use of figures of speech like metaphors, similes, flashbacks and personifications in portraying the characters of Curley’s wife and illustrates her as a strong woman who has positively represented women as a whole in the novel, with main emphasis in chapter 4 and 5 of the book. Curley’s wife has demonstrated herself as a strong woman who is not willing to negotiate her honesty and true feeling for anything. Her kind nature is clearly brought by the fact that she is willing to listen and understand the problems of the low class citizens of the society like Lennie; who are incidentally grouped in the same category of women and given all sorts of names like infirm, old, rejected, feeble and lifeless; but they are able to develop a unique bond that arises from their circumstances. Therefore Curley’s wife represents women as people who are social and can get along with almost everybody, unlike men who lack this trait. Females are therefore lowly rated by males yet they have enormous potentials that even men cannot match.

This study aims to measure the lung function between 1st year sports therapy university students The WritePass Journal

This study aims to measure the lung function between 1st year sports therapy university students Introduction This study aims to measure the lung function between 1st year sports therapy university students IntroductionResultsDiscussionReferencesRelated Introduction This study aims to measure the lung function between 1st year sports therapy university students. This is appropriate to assess the level of severity of lung diseases such as asthma or cystic fibrosis and identify characteristics when diagnosing other participants.   The study tests both static and dynamic lung volumes by measuring the volume of air expired from the lungs as well as the power of which it is expired. These are measured by a Spirometer machine, which calculates the volume of the lungs forced vital capacity (FVC), which is the maximum volume of air, expired after one maximum inspiration. Also forced expiratory volume (FEV1) showing the percentage of FVC expelled over the time in seconds of which the measurement is made. Lastly by calculating the final measurement of the forced expiratory volume to forced vital capacity ratio (FEV1/FVC) we can see the expiatory power to resistance of airflow within the lungs, allowing to show signs of the lungs percentage ability to fo rcibly expel air within the lungs. This study could be seen to look into the physical fitness and ability of the lungs and other pulmonary factors to perform. With the use of the participants we can see the different levels of fitness between subjects and assess other factors, which could contribute to the outcome of the study. The test itself can be described as a random sampling test, subjects were previously assigned you groups that vary in gender and physical fitness. It is conducted by subjects in a seated position on a bench firstly testing FVC values by forcibly expelling as much air as possible, in one rapid expiration after one inspiration into the spirometer. Secondly by forcibly expelling as much air as possible for as long as possible to calculate the FEV1 value. Finally to show an entire resistance to airflow a FEV1/FVC can be calculated. Averages will be taken of each group and higher values can be seen to show a more powerful and resourceful lung function between Subjects. Other variables and factors co nsidered within the tests are the subject’s height, gender and illnesses or conditions to show any outliers or considerable variances between groups. With these in mind the results will be assessed to show the level of performance within the groups and how these could be affected. Results SUBJECT Group INITIALS Gender Height FVC FEV1 FEV1/FVC NOTES 1 A 1012133 M 167 5.2 4.8 92.31 FVC 2 A 0907562 F 171 4.8 4.25 88.54 Group A 3.96 3 A 1028114 M 182 6.6 5.95 90.15 Group B 3.7475 4 A HH M 170 3.75 3.15 84.00 Group C 4.91714286 5 A 0906679 M 171 5.25 4.62 88.00 Group D 4.81111111 6 A 1027186 M 178 5.9 5.5 93.22 Group E 4.77136364 7 A 1005219 M 171 4.28 3.98 92.99 8 A 1012960 F 160 2.93 2.3 78.50 FEV1 9 A 0919586 F 167 4.01 3.43 85.54 Group A 3.38384615 10 A 1003480 F 164 4.45 3.84 86.29 Group B 3.246 11 E JT M 178.5 #DIV/0! Group C 4.26571429 12 E AO F 168 4.1 3.64 88.78 Group D 4.1 13 E DF F 176 3.01 2.54 84.39 Group E 4.12318182 14 E AD F 167.5 3.47 3.19 91.93 SMO 15 E ER F 163 3.19 2.81 88.09 SMO FVC AV 4.44643678 16 E BG F 167 4.04 3.53 87.38 SMO FEV1 AV 3.8291954 17 E BH M 173 5.57 4.77 85.64 18 E SS M 179 5.54 4.63 83.57 19 E JE M 185 6.13 5.01 81.73 20 E JS M 178 5.33 4.68 87.80 21 E SH M 174 4.81 4.42 91.89 22 E FR M 172 5.6 4.6 82.14 23 E OS M 172 5.4 4.6 85.19 24 E MO M 179.4 5.34 4.71 88.20 25 E GN M 172 4.7 4.3 91.49 26 E MONZ M 177 4.45 3.78 84.94 27 E TREVOR M 177 3.88 3.21 82.73 28 E ALI M 168 5.23 4.7 89.87 29 E JOR M 174 5.88 4.74 80.61 30 D CH M 175 4.49 4.01 89.31 31 D HB F 164 #DIV/0! 32 D RM M 175 4.55 3.86 84.84 33 D AS M 172 4.3 4.11 95.58 34 D KC M 183 4.2 3.91 93.10 35 D CO F 168 4.12 3.7 89.81 36 D SL F 168 4.38 3.2 73.06 37 D JT F 154 3.4 2.9 85.29 38 D CP F 164 3.67 3 81.74 39 D TM F 168.5 3.6 3.03 84.17 40 D AL M 180.5 4.55 3.83 84.18 41 D JA M 178.2 4 3.37 84.25 42 D CTK M 176 4.78 4.18 87.45 43 D AB M 179.9 4.62 4.07 88.10 44 D SB M 176 2.8 2.25 80.36 45 C 1014315 F 172 5.65 5 88.50 46 C 1012212 M 191 6.65 6.2 93.23 47 C 1014640 F 156 3.7 3.55 95.95 48 C 1012633 M 167 3.3 2 60.61 49 C 1016163 M 182 5.6 5.05 90.18 50 C 1013151 M 176 5.2 4.4 84.62 51 C 1011941 M 181 5.95 5.4 90.76 52 C 1022773 M 186 6.2 3.4 54.84 53 C 1011809 M 170 4.51 4.1 90.91 54 C F M 3.47 3.19 91.93 55 C S M 167 3.87 3.81 98.45 56 C L F 156.5 3.65 3.12 85.48 57 B JRS M 181 4.95 4.12 83.23 58 B L Dennis M 183 4.8 4.28 89.17 59 B 1023169 M 186 3.7 3.65 98.65 60 B RWJ M 177 3.15 3.02 95.87 SMO 61 B JM M 168.3 6 5.25 87.50 62 B MH F 161.3 4 3.6 90.00 63 B AB M 161.3 5.05 4.33 85.74 64 B BU M 101.8 5.4 4.6 85.19 65 B JW M 179.1 5.4 4.6 85.19 66 B NC M 169.1 4.32 3.26 75.46 67 B EH M 187 5.32 3.88 72.93 68 B 1009373 F 174 3.65 2.92 80.00 69 B CM M 176.7 5.11 4.24 82.97 70 B JR M 176 5.05 4.45 88.12 71 B EK M 171 5.05 4.28 84.75 72 B RB F 165 4.6 4.29 93.26 SMO 73 B 1007117 F 155 3.9 3.5 89.74 74 B 1017573 M 174 4.8 4.5 93.75 75 B 1027814 M 180 4.3 2.89 67.21 Chest inf 76 E 1010245 F 164 2.01 1.25 62.19 77 E 1027206 F 155 2.38 2.26 94.96 Asthma 78 E 1006974 M 176 2.73 2.7 98.90 79 E 1015301 M 176 3.3 3.28 99.39 SMO 80 D 1007703 M 184 5.81 5.07 87.26 81 B 1020415 F 160 2.76 2.15 77.90 Asthma 82 D 1010931 M 1.89 4.52 3.81 84.29 83 D 1026768 F 160 3.64 3.25 89.29 84 C 1012648 F 167 3.71 3.09 83.29 85 A 1027299 M 182 5.32 4.63 87.03 86 A 1003819 F 176 2.47 2.41 97.57 87 B 1005235 F 161 3.43 2.77 80.76 88 C 1013209 F 3.33 2.96 88.89 89 A 1002116 F 4.83 3.53 73.08 (Figure 1) Raw data Collected within the study, outlining the contained variables and data collected. