Nursing Assignment Example | Topics and Well Written Essays - 250 words - 14

Nursing - Assignment Example According to this institution,  this is the only way to acquire quality education especially in pursuit of a health care related profession (Finkelman and Kenner, 2013). The process of evaluating the excellence levels in the nursing profession may seem to be difficult; however, the Academy of nursing feels that the accreditation bodies have been established to ensure that health care professionals are acquainted with adequate knowledge towards quality health care delivery. Notably, American academy of nursing has a strong view that the nursing accreditation schools are creating gateways and programs that make qualified health care athletics to pursue advanced, professional studies (Finkelman and Kenner, 2013). Moreover, the American academy of nursing feels that these accreditations are profound avenues that will help institutions and professionals to develop, promote, and maintain appropriate education standards. According to the American academy of nursing, only accredited institution is capable of providing quality education to the athletics (â€Å"Committee on the Robert Wood Johnson Foundation Initiative †¦ â€Å"2011). For instance, the systems of accretion, accreditation standards, and criteria have ensured that health care become patient centered thereby promoting communication and health provision to the patients (Finkelman and Kenner, 2013). Health care provision through shared management and decision-making will adversely advocate fo r disease and injury prevention measures thereby promoting healthy lifestyle among the public and health care professionals. Conclusively, the American academy of nursing is quite supportive of the accretion, accreditation standards, and criteria since they belief that it is the way to provide quality health care to the nation. Committee on the Robert Wood Johnson Foundation Initiative on the Future of Nursing, at the Institute of Medicine., & Institute of

Survey Says More Filipinos at Risk of Lifestyle Related Diseases Essay Example for Free

Survey Says More Filipinos at Risk of Lifestyle Related Diseases Essay Recent results of the National Nutrition and Health Survey (NNHeS II) by the Food and Nutrition Research Institute of the Department of Science and Technology (FNRI-DOST) showed that more Filipinos have hypertension, high fasting blood sugar and high cholesterol and triglyceride levels, which are risk factors to cardiovascular diseases, diabetes and other lifestyle-related diseases. The NNHeS II showed that one in every four Filipino adults (25.3 percent) has hypertension or a blood pressure (BP) reading equal to or higher than 140/90 millimeter mercury (mmHg). The prevalence of hypertension significantly increased from 22.5 percent in 2003 to 25.3 percent in 2008 based on single BP determination. The survey further showed that 11 in every 100 (10.8 percent) have pre-hypertension or a BP reading at the range of 130-139/85-89 mmHg. High BP increases with age starting from age 40-49 years. The prevalence of high fasting blood sugar (FBS), an indicator of diabetes mellitus, is 5 in every 100 Filipino, based on the NNHeS II. The prevalence increased, though not significant, from 2003 with 3.4 percent to 4.8 percent in 2008. The prevalence of high FBS or hyperglycemia peaks at age 50-59 years. Moreover, the survey showed that 3 in every 100 Filipinos have impaired fasting glucose (IFG). IFG may progress to diabetes mellitus in a few years if not prevented. Hyperglycemia is an FBS level greater than 125 milligrams per deciliter (mg/dL), while IFG is an FBS level in the range of 110-125 mg/dL. Dyslipidemia or abnormal lipid levels significantly increased from 2003 to 2008. The NNHeS II showed that one in every ten (10.2 percent) Filipino adults has high total cholesterol level, while 21 in every 100 (21.2 percent) are borderline high. Furthermore, 15 in every 100 (14.6 percent) have high triglyceride level, while 16 in every 100 (15.5 percent) are borderline high. The prevalence of low high-density lipoprotein-cholesterol (HDL-c) level increased from 54.2 percent in 2003 to 64.1 percent in 2008. In contrast, the prevalence of high low-density lipoprotein-cholesterol (LDL-c) level did not change much, from 11.7 percent in 2003 to 11.8 percent in 2008. A person is considered to have a low HDL-c level if the fasting blood measurement is less than 40 mg/dl while a high LDL-c level of the fasting blood measurement is greater than or equal to 160 mg/dl. Hypertension, high FBS and dyslipidemia are major risk factors to lifestyle-related diseases, particularly cardiovascular diseases, diabetes mellitus and cancer. These lifestyle-related diseases are among the diseases that currently dominate the list of leading causes of death in the country. These are also leading causes of morbidity, particularly diseases of the heart and the vascular system which are the two main leading causes. The government is intensively campaigning for healthy lifestyle to prevent these risk factors and diseases. The healthy lifestyle campaign promotes transformation of various settings into healthy settings, such as healthy workplace, healthy-eating place, healthy communities and healthy schools, among others. Message 10 of the Nutritional Guidelines for Filipinos (NGF) developed by the Technical Working Group led by the FNRI-DOST recommends that for a healthy lifestyle and good nutrition, exercise regularly, do not smoke and avoid drinking alcoholic beverages. The NGF also suggests eating a variety of foods everyday, consuming more fruits, vegetables, rootcrops and legumes, as these are rich sources of fiber that help lower cholesterol level and prolong the response time of our body to blood glucose levels, and limiting the intake of salty foods to help prevent hypertension.

