Macbeth Acts 4 5 6 Essays - Characters In Macbeth,

Macbeth Acts 4 5 6 Today is the true day of all death. For shame, I am lonely in a world of lost hope. I have been deceived to the greatest extent. Those three weird sisters have gone very far to put me through such foulness. They had told me that if the woods of Birnham should move upon my castle that I shall be vanquished. This has become true as my scouts have informed me that such a task has been performed. How could this be? I do not know, but if I were to look into the night the answers would point to the overpowering army of Malcolm. This is all but a murmur in my heart, as the word of my wife's death has become my lost hope. For many days I have been aware of her sick mind and did nothing to solve it. If it was I who decided her contemplation with death let me die in the perilous battlefields of antiquity. My scouts have given warning that MacDuff is in the front-line. I must engage in the battle. May god have mercy on my soul and not let the prophecies of the weird sisters be true.

Climate change and extreme weather conditions

Climate change and extreme weather conditions Climate change has been widely discussed in all aspects. In this regard, the latest global heat wave rekindled the debate on climate change. Proponents of climate change argue that human activities are to be blamed for the current global climate change. Essentially, human activities are cited as the major cause of global warming.Advertising We will write a custom essay sample on Climate change and extreme weather conditions specifically for you for only $16.05 $11/page Learn More The Intergovernmental Panels on Climate Change (IPCC) recent reports indicates close links between human activities and changes in the global climate (Burke 2). The relationships between human activities and global warming are yet to be ascertained though the symptoms are obvious. In fact, extreme weather conditions experienced around the world are attributed to human actions. The current heat wave is one of the extreme weather conditions resulting from climate change due to human a ctivities. Even though critics argue against the link between extreme weather conditions and climate change, scientific evidence clearly indicate a strong correlation between the global warming and the extreme weather conditions. However, researchers in this field have been cautious when drawing conclusions directly linking extreme weather conditions to climate change (Burke 2). The opponents question the validity and reliability of current data basing their arguments on the history of world climate. Historically, the world has experienced calamitous heat waves, floods as well as other extreme weather conditions without human activities involved. In the recent past, scientists have continued to draw in data linking the two variables. The agreement across the board is that human activities such as emissions of the greenhouse gases have contributed to global warming. As such, there should be sustained measures to limit the greenhouse gas emissions (Thurber 2). Unless such measures are undertaken, dangerous heat waves as well as floods are likely to re-occur. In addition, prolonged draughts as well as coastal flooding have increased chances of extreme weather conditions occurrence. Nonconformist scientists and politicians often dispute about the predictions, yet the number of disasters arising from extreme weather conditions is undoubtedly escalating. In addition, similar data from various sources cannot be disputed on the ground of validity and reliability (Thurber 2). In fact, data from climate agencies indicate similar results with slight variations. For instance, the National Oceanic and Atmospheric Administration (NOAA) and National Climate Data Center (NCDC) indicate that the last thirteen years have experienced the hottest periods within 132 years. Precisely, the hottest period ever recorded since 1895 occurred from 2001 to 2013. The IPCC, which has been involved in various researches around the world, predicts more extreme weather conditions in the coming decade (Zaelke and Veerabhadran 2).Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Moreover, the IPCC reports that the frequencies of extreme weather conditions have increased. Previously, the heat waves occurred once in 20 years. Currently, the heat waves occur two times in one decade. The prediction is that continuous emission of greenhouse gases into the atmosphere leads to reoccurrences of global warming within two years. Heat waves are not the only extreme weather conditions that are expected to occur but also flooding, hurricanes, prolonged drought, coastal flooding as well as ice storms are expected in the next decade. The IPCC, which is concerned with the climate studies, normally has accurate predictions and warn associates against premature judgments (Zaelke and Veerabhadran 2). The panel depends on clear evidence to make conclusive predictions. The reason is that ma ny factors that tend to explain the variations in world temperatures are not directly linked. In other words, there is disconnection between the current causes of extreme weather conditions and the similar past climate situations. The explanations provide facts used by critics to argue their case. In addition, the conclusions drawn from the data taken within 132 years cannot be linked with the similar data from another century. Consistent with the recent report released by the IPCC and the UN panel, human actions contribute immensely to climate change. The reports follow the studies undertaken to determine the relationship between climate change and human activities. In fact, the reports indicate that typhoons, hurricanes and coastal flooding are likely to increase in this decade (Shank 1). The recent reports concur with previous information on climate change and extreme weather conditions. In addition, the studies indicate that greenhouse gas emissions are the major cause of climat e change (Zaelke and Veerabhadran 2). Some of the effects of greenhouse gas are the extremely high and low atmospheric temperatures. The cyclic global temperatures are prone to intense weather conditions. The data is supported by basic atmospheric science arguing that warmer air causes intense drought and heat waves. The result also explains the cause of the recent heat waves. According to the reports, the extreme temperatures are also likely to cause increased frequency of precipitation associated with typhoons, cyclones, hurricanes as well as coastal floods. In addition, available data indicate that heavy rains are expected to rise in many parts of the world within this century due to increased atmospheric pressure and temperature (Shank 1). Even though recent statistics are almost similar to the previous information, the accuracy of data collection and analysis improves the reliability of the conclusions drawn. In other words, the two agencies are majorly concerned with accuracy of the data to draw plausible correlations between the human activities and the global warming.Advertising We will write a custom essay sample on Climate change and extreme weather conditions specifically for you for only $16.05 $11/page Learn More The IPCC and the UN also found out increasing human susceptibility to extreme weather conditions. While carbon emissions continue to be unabated, human vulnerability to the extreme weather conditions persistently increases (Leonhardt 1). Flawed decisions on climate change by governments and industrialists together with continued increasing populations are exposing the majority of people to the harms of extreme weather conditions. Human activities including land use, rapid urbanization, unchecked coastal developments and growth of megacities have led to the increased vulnerability of rural and urban communities to the tribulations resulting from extreme weather conditions. The reports argue that necessary measures have to be taken to avert extreme weather related