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group A 13 4.5992 1.14036 .31628 (Figure 2.0) One sample T-Test comparing group A’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group A .483 12 .638 .15279 -.5363 .8419 (Figure 2.1) One sample T-Test comparing group A’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group B 21 4.5114 .84415 .18421 (Figure 2.2) One sample T-Test comparing group B’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper VAR00001 .353 20 .728 .06499 -.3193 .4492 (Figure 2.3) One sample T-Test comparing group B’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group C 14 4.6279 1.19814 .32022 (Figure 2.4) One sample T-Test comparing group C’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group C .567 13 .581 .18142 -.5104 .8732 (Figure 2.5) One sample T-Test comparing group C’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group D 17 4.2018 .66987 .16247 (Figure 2.6) One sample T-Test comparing group D’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group D -1.506 16 .152 -.24467 -.5891 .0997 (Figure 2.7) One sample T-Test comparing group D’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group E 22 4.3677 1.22493 .26116 (Figure 2.8) One sample T-Test comparing group E’s FVC results to the rest of the year. One-Sample Test Test Value = 4.446436782 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group E -.301 21 .766 -.07871 -.6218 .4644 (Figure 2.9) One sample T-Test comparing group E’s FVC results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group A 13 4.0300 1.08923 .30210 (Figure 3.0) One sample T-Test comparing group A’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group A .665 12 .519 .20080 -.4574 .8590 (Figure 3.1) One sample T-Test comparing group A’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group B 21 3.8371 .77423 .16895 (Figure 3.2) One sample T-Test comparing group B’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group B .047 20 .963 .00795 -.3445 .3604 (Figure 3.3) One sample T-Test comparing group B’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group C 14 3.9479 1.14264 .30538 (Figure 3.4) One sample T-Test comparing group C’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group C .389 13 .704 .11866 -.5411 .7784 (Figure 3.5) One sample T-Test comparing group C’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group D 17 3.6206 .64917 .15745 (Figure 3.6) One sample T-Test comparing group D’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group D -1.325 16 .204 -.20861 -.5424 .1252 (Figure 3.7) One sample T-Test comparing group D’s FEV1 results to the rest of the year. One-Sample Statistics N Mean Std. Deviation Std. Error Mean Group E 22 3.7886 1.02453 .21843 (Figure 3.8) One sample T-Test comparing group E’s FEV1 results to the rest of the year. One-Sample Test Test Value = 3.829195402 t df Sig. (2-tailed) Mean Difference 95% Confidence Interval of the Difference Lower Upper Group E -.186 21 .854 -.04056 -.4948 .4137 (Figure 3.9) One sample T-Test comparing group E’s FEV1 results to the rest of the year. Test of Homogeneity of Variances VAR00002 Levene Statistic df1 df2 Sig. 3.835 4 82 .007 (Figure 4.0) One way ANOVA comparing FVC of each group. ANOVA VAR00002 Sum of Squares df Mean Square F Sig. Between Groups 2.007 4 .502 .472 .756 Within Groups 87.208 82 1.064 Total 89.215 86 (Figure 4.1) One way ANOVA comparing FVC of each group. Multiple Comparisons Dependent Variable:VAR00002 (I) VAR00001 (J) VAR00001 Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Bonferroni A B .08780 .36394 1.000 -.9622 1.1378 C -.02863 .39721 1.000 -1.1746 1.1173 D .39747 .37996 1.000 -.6987 1.4936 E .23150 .36076 1.000 -.8093 1.2723 B A -.08780 .36394 1.000 -1.1378 .9622 C -.11643 .35582 1.000 -1.1430 .9101 D .30966 .33646 1.000 -.6610 1.2803 E .14370 .31462 1.000 -.7640 1.0514 C A .02863 .39721 1.000 -1.1173 1.1746 B .11643 .35582 1.000 -.9101 1.1430 D .42609 .37219 1.000 -.6477 1.4998 E .26013 .35257 1.000 -.7570 1.2773 D A -.39747 .37996 1.000 -1.4936 .6987 B -.30966 .33646 1.000 -1.2803 .6610 C -.42609 .37219 1.000 -1.4998 .6477 E -.16596 .33302 1.000 -1.1267 .7948 E A -.23150 .36076 1.000 -1.2723 .8093 B -.14370 .31462 1.000 -1.0514 .7640 C -.26013 .35257 1.000 -1.2773 .7570 D .16596 .33302 1.000 -.7948 1.1267 Dunnett T3 A B .08780 .36601 1.000 -1.0511 1.2268 C -.02863 .45008 1.000 -1.4006 1.3433 D .39747 .35557 .940 -.7214 1.5164 E .23150 .41016 1.000 -1.0115 1.4745 B A -.08780 .36601 1.000 -1.2268 1.0511 C -.11643 .36942 1.000 -1.2582 1.0254 D .30966 .24562 .893 -.4197 1.0391 E .14370 .31959 1.000 -.8033 1.0907 C A .02863 .45008 1.000 -1.3433 1.4006 B .11643 .36942 1.000 -1.0254 1.2582 D .42609 .35907 .917 -.6951 1.5473 E .26013 .41321 .999 -.9869 1.5071 D A -.39747 .35557 .940 -1.5164 .7214 B -.30966 .24562 .893 -1.0391 .4197 C -.42609 .35907 .917 -1.5473 .6951 E -.16596 .30757 1.000 -1.0829 .7510 E A -.23150 .41016 1.000 -1.4745 1.0115 B -.14370 .31959 1.000 -1.0907 .8033 C -.26013 .41321 .999 -1.5071 .9869 D .16596 .30757 1.000 -.7510 1.0829 (Figure 4.2) One way ANOVA comparing FVC of each group. Test of Homogeneity of Variances VAR00002 Levene Statistic df1 df2 Sig. 1.485 4 82 .214 (Figure 5.0) One way ANOVA comparing FEV1/FVC of each group. ANOVA VAR00002 Sum of Squares df Mean Square F Sig. Between Groups 63.338 4 15.834 .243 .913 Within Groups 5343.195 82 65.161 Total 5406.532 86 (Figure 5.1) One way ANOVA comparing FEV1/FVC of each group. Multiple Comparisons Dependent Variable:VAR00002 (I) VAR00001 (J) VAR00001 Mean Difference (I-J) Std. Error Sig. 95% Confidence Interval Lower Bound Upper Bound Bonferroni A B 2.36465 2.84873 1.000 -5.8539 10.5832 C 1.93275 3.10914 1.000 -7.0370 10.9025 D 1.47376 2.97412 1.000 -7.1065 10.0540 E .57801 2.82387 1.000 -7.5688 8.7248 B A -2.36465 2.84873 1.000 -10.5832 5.8539 C -.43190 2.78518 1.000 -8.4671 7.6033 D -.89090 2.63361 1.000 -8.4888 6.7070 E -1.78665 2.46267 1.000 -8.8914 5.3181 C A -1.93275 3.10914 1.000 -10.9025 7.0370 B .43190 2.78518 1.000 -7.6033 8.4671 D -.45899 2.91330 1.000 -8.8638 7.9458 E -1.35474 2.75975 1.000 -9.3165 6.6071 D A -1.47376 2.97412 1.000 -10.0540 7.1065 B .89090 2.63361 1.000 -6.7070 8.4888 C .45899 2.91330 1.000 -7.9458 8.8638 E -.89575 2.60669 1.000 -8.4160 6.6245 E A -.57801 2.82387 1.000 -8.7248 7.5688 B 1.78665 2.46267 