Family Guy vs the Simpsons

Khadijah Smith Enc 1101 Dr. Portage Family Guy VS. The Simpsons In correlation, the two shows are extraordinary. The two shows have a father that more often than not doesn’t understand and spouses that rationalize their practices yet at the same time love them more than anything. The two shows additionally have 3 kids included and a pet. The two of them appear to be either center or lower working class families. The complexity for the two demonstrates would need to be the sort of amusingness utilized on the shows. The Simpsons has progressively an a whole family claim to it while Family Guy has significantly increasingly grown-up humor that guardians today don't need their children to watch or be oppressed to.I by and by would not give it a second thought if my children were to observe both of the shows since they would realize that they are simply TV demonstrates and that conduct on TV isn't to be rehashed, all things considered. Which means, I would show my children whatâ₠¬â„¢s satisfactory for them to do and say and so forth. On the off chance that I needed to pick which show is more interesting, I'd need to state Family Guy, however that is only my assessment. I simply haven't seen The Simpsons in some time and Family Guy makes me chuckle regardless of how frequently I observe every scene. The Simpsons is the original for animation sequential parody. It began it all.Which is apparent in the Southpark scene the ‘Simpsons did it' Plus Simpsons simply had its twentieth season which is nuts. I find of late the Simpsons has progressed more towards a Family Guy model, having increasingly irregular pop ins at that point full on scenes like their prior seasons. ( Alec Niolan, Little Known Facts About â€Å"the Simpsons†) With 20 years of material they have secured nearly everything as of now so remaining new is difficult. Family Guy has a liberal/dynamic plan and the maker can't keep his work separate from his legislative issues. Family Guy is significantly more arbitrary, and hits much progressively dark references to pop culture.The humor is increasingly grown-up in Family Guy too. The Simpson's girl is shrewd, clever and misconstrued for her alleged liberal perspectives, as I would like to think. While Meg from family fellow is unbalanced, neglected and mishandled. Bart and Chris are fundamentally the same as, while Bart has more insight he just favors jokes. Chris is honored with a much more slow attitude. While the spouses both bother, Lois is the more dynamic while Marge is normally progressively inactive. Whichever you lean toward these two TV watching, working class, lager drinking, couple canoodling; prank driven animation families will be on for some more years to come.The Simpsons is glad to take on every single political influence. Albeit the two shows are similarly engaging, the Simpsons have clear life exercises that are unmistakably depicted. For example, â€Å"I'll keep it quick and painless. Family. Rel igion. Fellowship. These are the three evil presences you should kill in the event that you wish to prevail in business. † The business world is getting progressively increasingly merciless. So as to succeed, you must be eager to surrender things. Family just gives you more commitments. Religion causes you to feel terrible about your troublesome business choices. Also, companions, well, in business there are no companions. Realities are good for nothing. â€Å"I trust this has shown you kids a thing or two: kids never learn. † While we need to accept that our kids are more astute than the normal nose picker, they all despite everything commit similar errors. Eventually, despite the fact that it didn't turn out to be so well for their companions, children will ride their bicycle down the steps, lick the solidified flagpole, and put their hand on the hot burner. Again and again. †You don't care for your activity, you don't strike. You go in consistently and do it ex tremely sub par. That is the American way. † Company dedication and employment fulfillment are down.Yet everybody thinks they need the greater house, the fresher vehicle, that extravagant new toy. As opposed to getting a new line of work they truly appreciate, they go to work hopeless consistently, put in the insignificant exertion, at that point return home to relax before their extra large flat screen television and gripe since they don't have a greater one. â€Å"What a day, eh, Millhouse? The sun is out, winged creatures are singing, honey bees are attempting to have intercourse with them, similar to my comprehension â€Å". American culture attempts to shield our kids from everything sexual. Shocking TV programs are put on late night when kids should be asleep.Magazines are put on the best in class where kids can't contact them. While the expectation is acceptable, we are intentionally disregarding the way that our kids thoroughly understand sex, some time before we giv e them â€Å"The Talk. † However, on the grounds that we are not giving them great, exact data at the proper age, they are turning out to be increasingly confounded, which is prompting an expansion in STDs and youngster pregnancy. Maybe it’s time to reconsider how guardians approach the subject of sex. â€Å"I feel that if a firearm is adequate to ensure something as significant as a bar, at that point it’s sufficient to secure my family†.Gun control is an intriguing issue raised at each political race. Would it be advisable for us to constrain access to them so the trouble makers can't get one? Would it be a good idea for us to grow access to them with the goal that the guiltless individuals can secure themselves? Whichever way somebody will undoubtedly get injured. We can dare to dream that it's the miscreants. The Simpsons are progressively unique and depict more clear plots, just as it is increasingly perfect with regards to verbal utilization and her e are various measures of exercise that are effortlessly appreciated, regardless of whether it very well may be somewhat mocking. Likewise, in this way if there was a choice to be made between these two vivified TV appears, the Simpsons would be a superior decision.

Effect of Whipped Egg Whites on Soufflé Volume

Impact of Whipped Egg Whites on Soufflã © Volume R. Ardura THE EFFECT OF WHIPPING EGG WHITES OVER ITS LEAVENING CAPACITY IN SOUFFLES Presentation We may all concur with the stupendous proclamation Nicholas Kurti said over his introduction â€Å"The Physicist in the Kitchenâ€Å": â€Å"It is a pitiful reflection on our progress that while we can and do gauge the temperature in the climate of Venus, we don't have the foggiest idea what goes on inside our soufflã ©s† (Barham, 2001). Soufflã ©s, wipe cakes, meringues, and bread are a few instances of prepared froths. Froths â€Å"allow [the diner] a superior impression of the surface of a thick mass in the mouth and upgrade the view of odors† (This, 2009). Seeing how froths work under powerful conditions is critical for any culinary specialist to accomplish a superior finished result and give the customer a more prominent happiness. Egg whites are generally utilized as a circulating air through specialist in view of its frothing properties. Their froth aids the raising procedure, in spite of the fact that the real raising operator is air. Froth essentially permits air to be consolidated into heated products (Figoni, 2011). The ultimate objective is to catch and hold as much air inside the soufflã © to accomplish a breezy, light and fragile finished result. Froths are a colloidal arrangement of a gas scattered into a fluid persistent stage (Pawel et al, 2014). On account of soufflã ©s, the nonstop stage is water with egg white proteins, lipids and sugars broke down in itâ€which will reinforce the scattering mediumâ€, and the scattered stage is air (McWilliams, 2012). Oxygen, nitrogen, carbon dioxide, and a portion of different segments of air are for the most part hydrophobic. As such, air can break down in water yet just in small sums (MyHrvold, 2011). The mechanical activity of beating pushes air rises into the ceaseless period of the framing froth while the protein of the egg whites unfurl to shape a monolayer film at the outside of the air pushed inside. This phase of froth shaping is called ingestion (Cherry, 1981). The hydrophilic piece of the egg white proteins will be pulled in and bound with water and any hydrophilic segment present in the arrangement, while the hydrophobic end will be situated inwards encompassing the gas stage and balancing out the air pocket (MyHrvold, 2011). When discussing froths in food items, it is important to know the foam’s soundness and volume. Any solids, for example, sugar, present in the nonstop period of froth add thickness to the fluid base. Various degrees of thickness, or opposition that a liquid stances to shear powers, changes the mouth-feel of the item and span of the froth. As a rule, the more gooey a fluid is, the more extended its air pockets last (Pugh, 1996). We ought to likewise remember that a more prominent protection from shear powers implies a littler increment of volume from air extension. Thusly, the formula utilized in this examination has insignificant frothing operators and frothing stabilizers to guarantee that the result genuinely mirrors the effect of the whipping stage on the expanded volume and security of the soufflã ©. The rate and degree wherein egg whites unfurls to frame a film at the outside of the gas, likewise called the assimilation rate, increments as shear power is applied to the egg white when beaten (Damodaran and Song, 1988). As protein unfurls and ensnares gas to shape new air pockets the general volume of the arrangement develops. Froth gets murky and can be maneuvered into delicate pinnacles. While a few air pockets breakdown, others are encircled with a second monolayer. The subsequent film covers any coagulated districts, brought about by over beaten proteins, from the first monolayer (Cherry, 1891). The air pockets logically become littler and froth gets more tightly until hardened pinnacles are framed (McWilliams, 2012). This is typically the stage egg whites are brought to for making soufflã ©s. It is a typical conviction that bringing the egg white froth to this stage will make a progressively steady soufflã ©. The ordinary pH esteem for egg whites is from 7-8, however as they age their pH goes up. In any case, the rate and region to which proteins unfurl and reposition at the interface is restrictive to the protein’s intermolecular constraint to frame new securities. The general egg white froth soundness is ideal at or close the isoelectric pH of albuminâ€pH5.5 (Cherry, 1981). This is expected the raised shape bubbles take close to the pI of egg whites, which show a more slow fluid seepage rate than rot from gas dissemination and disproportionation (Damodaran, 1994). Because of less fluid seepage the froth films stay thick empowering dry froths of high solidness to be framed (Malysa and Lunkenheimer, 2007). Besides, the expansion of a corrosive lifts the quantity of free-drifting hydrogen particles in the egg white easing back down disulfide holding and uncovering hydrophobic areas that bring about further adsorption destinations (Murray, 2007). So as to produce similar factors f or this investigation, all egg whites were titrated to pH 5.5 making an increasingly appropriate protein compliance for entangling and holding air scatterings. Froth will begin to frame when the quantity of new and collected air pockets surpasses the quantity of bursting ones. The strength of froth doesn't just rely upon the solution’s arrangement yet in addition the condition of the bubble’s adsorption layers (Malysa and Lunkenheimer, 2007). Most examinations center around the dependability of froths under static conditions where a tight air pocket system and high soundness are framed. Taking into account that in the soufflã © creation process froth is subject under unique conditions, surface flexibility may happen to critical significance when breaking down froth extension and steadiness on such frameworks. Moreover, despite the fact that it would appear to be sensible that a profoundly adaptable unfurled protein would cover a more prominent surface territory than a conservative collapsed protein, Damodaran and Song found that one of albumin’s collapsed intermediates involves a more noteworthy surface zone (Damodaran and Song, 1988). In this way, all together for a protein to entangle the greatest measure of gas in froth and apply the most positive decrease of the surface pressure, it ought to be prepared (whipped) until an ideal level of unfurled and collapsed curls are accomplished (Damodaran, 1989). The physical law that vivifies the wonder happening in a soufflã © was found by the French researcher and balloonist J. A. C. Charles. Charles’ law states, â€Å"†¦the volume involved by a given load of a given gas is relative to its temperature† (McGee, 2004). Some may infer that the more prominent measure of air bubbles caught the more noteworthy the volume will raise as the soufflã © is prepared. Others may accept that it doesn't make a difference the stage the egg white has been whipped to on the grounds that gas will consistently extend a fixed sum. In any case, remembering Damodaran and Song’s disclosure and the suspicion that surface flexibility could play a deciding move on froths extension and security under unique conditions, there may be the likelihood to accept that hardened pinnacle isn't the ideal stage at which the egg white must be whipped to accomplish the greatest last volume in soufflã ©s. This examination will concentrate on the impacts various phases of whipped egg white froths have on the last volume of soufflã ©s. After this examination a culinary expert will know the most ideal usage of egg whites for soufflã ©s and other food arrangements where egg whites go about as a raising operator. Finding out about egg white’s surface rheology through estimations remembered over a scope of timescales will assist with seeing how the protein structure on whipped egg whites identify with the last volume of soufflã ©s. It might likewise recommend a superior method to create other sponsored froth items as wipe cakes, meringues and bread. WORKS CITED Barham, P. (2001). The Science of Cooking. Berlin, Germany: Springer-Verlag GmbH. Figoni, P. (2011). How Baking Works (third ed, pp. 258, 267, 300 303) Hoboken, NJ: John Wiley Sons. McGee, Harold (2004). On Food and Cooking: The Science and Lore of the Kitchen (first ed.), Egg Foams (pp.109-113). New York, NY: Scribner. McWilliams, Margaret (2012). Nourishments: Experimental Perspectives. (Seventh ed., pp. 113, 114, 116, 384-387, 412). New Jersey: Pretince Hall. MyHrvold, N., Young, C. Bilet, M. (2011).The Modernist Cuisine: The Art and Science of Cooking(1st ed., Vol 4, pp. 74, 240-255). Bellvue, WA: The Cooking Lab. This, H. (2009), Science of the Oven. New York, NY: Columbia University Press. Pawel, P., et al. (2014). The Physical and Linear Viscoelastic Properties of Fresh Wet Foams Based on Egg White Proteins and Selected Hydrocolloids. Food Biophysics, 9:76-87 Cherry, J. P. (1981). Whipping and Aeration. In Cherry McMaters (Eds.), Protein Functionality in Foods (pp. 150-153). American Chemical Society: USA. Damodaran, S (1994). Protein usefulness in food frameworks. In N. S. Hettiarachchy G. R. Zeigler (Eds.), Structure-Function Relationship of Food Proteins (pp. 15-17). Chicago, IL: Institute of Food Technologists. Damodoran, S. (1989) Interrelationship of sub-atomic and useful properties of food proteins. In J. E. Kinsella W. G. Soucie (Eds.), Food Proteins (pp. 21-22). Champaign, IL: The American Oil Chemists’ Society. Damodoran, S. what's more, Song, K. B. (1988). Energy of absoption of proteins at interfaces: Role of protein adaptation in diffusional adsorption. Biochim. Biophys. Acta 954:253. Malysa, K. what's more, Lunkenheimer, K. (2007). Froths under unique conditions. Current Opinion in Colloid Interface Science, 13 (2008), 150-162. doi:10.1016/j.cocis.2007.11.008 Murray, B. S. (2007) Stabilization of air pockets and froths. Current Opinion in Colloid Interface Science. 12 (2007), 232-241. doi:10.1016/j.cocis.2007.07.009