problems. Global warming related problems have been cited to vary from social to economic aspects. In other words, climate change significantly influences the political and socio-economic trends around the globe. In particular, the global climate changes have affected the trends of global economic growth. For instance, the Colorado floods and Yosemite Rim Fire are examples of the devastating effects of climate change. In addition, the Bulletin of the American Meteorological Society (BAMS) argued that over fifty percent of extreme weather events in 2012 were influenced by changes in climate (Leonhardt 1). The consequences of the calamities ranged from crippling of tourism to loss of homes and livelihoods. Further, the weather events posed risks to the economic growth. Moreover, a research by the US Department of Energy (USDE) asserted that energy infrastructure is gradually more susceptible to extreme weather events emanating from cl imate change. For example, the wildfire that occurred in close proximity to Yosemite National Park in San Francisco led to the declaration of state of emergency due to the threats the wildfire posed to the city’s electricity supply plant. According to Yale Project on Climate Change Communication (YPCCC), most American citizens are prepared to engage in peaceful civil defiance against organizations promoting global warming in operations. The government’s lack of environmental policy change initiatives is increasingly perturbing the public.Advertising Looking for essay on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More For instance, the Keystone XL pipeline project is facing mass opposition from the public due to the venture’s environmental implications (Shank 1). Through such protests, the government has initiated climate bill, carbon tax as well as having set up the strict limits of carbon emissions into the atmosphere. Moreover, companies have been on the forefront in ensuring paradigm shifts towards carbon reductions and major ventures in renewable sources of energy (Gillis 1). Studies also indicate that abrupt changes experienced on the planet including melting, acidifying, flooding and warming have led to a completely different globe. In other words, higher amounts of black carbon in the atmosphere heat up the Earth. Consequently, extreme weather events characterized by heat waves, heavy rains and violent storms occur. Such weather conditions adversely affect vegetation and animals. Scientists link such extreme weather conditions to climate change. The assessment of climate science by the IPCC indicates that the continuous warming of the atmosphere, sea level rise, alterations in the global water cycle and diminishing snow levels are the results of the human influence. The panel has achieved remarkable successes through endorsement of the carbon budget for humanity. In reality, the regulation of the amount of carbon and greenhouse gases by industries and clearing of forests have led to burning up of approximately a trillion metric tons of carbon and the reduction of planetary warming to about two degrees above the sea level (Shank 1). However, climate-cynic organizations contend that the report by the IPCC is hysterical and exaggerated. For instance, the Heartland Institute argues that anticipated global warming would be insignificant to be transformed into climatic calamity. In essence, the critics argue that due to the slow rates of global warming experienced over the last decade, rapid reductions in global warming are imminent (Gillis 1). The administrators o f the Environmental Protection Agency (EPA) have put forward the necessary steps that the government should implement to counter the rising climate alterations nationally and at the global level. As the world experiences continuous warming with highest levels of humidity occurrence over the last ten years, the deficiency of actions to curb climate change has negatively influenced the ambiance. As such, governments are embracing market-based models in reduction of greenhouse gas discharges by imposing carbon taxes on power plants releasing higher amounts of carbon dioxide in the atmosphere. Augmented ventures in clean energy expertise are also critical in spurring firm economic inclination along with habitable atmosphere. Most importantly, the amendment of Montreal Protocol (MP) of 1989 will be significant in solving the ozone problems by phasing out warming chemicals including the hydro-fluorocarbons. In reality, the presence of common sense conservative principles based on protecti ng health, utilization of superior expertise available and innovativeness in economy to obtain solutions have been instrumental in solving climate concerns such as depletion of the ozone layer, pollution of rivers and problems caused by acid rain. The US citizens have increased calls for the adoption of hydraulic fracturing process in the extraction of natural gas to prevent the emission of carbon in the atmosphere. The use of hydraulic fracturing process will also reduce threats to drinking water and the environment (Gordon 2). Further, the government is encouraging the utilization of alternative energy sources including wind and solar power. Moreover, increased investments in research, innovative-generation of energy such as use of nuclear plants and experimental expertise are significant in ensuring low-carbon presence in the atmosphere. Environmental experts have come up with diverse strategies aimed at ensuring a habitable atmosphere. For instance, the actions taken by the Envi ronmental Protection Authority (EPA) under the Clean Air Act (CLA) have restricted the discharge of effluents from power plants. In fact, the EPA has stringent discharge standards for the stationary sources leading to virtual elimination of coal-fired plants. However, significant steps put forward at the United Nations climate caucus produce positive impacts on promoting political goodwill to climate change. In this regard, the United Nations Environmental Program (UNEP) and the World Meteorological Organization (WMO) projects focusing on reducing of greenhouse gas emissions, such as carbon, methane, lower-level ozone and hydro-fluorocarbons, will reduce global warming by 40%. In addition, the diminution in global warming is capable of preventing over three million demises resulting from the contamination of the environment. As it can be observed, climate scientists have continuously forecasted and warned about the increased global temperatures that lead to extreme weather condition s, such as severe droughts, intense flooding as well as ferocious storms. Reports by the United Nations and other climate change agencies indicate that human activities are to be blamed for the extreme weather situations as well as climate changes experienced all over the globe today. In addition, the scientists warn that weather extremes are projected to worsen in the coming years. In essence, the greenhouse gas emissions resulting from human activities augment heat and coastal floods as well as increase levels of precipitation (Bordessa 1). The UN report stated that higher temperatures triggered such disasters as floods, heat waves and snowstorms. As such, the UN has moved to establish the maximum frontier on greenhouse gas emissions. The scientists warn that if humans continue disgorging the greenhouse gases into the atmosphere through their activities, irreversible climate changes are eminent. Actually, the utilization of economical natural gases and current fuel principles as w ell as rules regulating mercury have led to the reduction of greenhouse gas discharge into the atmosphere by seventeen percent Additionally, the utilization of filters on automobiles and the use of low-sulfur diesel fuels have benefited California by cutting the level of warming effect caused by diesel by over fifty percent. Further, many countries in the developing world are embracing resourceful biomass stoves, solar lamps and modern brick kilns as opposed to conventional mud stoves and utilization of kerosene lamps leading to reduction of carbon emissions into the atmosphere. Moreover, several initiatives include reduction of leaks from gas pipes, capturing methane from waste dumps and water treatment plants as well as reducing discharges from rice paddies. In essence, the elimination of such temporary climate noxious wastes is significant in slowing the pace of global warming. Bordessa, Kris. â€Å"Global Climate Change Linked to Extreme Weather?