1.000 -5.3181 8.8914 C 1.35474 2.75975 1.000 -6.6071 9.3165 D .89575 2.60669 1.000 -6.6245 8.4160 Dunnett T3 A B 2.36465 2.45780 .979 -5.0407 9.7700 C 1.93275 3.80046 1.000 -9.9166 13.7821 D 1.47376 2.18161 .998 -5.2430 8.1905 E .57801 2.41005 1.000 -6.6911 7.8471 B A -2.36465 2.45780 .979 -9.7700 5.0407 C -.43190 3.74733 1.000 -12.1297 11.2659 D -.89090 2.08768 1.000 -7.1028 5.3210 E -1.78665 2.32536 .996 -8.6439 5.0706 C A -1.93275 3.80046 1.000 -13.7821 9.9166 B .43190 3.74733 1.000 -11.2659 12.1297 D -.45899 3.57227 1.000 -11.8337 10.9157 E -1.35474 3.71619 1.000 -12.9882 10.2787 D A -1.47376 2.18161 .998 -8.1905 5.2430 B .89090 2.08768 1.000 -5.3210 7.1028 C .45899 3.57227 1.000 -10.9157 11.8337 E -.89575 2.03125 1.000 -6.9231 5.1316 E A -.57801 2.41005 1.000 -7.8471 6.6911 B 1.78665 2.32536 .996 -5.0706 8.6439 C 1.35474 3.71619 1.000 -10.2787 12.9882 D .89575 2.03125 1.000 -5.1316 6.9231 (Figure 5.3) One way ANOVA comparing FEV1/FVC of each group. (Figure 6.0) Graph containing the correlation between Height and FVC results. Group Statistics Gender N Mean Std. Deviation Std. Error Mean FVC Females 30 3.6960 .77678 .14182 Males 57 4.8414 .90564 .11995 (Figure 7.0) Independent samples text comparing FVC results between males and females. Independent Samples Test Levenes Test for Equality of Variances t-test for Equality of Means 95% Confidence Interval of the Difference F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference Lower Upper FVC Equal variances assumed 1.665 .200 -5.878 85 .000 -1.14540 .19485 -1.53281 -.75800 Equal variances not assumed -6.166 67.457 .000 -1.14540 .18575 -1.51611 -.77470 (Figure 7.1) Independent samples text comparing FVC results between males and females. Discussion After conducting the study there is much to discuss. Raw data (figure 1) from the tests indicate that some participant did not fill in the required data needed. This can be down to competence of conducting the procedure or observer error asking the question whether this is entirely valid. Furthermore a correct procedure must be outlined and overlooked so that each group performs the same method. Some subjects may have stood up and some may have sat down, possibly causing the results to differ. (Townsend, 1984; Allen et al. 1985) have shown that FVC is affected by body position, 1-2% lower by sitting rather than standing and 7-8% lower supine than to standing. Taking these into account the results could not be described as entirely valid or reliable. As the study looks into identifying and discussing results between student groups we can see how they performed compared to normal values. The subjects appear to deliver between the normal values of 4-5L in males and 3-4L in females for FVC (figure 7.0) this appears to show a significant result meaning males have a higher FVC than females with group C performing the best on average (figure 2.4). (Figure 4.0) shows that the statistic of FVC between the groups has a significance of .007 meaning there is a small difference between them however (figure 4.1) states that the difference is not significant. This essentially shows that although there is an apparent difference between the groups this can be seen as not having an effect on the study. (Figure 3.0) shows that Group A has the highest average FEV1 meaning they have the most power of expiration of air. (Figures 5.0 – 5.1) state that th ere is no significant difference between the values of all the groups with each subject showing results near to the value of 85% this could be seen to have a normal result. With such an apparent loosely based study it is important to consider certain group or subject variances, which can effect the study. Identifying these can create a more reliable and valid study as well as identify further ideas for research. The FVC method is highly effort dependant and has poor reliability as it is measured upon volume of air as well as a less reliable observed rate of exertion. Certain people may not want to exert the entire force needed due to anxiety or other factors such as illness or conditions. (Eston. R. et al. 2009) shows us that although there is no difference between FVC values for healthy people and asthmatics there is a considerable change in dynamic FEV1 values with asthmatics having a much larger decrease in performance from the FVC value. This could be mainly attributed to the fact that asthmatics have difficulty breathing out and therefore exerting a larger force of air from their lungs for a long time could be harder. With this in mind it could be advised that a screening process becomes more prominent before the test it taken these can identify, illnesses, conditions, injuries and even a physical activity questionnaire to see whether more active subject have better results. Any hidden values could the research and discovering more about the subject can help to answer more questions. Height comparisons (figure 6.0) show there is no relationship between the subjects height and FVC value, however it is hard to follow this when it not clear of whether the sitting or standing method has been used. (Ferris et al 1971; Cotes 1979) show that sitting height provides less variability in lung function than standing height, this could show that (figure 6.0) with its varied results show that subjects were standing. (Becklake 1968) explains that there are many other factors that effect lung function results, some of which are not identified within this study. Gender amounts to a change in 30%, body size 22%, age 8% and ethnicity 10% most of which can be identified through a survey. This study may be described as having no significant purpose without the inclusion of further factors detailed by (Becklake 1968). With these included it could be seen to show a purpose and significance with vision to elaborate upon affecting factors however currently this shows a significant variety of results between subject groups. References Becklake,M.R. (1986) Concepts of normality applied to measurement of lung function. American Journal of Medicine; 80: 1158-64. Eston, R. Et al. (2009) Kinanthropometry and Exercise Physiology Laboratory Manual: Tests, Procedures and Data, Volume 2: Physiology. 3rd ed. Oxon, Routledge. Ferris, B et al (1971) correlation of anthropometry and simple tests of pulmonary function. Archives of environmental health; 22: 672-6. McArdle,W.D. et al (2006) Essentials of Exercise Physiology. 3rd ed. Philadelphia, Lippincott Williams Wilkins Townsend, M.C (1984) Spirometric forced expiratory volumes measured in the standing versus sitting posture. American Review of Respiratory Disease; 130:123-4.