Louisville

Louisville Louisville lo?o ´evil [key], city (1990 pop. 269,063), seat of Jefferson co., NW Ky., at the Falls of the Ohio; inc. 1780. It is the largest city in Kentucky, a port of entry, and an important industrial, financial, marketing, and shipping center for the South and the Midwest. Whiskey distilling is a traditional industry in the city, which also produces the famous Louisville Slugger baseball bats. Other manufactures include motor vehicles; naval ordnance; wood, paper, and tobacco products; processed foods; and computers and software. There is also chemical and aluminum processing and printing and publishing. A settlement grew after George Rogers Clark built (1778) a fort as a base of operations against the British and the Native Americans. The city was chartered by the Virginia legislature in 1780, when Kentucky was part of Virginia, and named for Louis XVI of France. Louisville developed as a portage place around the falls (until a canal was built in 1830) and as a river port an d major commercial center. Many famous steamboats were constructed there. With the arrival of the railroads in the mid-19th cent., the city became the terminus of both the southern and midwestern rail lines, and shipping expanded significantly. During the Civil War it was a center of pro-Union activity in the state and a military and supply base for federal forces. The Univ. of Louisville (est. 1798), Bellarmine College, Spalding Univ., and two theological seminaries are there, as is Churchill Downs, a noted racetrack and scene of the annual Kentucky Derby (first held in 1875). The city has many parks and is the site of the state fairgrounds. It has a symphony orchestra and an opera company and hosts an annual festival of new American plays. Among the points of interest are the American Printing House for the Blind; the J. B. Speed Art Museum; the Kentucky Center for the Arts; the Muhammad Ali Center, a museum and cultural-educational center honoring the boxing champion and native ; the Actors Theatre of Louisville; Farmington, a historic home (built 1810); the Filson Club, with a historical library and museum; the Jefferson County Courthouse (1850); and Cave Hill Cemetery, where Clark is buried. Nearby are Locust Grove, the last home (1809â€"18) of Clark, and the Zachary Taylor National Cemetery, the burial place of Zachary Taylor . Fort Knox is in the area. The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved. See more Encyclopedia articles on: U.S. Political Geography

Great Expectations by Dickens Essay - 1270 Words

Great Expectations Comment on Dickens use of setting focusing on the opening graveyard scene and the scenes with Miss Havisham set in the Satis house. GCSE Coursework Great Expectations Comment on Dickens use of setting focusing on the opening graveyard scene and the scenes with Miss Havisham set in the Satis house As a skilled writer Dickens has chosen a perfect setting in which corresponds to the involvement of his characters. The dark isolated graveyard associates with death, and provides a backdrop that is very similar to the appearance of a criminal, in the society in Dickens time. Dickens describes the marshes as being a dark, flat wilderness. This creates the opportunity to become lost and isolated, it†¦show more content†¦The beacon and the gibbet are the only things that are verticle and standing, as they are very important and have to stand out. This is because the beacons light guides in good people who will be saved from the distant savage lair, criminals being the savage beasts. The gibbet is the place where criminals will go, and they will not be saved. This, in Dickens view, is what will happen between the two groups of people. If Pip does steel he will go to the gibbet. Dickens cleverly associates the graveyard with the dark, mist and the rushing winds. These provide the right atmosphere that corresponds to the gloomy, course, grey appearance of Magwitch, a criminal. Magwitch is described as being a fearful man, with a terrible voice and shuddering body. This is Dickens view on what a criminal was like in the society in the Victorian times. Dickens puts across the idea of going across the marshes is a path you wouldnt want to take as it hurts, its unpleasant, its wild and cold, its not attactive and its lonely. This also means that being a criminal is a path you wouldnt want to take for the same reasons. When Magwitch turns Pip upside down, its like Pips life being turned around. From being a well brought up boy to a criminal. Dickens wrote this to show the idea of the change in Pips behaviour and manner towards criminality. The appearance of Magwitch, cutShow MoreRelatedDickens Great Expectations1378 Words   |  6 PagesDickens Great Expectations In this essay, I will compare the presentation of Pip as a young boy with that of Pip as an adult in Great Expectations. This novel is about a young orphan boy Pip who is given great expectations, when an unknown benefactor gives him money to become a gentleman. In the process he travels to London, deserting the people who care for him. This is a typical Victorian novel in that it has sentimental deathbed scenes such as Magwhichs whichRead MoreGreat Expectations By Charles Dickens1113 Words   |  5 Pagesadventures that the male characters go on. This seems to be relevant in a lot of movies and books like the story Great Expectations by Charles Dickens. In Great Expectations there are multiple female characters like Estella, Biddy, and Miss Havisham who all play a large part in the main character, Pip’s life. One of the first that we meet the character Estella in Charles Dickens’ Great Expectations is when Pip goes to Miss Havisham’s to play with her. The two kids play the game beggar my neighbor when EstellaRead MoreGreat Expectations By Charles Dickens1347 Words   |  6 Pagespoor status of the economy, social mobility does not seem to be occurring at high rates, with the poor getting poorer and rich getting richer. Despite this, social mobility is alive and well, and has been for centuries. In his novel, Great Expectations, Charles Dickens voices the concerns of many that lived in Victorian England during the 19th century by promoting such a desire to live life in a more prosperous social class. One of the most fundamental and reoccurring themes in the novel is that ofRead MoreGreat Expectations By Charles Dickens1426 Words   |  6 Pages Twelve-year-old Charles dickens gets ready for bed after a long day at the blacking house. These Victorian-aged memories will provide him with many ideas for his highly acclaimed novel Great Expectations. Set in 1830 England, Great Expectations is a coming-of-age story about a common innocent boy named Pip and his road to becoming a gentleman through the influence of others. Pip is influenced both positively and negatively by Estella, Herbert, and Magwitch. Estella left a huge impression on PipRead MoreGreat Expectations by Charles Dickens1285 Words   |  6 PagesAP Great Book Assignment: Great Expectations The 544-page, Bildungsroman novel, Great Expectations, by Charles Dickens is considered a classic because it has stood the test of time, appealing to generation after generation of readers while still remaining relevant to them. Published in 1861, Dickens created a coming-of-age story that is similar to his other novel, David Copperfield, but Great Expectations is considered to have reflected parts of his own life. There are several parallels betweenRead MoreCharles Dickens Great Expectations1574 Words   |  7 Pagesclass life. This boy was Charles Dickens, one of the most well known writers of all time. Throughout his life, he experienced both the middle and working class, therefore, most of his pieces of literature include characters from both of those social classes and how they view Victorian England society. His haunting childhood experience also allowed him to incorporate the themes of alienation and betrayal in Great Expectations (Cody). Throughout Great Expectations, Dick ens explores the specific socialRead MoreGreat Expectations By Charles Dickens884 Words   |  4 PagesGreat Expectations by Charles Dickens, is known and loved by a wide range of people all over the world. This classic story tells of a young boy named Pip on his quest to become a gentleman in Victorian England. The very first event in Great Expectations is Pip s encounter with Magwitch, an escaped convict that gives Pip a fortune for saving his life. After meeting Magwitch, Pip goes to the home of Miss Havisham, the eccentric woman appointed to teach him the ways of upper class society. While atRead MoreCharles Dickens Great Expectations1223 Words   |  5 PagesBeloved author Charles Dickens was born on February 7, 1812 in Portsmouth, England. Growing up in a life of poverty, his childhood hardships provided the inspiration to write a myriad of classic novels including his 1861 seminole masterpiece, Great Expectations (â€Å"BBC History - Charles Dickens†). Great Expecta tions follows the life of an orphan named Pip, who’s perspective of the world is altered when he is attacked by an escaped convict in his parents’ graveyard in the town of Kent. Throughout hisRead MoreCharles Dickens Great Expectations1017 Words   |  5 Pagesexperiencer is somewhere else absorbing knowledge of a different setting.This abstract adventure is seized by author Charles Dickens in Great Expectations. Great Expectations is historical fiction giving readers comprehension of the Victorian Era.Upon the reading, readers begin to catch on the intended purpose and its significance. A person who lived during the Victorian Era was Charles Dickens himself.He grew up during a time where differences in social class were to an extreme degree.Dickens went throughRead MoreGreat Expectations By Charles Dickens943 Words   |  4 PagesGreat Expectations written by Charles Dickens consist of many dynamic characters and literary elements that help develop the novel. Dickens introduces the life of the main character, Phillip Pirrip better known as Pip, as he works his way up in society. Along the way, Pip encounters many minor characters such as Biddy to help realize his full potential. Through the use of several literary devices, for example, characterization, conflict, and imagery, we take a young naà ¯ve boy and develop him into