† Wired 11 February 2012: 1. Web. Burke, Marshall. â€Å"Weather and Violence.† The New York Times 30 August 2013: 2. Web. Gillis, Justin. â€Å"U.N. Panel Finds Climate Change Behind Some Extreme Weather Events.† The New York Times 18 November 2011: 1. Web. Gordon, Kate. â€Å"Lets Upgrade Our Insurance Policy on Climate-Change Risk.† The Wall Street Journal 25 September 2013: 2. Web. Leonhardt, David. â€Å"It’s Not Easy Being Green.† The New York Times 9 February 2013: 1. Web. Shank, Michael. â€Å"Fed Up With Climate Change Apathy.† US News 19 September 2013: 1. Web. Thurber, Mark. â€Å"Carbon Pricing Is the Best First Step to Address Global Warming.† The Wall Street Journal 25 September 2013: 2. Web. Zaelke, Durwood and Veerabhadran Ramanathan. â€Å"Going Beyond Carbon Dioxide.† The New York Times 6 December 2012: 2. Web.

Internet regulation Research Paper Example | Topics and Well Written Essays - 1500 words

Internet regulation - Research Paper Example The use of the internet is growing exponentially and moving in directions that no know could have imagined. Regardless whether we change with it, it is a fact that the way we communicate will continue to change. The digital migration has already shifted the boundaries between our personal and professional lives. The internet creates daily contacts with an endless number of electronic databases that in turn preserve our thoughts, statements, video and even voices. It is hard to find an individual who claim that internet is the final frontier or even a particularly revolutionary frontier (Martinsen, 89). Internet usage is a concept that has existed and will continue to exist. However, the fascinating fact is that with the new opportunities, risks and questions presented by the increasing level of technology platforms that allow people across the globe and communicate in new ways. It is used in almost all the sectors of any economy in the swift exchange and access of information and has fuelled faster economic expansion in many economies due to efficient communication and co-ordination of activities it offers. The benefits of the internet are undoubted. However, despite their well-intentioned efforts, there are some limitations that come by the use of the internet. (Determann, 2). The possibility of regulations aimed at neutralizing the internet has been met by fierce debate among scholars globally. While some are of the opposing sides, the rest embraces the idea of regulating the internet usage. Basically, internet regulation is an act of restricting or controlling access to some aspects or information. In a nutshell, internet regulation includes censorship of data and controlling aspects of the internet such as IP address and domain registration. Well, i tend to be of the opinion that the internet usage should have some limitations (Brousseau, Meryem and CeÃŒ cile, 73). One of the areas of concern with regards to negative effects of internet is

Fact Paper Essay Example | Topics and Well Written Essays - 1000 words - 2

Fact Paper - Essay Example Research outcomes show that more than â€Å"two thirds of children aged 8 year† use computers daily (Lucile Packard Foundation, 2000). This is because of the current high accessibility of computers. Its continued usage by children negatively affects their health. Studies show a positive correlation between obesity and the usage of computers. A study conducted in Australia revealed that children who spend more time on computers have a 2.5 percent chance of becoming obese (Subrahmanyam, Kraut, Greenfield et al, 2000). The rate of obesity among children is increasing in the US. One of the factors that contribute to the high rate includes the high usage of computers among other causes. Spending more time on computers implies that children are spending less time in physical activities. Physical activities are important because they help children to burn excess calories. Engaging in less physical activities leads to accumulation of fats and calories in children’s bodies which in turn leads to obesity. Obese children have higher chances of developing other health complications even in their adulthood. For instance, medical experts claim that children with obesity are at a higher risk of getting cardiovascular diseases and being diabetic in their adulthood. Apart from obesity spending more time online can damage the children’s eyes. It also makes them to strain their necks and shoulders. Since children are still developing, some of the effects can lead to long-term health issues. Moreover, technology addiction makes some children to have sleeping disorders. This especially occurs if children have computers in their rooms. Some children prefer shortening their sleeping hours in order to play games or chat with their friends online. If this takes place for a longer period, it disrupts children’s sleeping patterns that may in turn cause sleeping disorders such as

Curriculum Development and Design Essay Example for Free

Curriculum Development and Design Essay These programs arose from the thinking of a group of pioneers who believed that the educational approach that had been developed by medical education innovators at McMaster University was also most relevant for the preparation of occupational therapists and physiotherapists. Consequently, a group of educators from both institutions, Mohawk College and McMaster University, combined their skills and created a vision that became the diploma programs in occupational therapy and physiotherapy. This approach was problem-based learning, and was used as the foundation for both programs from their inception to the present day, across three different iterations of curriculum. One of the key innovations to the way in which the college programs were taught was the combination of using faculty from both the university and college to teach all courses. In the 1980s, a degree completion program was launched that provided graduates of the diploma program a chance to upgrade their qualification to a bachelors degree from McMaster University. This was particularly important since the minimum credential for entry to practice had been raised to the baccalaureate level by the professional associations. In 1989, the program moved completely into the university setting and the graduates were granted a BHSc(PT) or BHSc(OT), a bachelor degree in health sciences. Ten years later, in 2000, candidates were admitted to the entrylevel masters programs in occupational therapy and physiotherapy. The Pedagogical Framework: Problem-based Learning As briefly referred to above, the occupational therapy and physiotherapy programs at McMaster University have a strong history with and legacy of problem-based learning. While the initial curriculum models were strongly influenced by the inaugural undergraduate medical curriculum, time and confidence presented opportunities to create our own models. These models reflect the special nuances of each discipline. Problem-based learning is recognized as having begun at McMaster University, in the medical curriculum, and was in response to critical concerns about the nature of more traditional learning models in medical curricula. The intention was to create an approach to teaching and learning that was learner-centered, yet based upon clear objectives and evaluation criteria. The key difference was the expectation that learners would be facilitated and guided rather than taught (Barrows and Tamblyn 1980; Neufeld 1983; Saarinen and Salvatori 1994). Both the occupational