Free Essays on Human Development in the Classroom

Human development and more specifically child development is different for each and every one of us. However our development tends to follow similar sets of guidelines, if you will. As a teacher it is absolutely essential to fully understand these guidelines in order to provide the best possible classroom experience for children. Adolescence is perhaps one of the trickiest phases of life because there are so many factors involved, peer pressure, hormones, fitting in, bodily changes etc. It is inevitable many problems are going arise, but being education, and fully understanding how humans work, will fully equip teachers with the problem solving skills necessary to properly mentor students. Not every situation is fixable, but by knowing the proper resources, you can at least point students in the right direction. The most crucial thing to understand about human development, especially adolescence, is that every person is different. What works for one, may not work for another. Not only are there many different internal things going on, but now-a-days more than ever, there are many external things going on. It is no longer the time of the nuclear family, where mom watches the children; dad works nine to five etc. There are more single parent homes now more than ever; putting many adolescents in a parental situation of their own if they have younger siblings. Drugs are more creative and widely used now more than ever, so you really don’t know who is doing what in their spare time. The spectrum of children having responsibility is so huge; it is hard to really know where everyone is. Some kids live with their parents (who fund their college educations) until they are 24, 25, the same time others have families of four by this age and both are considered normal. I think the bottom li ne for teacher is staying open-minded and on your toes!... Free Essays on Human Development in the Classroom Free Essays on Human Development in the Classroom Human development and more specifically child development is different for each and every one of us. However our development tends to follow similar sets of guidelines, if you will. As a teacher it is absolutely essential to fully understand these guidelines in order to provide the best possible classroom experience for children. Adolescence is perhaps one of the trickiest phases of life because there are so many factors involved, peer pressure, hormones, fitting in, bodily changes etc. It is inevitable many problems are going arise, but being education, and fully understanding how humans work, will fully equip teachers with the problem solving skills necessary to properly mentor students. Not every situation is fixable, but by knowing the proper resources, you can at least point students in the right direction. The most crucial thing to understand about human development, especially adolescence, is that every person is different. What works for one, may not work for another. Not only are there many different internal things going on, but now-a-days more than ever, there are many external things going on. It is no longer the time of the nuclear family, where mom watches the children; dad works nine to five etc. There are more single parent homes now more than ever; putting many adolescents in a parental situation of their own if they have younger siblings. Drugs are more creative and widely used now more than ever, so you really don’t know who is doing what in their spare time. The spectrum of children having responsibility is so huge; it is hard to really know where everyone is. Some kids live with their parents (who fund their college educations) until they are 24, 25, the same time others have families of four by this age and both are considered normal. I think the bottom li ne for teacher is staying open-minded and on your toes!...