Dr. Jekyll s Death Or Disappearance Essay - 1218 Words

Summary: That evening after his walk with Enfield, Utterson returns home and examines Dr. Jekyll s will, which he remembers had strange stipulations referring to the Mr. Hyde Enfield discussed. The will provides that in the case of Henry Jekyll s death or disappearance, all of his possessions should be given to the Edward Hyde. Utterson was uncomfortable when Jekyll originally requested this stipulation, and is further upset by it after hearing of Mr. Hyde s despicable behavior. After considering the implications of the will with what he has learned about Edward Hyde, Utterson goes to visit Dr. Lanyon, another dear friend of Dr. Jekyll s. When the men begin talking about Jekyll, Utterson discovers that Lanyon has not spoken to Jekyll for a long period of time due to a disagreement over unscientific balderdash. Utterson also learns that Lanyon has never heard of Hyde. After leaving Lanyon, Utterson s sleep is haunted by terrifying dreams of the evil Hyde, who is faceless in the dream, trampling a young girl and then standing by Jekyll s bedside ordering him to rise. Upon waking, Utterson reasons that if he can only see the face of Hyde, he might understand a reason for his friend s relationship with the man. From that point forward, Utterson begins to haunt the streets around the mysterious door, looking for Mr. Hyde to either enter or exit the portal. One night, he finally runs into Mr. Hyde and confronts him as he is about to enter the building. UttersonShow MoreRelatedThe Strange Case Of Dr. Jekyll And Mr. Hyde1675 Words   |  7 PagesThe Strange Case of Dr. Jekyll and Mr. Hyde Essay Robert Louis Stevenson’s novella, â€Å"The Strange Case of Dr. Jekyll and Mr. Hyde,† is a type of Gothic literature. In the beginning of the story when Stevenson is describing the lawyer, one â€Å"Mr. Utterson,† the mood is a bit dull. At first glance the reader may think that this story would be a bit boring and drab. Stevenson’s story is far from being another dull piece of British English literature. The setting and mood of this novella are more complexRead More Strange Case of Dr. Jekyll and Mr. Hyde - The Battle Between Dr. Jekyll and Mr. Hyde1313 Words   |  6 PagesBetween Jekyll and Hyde      Ã‚  Ã‚   Throughout Western literature, writers have created characters who act as perfect foils to each other with dramatically observable differences. Each pairing has a stronger and weaker in the combination, and usually one outlives the other. In The Strange Case of Dr. Jekyll and Mr. Hyde, the pairing exists in one body, and yet the struggle is heightened because both aspects of the identity are equal in strength. Ultimately, Stevenson emphasizes it is Jekyll who holdsRead MoreComparing The And Dr. Jekyll And Mr. Hyde1824 Words   |  8 PagesCompare the use of â€Å"secrets† with in the two main characters of the both novels - Victor Frankenstein and Dr Jekyll (including Mr Hyde) Both the novels are based around secrets. Victor and Dr Jekyll both have a big secret that happens in the novel. Both the main characters have a thirst for knowledge leading to their biggest secrets occurring. Their scientific experiments don’t go as planned and these novels teach us as the reader you can’t keep secrets as the truth will always come out. VictorRead MoreDr. Jekyll And Mr. Hyde2521 Words   |  11 PagesUncovering Dr. Jekyll and Mr. Hyde The Strange Case of Dr. Jekyll and Mr. Hyde was published in 1886 by Robert Louis Stevenson. The story is based on a London lawyer named Gabriel John Utterson, who investigates strange occurrences between his old friend, Dr. Henry Jekyll, and the evil Edward Hyde. This novel was composed as a shilling shocker. A shilling shocker is a short, graphic book. This whole novel is based in Victorian England. Noting the servants, differences between the rich and poorRead More Good Vs. Evil In Treasure Island Essay2590 Words   |  11 Pagesamp;#8220;villain;.Robert Louis Stevenson contrasts good and evil through many of the characters thathe creates. In the story amp;#8220;The Strange Case of Dr. Jekyll and Mr. Hyde;, Stevensoncontrasts the characters of Dr. Jekyll to Mr. Hyde to further the theme amp;#8220;Good vs. Evil;. This theme is common to many of Stevensonamp;#8217;s other works. In TreasureIsland, Stevenson uses the character Long John Silver to bring out this identicalidea. Long John Silver in many ways can be viewed theRead MoreEssay on Suspense and Horror in Dr. Jekyll and Mr. Hyde2192 Words   |  9 PagesHow does Stevenson create an atmosphere of suspense and horror in Dr Jekyll and Mr. Hyde? Why was this so significant at the time it was written? In the book Dr. Jekyll and Mr. Hyde, Robert Louis Stevenson truly proves himself as a wonderful writer. Throughout the story he keeps a huge sense of suspense and horror, capturing the reader’s interest and making them want to read on. From just the first paragraph he has gained the readers interest and pulled them into the plot of the story.Read MoreBook Report - Dr. Jekyll and Mr. Hyde4784 Words   |  20 PagesA. Title of the Book: â€Å" The Strange Case of Dr. Jekyll and Mr. Hyde† B. Author: Robert Louis Stevenson (1850 -1894) * As a novelist, he is often noted for the powers of invention and depth of psychological insights found in his work; a skill defined by G. K. Chesterton as being able ‘to pick up the right word up on the point of his pen’. * Robert Louis Balfour Stevenson  was a Scottish  novelist, poet, essayist, and  travel writer. * A literary celebrityRead MoreBook Report - Dr. Jekyll and Mr. Hyde4772 Words   |  20 PagesA. Title of the Book: â€Å" The Strange Case of Dr. Jekyll and Mr. Hyde† B. Author: Robert Louis Stevenson (1850 -1894) * As a novelist, he is often noted for the powers of invention and depth of psychological insights found in his work; a skill defined by G. K. Chesterton as being able ‘to pick up the right word up on the point of his pen’. * Robert Louis Balfour Stevenson  was a Scottish  novelist, poet, essayist, and  travel writer. * A literary celebrity during