therapy and physiotherapy programs at McMaster University have embraced these ideas, although with differing degrees of connection and commitment to the original model. In fact, true problem-based learning models should naturally emerge from each individual context and culture. There is no â€Å"right† way although there is a growing recognition of a common set of principles and elements that can be applied to determine the â€Å"problembased-ness† of a learning environment (Maudesley 1994; Walton and Matthews 1989). Problem-based learning principles tend to become grouped in two distinct categories: first, the values upon which problem-based learning is based and second, some characteristics that are held in common understanding as being critical to the core of problem-based learning. Underlying values include: partnership, honesty and openness, mutual respect, and trust. Core characteristics incorporate: Chapter 2 Curriculum Development and Design 13 i Learning which is student/learner-centered i Faculty roles that are those of facilitator and guide i Learning scenarios which form the basis, focus, and stimulus for learning i New information and understanding that is acquired through self-directed learning (Baptiste 2003 p. 17) Consequently, there is a continuum of problem-based curricula from pure through hybrid models. The masters entry-level physiotherapy and occupational therapy programs at the School of Rehabilitation Science at McMaster University continue to be based upon problem-based principles. Although both programs are very different one from the other, there are also many common elements and approaches that are celebrated. Examples of these similarities are cited throughout this book, particularly in the chapters focusing on evidence-based practice and ethics education. Approaching the Task of Curriculum Renewal Perhaps one of the most overwhelming, yet exciting, tasks with which to be confronted is the opportunity and challenge of developing a new curriculum. This task is made even more daunting when circumstances provide a chance to do something different based on external forces and not a need to change because â€Å"something is broken†. Over the past few years, and in several years to come, many educational programs in rehabilitation science are facing this situation. The changing nature of the entry-level credential for occupational therapists and physiotherapists demands that faculty undertake a detailed review of curricula, to determine the optimal approach to moving toward graduate-level preparation, or, at the very least, complete a review of existing curricula models to identify their responsiveness and congruence with emerging practice expectations and demands. Approaches to such a massive task can vary from ensuring the preservation of what is good from the existing curriculum to making a total shift and adopting a radically Table 2. 1. Principles for curricular change and innovation Rationale should be articulated explicitly Overall goals should be reiterated constantly throughout the process Continuing communication is essential, coupled with a clear rationale Ensure that the intended change is in response to a defined and recognized need or purpose Ensure that the innovation is seen as a high institutional priority Focus on pedagogy and not on resources for implementation Foster strong leadership support Identify incentives for faculty participation Gain faculty buy-in for the curricular blueprint Involve the active teaching faculty throughout the process Anticipate potential barriers to change and develop strategies to address them Recognize the potential need for and value of negotiation Adapted from Guze (1995) 14 Sue Baptiste, Patricia Solomon 2 new approach and design. To have an optimal effect, options to be considered should bear relevance to the pervading culture of the institution and environment within which the curriculum is to thrive. Also, decisions must be made concerning the pedagogical choices of how learner-centered the curriculum should be, and what particular educational modalities are the best for the circumstances. This chapter will address the entire picture of curriculum development and design, from the first conversations about how to engage in the renewal process through making decisions about methods of teaching, approaches to learner assessment, and preparation of entry-level practitioners for the emerging practice contexts. Guze (1995) provided a clear and succinct discussion of several core principles that can guide curricular change and innovation (Table 2. 1). The following is an overview of these principles. Where to Begin? Motivation for curriculum renewal can come from both internal and external forces. External expectations from regulatory and professional bodies are tending to impose standards for new practitioners that require: i Preparation at an advanced level of clinical reasoning and judgment i The ability to assume roles that require autonomy and a strong sense of professional ethics i Engaging in their professional role from the first day of practice, in a conscious nd moral manner that requires reflection and self-awareness Regardless of whether the motivation for curricular change stems from a desire to do something differently or better, or from outside influences, the task is one that requires careful planning. However, it is imperative that any planning process recognizes the need to dream and envision what could be, to create a model that will exemplify those visions, and to produce a graduate who is well prepared to face the complexities and challenges of emerging practice. When developing a curriculum, four general questions must be asked: i What is the purpose of the curriculum? i What educational experiences can be created to fulfill this purpose? What is the most effective manner in which to organize these educational experiences? i How can we determine that the purpose has been fulfilled and the goals attained (Wiers et al. 2002)? Another very critical element of any change is the recognition that the cultural context is a key in managing change successfully. Hafferty (1998), when reflecting upon the realities of a medical school curriculum, discusses the existence of informal and hidden curricula as well as the formal curriculum. He posits that, in order to induce a lasting change, the entire organizational culture needs to be engaged to facilitate stud ents and faculty alike in embracing and working with change. When facing the task of curricular reform, redesign has to occur not only in terms of content, but also in relation to the Chapter 2 Curriculum Development and Design 15 educational processes that enable the learning to take place. This is the difference between reforming the syllabus and reforming the curriculum; the overall learning environment of the educational program and institution is changed (Burton and McDonald 2001). Once the decision has been made to reform the curriculum, a first step is to complete an environmental scan and situational analysis that explore the educational and organizational environment within the institution, to determine what will facilitate the proposed changes. By defining a clear and newly articulated set of riorities and guidelines, changes that are being made within the curriculum will be given the vehicle through which impact can be made upon the surrounding environment (Genn 2001). This strategy is part of the first overall phase, the planning p hase. This is when the need for change is established and the vision for change is designed. It is during this phase of development that the non-negotiable elements of structure and process are determined. For example, within the School of Rehabilitation Science at McMaster University, both the Physiotherapy and Occupational Therapy Programs were already designed as two-year, twenty-four-month, curricula. Also, the province of Ontario mandates that all masters programs are two years in duration. Therefore, the decision was readily made, based on these graduate program regulations and history, that the new masters entry-level curricula would be twenty-four months long. One key commitment was clear and that was to the foundational philosophy of problem-based, selfdirected learning utilizing the application of these principles to small group, large group, and skills-based learning experiences. Wiers et al. (2002) provide a clear and helpful outline of ten general steps of curriculum design within a problem-based learning context (see Table 2. 