Free Essays on Thought Paper

Do Genetics, Society, Family Upbringing or We Ourselves Determine Who We Are? Genetics are responsible for a range of things from how we look to the amount of time we will spend on this earth, but they do not determine who we are. Our society plays a role in who we grow up to be because we are highly conditioned by it. Our family upbringing will give us the values and character that will make up who we are. Finally there is ourselves, which is the final product of all of these factors. Since each of these factors play a key role in how we turn out, each decision that we make is not really our own but rather it’s the best decision we can make based on society and our upbringings. Genetics are the blue prints for our physical body. They determine what color hair we will have, the color of our eyes and even what diseases we may acquire later on in life. I do believe that genetics determine our brain capacity, which may gear us toward certain personality traits, but they will not determine who we are. As opposed to genetics, our society plays a huge role in who we are. From the time we can process what we take in from society we are being shaped and conditioned into what society wants us to be. The media portray one or a few sides of the society we live in. These portrayals are taken in by the viewer and either assimilated into themselves or discarded (but not without its influence). Society affects who we find attractive. In the early part of the 20th century for an example, full figured women were seen as very attractive. As time has passed society has now put a monumental emphasis on women being skinny. This is an example of the fact that as society changes so do our views opinions and perceptions. Other things conditioned or effected by our society are who we trust, what we where, what we eat, and even our hobbies. We are conditioned by society to conform and surrender to the role that it wants us to play. The remarkable thing ... Free Essays on Thought Paper Free Essays on Thought Paper Do Genetics, Society, Family Upbringing or We Ourselves Determine Who We Are? Genetics are responsible for a range of things from how we look to the amount of time we will spend on this earth, but they do not determine who we are. Our society plays a role in who we grow up to be because we are highly conditioned by it. Our family upbringing will give us the values and character that will make up who we are. Finally there is ourselves, which is the final product of all of these factors. Since each of these factors play a key role in how we turn out, each decision that we make is not really our own but rather it’s the best decision we can make based on society and our upbringings. Genetics are the blue prints for our physical body. They determine what color hair we will have, the color of our eyes and even what diseases we may acquire later on in life. I do believe that genetics determine our brain capacity, which may gear us toward certain personality traits, but they will not determine who we are. As opposed to genetics, our society plays a huge role in who we are. From the time we can process what we take in from society we are being shaped and conditioned into what society wants us to be. The media portray one or a few sides of the society we live in. These portrayals are taken in by the viewer and either assimilated into themselves or discarded (but not without its influence). Society affects who we find attractive. In the early part of the 20th century for an example, full figured women were seen as very attractive. As time has passed society has now put a monumental emphasis on women being skinny. This is an example of the fact that as society changes so do our views opinions and perceptions. Other things conditioned or effected by our society are who we trust, what we where, what we eat, and even our hobbies. We are conditioned by society to conform and surrender to the role that it wants us to play. The remarkable thing ...

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'Capitalism is a force of progress for business and society'- Discuss Essay

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A Tour to History Colorado Center Research Paper

A Tour to History Colorado Center - Research Paper Example From this study it is clear that  Ancient Puebbloan people domesticated turkey for a number of reasons. One of the reasons was it was rich source of protein that could replaces the decreasing number of deers who also proved very difficult to hunt and they were also over hunted hence their reduction in population. Archeologists have found remains of turkey in pens together with their gizzards stones, eggshell in large number and these have been collected and brought into o the center.   Within the center you would come across heals damages of turkey preserved in the center and this also support mass hunting of turkey by ancient Puebloan people.  This discussion stresses that  various artifacts such as needles, neck less which shows how creative the first Puebloan of Mesa Verde area in Colorado was in designing their tools from hallow bones which they used in making blankets from turkey feathers. Dust Bowl. This shows how man has learnt how to survive in very challenging enviro nment. The tour to the center also reflected how economical and less demanding it was to keep turkey because they consume approximately half a pound of maize grains daily and some small insects which could be found in the natural environment. This encounter therefore would be very useful to entrepreneurs who don’t have huge capital but are interesting in engaging in farming activities.  Certain cultural orientations may be grounded on straight traditions.