Teaching Mathematics And Science In Elementary Level Education Essay Free Essays

Teaching mathematics and scientific discipline in simple degree is a ambitious undertaking because of the negative attitude pupils have. Teachers must so be really careful when learning this topic and guarantee that they encourage pupils in the topic ( Muschala J, Muschala G A ; Muschala E, 2010 ) . They must guarantee that they use all the techniques available to promote pupils and do them believe that mathematics is non is non difficult. We will write a custom essay sample on Teaching Mathematics And Science In Elementary Level Education Essay or any similar topic only for you Order Now Mathematicss and scientific discipline are the impulsive topics in most countries of the existent life state of affairss therefore it is indispensable for pupils to understand them. Due to the importance of mathematics and scientific discipline, several criterions have been put frontward to steer instructors. Such are formulated by the National Council of Teachers of Mathematics ( NCTM ) and National Science Education Standards ( NSES ) . The criterions are aimed at assisting instructors to use the best instruction methods and help them in promoting pupils to wish the topics. The first criterion provinces that the instruction system should be structured in a mode that encourages effectual instruction and acquisition ( Ediger 2003 ) . This means that all that instructors require in instruction should be availed to them. Another standard provinces that attitude and the acquisition of the pupils is extremely dictated by the learning methods applied by their instructors ( Westaway 2007 ) . Teachers must hence hold the ability to interact with pupils good and be selective in the instruction methods since this determines the apprehension of the pupils. The 3rd criteri on provides that the efficiency of instructors is dictated by the beliefs and attitude a instructor has on scientific discipline topics. It is hence of import for instructors to hold the right attitude since this will impact good on the acquisition of the pupils. The 4th criterion provides that the procedure of acquisition is both societal and single procedure and pupils should be encouraged to work out existent life state of affairss in groups or separately. The other criterion is that instructors must understand the assorted backgrounds and their understanding abilities and maintain them in head when instruction. The instructor must seek to fulfill the particular demands of the pupils and handle them consequently. But above all, pupils must be encouraged that all are capable of understanding mathematics and scientific discipline ( Westaway 2007 ) . Unit of measurement OF STUDY FOR FRACTIONS, DECIMALS AND PERCENTS In this paper is a proposed unit of survey in the topic of mathematics, affecting fractions, decimals and per centums. The ends and aims of this survey unit is to guarantee that the unit is taught efficaciously with the right stuff. The other end or aim is to guarantee that the learning methods applied by the instructor serves to actuate the pupils to understand and larn mathematics. Another aim is to guarantee that the instructor has a positive attitude towards what he is learning because this will act upon the pupils positively. It is besides an aim of this unit to promote pupils learn as a group every bit good as to set single attempts in understanding the constructs of mathematics. The last end and aim is to guarantee that instructors understand the diverseness of background and difference in understanding capacities of pupils and handle them consequently. The stuffs and resources needed in this unit are divided into three classs which are enactive, symbolic and iconic ( Ediger 2003 ) . Enactive stuffs are the touchable resources that give pupils a custodies on experience in acquisition. The iconic stuffs are the audio ocular AIDSs that help the pupils by hearing and seeing. The symbolic stuffs are the text editions and other printed stuff that explains the constructs to the pupils. In this unit, the instructor requires relevant text editions which must be certified by the relevant governments. Other resources like written cards, pieces of chalk, chalkboard, short movie, physical objects like Mangifera indicas and any other relevant stuff harmonizing to the category of the pupils. The cards must be written in different colourss and the physical objects must besides be of different colourss to do acquisition interesting for the pupils. The instructor must publish instructions to pupils in a linguistic communication apprehensible to them and seting into consideration the diverse demands of the pupils. The instructions must be issued in a sequence and accompanied by the right stuffs and resources ( Ediger 2003 ) . The first phase in issue of the instructions must be by usage of the physical objects to present the thought to the pupils. For illustration, the pupils might be asked to take oranges from a given figure of oranges in a basket, say ten, and asked how many are staying. They can besides be asked to number the figure of ruddy balls and the figure of white balls and show them in relation to the entire figure of balls present. At this phase, the instructor must guarantee that all the pupils take part to the full and are attentive plenty. The instructor must do this every bit interesting as possible by doing merriment and affecting the pupils in physical battles. The other phase must be through the usage of images or other iconic stuffs like short movies and illustrations. The instructor should besides prosecute the pupils full by inquiring them inquiries and necessitating them to reply. For illustration, the instructor might keep a card with three boxes in it, two of which are shaded ruddy. The instructor might so inquire the pupils to number the entire figure of boxes and the figure of boxes shaded ruddy. They should so be helped to show the figure of ruddy boxes in relation to the entire figure. Other iconic stuffs should be used the same manner and in an interesting mode. After usage of the iconic stuffs the instructor must so utilize the symbolic stuffs which is application of what the pupils have learnt to the what is written in text books. The instructor should steer the pupils in reading the texts, associating the content to what they have done in the old stairss and so understanding the constructs. In all the stairss, the instructor must help the pupils to associate what they have learnt to existent life state of affairss and even necessitate pupils to come up with more illustrations. The instructor should frequently inquire the pupils whether they understand the constructs and even measure for himself at every phase. He should on a regular basis inquire the pupils whether they have troubles in their apprehension and attend to the troubles adequately ( Ediger 2003 ) . Merely after all the troubles are solved should the instructor continue to the following measure. Students should be to the full involved and the instructor must utilize wise methods of spoting troubles in understanding since pupils may shy off from stating them. The 12 scientific discipline procedures should be incorporated to the full in learning this unit. These procedures include doing observations, inferring, taking measurings, pass oning, seting things into classs and doing anticipations. These should be used to the full in that the instructor should allow the pupils learn through the procedures ( Westaway 2007 ) . When a instructor puts up a printed card for the pupils to see, he must steer them into doing the right observations, understanding or deducing, pass oning to the others and sorting the job. This will heighten engagement and apprehension of the pupils. Harmonizing to Muschala J, Muschala G A ; Muschala E ( 2010 ) manipulatives are the learning AIDSs that help pupils to make a theoretical account of constructs and place relationships in the theoretical accounts. These should be used since the trigger the imaginativeness of the pupils and assist them to hold on the whole mathematical constructs. The instructor should measure the apprehension of the pupils at every phase and guarantee that they understand. The appraisals should me formulated in a manner to promote the pupils and non to deter them. They should be disputing but at the same clip non excessively hard. The instructor must walk the tight rope in equilibrating the grade of trouble ( Muschala J, Muschala G A ; Muschala E, 2010 ) . The appraisal must be consecutive get downing with the simple jobs traveling to the ambitious 1s and non frailty versa. At the terminal of the unit, the instructor should seek response from the pupils on how they found the topic ( Ediger 2003 ) . The instructor should ask from them on new ways to use what they have learnt in existent life state of affairss. This will be an encouragement to the pupils and will fix them for the following unit. It is clear that even if pupils think that mathematics is difficult, using the right instruction techniques and the right mathematics linguistic communication can assist to do them like the topic. How to cite Teaching Mathematics And Science In Elementary Level Education Essay, Essay examples

Adolescent Development free essay sample

There are mutual influences between an individual and their social environment. There are also at-risk factors involved in the life of a developing adolescent that interconnects with a series of reciprocal systems. I can recall as a developing adolescent quickly maturing into adulthood, the many social, economic, external and internal influences that contributed to certain at-risk behaviors. These type of influences impacted me directly and indirectly. I was influenced by the several environments I was in, and I also contributed to influencing the environment around me. Attempting to exert control over uncontrollable circumstances only lead to desperate situations and weighty consequences. However, learning to accept my present circumstances, and how to appropriately respond to the hardship and temptations in life developed positive life changes. Individual human development occurs within interconnected and embedded ecological systems (McWhirter et al, 2013). The ecological systems include the individual, the microsystem, the mesosystem, the exosystem, and macrosystem (McWhirter et al, 2013). The individual consists of genetic and biological factors, and personality characteristics (McWhirter et al, 2013). The microsystem consists of the people that the individual comes into direct contact with and who the individual interacts with (McWhirter et al, 2013). The mesosystem is the embedded interconnections between different microsystems and the impact of the interactions that take place (McWhirter et al, 2013). The exosystem consists of the interconnections between one or more settings that indirectly involve the individual (McWhirter et al, 2013). The macrosystem represents the social blueprint of cultural values, societal structure, gender-role socializations, race relations, belief systems, and national and international resources (McWhirter et al, 2013). The chronosystem is the interconnection and interaction of the individual within different environments, and is the transitions that occur during the course of the individual’s lifetime (McWhirter et al, 2013). These interconnecting systems are referred to as the ecological model, and assumes that the individual is continually interacting with his or her environment hat produces constant change due to mutual influences (McWhirter et al, 2013). Part A – The Ecological Model The core of who I really am involves the combinations of my genetic predispositions, evolutionary and biological components, personality characteristics, and the ongoing process of behavioral, cognitive, and affective experiences (McWhirter et al, 2013). Who I am has a lot to do with my expe riences in life, my responses to life events, and the social and environmental influences and interactions involved. The ecological model provides a greater understanding of how I influence my environment and my environment influences me. This is important because it is through the interactions of the ecological systems that help me better understand myself and others. The Individual. I entered the world with an umbilical cord wrapped around my neck, struggling to live due to insufficient oxygen intake. As a child I was very susceptible to illness. As an adult I discovered that I was living with an autoimmune disorder. I have very vivid fragmented memories as a child of several doctor office visits. At the personal level, I was a very fearful, anxious, angry, socially withdrawn child who experienced an unstable, insecure, neglectful, abusive, and dysfunctional home environment. The structure of personality develops in childhood and continues to develop in adulthood (Caspi, Roberts Shiner, 2005). I developed a combination of extraversion and introversion traits. These traits show themselves depending on how safe I determine the environment around me to be. As a child I experienced positive and negative emotionality. I at times struggle with viewing the world as a safe place and occasionally viewed it as threatening. I experienced anxious distress with a tendency toward anxiety, sadness, insecurity, and guilt. As a teenager I experienced darker emotions such as anger, frustration, and irritation. I developed agreeable personality characteristics as a child. In adulthood I sometimes struggle with the fear of rejection, self-acceptance, people pleasing tendencies, self-awareness, and feeling comfortable in my surrounding environment and own skin. I also developed a strong motivation to achieve academically, and have a strong sense of independence. As a child and through my teenage years I was not allowed to have an opinion or express individuality, which resulted in the inability or challenge to think on my own, questioning who I am through life stages, fearful of making decisions on my own and especially decisions I need to make on behalf of others, and codependency issues. The Microsystem. I grew up in a traditional family household for a time being that consisted of my mother, father, and sister. Although, it was considered a traditional two parent household, my father was rarely home, and when he was home he was unavailable. My mother was emotionally unavailable and suffered from manic depression. My mother stayed at home and my father was either out working or pursuing one of his addictions. My family was homeless until I was the age of 5. We had lived and slept in my father’s suburban, randomly stayed with strangers, and at times lived in a recreational vehicle. I assumed responsibility and care of my younger sibling, my mother, myself, and household chores. I entered the stages of maturity alone and without parental support. The lack of positive parenting during my adolescent years made me vulnerable to at-risk risk behaviors such as premarital sex, tobacco use, substance abuse, gang involvement and mental and social disorders (Clinton Clark, 2010). At the age of ten I was removed from my parent’s custody and placed in foster care where my sibling and I were separated and placed in different homes. In the foster system I was only allowed to socialize at school, and attended church depending on whether or not my foster parents at the time deemed it necessary. My sister and I went through several foster home placements which resulted in the loss of security, the loss of our personal possessions, and sense of belonging. Being bounced from home to home, it was difficult maintaining a close friendships with others. I developed an internal mechanism of being friendly with everyone, but not allowing myself to develop a close friendship with others. As I gained independence and freedom in my later teen years and early adulthood, I became more involved in church. The Mesosystem. I grew up in a rural community with a lack of parental involvement. There were no real established mesosystem relationships. The environment was inconsistently positive and very negative at times. Since school was my outlet, I strived for academic excellence and successfully achieved it. School seemed to be the only sense of stability. The Exosystem. Outside agencies that developed policies and created public resources were an indirect benefit to me as an adolescent and young adult. During childhood, I was able to eat lunch at school, and enjoy extracurricular activities such as Campfire Girls, cheerleading, and Key Club. I was given accessibility to the basic needs that my parents could not afford such as cloths, food, and shelter. As an adult, several community resources helped my daughter and escape and terminate a domestically violent relationship. The Macrosystem. During adolescence I was exposed to abuse, neglect, and violence first hand and via the television. My father grew up in the south and was very racist toward certain nationalities and races of people. The cultural context consisted of low socioeconomic status (SES), poverty, and experiencing our Native American ethnic background and being exposed to several conflicting belief systems. I grew up on a culture where corporate punishment was an acceptable practice. The culture valued individuality, independence, and self-reliance. I grew up in poverty with a prevailing crime rate not as noticeable as it is today. Social norms included the overuse of antibiotics (McDonnell Norms Group, 2008), and the use of drugs and alcohol were socially acceptable. Chronosystem. A pattern of environmental events, transitions, and sociohistorical circumstances contributed to my development over my lifespan. Both of my parents lived disloyal and adulterous life styles. Overtime, there unhealthy and dysfunctional patterns of relating to each other resulted in a separation. My father died when I was 17 years old. My parent’s marriage legally dissolved at the time of my father’s death. My mother remarried multiple times. My sister and I were exposed to their dysfunctional lifestyle, which tremendously impacted our lives. I personally, transitioned through many of life events by experiencing two divorces, being a single-mother of four children for quit sometime, remarrying and adjusting to a blended family, the loss of my oldest daughter, and facing the social political arena at work. Part B – At-Risk Tree Metaphor The At-risk tree is an analogy that allows people to understand the range of issues involving at-risk adolescence (McWhirter et al, 2013). The soil of the tree represents the individual’s societal environment (McWhirter et al, 2013). The roots refer to family, school, and peer groups that connect the tree to the soil (McWhirter et al, 2013). The trunk represents the developing attitudes and behaviors of each child (McWhirter et al, 2013). The branches of the tree represent the attitudes and behaviors that lead to specific risk categories (McWhirter et al, 2013). The soil of my family growing up consisted of poverty, low socioeconomic status (SES), judgmental and racist attitudes, abusive and neglectful home environment, and conflicting belief systems. The three primary roots are family, school, and peer groups (McWhirter et al, 2013). My parent’s inability to raise my sister and me in a loving, secure, stable, and nurturing environment, and expose us to family conflict, abuse, neglect, lack of parenting, being emotionally unavailable, and an unstructured home environment contributed to my dysfunction and the at-risk behaviors in my life. The school system was unaware of our life circumstances and did not any support. My sister ended up dropping out and getting involved with drugs. I became sexually involved with my boyfriend at the age of 15 and became pregnant at the age of 16. My daughter gave me the drive to continue my education and succeed academically in order to provide her with a better life. I was withdrawn during my adolescence and teenage years. Although, I made intent to get along with everyone, I did not associate with everyone. The peer group I involved myself in strived for academic excellence and engaged in positive extracurricular activities. The trunk of the at-risk tree representing my life consisted of low self-esteem, and depression. The branches of at-risk categories in my life were high-school dropout, substance abuse, risky sexual behaviors, and suicide. I was at risk for teen pregnancy and became pregnant at the age of sixteen. I succumbed to sexual activity with one partner in high school that resulted in teen pregnancy. I was very fortunate that at risk behaviors did not escalate. My tree was broken and bruised and produced damaged fruit. Instead of running to quick gratification I learned to run to God. I found my value and security in Christ. My branches although bruised eventually healed and produced good, healthy fruit. It took a lot of effort, drive, motivation, will, and trusting God in the midst of temptation and hardship. I was fortunate to have a variety of Gardeners in my life from Christian counselors, law enforcement, human service workers, youth group leaders, Sunday school teachers, and church mentors who helped me redirect my lifestyle. I learned how to be academically successful, a loving, supportive, caring mother to my children, a hard worker of integrity, and to do the right thing when the wrong thing seems easier at the time being.