2). While this rubric is structured around the specific processes inherent within problem-based learning development, most of the guidelines can apply broadly across any curricular development process within any pedagogical framework. From the onset, all faculty members at McMaster University were on board regarding the need to undertake the development of entry-level masters curricula in both occupational therapy and physiotherapy. Both disciplines had undergone dramatic changes in the preceding two decades, largely focused upon the growth of foundational science and evidence for practice. Professional practice models had emerged for both professions and provided a strong backdrop against which to create fresh ap- Table 2. 2. Ten general steps in curriculum design for a problem-based learning (PBL) environment 1. . 3. 4. 5. 6. 7. 8. 9. 10. Give rationale for the curriculum and form a planning group Generate general educational objectives for the curriculum Assess the educational needs o f future students Apply general principles of PBL to the curriculum Structure the curriculum and generate a curriculum blueprint Elaborate the unit blueprints Construct the study units Decide on student assessment methods Consider the educational organization and curriculum management model Evaluate the curriculum and revise as appropriate Adapted from Wiers et al. (2002) 16 Sue Baptiste, Patricia Solomon 2 proaches to the preparation of graduates for entering practice. While both the occupational therapy and physiotherapy programs undertook curriculum renewal at the same time, the physiotherapy program had engaged in an ongoing process of change across the preceding five years. Many of the issues, concerns, and changes addressed and implemented by the occupational therapy program had already been addressed by physiotherapy. Therefore, this chapter will focus predominantly upon the initiatives inherent within the curricular shift within occupational therapy, although reference will be made to processes within physiotherapy as appropriate. Designing Our New Programs Deciding upon the overarching constructs that would determine the final curriculum model was a complex and dramatic process in many ways, and one in which everyone was eager to participate and have a chance to have input. At the onset of the development of the occupational therapy program, three faculty retreats were held that progressed from a totally unstructured brainstorm of what would be perfect, to a detailed accounting of core curricular elements in the context of a delivery structure. In the initial retreat, all full-time faculty members together with some part-time members participated in a â€Å"blue-skying† day-long session during which everyone spoke of their dreams for the perfect curriculum. What if we could do what we wanted? What if we did not have to be concerned with logistics like room bookings? – and so on. This exercise provided us with a high-level ppreciation of the values and elements that were important to us as a collective. It was from this beginning â€Å"fantasy† that the next level of planning emerged. The second retreat was more structured and focused upon the creation of a continuum for learning that resulted in the overarching framework for the cur riculum, together with the delivery methods. A process was followed whereby we decided upon a central construct around which the whole curriculum would evolve, namely, â€Å"occupation†. To support this core notion, there were several longitudinal conceptual threads that represented continua of thought such as: wellness to illness, simplicity to complexity, local to global, and unifaceted to multifaceted. Through this process, we were able to identify the starting place for the first study term, and to create a high-level framework for the progression of the total curriculum (see Table 2. 3) In physiotherapy, the process began similarly with a faculty retreat; however, the focus varied slightly. Initial discussions identified elements of the curriculum that we Table 2. 3. Occupational therapy curricular framework Term 1 2 3 4 5 6 Content theme Wellness, health, and occupation Person, environment, and occupation Development, disability, and occupation Youth and the development of self Adulthood and disability Complexities of contemporary practice Chapter 2 Curriculum Development and Design 17 alued and wanted to maintain and those needing less emphasis. Through ongoing curricular evaluation and feedback, we identified new areas that needed to be included in the emerging curriculum and other areas that needed to be enhanced. These areas were discussed within the context of the changing practice of physiotherapy and the knowledge and skills required by the physiotherapist in the new millennium. The decision was made to use a curricular framework that incorporated a modified â€Å"body systems† design, as current physiotherapy practice and clinical specialties were aligned with this model. Inclusion of a Community Practice/Community Health unit allowed or a focus on emergent health care roles in the community and on integrating health promotion and disease prevention into practice. The faculty recognized that while many physiotherapists identified their practice in an area related to the body systems, increasingly clinicians were faced with more complex patients with multiple system involvement. Hence, the final unit of study focused on integrated practice dealing with clients with complex multisystem health care problems. Following the initial planning process, it is now time to initiate the plan. It is during this time period that the â€Å"unfreezing† of old organizational patterns and the introduction of innovations into the educational environment take place (Burton and McDonald 2001). Often, while there is a strong commitment to engaging in the conversations that lead to the design of a changed reality, it is a very different matter to start â€Å"doing† and actually making that changed reality come to life. A cooperative internal environment is essential for the realization of that initial dream and therefore it is well worthwhile for planners to engage in a transparent and collaborative experience that enables maximum participation and open debate. A process of this nature is characterized by collaborative problem solving, effective communication, abilities in conflict resolution, and a cultural expectation of working together in harmony that guides the overall enterprise (Burton and McDonald 2001). Therefore, it is of importance to determine at the onset the values and behaviors by which the development experience will be approached to set up structures and processes that will ensure that the best attempts at making it so will be expended. During the initiation period, we experienced intense interest and levels of emotion from all participants regarding the manner in which the planning and the visions for the two disciplines would be evolved and realized. As mentioned previously, we had determined that the existing problem-based learning principles would remain but that the key changes would be realized through the manner in which the content was introduced to the students and through which the continuum of learning would evolve. Similarly, we were committed to maintaining a student-centered approach. One core difference was to be the manner in which the experiential component of professional preparation would be integrated more centrally into both curricula. Previously, the curricula were designed in a more traditional fashion whereby the clinical fieldwork experiences were placed at the end of each study term and were linked directly to the area of academic focus for the preceding learning block. By definition, once the overarching concepts of the curricula were determined to be different from the previous models, then fieldwork placements would become less strictly aligned. This was reinforced more heavily in the occupational therapy program which was originally designed around developmental stages and central practice populations. Students would face a more eclectic approach in their clinical learning; therefore, both programs determined that learning around professional issues and practice expectations should be interwoven through the longitudinal axis of the curriculum. 