Course Syllabi- History of Graphic Design Essay Example for Free

Course Syllabi- History of Graphic Design Essay Course Description History of Graphic Design is a critical contextual research and survey study of the intents, influences, practices, and artifacts of graphic design. The course will be structured on readings, research, and visual presentations on subjects of designer activities throughout history with an emphasis on the broader historical context of the planning, production, form, distribution, reception and cultural integration of graphic design Student Handbook The Student Handbook is now available digitally rather than in hard copy. It can be found on the PNCA website (under Student Life) and on Homeroom (Home page, under PNCA Essentials). Disability Support PNCA is in compliance with federal law requiring colleges to provide reasonable accommodations for students with documented physical and/or learning disabilities. If you have a disability that might affect your performance in this class, please make it known to the instructor. Learning Outcomes At the conclusion of this course, the student should be able to : - ­Ã¢â‚¬  Demonstrate and articulate in discussions, writings, and visual presentations an understanding of the historical context of the creation of a work of graphic design (i.e. time, place, culture, intents) - ­Ã¢â‚¬  Synthesize readings and lectures and be able to formulate and post discussion points and prepare visual examples for peer review and feedback (as comments) using online tools - ­Ã¢â‚¬  Utilize, and bibliographically document, a range of resources used for the study of the history of graphic design (books, journals, periodicals, online, interviews) - ­Ã¢â‚¬  Creative Practice Identify the roles, activities, and trades of communication design professionals throughout history and distinguish specific fields related to and integrated with the profession of graphic design - ­Ã¢â‚¬  Learning Outcomes are linked to PNCA’s Core Values which are: Identify and articulate the influence of fine art (theories, trends, aesthetics, visual styles) on the work of graphic designers Integrated Knowledge, Critical Thinking, Cultural Inquiry Social and Ethical Responsibility Course Content initiate, and participate in, discussion on the planning, process, production and distribution of works of graphic design - ­Ã¢â‚¬  Effective Communication - ­Ã¢â‚¬  formulate a connection of the cultural influences on design from history with practices of contemporary graphic designers through examples, writings, and discussions Assignments for this Class: - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  - ­Ã¢â‚¬  Required Readings and discussion with evidence of comprehension Weekly Subject Research and On-line Posting to Homeroom Weekly In-Class presentations Final Research Paper Topics for weekly research will include: Design during Cultural Upheavals / World Conflicts Design for Social Causes / Design for Social Good Design for Commerce, Consumption, Commercialism Information Design / Dissemination and Distribution of Information Technological Changes and its Influence on Graphic Design Design as Author, Designer as Artist, Whole Designer The Concept of Brand and the Development of Brand Identity Low Design / Bad Design Major Benchmarks in Typography Reactionary Design / Culture Jamming Expectations/Policies for this course: Students are required to read and to be ready to articulate a response to all readings assigned in class. Each week there will be an assigned subject research topic that will require independent sourcing, image documentation, writing, and on-line posting on the ‘Homeroom’ site established for the course. Each student will make a 5-10 minute presentation of each assignment postings during classtime with an expectation of the use of prepared supported notes for verbal elaboration on the material presented. In-class and on-line participation in the form of response and discussion and will be expected and recorded. A final research project on the relatedness of the topics of historical practice presented to the practices of a contemporary designer or design firm/group will be in the form of a research paper. (8-10 pages minimum) Attendance You will be allowed two absences without additional penalty although you are responsible for any work that is missed. The third absence will result in the lowering of an entire letter grade from the computed final grade. A fourth absence will result in a final failing grade of F. Missing 30 minutes of a class period (during any part of the scheduled classtime) counts as an absence. Frequent tardiness (less than 15 minutes) will accumulate to absences (3 tardies =1 absence) Number of hours students are expected to work outside of class: This class meets for three hours per week, and six hours of work outside of class are expected. (3 credits) Grading Criteria †¢ Weekly Research Assignments timely completion / in-class presentation preparedness and comprehensiveness †¢ In-Class participation/contributions †¢ On-Line participation/contributions †¢ Final Research Paper Materials / Supplies Required: †¢ Access to, or ownership of, equipment to scan/photograph (digitize), upload and review visual and text information on a regular daily basis. (Computer and Camera/Scanner) †¢ Money for photocopying (approx. $20 projected) †¢ Flash Drive (2-4gb) Recommended: History of Graphic Design text purchases (Personal library) Bibliography The books listed here are predominantly larger volumes dedicated to a broad overview and history of graphic design. (More may be added during the semester) Many less comprehensive but key texts are available in the library as well as journals and periodicals that are specific to designers, styles, and various other edited groupings – these should be sought out and reviewed andutilized especially for more indepth study on a research subject. Major Texts of the History of Graphic Design Those mark with asterisk* are on reserve shelf at front desk of PNCA library and are available on 3 hr. check out (note: many of these text have duplicates or earlier editions and are available for longer check out periods if needed) Title: Meggs, History of Graphic Design, 4th Edition* Author(s): Philip Meggs, Alston Purvis Publisher: Wiley ISBN: 978047169902 Library Call#: Z 246 .M43 1983 Title: Graphic Design, a Concise History* Author: Richard Hollis Publisher: Thames Hudson world of art ISBN 0500203474 Library Call#: NC 998 .H65 1994 Title: Graphic Design: a New History* (1st and 2nd Editions) Author: Stephen Eskilson Publisher: Yale University Press ISBN: 0300120117 Library Call#: NC 998 .E85 2007 (1st Edition in Library*) Students are invited to contribute to the additions to this bibliography through their weekly research and presentation. All sources should be cited using MLA citation methods. Title: Graphic Design History, A Critical Guide* Author(s): Johanna Drucker, Emily McVarish Publisher: Pearson/Prentice Hall ISBN: 0132410753 Library Call#: NC 998 .D78 2009 Title: Graphic Design in America* Author(s): Mildred Friedman, Joseph Giovannini, Steven Heller Publisher: Walker Art Center ISBN: 0810910365 Library Call#: NC 998.5 .A1 G65 Title: Design, Writing, Research* Author(s): Ellen Lupton, Abbot Miller Publisher: Kiosk ISBN: 1568980477 Library Call#: Z 246 .L86 1996 Title: Communication Design, Principles, Methods, and Practice Author: Jorge Frascara Publisher: Allworth Press ISBN: 1581153651 Title: A Century of Graphic Design Author: Jeremy Aynsley Publisher: Barron’s Educational Series ISBN: 0764153242 Library Call#: NC 998.4 .A96 2001 Other Readings: Journal: Visible Language 28.3, New Perspectives, Critical Histories of Graphic Design, Pt. 1 Critiques Editor and Publisher: Sharon Poggenpohl Digital reference (Links) sites should be added to online postings On-Line History of Graphic Design Reference www.designhistory.org Weekly Course Schedule Week 1 6 Sept Week 2 13 Sept Friday, 13 September is the last day to add or drop a class. All information (dates, times and assignments) in this schedule is subject to change at any point during the semester. Updates will be announced and posted. Welcome / Introductions Class Expectations / Syllabus Overview / Course Structure / Assignments Using Homeroom / Communication Expectations Course Resources Reading Assigned (Posted on Homeroom) Critical Histories of Graphic Design Discussion of Readings on the approaches to History of Graphic Design development Lecture: Brief History of Graphic Design, Pt.1 Read on Homeroom these posted excerpts for this class: Graphic Design History, a critical guide, by Drucker and McVarish, Communication Design, Principles, Methods, and Practice, by Frascara, Graphic Design, a Concise History, by Hollis, Megg’s History of Graphic Design, by Meggs and Purvis, Visible Language 28.3 New Perspectives: Critical Histories of Graphic