AP Literary Terms (abstract aside) Flashcard

AP Literary Terms (abstract aside)

buy custom The Robert Reich’s Essay essay

buy custom The Robert Reich’s Essay essay The Robert Reichs essay Why the Rich Are Getting Richer and the Poor, Poorer explains the prevailing economic inequality among three groups of workers. The group of routine producers is getting poorer at a faster rate; the group of in person servers is getting poorer at an uneven and slower rate; while the group of symbolic analysts is getting richer by the day. This is diverging from a time during which there was no economic gap among the workers in these groups. All Americans used to be in roughly the same economic boat (Reicher, 291). Basing on the Reichs perspective, a lot of factors have contributed to these economic inequalities. The main reason is that the labor market has disintegrated into the global webs and national borders no longer define our economic fates (Reicher, 291). The shift of routine production from industrialized to developing nations, increased immigration-both legal and illegal, and increased demand for insight and clever problem solving, are the basis for these inequalities. Firms are in search for the cheapest labor so that they can maximize a profit. This labor is easily available from immigrants, who come from developing countries and who are willing to work for a fraction of the minimum wage initially offered to the U.S workers. In this sense, immigration seems to have a negative impact on the American labor force and is thus not a hopeful sign. Most people believe that immigration has opened doors for cheap laborers who will take over most of the jobs of the Americans. The American people in turn are not willing to sell off their high skills for lower than minimum wages. Immigration has led to stiff competition especially in the routine producers and in person servers groups, who are losing their jobs because of the extremely low wages being offered, but accepted by immigrants. Reich (295) predicts that the U.S labor force will comprise even more immigrants in the future. With the consequences of immigration labor, the uneven income and wealth distribution will further widen. In conclusion, unless the immigration laws are reformed to accept only highly skilled labor in the workforce, the future economy of the U.S is doomed. Buy custom The Robert Reich’s Essay essay

Creative problem solving Research Paper Example | Topics and Well Written Essays - 750 words

Creative problem solving - Research Paper Example Experts (Isaksen, 1992) have indicated that environment with a higher level of trust is more likely to promote collaboration and subsequently, higher performance and productivity in the organization. Similarly, during a CPS session, it is very important for the facilitators to ensure higher level of trust by ensuring openness during the session. This can be achieved by sharing the agenda of the session and ensuring transparency regarding expectations and challenges, which can play a constructive role in supporting productivity. Another way to promote creativity and productivity during a CPS session is to provide opportunities to the participants to share their ideas and opinions. One of the ways to implement this is idea-time strategy is to provide flexible timings and extra time that promote discovery and exploration of new ideas, which subsequently results in higher level of productivity. Business experts (Isaksen, 1992) have indicated that it is usually irrational to expect profit and/or productivity without taking any risks in the market. Similarly, in a CPS session, it is important for facilitators to take risks in order to promote uncertainty that eventually causes creativity and increases productivity. However, it is imperative that facilitators should consider the notions of diversity, ambiguity, and mentality of the stakeholders, as lack of awareness of these may result in contradictory outcomes. Collaboration (Isaksen, 1992) is one of the essential requisites to promote creativity. For example, in a CPS session, facilitators can create a collaborative climate by dividing individuals into groups and/or teams that will enable the individuals to go through different processes of forming, storming, norming, and performing while eventually enhancing the level of productivity. It is human nature to expect recognition or reward in return of an attempt

Critically evaluate the use of the Cognitive Interview in the Essay

Critically evaluate the use of the Cognitive Interview in the investigative interview of witnesses - Essay Example In order to prove this argument, the first section discusses the uses and success of CI techniques. The next section discusses the weaknesses and limitations of the method. And the last section analyses the merits of the arguments from both sides of the debate. Information acquired during an investigation has to contain enough important details. In order to achieve this objective, psychologists have tried to create procedures, particularly for the interview of witnesses. This process is based on two assumptions. First is that the witness in an interview is basically making an effort to remember the events that took place. Hence everything that can assist the process of remembering should be given much importance. Second is the interaction between the investigator and the witness (Canter & Youngs, 2009). Interactions that are encouraging and accommodating tend to acquire more relevant information. The cognitive interview (CI) has been created to improve these two. Geiselman and colleagues (1985) conducted a systematic assessment of the CI process. The research participants watched a fabricated crime and then were interviewed using hypnosis, a usual interview, and cognitive interview. The researchers discovered that the cognitive interview was actually the most effective in extracting more information or details from the witness. Several later studies have verified the effectiveness of CI in drawing out more information from witnesses. Several studies also confirm that the information acquired through CI is more correct. The findings of many studies reveal that with constant error rates, CI improves information significantly (Esgate, Groome, & Baker, 2005). Kebbell and Wagstaff (1999) comprehensively studied the forensic efficacy of cognitive interview and demonstrate how the procedure relates to the psychology of memory, communication, and social aspects. For instance, they observe that