18 Sue Baptiste, Patricia Solomon Redevelopment Within a Problem-based Learning Culture 2 As with any problem-based learning system, the small group learning unit is the nucleus of the whole curriculum. However, the success of problem-based, small group learning is supported by the strategic use of large group interactions for the imparting of theoretical and expert knowledge, while still maintaining a problem-based learning philosophy. Similarly, the application of problem-based learning principles is a critical piece of one-on-one learning and synthesis of knowledge and information throughout the academic and clinical components of the curriculum overall. Both the physiotherapy and occupational therapy programs elected to continue to utilize problem-based learning methods in a manner that celebrated the development already achieved over twenty-five years of curriculum development. This has evolved over time very differently in each program. For example, during the planning process for the occupational therapy curriculum, efforts were made to define new models for tutoring and many were identified and put into place. During the second year of the occupational therapy program, the problem-based tutorials occur only once weekly. This allows additional scheduling time for including the evidence-based practice courses and is also in response to the difficulties many practitioners are experiencing in gaining release time from employers to participate as tutors. In this new tutorial model, tutors are required to participate in only one weekly session with two or three tutors’ meetings across the term instead of weekly. Application of problem-based learning principles in large groups has been maintained and, in fact, enhanced particularly in the clinical skills sessions. Students often are placed in small groups (different groups from their core tutorial group) and provided with opportunities to explore assessment tools and intervention methods. Through these group experiences, the students apply a problem-based learning approach to the identification of learning issues, the uncovering of essential information and resources, and the synthesis of their understanding of the tool or technique. Integration of Experiential Practice Preparation Within a Problem-based Learning Framework As mentioned earlier, both the physiotherapy and occupational therapy faculty groups were committed to ensuring the integration of academic and experiential learning into the curricula from the beginning, and were focused on developing innovative models for the synthesis of practice preparation into the core academic units. It is important to note that the work related to integration commenced at the very onset of the curriculum planning process. In the case of the occupational therapy program, there had always been sessions held throughout the full curriculum that provided opportunities for the Clinical Placement Coordinator (now Professional Practice Coordinator) to inform, advise, educate, and monitor students in preparing for their practice experiences and in checking in with them following these experiences. However, a greater focus on such integration was placed within the masters entry-level curriculum model in order to ensure that students were being prepared to meet the enhanced expectations of a graduate program. Chapter 2 Curriculum Development and Design 19 Evaluation Within a Graduate Problem-based Learning Framework There should be clear and close linkages between how students learn and how that learning is assessed. Therefore, some information will be presented here relative to the evaluation methods developed at McMaster University in the occupational therapy and physiotherapy programs. Student Evaluation. In the preceding years, the two programs at McMaster University had been very involved in designing evaluation/student assessment tools that reflected the principles of problem-based learning and provided students with opportunities to integrate their academic learning with their growing professional awareness and identity. Most of these tools are built around the basic problem-based learning process of exploring a learning scenario that has been developed to address the objectives for the particular learning unit. Essentially, problem-based evaluation needs to be congruent with the underlying values and principles of problem-based learning. Traditional methods of assessing students’ knowledge tend to be contradictory to these principles and therefore should not be applied out of context. Problem-based learner assessment should: i Be congruent with the underlying problem-based learning process illustrated by the development of learning scenarios based on real life practice situations i Mirror the problem-based learning process of reflecting on a practice scenario, efining learning issues, researching, synthesizing, and synopsizing the learning with application to the defined case i Involve personal reflection and enhanced awareness of individual critical think- ing and clinical reasoning skills F aculty Evaluation. As with student assessment, the evaluation of faculty is central to the maintenance and enhancement of a problem-based learning culture. And, similarly, faculty evaluation is built into the roles played in any given learning context. In the case of the small group tutor role, faculty members are evaluated by each student and provide a self-evaluation to students during the course of the group process. Following the completion of the small group experience, students evaluate the faculty member as well as the overall course, and these ratings are provided to faculty and placed in their file for attention at times when promotion, tenure, and merit increase decisions are made. For those faculty members, practitioners, and others who facilitate large group sessions in both theory and practical skills, similar evaluations are completed. This process has been in place over many years and has not changed since the advent of the new curricula. However, the items being evaluated have altered to reflect the expected level and scope of graduate teaching. Student Self-assessment: Development of the OTPPI. Students admitted into the occupational therapy program are not expected to have any prerequisite courses completed during their undergraduate education. This has been the case from the very beginning. In the program itself, there are no formal courses that provide students with basic knowledge related to the foundational sciences that underlie occupational therapy practice such as anatomy, physics, biochemistry, sociology, psychology, and anthropology. It has been the long-held belief that in a pure problem-based learning 20 Sue Baptiste, Patricia Solomon 2 environment, the learning is accomplished through the horizontal meshing of various areas of knowledge and information; that through the integration of these sciences and bodies of knowledge, students can gain the understanding they require by using real life situations as springboards for integration and synthesis of all inputs. Consequently, recent efforts were expended to develop the Occupational