Design, article by Blauvelt Also read (for this classes visual lecture): â€Å"Prehistoric Prelude to Graphic Design† from Graphic Design History, a Critical Guide, by Drucker and McVarish Week 3 20 Sept Lecture: Brief History of Graphic Design, Pt.2 Read on Homeroom these posted excerpts for this class: â€Å"Early Writing: Mark Making, Notations Systems, and Scripts† from Graphic Design History, a Critical Guide, by Drucker and McVarish Lecture: Conventions and Norms Overview of Weekly Research Project Topics, Objectives, Goals, Expectations, Methods Introduction of Topic 1: Design during Cultural Upheavals / World Conflict Week 4 27 Sept Student Research Presentations of Topic 1: Design during Cultural Upheavals / World Conflict Questions and Discussion Introduction of Topic 2: Design for Social Causes / Design for Social Good Week 5 4 Oct Student Research Presentations of Topic 2: Design for Social Causes / Design for Social Good Questions and Discussion Introduction of Topic 3: Design for Commerce, Consumption, Commercialism Week 6 11 Oct Student Presentations of Topic 3: Design for Commerce, Consumption, Commercialism Questions and Discussion Introduction of Topic 4: Information Design / Dissemination and Distribution of Information Week 7 18 Oct Student Presentations of Topic 4: Information Design / Dissemination and Distribution of Information Questions and Discussion Introduction of Topic 5: Technological Changes and its Influence on Graphic Design Week 8 25 Oct Student Presentations of Topic 5: Technological Changes and its Influence on Graphic Design Questions and Discussion Introduction of Topic 6: Design as Author, Designer as Artist, Whole Designer Friday, 25 October is the last day to withdraw from a class. Week 9 1 Nov Student Presentations of Topic 6: Design as Author, Designer as Artist, Whole Designer Questions and Discussion Introduction of Topic 7: The Concept of Brand and the Development of Brand Identity Week 10 8 Nov Student Presentations of Topic 7: The Concept of Brand and the Development of Brand Identity Questions and Discussion Introduction of Topic 8: Low Design / Bad Design Week 11 15 Nov Student Presentations of Topic 8: Low Design / Bad Design Questions and Discussion Introduction of Topic 9: Major Benchmarks in Typography Week 12 22 Nov Student Presentations of Topic 9: Low Design / Bad Design Monday, 18 November SP14 registration begins Questions and Discussion Introduction of Topic 10: Reactionary Design / Culture Jamming Week 13 29 Nov Thanksgiving Holiday. No class. Week 14 6 Dec Student Presentations of Topic 10: Reactionary Design / Culture Jamming Questions and Discussion Final Paper Topic Determination Week 15 13 Dec Final Paper Draft Due – Individual Meetings Week 16 20 Dec Final Class – Course Wrap-up / Overview Friday, 20 December Last day of classes. Please note: The rest of the template is uniform for all PNCA classes, it includes: PNCA grading policy, statement on plagiarism, library ACE. This section should be included in any electronic versions of the syllabus, but doesn’t need to be distributed to students in paper form. ACE The Academic Center for Excellence (ACE) @PNCA is a peer driven support network for students at all levels. ACE provides in person and online assistance with the following: study skills, digital tools, research, writing and editing strategies, math, professional practices (rà ©sumà ©s, cover letters, documentation), idea generation, project management, organization, and more. For more information, location and hours, please visit the ACE Homeroom site: http://homeroom.pnca.edu/sites/1019 About Your Library The Charles Voorhies Fine Art Library provides research assistance, help with citations and bibliographies and a place to document your artwork. Whether you are looking for articles, books, audio collections, DVDs, or Web resources, the library can help! For research help contact Dan McClure ([emailprotected]) and for help with library materials contact Serenity Ibsen ([emailprotected]). More information is available at www.library.pnca.edu. Statement on Academic Integrity PNCA values intellectual honesty and encourages authentic expression, independent thinking and original writing. The College expects that all work conducted and submitted by our students shall be the combined result of original thought and ethical research. All acts of plagiarism, whether deliberate or unintentional, are considered a violation of the Student Code of Conduct and will not be tolerated on the PNCA campus. It is the student’s responsibility to be aware of and to act in accordance with the PNCA Guidelines for Academic Honesty. This is a document that defines plagiarism, discusses the conventions of ethical research and documentation, and explains the appropriate uses of source materials. These guidelines also describe the student’s responsibility for maintaining documentation and evidence of research in order to verify originality in all writing assignments at PNCA. The document: PNCA Guidelines for Academic Honesty is provided for you in the following locat ions on campus: the Student Handbook, the Library’s Homeroom site, the Academic Integrity HomeRoom site, the ACE HomeRoom site, the Foundation HomeRoom site, the Liberal Arts Homeroom site. You may also view written copies of the PNCA Guidelines for Academic Honesty in the office of Student Services, the Academic Dean’s office, and the PNCA Library. Student Information + Responsibilities Students are expected to have in their possession a current edition of the Student Handbook. Students are responsible for all the information contained in the handbook, and should refer to the handbook frequently for deadlines, policies, procedures, and responsibilities. Student Handbooks are available in the office of Student Services. Students are expected to check their student mailboxes frequently for communications from their instructors or from the administrative offices of the college. Week Two is the last week that you may add or drop a class with no penalty. Week Eight is the last week that you may withdraw from a class with a â€Å"W.† PNCA Grading Criteria This is the institutional grading policy for all PNCA students. Grades are distributed after the end of each semester. Grading Criteria Grade A: Student performance is outstanding. Student exhibits excellent achievement and craftsmanship in all aspects of work. Student exceeds the problem criteria and consistently challenges himself/herself to seek fresh solutions to assigned problems. Student exhibits a commitment to expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are excellent. Grade B: Student performs beyond requirements of assignments. Student exhibits above-average progress and craftsmanship in all work. Student meets and exceeds the problem criteria. Student exhibits above-average interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are above average. Grade C: Student performance is average and all requirements are fulfilled. Student exhibits an average level of progress and improvement in all work. Student meets the problem criteria. Student exhibits interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are adequate. Grade D: Student performance is uneven and requirements are partially fulfilled. Student’s output is minimal. Student exhibits minimal improvement in work. Student does not meet the problem criteria in all assignments. Student exhibits minimal interest in expanding ideas, vocabulary and performance. Student’s attendance, participation and class involvement are less than adequate. Grade F: No credit earned. Student fails to meet a minimum performance level. Student does not exhibit achievement, progress or adequate levels of craftsmanship in all assignments. Student’s work is consistently incomplete or unsuccessful. Student’s attendance, participation and class involvement are inadequate. Pass/Fail Grade: A Pass/Fail grade will be given for designated courses in which the course content is such that direct faculty oversight of the learning experience is not possible, and evaluation on the present grading scale would be difficult. â€Å"Pass† implies a â€Å"C† grade or above. â€Å"Fail† implies less than a â€Å"C† grade and course work graded as â€Å"Fail† does not apply to the degree. Pass/Fail grades are not calculated in the grade point average. This grading applies to Internships. Graphic Design Co-op uses traditional letter grades. Incompletes In certain situations, a student may request an â€Å"Incomplete† grade in a class. You may petition for an â€Å"Incomplete† only if your situation meets both of these conditions: 1. An extenuating circumstance exists and it has prevented you from completing the coursework (Extenuating circumstances are illnesses, family, emergencies, etc.), 2. You are currently in good standing in the class. See the Student Handbook for more information about Grades and Incompletes.