Different Types Of Computer Memory

Different Types Of Computer Memory In earlier computers, the most common form of random-access storage for computer main memory employed an array of doughnut-shaped ferromagnetic loops referred to as cores. Hence, main memory was often referred to as core, a term that persists to this day. The advent of, and advantages of, microelectronics has long since vanquished the magnetic core memory. Today, the use of semiconductor chips for main memory is almost universal. In computing, memory refers to the state information of a computing system, as it is kept active in some physical structure. The term memory is used for the information in physical systems which are fast such as RAM, as a distinction from physical systems which are slow to access such as data storage. By design, the term memory refers to temporary state devices, whereas the term storage is reserved for permanent data. Advances in storage technology have blurred the distinction a bit -memory kept on what is conventionally a storage system is called virtual memory. Computer memory can divide into two types: volatile and non-volatile. Volatile memory is a kind of memory that power supply is needed to maintain the stored information. Semantic Random Access Memory (SRAM) and Dynamic Random Access Memory (DRAM) are currently common known semiconductor volatile memory technology. Non-volatile memory is computer memory that can retain the stored information even the power is switched off. Examples of non-volatile memory technology are Read Only Memory (ROM), flash memory, most types of magnetic computer storage devices such as hard disks, floppy disks and magnetic tape. Main Memory Random Access Memory (RAM) is a form of computer stored. It is responsible for stacking away data on a temporarily basis, so that it can be promptly accessed by the processor. Usually, information that stored in RAM is loaded from computers hard disk, included data related to the operating system and certain applications. The weakness of RAM is when the system switched off; RAM will lose all stored information. However, the data still remain stored and can be retained only when the system is running. Computer system is more likely to operate at a slow speed if the RAM is getting full but the data can be retrieved in any random order by computer to back to normal speed. The common examples of RAM are Static RAM (SRAM) and Dynamic RAM (DRAM). SRAM is a type of semiconductor memory where the word static indicates that, unlike DRAM, it does not need to be periodically refreshed, as SRAM uses bistable latching circuitry to store each bit. SRAM exhibits data remanence, but it still volatile in the conventional lost when the memory is not powered. A SRAM cell has three different states it can be in: standby where the circuit is idle, reading when the data has been requested and writing when updating when contents. Asynchronous SRAM is type of SRAM that available from 4Kb to 32Mb. The fast access time of SRAM make asynchronous SRAM appropriate as main memory or small cache-less embedded processors used in everything from industrial electronics and measurement systems to hard disks and networking equipment, among many other applications. SDRAM memory data access is synchronized with an external clock signal. SDRAM memory bus accepts speeds up to 100 MHz, wh ich says much for their stability and has reached speeds of 10 ns. It comes in 168-pin DIMM (64 bits). Being a 64-bit memory implies that no modules to install modules in pairs of equal size, speed and brand. DDR SDRAM (Double Data Rate SDRAM or SDRAM-II). Operates at speeds of 83, 100 and 125MHz, and can double these speeds data transfer to memory. DRAM is a type of RAM that stores each bit of data in a separate capacitor within on integrated circuit. The capacitor can be either charged or discharged; these two values of a bit, conventionally called 0 and 1. Since capacitors leak charge, the information eventually fades unless the capacitor charge is refreshed periodically. Due to this refresh requirement, its a dynamic memory as opposed to SRAM and other static memory. The advantage of DRAM is its structural simplicity. It means, there are only one transistor and a capacitor are required per bit compare to six transistor in SRAM and it allows DRAM to reach a very high densities. Second storage devices Computer hard disk is these devices are imported data storage components that are installed in the CPU. Their memory ranges widely, and a user may choose the memory depending on the data needed to be stored and accessed. Memory capacity of computer hard disk are normally used is 120GB to 500GB. Computer hard disk is a non-volatile, random access device for digital data. It features rotating rigid platters on a motor-driven spindle within a protective enclosure. Data is magnetically read from and written to the platter by read or write heads that float on a film of air above the platters. With the rapidly growth of science and technology, we are having external hard disk that more portable than the computer hard disk. The popular capacity of external hard disk is between 320GB to 500 GB. Removable make this hard disk quickly spread to users and they prefer it then other. In addition, flash memory also the second storage devices that know by users in computer industry. Flash memory is a kind of non-volatile memory which is intended to contribute to portable storage and a convenient transfer of data from 1 computer to another. The data in flash memory can erase and re-programmed as per the users requirements. It only has a specific number of erase and writes cycle that it can with stand, after which it creates a tendency to lose out on the stored. Memory card and USB flash devices are some modes of flash memory. Memory card is commonly used in many electronic devices, including digital cameras, mobile phones, laptop computers, MP3 players and video game consoles. They are small, re-recordable, and they can retain data without power supply. The storage capacity of memory card can up to 4MB. The examples of memory card that we most familiar are: SM / SMC, Memory Stick, Memory Stick Duo, Memory PRO Duo, and Memory Stick Micro M2. A USB flash drive consists of a flash memory data storage device integrated with a USB (Universal Serial Bus) interface. USB flash drives are typically removable and rewriteable and physically much smaller than a floppy disk. For USB flash memory, we know that it bring us a better life, without printing out the document into hard copy but still we can share to each other within it. The Kingston is the most popular brand for USB flash memory. It is portable, small and brings along to anywhere. The capacity of memory in 2010 can be as large as 256GB with the steady improvement in size and price per capabilities expected. Nothing moves mechanically in a flash drive; the term drive persists because computers read and write flash-drive data using the same system commands as for a mechanical disk drive, with the storage appearing to the computer operating system and user interface as just another drive. Flash drives are very robust mechanically.A flash drive consists of a small printed cir cuit board carrying the circuit elements and a USB connector, insulated electrically and protected inside a plastic, metal, or rubberized case which can be carried in a pocket or on a key chain, for example. The USB connector may be protected by a removable cap or by retracting into the body of the drive, although it is not likely to be damaged if unprotected. Most flash drives use a standard type-A USB connection allowing plugging into a port on a personal computer, but drives for other interfaces also exist. Computer memory closely related to computer and our daily life. To store data and information, we need it. In the future, the computer memory will be more portable and with all non-volatile memory to give us a better working environment.

Early School Leavers Essay

Why do student dropout of school? Do you know why students drop out of school? Nowadays students usually drop out of school, to get a career. More than before job seekers are looking for people who have finished high school (at least). The fact that students drop out of school is caused for different reasons. There are three main causes why students drop out of school: they can’t afford tuition, they prefer to work, and they fail the course. Family problems are one cause. If parents are divorced, no-one may be taking responsibility for the child. If parents are uneducated, there may be little encouragement to do homework or to stay in school. Financial factors are also important. Some students want to work in order to support their families. In contrast, others may have family businesses and not see any benefit in obtaining a high school certificates. Perhaps the main reason why students drop out is for academic reasons. For many students, school is stifling and boring. The curriculum does not challenge them or grab their attention and they are unable to be creative. Others have learning difficulties that need specialist help. New Zealand has the second-worst drop-out rate in the developed world. It shows that 26. 9 per cent of New Zealanders aged 15 to 19 are not in education. More than a quarter of Kiwi teenagers quit school early. Many students fail to complete their basic schooling. This can cause serious problems for the individual, their families and the country. In this opinion, I will examine the reasons why students leave school early, and suggest some possible solutions. I both agree and disagree with the reasons presented here. The paper said one of the main reasons is that students drop out because they PERCEIVE that classes are boring. The truth is that many classes ARE extremely dull, due to poor lesson-planning and unmotivated, apathetic teachers. Demonizing the students’ perception of the classes is nothing more than a tactful yet deceptive approach at the internal shortcomings of the educational bureaucracy. Instead of engaging work and active intellectual discussion/debate, students are forced to jump through the hoops of pointless busy work and futile self-help/self-awareness assignments such as this one. Student disinterest and apathy are products of a stagnant and stifling environment. Dropout rates, I personally believe, would be exponentially lowered if educators took a less bureaucratic approach at student achievement. You can’t have a successful one size fits all plan that will actually end up working. The theories of Dr. Howard Gardner attest to this by outlining the many different ways that people can think. Standards written by left-brain officials cannot work for predominantly right-brain students. For years in this school system my creativity and viewpoints have improve in some classes, but for the most part have been stifled by teachers not willing to either put forth the effort necessary to facilitate such individuality or that are simply opposed to any unorthodox thinking or changes in practice. In an environment where the students are not the â€Å"customers† and when individuality is squelched in the name of following senseless, regimented practices, the students are done a great disservice. I am committed to graduate ONLY because I know that I must do so to get anywhere in life. I am frustrated, dissatisfied, and stifled by MANY of the practices employed in many classes I have this year and have had in the past within the school system. Many who read what I have written here will look down on my views, because they will [see] them as â€Å"rocking the boat,† something that I believe it is safe to say is frowned upon here as a general rule. There is a quote by John Locke that says, â€Å"New opinions are always suspected and usually opposed, without any other reason but because they are not common. There is such logic in this and the sad thing is that my ideas (in this respect) are neither new nor radical, only despised because they require energetic commitment to be put into practice. It saddens me deeply that the school boasts of a forward-thinking, cutting-edge, technologically-cantered, example-setting school system, when in reality these claims are only partially true. Money is NOT the issue. I am so fed up with the excuse of lack of funding bein g used to excuse time-wasting, needless activities! An engaging, entertaining, worthwhile class can be executed with nothing more than a committed instructor and engaged students . I am not referring to some ideal, yet non-existent classroom setting. My PHYSICS class this year has been absolutely enthralling EVEN THOUGH some of the required, yet frustrating practices have been implemented in her class on a regular basis. At the end of the day, those who come to school with a genuine DESIRE to take something away from the experience do so; and those who have no drive do not do so, REGARDLESSS of the implementation of the practices put into place in hopes of improving student achievement. The problem with these types of measures is that they focus solely on boosting TEST SCORES. THIS IS NOT THE PROPER APPROACH! (Standardized tests are 9 times out of 10 are a very poor representation of student UNDERSTANDING. Simple memorization is not adequate education! I can memorize scores of random information and then ace a test over it, but all that proves is that I have a good memory. Memory is of importance, there is no doubt of this, but equally, it is NOT the main goal. A deep understanding of the material is vastly more instrumental in the students gaining REAL-WORLD understanding. It is no wonder to me why so many graduates/dropouts here go into construction/metalworking, etc. These are the only classes many individuals find worthwhile because they are the few classes offered that provide hands-on experience that guarantee understanding through practice, not simple words. I guarantee you I can read an instructional book on how to do just about ANYTHING, and then write extensively on how to do it, but that writing is no proof whatsoever that I actually understand how to perform said task or that I am physically capable of doing the activity in a real-world setting. I have a lot more that I could say but basically all I’m trying to get across is that the entire focus in this school is wrong and that is one of the main reasons for teenage dropouts here. As can be seen, there is no one solution to the problem of school drop-outs. Educational authorities, parents and schools need to work closely together to find the reason for each student’s decision to leave school, and to try to do as much as possible to encourage them to stay in the system.