Therapy Personal Progress Inventory (OTPPI), a tool that was developed from the experience of the undergraduate medical program over the past few years (Blake et al. 1996; Cunnington 2001). The OTPPI focuses on foundational knowledge that our students need in order to become practicing occupational therapists. It is not a test of the application of that knowledge in practice. The examination consists of 90 multiple-choice questions developed with the expectation that a â€Å"star† student would be able to answer by the time of graduation. There are three main domains included in each examination: biology (this includes anatomy, physiology, etc. ), social sciences (this includes psychology, sociology, anthropology, etc. ), and research (this includes statistics, research methods, ethics, etc. ). The breakdown of each examination is 40 percent biology, 40 percent social science, and 20 percent research. The examination is generated each term and students in both years have the same examination, with the expectation that the students in second year will achieve a higher result than those in the first year. Students receive a detailed report with their scores and a profile of how they have progressed over time. They are provided with information about their total score as well as a breakdown on each of the three domains. They also receive a zone score, which is an indication of how well they have performed on the test in comparison to the other members of the class. Students in the yellow or red zones may want to review their scores in more detail and make learning plans to address gaps that may have been identified through the examination. This tool is designed as a self-assessment measure, the individual results of which are known only to each student. We have made a conscious choice that results are not used in the summative evaluation of the students, and are intended to provide the learners with a sense of how they are progressing in accumulating knowledge relative to the basic sciences of their discipline. The students are expected to use that information to set plans in place to address weaknesses (e. g. , through problem-based tutorials, individual assignments, etc. ). The OTPPI has been a pencil and paper test so far, but steps are being taken to convert it to a web-based format. While the occupational therapy program has undertaken this initiative on a pilot basis, initial responses would indicate that students are finding the process helpful to them, although this is very new at the time of publication. Integration of Evidence-based Practice Skills into the Curricula. The integration of skills related to practicing in an evidence-based manner is seen to be critical to both programs. A detailed description of the models adopted by the occupational therapy and physiotherapy programs is found in Chapter 5. In both programs, there is a strong commitment to evidence-based practice as a central onstruct for the curriculum and a natural partner for client-centered and problem-based principles. Conclusion Since their inception, the masters entry-level programs in occupational therapy and physiotherapy have presented opportunities to revisit our history and legacy in health sciences education. In order to reflect on the overall process, the general steps for curriculum design offered by Wiers et al. (2002) will be revisited (see Table 2. 2). Chapter 2 Curriculum Development and Design 21 For us, the rationale for the curriculum was clear both from an internal and an external perspective, and the notion of forming a planning group was a natural approach to the task. Our profound commitment to involving our broad academic community was illustrated through the involvement of a wide range of individuals encompassing full-time, part-time, and sessional faculty members as well as members of the wider practice community. Such involvement was realized throughout the planning process and continues through such individuals’ representation on our Education, Curriculum and Admissions committees. The need to define clear general educational objectives for the curriculum was also recognized at a very early stage. We found that being able to determine the goals and directions from the outset served to facilitate the planning that followed. Assessing the educational needs of future students was assisted by our own knowledge concerning the entry-level competencies demanded by our professional regulatory colleges. Also, the connections we have with our practice communities and past graduates were invaluable in providing a background for determining the shifts necessary within the curriculum to fulfill practice expectations. Similarly, the same thoughtful reasoning was used to consider the differences of teaching and learning between undergraduate and graduate approaches to education. Applying general principles of problem-based learning to the curriculum was not a concern for us, given our long history of internalizing this philosophy. Specific difficulties arose when converting the undergraduate courses and assessment tools to the needs of a graduate program. Nevertheless, problem-based learning in many ways is a gift for this transition since it resembles closely the natural proclivities of graduate work – smaller groups, self-directedness, learner autonomy, and a degree of freedom to determine learning directions. Structuring the curriculum and creating a blueprint became different experiences for physiotherapy and occupational therapy. As mentioned previously, while the planning processes looked ostensibly similar, the manner in which the final curricular models were derived was very different (see Tables 2. 3 and 2. 4). However, after the master models were created, the processes for elaborating the blueprints and constructing study units were again very similar. Methods of student assessment tended to remain grounded in the familiar processes and tools that we had developed across our history with problem-based learning. However, as each curricular element emerged throughout the planning (e. g. , evidence-based practice, ethics, clinical skills, fieldwork) so did innovative ways to enhance the student assessment processes that were already strong. Details of these innovations will be discussed in the book chapters relating to these specific areas. Consideration of the educational organization and curriculum management model required particular attention since our lines of accountability had shifted, with the Table 2. 4. Physiotherapy curricular framework Unit 1 2 3 4 5 6 Content theme Fundamentals of physiotherapy practice Fundamentals of musculoskeletal practice Fundamentals of cardiorespiratory and neurological practice Advanced neurological practice Community practice Integrated practice and professional transition 22 Sue Baptiste, Patricia Solomon 2 move to the School of Graduate Studies. Two slightly different models of governance emerged, with the Admissions Committee being the only shared group between physiotherapy and occupational therapy. However, both governance models reflect a central group responsible and accountable for curriculum and another group that oversees general program functioning. Curricular evaluation remains an ongoing responsibility and expectation. Chapter 13 provides a particular model for curriculum evaluation that was used by the occupational therapy program, the Program Logic Model. However, there are many ways in which faculty members can retain a clear image of what makes up a curriculum and what indicators are critical to evaluate for the success of the program overall. The three years of planning and launching the new curricula at McMaster University were years of extremely hard work, high energy and output. As we see each student cohort graduate, and receive feedback concerning our students and graduates in practice settings, we feel heartened that we appear to be on the right track. We know, however, that curriculum development is an ongoing process.