Legislation to Safeguard Child Rights in the UK

Legislation to Safeguard Child Rights in the UK Steven Howells CYP Core 3:3 1.1 Because the well – being of all children and young adults is so important, organizations in the United Kingdom and around the world have created policies and legislation’s to ensure a structure of security. This structure ensures that everyone in an educational environment is safeguarded. Some of the main policies include: The Children’s Act 1989 – This policy was designed to make all the laws that relating to children and young adults less complicated. It also brings many organizations and authorities together to ensure that children receive the assistance they require. The Children’s Act 2004 – This Act is an update that was put into place after the death of Victoria Climbie. The information was reviewed by multiple services and yet they failed to work together which resulted in this child’s suffering, and eventually her death. Rules and regulations were put into place to allow services to share the information accordingly to ensure that anyone under the age of 19 years old who may be at risk could be helped and not overlooked. Children and Young Persons Act 2008 – This Act changes the structure of the care system. It pushes services to provide the best care as quickly as possible to children and young people. It also enables children and young adults to be capable of achieving the same as a child who is not in care. Sexual Offences Act 2003 – This policy covers a large scale of offences, but is designed to cover against, sexual offences or rape in the United Kingdom or in some circumstances abroad. Adoption and Children Act 2002 – This act was put into place to ensure that children were going to homes that hold the best intentions for them. It also gives a more reasonable approach to single people and unmarried couples who would like to adopt and provides more assessments to ensure the child is going to the best home for them, but to also ensure that a family is adopting a child best suited to their current environment (i.e. if a family already has children, they will not be put at risk by putting a child with history of severe mental illness in the same home). United Nations Convention on the Rights of the Child 1989 – â€Å"Protecting children from violence, exploitation and abuse is an integral component of protecting their rights to survival, growth and development† UNICEF, (2011) The Education Act 2002 – The policy was designed to create a structure for anyone in educational services to help with safeguarding. The helps protecting children and young people by ensuring a safe place to study. It also helps protect children and young people by identifying anyone who could be / already at risk in a school environment or at home. Domestic Violence, Crime and Victims Act 2004 – The act covers many areas of protecting victims of crimes. It also covers new rules and regulations to give bailiffs the power to use forcible entry to property if a child or vulnerable person is at risk of death. Vetting and barring scheme – After the conviction of Ian Huntley in 2003, further examination into Huntley’s past showed that he had been had been investigated and charged for other offences. But because of the structure of the original checks, he passed and was allowed to work in a school environment. Afterwards, the structure of the checking system was changed in order to ensure this would never happen again. The new checking system now covers every offence, investigation and charges to ensure that individuals with any form of criminal record and/ or any possibility of committing an offence can no longer work in an environment where there is a risk to children, young adults or adults who are vulnerable. 1.2 Child protection is only one piece of a larger concept of safeguarding. The health and safety of children and young people is paramount. It protects those who are young and vulnerable nearly every form of mistreatment like being neglected raped or abused mentally or physically. It helps to prevent those who could later suffer results of impairment of any form from the hands of mistreatment. Risk assessments to ensure a safe home and place of study are part of this. Making sure that schools are governed correctly and a structure of policies, rules and regulations are put in place and kept up to date. Ensuring any safeguard issues are dealt with properly, ensuring all staff are up to date with all aspects of training and also promoting the best development for all its students.The development of the children can include tests like the CAF to ensure that children receive any additional learning required, or other tests that ensure health and well – being of its students. 1.3 Every School and local authority has their own policies concerning child protection. All of them put the same ideals into action which are: â€Å" Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being. â€Å" In order to make the community aware of child protection issues, campaigns and other similar methods are used. All communities have to be monitored to ensure that all targets and policies are met, also to ensure that all issues are being dealt with appropriately. It keeps a healthy communication with local services to ensure the best methods are used to benefit students. Also to report any signs of cruelty, neglect or abuse. This creates a better success rate of child development. If everybody knows what methods work best for a single / group of student(s), there I more chance for students to progress rather than regress in development. External health and safety management teams are put into place as another form of monitoring. This time they monitor the buildings and the possibilities of risks. Also health services visit to make children aware of what is healthy and unhealthy. To summarise, every student is protected by a large structure formed from all the acts that are implemented by the government. They all follow these acts to achieve this structure. When this structure is followed correctly there is less chance for a student to be at risk of many outcomes ( i.e. risk of harm, risk of being neglected or risk of failing to progress in development). 1.4 If a child is being neglected, abused or worst case scenario has died as a result of either, the child welfare officer should be notified in order in order to find out what happened to prevent this from happening again. They will access every aspect in order to achieve the most accurate of reports. When the report is finished, it will be reviewed and from this the government will decide what went wrong, why it went wrong, how they will improve their service in order to make it better. This in my opinion is the wrong approach to take because to me it seems like the government want to wait for it to happen and then study why it happened. I believe there is many forms of serious child abuse that are not considered as neglect or abuse due to the current status of the country. The government believe that just because a child lives in a home with a water supply, fridge – freezer and oven they have what they need. But this does not include food or clothing which should be included wh en raising a child. 1.5 All personnel must keep confidentiality in accordance of the Data Protection act 1998 (See TDA Section 4). This keeps all information private and helps to safeguard everyone who attends or work’s at the school. In order to keep full confidentiality, all staff are only permitted to discuss personal details, circumstances, or school work connected to their own child(ren). A parent will be able to discuss their children’s work and grades but will not have access to them. The only information that is shared is when a child has reached the age to attend secondary school. The secondary school will require information that is relevant in order to help the student maintain progression through this phase.

Flannery OConnors A Good Man is Hard To Find Essay -- Literacy Analy

Flannery O’Connor’s A Good Man Is Hard to Find is one of the most well-known short stories in American history. A Good Man Is Hard to Find is a disturbing short story that exemplifies grace in extremity as well as the threat of an intruder. The story tells of an elderly grandmother and her family who embark on a road trip to Florida. The grandmother is a stubborn old woman with a low sense of morality. While on the trip, the grandmother convinces her son to take a detour which results in a broken down car and an encounter with a convicted fugitive, The Misfit. Although the grandmother pleads for mercy, The Misfit kills off the rest of her family. Through the grace she finds in her extreme circumstance, the grandmother calls The Misfit her own and implores him to spare her life. The Misfit does not oblige her and states after her death, â€Å"She would have been a good woman if it had been someone to shoot her every day of her life.† Through Flannery Oâ₠¬â„¢Connor’s disturbing and shocking display of the grandmother’s demise, she gives the reader a sense of the threatening power of an intruder and the idea of extreme situations bringing about a state of grace. The reason for such a powerful work may have resulted from Flannery O’Connor’s religious upbringing as well as the state of the nation at the time. During much of the 1930’s and 1940’s, the United States was a fairly isolated nation. While much of Europe and rest of the world were waging war against Germany, the United States kept a fairly pacifist stance and refrained from military involvement (World War II: Isolationist America). Many citizens in the United States feared an intrusion from outside forces, especially after the attack on Pearl Harbor in 1941, which changed t... ...dly evil character, The Misfit, is able to help the grandmother to find grace makes him redeemable as well. Whatever the reason was for Flannery O’Connor to write A Good Man Is Hard To Find, it will forever be one of her best works as well as one of the best and most unusual short stories of all time. Works Cited Gordon, Sarah. "Flannery O'Connor (1925-1964)." New Georgia Encyclopedia. Georgia Humanities Council and the University of Georgia Press, 3 Mar. 2009. Web. 10 Mar. 2012. . Shmoop Editorial Team. "A Good Man is Hard to Find" Shmoop.com. Shmoop University, Inc., 11 Nov. 2008. Web. 10 Mar. 2012. "World War II: Isolationist America." Second World War II Campaigns. Historical Boy's Clothing, 31 Dec. 2002. Web. 10 Mar. 2012. .