Hosptial Acquired Infection

Propose how would you minimise the occurrence of hospital acquired infection and monitor degree of success of these measures. INTRODUCTION The occurrence and undesirable complications from hospital acquired infections (HAIs) have been well recognized for the last several decades. The occurrence of HAIs continues to escalate at an alarming rate. HAIs originally referred to those infections associated with admission in an acute-care hospital (formerly called a nosocomial infection).These unanticipated infections develop during the course of health care treatment and result in significant patient illnesses and deaths (morbidity and mortality); prolong the duration of hospital stays; and necessitate additional diagnostic and therapeutic interventions, which generate added costs to those already incurred by the patient’s underlying disease (Bauman, 2011). HAIs are considered an undesirable outcome, and as some are preventable, they are considered an indicator of the quality of pati ent care, an adverse event, and a patient safety issue.Patient safety studies published in 1991 reveal the most frequent types of adverse events affecting hospitalized patients are adverse drug events, nosocomial infections, and surgical complications (Aboelela, 2006). Over years there is an alarming increase in HAI, which is influenced by factors such as increasing inpatient acuity of illness, inadequate nurse-patient staffing ratios, unavailability of system resources, and other demands that have challenged health care providers to consistently apply evidence-based recommendations to maximize prevention efforts. Read Chapter 8 Microbial GeneticsDespite these demands on health care workers and resources, reducing preventable HAIs remains an imperative mission and is a continuous opportunity to improve and maximize patient safety. Another factor emerging to motivate health care facilities to maximize HAI prevention efforts is the growing public pressure on State legislators to enact laws requiring hospitals to disclose hospital-specific morbidity and mortality rates.Institute of Medicine report identified HAIs as a patient safety concern and recommends immediate and strong mandatory reporting of other adverse health events, suggesting that public monitoring may hold health care facilities more accountable to improve the quality of medical care and to reduce the incidence of infections. Monitoring both process and outcome measures and assessing their correlation is a model approach to establish that good processes lead to good health care outcomes.Process measures should reflect common practice s, apply to a variety of health care settings, and have appropriate inclusion and exclusion criteria. Examples include insertion practices for central intravenous catheters, appropriate timing of antibiotic prophylaxis in surgical patients, and rates of influenza vaccination for health care workers and patients. Outcome measures should be chosen based on the frequency, severity, and preventability of the outcome events. Examples include intravascular catheter-related blood stream infection rates and surgical-site infections in selected operations.Although these occur at relatively low frequency, the severity is high—these infections are associated with substantial morbidity, mortality, and excess health care costs—and there are evidence-based prevention strategies available (Filetoth, 2003). PATIENTS RISK FACTORS FOR HEALTH CARE-ASSOCIATED INFECTIONS Transmission of infection within a hospittal requires three elements: a source of infecting microorganisms, a susceptibl e host, and a means of transmission for the microorganism to the host.During the delivery of health care, patients can be exposed to a variety of exogenous microorganisms (bacteria, viruses, fungi, and protozoa) from other patients, health care personnel, or visitors. Other reservoirs include the patient’s endogenous flora (e. g. , residual bacteria residing on the patient’s skin, mucous membranes, gastrointestinal tract, or respiratory tract) which may be difficult to suppress and inanimate environmental surfaces or objects that have become contaminated (e. g. , patient room touch surfaces, equipment, medications).The most common sources of infectious agents causing HAI, described are the individual patient, medical equipment or devices, the hospital environment, the health care personnel, contaminated drugs, contaminated food, and contaminated patient care equipment. Patients have varying susceptibility to develop an infection after exposure to a pathogenic organism. Some people have innate protective mechanisms and will never develop symptomatic disease and others exposed to the same microorganism may establish a commensal relationship and retain the organisms as an asymptomatic carrier (colonization) or develop an active isease process. Intrinsic risk factors predispose patients to HAIs. The higher likelihood of infection is reflected in vulnerable patients who are immunocompromised, underlying diseases, severity of illness, immunosuppressive medications, or medical/surgical treatments (Bauman, 2011). Extrinsic risk factors include surgical or other invasive procedures, diagnostic or therapeutic interventions (e. g. , invasive devices, implanted foreign bodies, organ transplantations, immunosuppressive medications), and personnel exposures.In addition to providing a portal of entry for microbial colonization or infection, they also facilitate transfer of pathogens from one part of the patient’s body to another, from health care worker to patient, or from patient to health care worker to patient. Infection risk associated with these extrinsic factors can be decreased with the knowledge and application of evidence-based infection control practices. Among patients and health care personnel, microorganisms are spread to others through four common routes of transmission: contact (direct and indirect), respiratory droplets, airborne spread, and common vehicle.Contact transmission is the most important and frequent mode of transmission in the health care setting. Organisms are transferred through direct contact between an infected or colonized patient and a susceptible health care worker or another person. Microorganisms that can be spread by contact include those associated with impetigo, abscess, diarrheal diseases, scabies, and antibiotic-resistant organisms (e. g. , methicillin-resistantStaphylococcus aureus [MRSA] and vancomycin-resistant enterococci [VRE]).Droplet-size body fluids containing microorganisms can be generated during coughing, sneezing, talking, suctioning, and bronchoscopy. They are propelled a short distance before settling quickly onto a surface. They can cause infection by being deposited directly onto a susceptible person’s mucosal surface (e. g. , conjunctivae, mouth, or nose) or onto nearby environmental surfaces, which can then be touched by a susceptible person who autoinoculates their own mucosal surface.Examples of diseases where microorganisms can be spread by droplet transmission are pharyngitis, meningitis, and pneumonia. When small-particle-size microorganisms (e. g. , tubercle bacilli, varicella, and rubeola virus) remain suspended in the air for long periods of time, they can spread to other people. The CDC has described an approach to reduce transmission of microorganisms through airborne spread in its Guideline for Isolation Precautions in Hospitals. Proper use of personal protective equipment (e. g. gloves, masks, and gowns), aseptic technique, hand hy giene, and environmental infection control measures are primary methods to protect the patient from transmission of microorganisms from another patient and from the health care worker (Filetoth, 2003). Personal protective equipment also protects the health care worker from exposure to microorganisms in the health care setting. Common vehicle (common source) transmission applies when multiple people are exposed to and become ill from a common inanimate vehicle of contaminated food, water, medications, solutions, devices, or equipment.Bacteria can multiply in a common vehicle but viral replication cannot occur. Examples include improperly processed food items that become contaminated with bacteria, waterborne shigellosis, bacteremia resulting from use of intravenous fluids contaminated with a gram-negative organism, contaminated multi-dose medication vials, or contaminated bronchoscopes. Common vehicle transmission is likely associated with a unique outbreak setting and will not be di scussed further in this document. STEPS TO MINIMISE THE RISKEssential components of effective infection control programs included conducting organized surveillance and control activities, a trained infection control physician, an infection control nurse for every 250 beds, and a process for feedback of infection rates to clinical care staff. These programmatic components have remained consistent over time and are adopted in the infection control standards of the Joint Commission. The evolving responsibility for operating and maintaining a facility-wide effective infection control program lies within many domains.Both hospital administrators and health care workers are tasked to demonstrate effectiveness of infection control programs, assure adequate staff training in infection control, assure that surveillance results are linked to performance measurement improvements, evaluate changing priorities based on ongoing risk assessments, ensure adequate numbers of competent infection cont rol practitioners, and perform program evaluations using quality improvement tools as indicated. a)Infection Control PersonnelIt has been demonstrated that infection control personnel play an important role in preventing patient and health care worker infections and preventing medical errors. An infection control practitioner (ICP) is typically assigned to perform ongoing surveillance of infections for specific wards, calculate infection rates and report these data to essential personnel, perform staff education and training, respond to and implement outbreak control measures, and consult on employee health issues.This specialty practitioner gains expertise through education involving infection surveillance, infection control, and epidemiology from current scientific publications and basic training courses offered by professional organizations or health care institutions. The Certification Board of Infection Control offers certification that an ICP has the standard core set of knowl edge in infection control. Expert review panel recommends 1 full-time ICP for every 100 occupied beds (Filetoth, 2003).To maximize successful strategies for the prevention of infection and other adverse events associated with the delivery of health care in the entire spectrum of health care settings, infection control personnel and departments must be expanded. b)Nursing Responsibilities Clinical care staff and other health care workers are the frontline defense for applying daily infection control practices to prevent infections and transmission of organisms to other patients.Although training in preventing bloodborne pathogen exposures is required annually by the Occupational Safety and Health Administration, clinical nurses (registered nurses, licensed practical nurses, and certified nursing assistants) and other health care staff should receive additional infection control training and periodic evaluations of aseptic care as a planned patient safety activity. Nurses have the uni que opportunity to directly reduce health care–associated infections through recognizing and applying evidence-based procedures to prevent HAIs among patients and protecting the health of the staff.Clinical care nurses directly prevent infections by performing, monitoring, and assuring compliance with aseptic work practices; providing knowledgeable collaborative oversight on environmental decontamination to prevent transmission of microorganisms from patient to patient; and serve as the primary resource to identify and refer ill visitors or staff. PREVENTION STRATERGIES Multiple factors influence the development of HAIs, including patient variables (e. g. , acuity of illness and overall health status), patient care variables (e. g. antibiotic use, invasive medical device use), administrative variables (e. g. , ratio of nurses to patients, level of nurse education, permanent or temporary/float nurse), and variable use of aseptic techniques by health care staff. Although HAIs a re commonly attributed to patient variables and provider care, researchers have also demonstrated that other institutional influences may contribute to adverse outcomes. To encompass overall prevention efforts, a list of strategies are reviewed that apply to the clinical practice of an individual health care worker as well as institutional supportive measures.Adherence to these principles will demonstrate that you H. E. L. P. C. A. R. E. This acronym is used to introduce the following key concepts to reduce the incidence of health care–associated infections. It emphasizes the compassion and dedication of nurses where their efforts contribute to reduce morbidity and mortality from health care–associated infections. Hand Hygiene For the last 160 years, we have had the scientific knowledge of how to reduce hand contamination and thereby decrease patient infection.Epidemiologic studies continue to demonstrate the favorable cost-benefit ratio and positive effects of simple hand washing for preventing transmission of pathogens in health care facilities. The use of antiseptic hand soaps (i. e. , ones containing chlorhexidine) and alcohol-based hand rubs also effectively reduce bacterial counts on hands when used properly. Although standards for hand hygiene practices have been published with an evidence-based guideline and professional collaborations have produced the How-to-Guide: Improving Hand Hygiene, there is no standardized method or tool for measuring adherence to institutional policy.Key points †¢The practice of appropriate hand hygiene and glove usage is a major contributor to patient safety and reduction in HAIs. It is more cost effective than the treatment costs involved in a health care–associated infection. †¢Joint Commission infection control standards include hand washing and HAI sentinel event review, which are applicable to ambulatory care, behavioral health care, home care, hospitals, laboratories, and long-term care o rganizations accredited by the Joint Commission. Hand hygiene is the responsibility of the individual practitioner and the institution. Developing a patient safety culture backed by administrative support to provide resources and incentives for hand washing is crucial to a successful outcome. †¢Hand hygiene promotion should be an institutional priority. †¢Select methods to promote and monitor improved hand hygiene. Monitor outcomes of adherence to hand hygiene in association with reduced incidence of HAI. †¢Establish an evaluation model to recognize missed opportunities for appropriate hand hygiene.Environmental cleanliness The health care environment surrounding a patient contains a diverse population of pathogenic microorganisms that arise from a patient’s normal, intact skin or from infected wounds. Approximately 106 flat, keratinized, dead squamous epithelium cells containing microorganisms are shed daily from normal skin, and patient gowns, bed linens, and bedside furniture can easily become contaminated with patient flora. Surfaces in the patient care setting can also be contaminated with pathogenic organisms (e. g. from a patient colonized or infected with MRSA, VRE, or Clostridium difficile) and can harbor viable organisms for several days. Contaminated surfaces, such as blood pressure cuffs, nursing uniforms, faucets, and computer keyboards, can serve as reservoirs of health care pathogens and vectors for cross-contamination to patients. It is necessary to consistently perform hand hygiene after routine patient care or contact with environmental surfaces in the immediate vicinity of the patient. Infection control procedures are recommended to reduce cross-contamination under the following situations. . Use EPA-registered chemical germicides for standard cleaning and disinfection of medical equipment that comes into contact with more than one patient. 