The Sin of Hypocrisy in Nathaniel Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Sin of Hypocrisy in The Scarlet Letter The Scarlet Letter by Nathaniel Hawthorne is about the trials and tribulations of Hester Prynne, a woman living in colonial Boston.   Found guilty of adultery,   Hester's punishment is to wear a visible symbol of her sin: the scarlet letter "A."   Through the book, the reader comes to know Hester, the adulteress; Dimmesdale, the holy man Hester had the affair with; and Chillingworth, the estranged husband of Hester who is out for revenge.   The Scarlet Letter examines the interaction of these characters and the reaction of these characters to Hester's sin.   However, the greater sin that Hawthorne deals with in The Scarlet Letter is hypocrisy.   Hypocrisy is the practice of professing beliefs, feelings, or virtues that one does not hold or possess.   All three main characters, Hester, Dimmesdale, and Chillingworth, commit the sin of hypocrisy. Hawthorne shows that hypocrisy is indeed a sin by punishing the offenders. Hester Prynne is a strong, independent woman who deals with her sin of adultery very well.   Instead of running away from it, she lives with it and accepts her punishment.   However, while succumbing to the will of the court, she does not for an instant truly believe that she sinned.   Hester thinks that she has not committed adultery because in her mind she wasn't really married to Chillingworth.   Hester believes that marriage is only valid when there is love, and there is no love between Hester and Chillingworth.   In the prison, defending her actions against him, she declares, "Thou knowest, thou knowest that I was frank with thee.   I felt no love, nor feigned any" (74). Then, later, speaking to Dimmesdale, Hester further imparts her belief that she has not sinned, saying, "What we did had a consecration of its own.   We felt it so" (192).   Therefore, Hester, in her mind, has not committed a sin. The fact that she accepts the courts decision so meekly and wears the scarlet letter denoting her as an adulteress is the first way in which she is hypocritical.   Hester, although she does not believe she has sinned, portrays herself as a sinner by wearing the scarlet letter without complaint.   Over the ensuing years, Hester endures the shame and ridicule brought about by the scarlet letter.   However, the true source of

How To Make A Cup Of Tea Essay

Currently, drinking a tea is a habit. You can find everyone drinking a tea in their daily activities. The reason why everyone like drinking a tea is because tea can makes us relax and also the taste is good. You can also find the seller of a tea cup in any place such as in mall, canteen , supermarket or even now you also can find that there are many outlets which is just only sell a cup of tea. They sell many kinds of tea such as original tea, lemon tea, milk tea, fruit tea, chocolate tea and other varieties. But you can also make it by yourself in your kitchen. I will explain how to make a cup of tea in general. There are several steps that you have to do to make a cup of tea. This is the three steps that you need. First, choose dried-tea leaves as good quality tea. Second, prepare the ingredients and tools. Last, how to make tea. For the first step to make a good tea, you need to buy a tea with good quality. Many kind of tea that you can find in market like tea powder, teabag, and tea dried-tea leaves. You can choose tea powder for simple way, but it is not too delicious because of chemical substance on it. Tea bag also the choice if you dont want to wait too long for make a cup of tea. But tea bag also not too good because the bag has’nt good quality and contains of chemical substance on it. The only good choice is dried-tea leaves because it more fresh and natural. Not only that, dried-tea leaves also have a good smell. Second steps after you chose the good quality of tea, you must prepare the ingredients and also the tools. The ingredients you need is like sugar. The sugar that you use here is granulated sugar not refined sugar. Another one is water ( boiled water). So you must boil water for the first. After the ingredients done you need some tools too such as kettle and stove to boil the water, if you dont have kettle, you also can use pot which is important to boil water. The last is how to make a cup of tea itself. Firstly you have to rehate bolied water in kettle about 3-5 minutes. After that pour the lukewarm water into the teapot. If already done, the other step is you have to add the dried-tea leaves into the teapot. Don’t add too much dried-tea leaves because the tea will too thick to drink. Wait about 3 minutes until the tea becomes a dark colour. Then strain the tea into a cup so that dried-tea leaves can be filtered. Don’t forget to add sugar according to your taste. And the tea ready to serve. You also can add milk or fruit syrup into your tea according your favourite flavour. Making a tea is not too difficult and you don’t have to buy instant tea in supermarket or mall if there is still time to make it. You just need tea, sugar, water, kettle, teapot, cup to make a cup of tea. You can also add milk or fruit syrup according your favourite flavour. With drinking a cup of tea can relax our body and can refresh our mind because of it smells.