2. If Clostridium difficile infection has been documented, use hypochlorite-base d products for surface disinfection as no EPA-registered products are specific for inactivating the spore form of the organism. 3. Ensure compliance by housekeeping staff with cleaning and disinfection procedures, particularly high-touch surfaces in patient care areas (e. . , bed rails, carts, charts, bedside commodes, doorknobs, or faucet handles). 4. When contact precautions are indicated for patient care (e. g. , MRSA, VRE, C. difficile, abscess, diarrheal disease), use disposable patient care items (e. g. , blood pressure cuffs) wherever possible to minimize cross-contamination with multiple drug-resistant microorganisms. 5. Advise families, visitors, and patients regarding the importance of hand hygiene to minimize the spread of body substance contamination (e. g. respiratory secretions or fecal matter) to surfaces. A patient safety goal could be to adopt a personal or an institutional pledge, similar to the following: I (or name of health care facility) am committed to ensurin g that proper infection control and environmental disinfection procedures are performed to reduce cross-contamination and transmission so that a person admitted or visiting to this facility shall not become newly colonized or infected with a bacterium derived from another patient or health care worker’s microbial flora.Leadership Health care workers dedicate enormous effort to providing care for complex medical needs of patients, to heal, to continuously follow science to improve the quality of care—all the while consciously performing to the best of their ability to Primum non nocere (First, do no harm). Though medical errors and adverse events do occur, many can be attributed to system problems that have impacted processes used by the health care worker, leading to an undesired outcome.Responsibility for risk reduction involves the institution administrators, directors, and individual practitioners. It is clear that leaders drive values, values drive behaviors, and b ehaviors drive performance of an organization. The collective behaviors of an organization define its culture. The engagement of nursing leaders to collaborate with coworkers and hospital administrators in safety, teamwork, and communication strategies are critical requirements to improve safe and reliable care.Each institution must communicate the evidence-based practices to health care staff, have access to expertise about infection control practices, employ the necessary resources and incentives to implement change, and receive real-time feedback of national and comparative hospital-specific data. Health care institutions simply must expect more reliable performance of essential infection-control practices, such as hand hygiene and proper use of gloves. It is no longer acceptable for hospitals with substandard adherence to these basic interventions to excuse their performance as being no worse than the dismal results in published reports.Institution improvements should focus on p rocess improvements that sustain best practices, using multifactorial approaches, and a commitment from the top administration through all levels of staff and employees to implement best practices. Use of personal protective equipment Infection control practices to reduce HAI include the use of protective barriers (e. g. , gloves, gowns, face mask, protective eyewear, face shield) to reduce occupational transmission of organisms from the patient to the health care worker and from the health care worker to the patient.Personal protective equipment (PPE) is used by health care workers to protect their skin and mucous membranes of the eyes, nose, and mouth from exposure to blood or other potentially infectious body fluids or materials and to avoid parenteral contact. The Occupational Safety and Health Administration’s Bloodborne Pathogens Standard states that health care workers should receive education on the use of protective barriers to prevent occupational exposures, be able to identify work-related infection risks, and have access to PPE and vaccinations.Proper usage, wear, and removal of PPE are important to provide maximum protection to the health care worker. Various types of masks, goggles, and face shields are worn alone or in combination to provide barrier protection. A surgical mask protects a patient against microorganisms from the wearer and protects the health care worker from large-particle droplet spatter that may be created from a splash-generating procedure. When a mask becomes wet from exhaled moist air, the resistance to airflow through the mask increases.This causes more airflow to pass around edges of the mask. The mask should be changed between patients, and if at anytime the mask becomes wet, it should be changed as soon as possible. Gowns are worn to prevent contamination of clothing and to protect the skin of health care personnel from blood and body fluid exposures. Gowns specially treated to make them impermeable to liquids, le g coverings, boots, or shoe covers provide greater protection to the skin when splashes or large quantities of potentially infective material are present or anticipated.Gowns are also worn during the care of patients infected with epidemiologically important microorganisms to reduce the opportunity for transmission of pathogens from patients or items in their environment to other patients or environments. When gowns are worn, they must be removed before leaving the patient care area and hand hygiene must be performed. Wise use of antimicrobials Over the last several decades, a shift in the etiology of more easily treated pathogens has increased toward more antimicrobial-resistant pathogens with fewer options for therapy.Infections from antimicrobial-resistant bacteria increase the cost of health care, cause higher morbidity and mortality, and lengthen hospital stays compared to infections from organisms susceptible to common, inexpensive antimicrobials (Aboelela, 2006). Antimicrobia l resistance has continued to emerge as a significant hospital problem affecting patient outcomes by enhancing microbial virulence, causing a delay in the administration of effective antibiotic therapy, and limiting options for available therapeutic agents.Authors of evidence-based guidelines on the increasing occurrence of multidrug-resistant organisms propose these interventions: stewardship of antimicrobial use, an active system of surveillance for patients with antimicrobial-resistant organisms, and an efficient infection control program to minimize secondary spread of resistance. Antimicrobial stewardship includes not only limiting the use of inappropriate agents, but also selecting the appropriate antibiotic, dosage, and duration of therapy to achieve optimal efficacy in managing infections (Aboelela, 2006).Hospital campaigns to prevent antimicrobial resistance include steps to (1) employ programs to prevent infections, (2) use strategies to diagnose and treat infections effec tively, (3) operate and evaluate antimicrobial use guidelines (stop orders, restrictions, and criteria-based clinical practice guidelines), and (4) ensure infection control practices to reduce the likelihood of transmission. Nurse practitioners have a role as part of the health care team diagnosing and treating infections appropriately and should be familiar with strategies to improve antimicrobial use.All health care workers play a critical role in reducing the risk of transmission. Respiratory hygiene Respiratory viruses are easily disseminated in a closed setting such as a health care facility and can cause outbreaks that contribute to the morbidity of patients and health care staff. Personnel and patients with a respiratory illness commonly transmit viruses through droplet spread. Droplets are spread into the air during sneezing, talking, and coughing and can settle on surfaces.Transmission occurs by direct contact with mucous membranes or by touching a contaminated surface and self-inoculating mucous membranes. Respiratory viruses can sometimes have aerosol dissemination. Precautions to prevent the transmission of all respiratory illnesses, including influenza, have been developed. The following infection control measures should be implemented at the first point of contact with a symptomatic or potentially infected person. Occupational health policies should be in place to guide management of symptomatic health care workers. 1.Post visual alerts (in appropriate languages) at the entrance to outpatient facilities instructing patients and escorts (e. g. , family, friends) to notify health care personnel of symptoms of a respiratory infection when they first register for care. 2. Patients and health care staff should consistently practice the following: a. Cover the nose/mouth when coughing or sneezing. b. Use tissues to contain respiratory secretions and dispose of them in the nearest waste receptacle after use. c. Perform hand hygiene after having contact with respiratory secretions and contaminated objects or materials. . During periods of increased respiratory infection activity in the community or year-round, offer masks to persons who are coughing. Either procedure masks (i. e. , with ear loops) or surgical masks (i. e. , with ties) may be used to contain respiratory secretions. Encourage coughing persons to sit at least 3 feet away from others in common waiting areas. 4. Health care personnel should wear a surgical or procedure mask for close contact (and gloves as needed) when examining a patient with symptoms of a respiratory infection.Maintain precautions unless it is determined that the cause of symptoms is not an infectious agent (e. g. , allergies). CONCLUSION It is the responsibility of all health care providers to enact principles of care to prevent hospital acquired infections, though not all infections can be prevented. Certain patient risk factors such as advanced age, underlying disease and severity of illness, and s ometimes the immune status are not modifiable and directly contribute to a patient’s risk of infection.Depending on the patient’s susceptibility, a patient can develop an infection due to the emergence of their own endogenous organisms or by cross-contamination in the health care setting. Nurses can reduce the risk for infection and colonization using evidence-based aseptic work practices that diminish the entry of endogenous or exogenous organisms via invasive medical devices. Proper use of personal protective barriers and proper hand hygiene is paramount to reducing the risk of exogenous transmission to a susceptible patient.Health care workers should be aware that they can pick up environmental contamination of microorganisms on hands or gloves, even without performing direct patient care. Proper use and removal of PPE followed by hand hygiene will reduce the transient microbial load that can be transmitted to self or to others. ? REFERENCE †¢Aboelela S W, Saim an L, Stone P, et al. (2006) Effectiveness of barrier precautions and surveillance cultures to control transmission of multidrug-resistant organisms: a systematic review of the literature. J Infect Control, vol: 34(8):484–94. Bauman W R (2011), Microbiology with disease taxonomy, Pearson International Edition, 4th Edition, Pg no: 430 – 434. †¢Carlos F (2007), Antimicrobial resistance in Bacteria, Horizon Bioscience Publications, Pg no: 7 – 14. †¢Filetoth Z (2003), Hospital Acquired Infection, Whurr publishers, Pg no: 97 – 102, 180 – 196, 220 – 232. †¢I W Fong, Drlica K(2008), Antimicrobial resistance and implication for the 21st century, Springer publications, Pg no: 231- 235. †¢Madigan M, Martinko J, Stahl D (2009), Brock Biology of Microorganisms, Pearsons Publications, 13th Edition, Pg no: 954- 957. Muto C A, Jernigan J A, Ostrowsky BE, et al. (2003) SHEA guideline for preventing nosocomial transmission of multidrug-re sistant strains of Staphylococcus aureus and Enterococcus. Infect Cont Hosp Epidem, Vol: 24(5):362–86. †¢Ryan J, Ray C G et al. (2010), Sherris Medical Microbiology, International Edition, 5th Edition, Pg no: 89 – 98. †¢Wyllie D, Connor L, Walker S, Davies J et al (2013), Annual Report of Chief Medical Officier, Chapter 4: Health care associated infections, Pg no: 63-72. Centers for Disease Control and Prevention. Respiratory hygiene/cough etiquette in healthcare settings. 2010. [Accessed march 2013]. Available at: http://www. cdc. gov/flu/professionals/infectioncontrol/resphygiene. htm. †¢Institute for Healthcare Improvement. How-to guide: improving hand hygiene. a guide for improving practices among health care workers. [Accessed March 2013]. Author. Available at: http://www. ihi. org/IHI/Topics/CriticalCare/IntensiveCare/Tools/HowtoGuideImprovingHandHygiene. htm.