How Computer Mediated Communication Affect Students English Language Essay

How Computer Mediated Communication Affect Students English Language Essay There are many genres in computer-mediated communication which are e-mails, chat-groups and the World Wide Web, etc. CMC is one of the popular forms of written language nowadays. CMC also changes peoples way of thinking. The CMC discourse affects students writing competence in a certain extent. This research discovers the occurrence of CMC discourse in students writing and how CMC affects their writing competence. Chapter 1 Introduction Since the rapid development of Internet and mass media, people are more rely on using Internet and mass media to obtain information. (Flanagin and Metzger, 2000) Internet covers almost all the topic that people know that is an ocean of information. It is much more quickly searching information though the Internet than reading entire books or collections. People exchange data and communicate thought different genres of Internet devices. Internet seems become an inevitable part in education and communication. Many new formats of media appear, like online forum, instant message program, short message service (SMS), etc. Language maintains social relationship between people, which is a sub-filed of linguistics called sociolinguistics. When new formats of communication appear, language patterns also change to distinguish whether people belongs to the group or not. The wording students use in the Internet will be different from the formal ones. Scholars like Crystal (2001) called the use of computer for communication computer mediated communication (CMC). There are asynchronous (delay) communication tools and synchronous (real-time) communication tools in CMC. Electronic mail systems (e-mail), newsgroups and bulletin board system (BBS) are the examples of asynchronous communication tools; instant messaging systems, like MSN Messenger and QQ, are the example of synchronous communication tool. One of the major advantages of such synchronous CMC is to bring together geographically dispersed students, and add immediacy and increase motivation. Teachers are encouraged to use CMC in their teaching, but the impact of CMC which is affect students writing competence negatively, especially second language (L2) learners. Computer equipments are essential in L2 classroom, no matter which level the students are. Writing competence shows students comprehensive language ability. Most importantly, students use the computer as a learning tool and entertainment in their leisure time. Teachers cannot measure the negative effect that CMC language brings. As students may think that using CMC language is trendy and more fashionable, they tend to use the wording in the Internet and this writing style may affect their formal writing unconsciously. This research paper investigates how computer-mediated communication affects students writing competence at Beijing Normal University- Hong Kong Baptist University United International College (UIC). UIC is the first university that cooperated by Mainland China and Hong Kong. It is a new liberal arts college to serve China and the world. Chapter 2 Literature Review The previous chapter has a brief introduction on this research paper. According to Qin (2010), CMC is multi-dimensional and takes many forms synchronous (participants are on-line at the same time and interactions occur at the same time) or asynchronous (participants need not to be on-line at the same time). CMC can be one-to-one or many-to-many communication. Consider the following figure: Figure 1 CMC features From the Figure 1, there are main types of CMC. The forms of CMC may then be classified depending on they are synchronous or not and on the number of participants who are involved in the interactions. The full name of IRC is internet relay chat. According to Jarkko and Darren (1993) it is a protocol for real-time Internet text messaging (chat) or synchronous conferencing. It is mainly designed for group communication in discussion forums, called channels, but also allows one-to-one communication via private message as well as chat and data transfer. A MOO is a text-based online virtual reality system to which multiple users (players) are connected at the same time. (Rawn, James, 1995) CMC also characterized of the structures of interaction: one-to-one interaction, one-to-many interaction, and many-to-many interaction. (Qin, 2010) For example, Lee (2002) suggested that a mailing list like the Linguist List would be and example of one-to-many CMC system, where a message is oftern sent to an unknown group of recipients. According to Beauvois Eledge (1996), CMC is a channel for synchronous or asynchronous written exchanges which is an excellent facilitator of communication. Swaffar (1998) also said that CMC engages learner more frequently, students have greater confidence and enthusiasm in communicative process. December (1996) suggested a more comprehensive definition of CMC: Internet based, computer-mediated communication involves information exchange that takes place on the global, cooperative collection of networks using the TCP/ IP protocol suite and the client-server model for the data communication. Messages may undergo a range of time and distribution manipulations and encode a variety of media types. The resulting information content exchanged can involve a wide range of symbols people use for communication. Language in Computer-mediated Communication (CMC) mentioned that CMC means communication between humans using the medium of the computer like e-mail, World-Wide Web, chat rooms (Crystal, 2001). Mobile phone text messaging can also be seen as a variety of CMC, although it does not use a computer as such. CMC also claimed that there are several notable linguistic features of CMC, such as orthography, vocabulary, grammar, discourse and text, paralinguistics and graphics. CMC demonstrates a mixture of features drawn from prototypically spoken and prototypically written media. Since CMC text-type is more informal, spoken style of writing, students may get used to write the informal forms in their assignments. There is a relationship between CMC and writing competence. According to Wang, CMC has played its irreplaceable role in language teaching classroom especially in collaborative writing. It also brings new challenges on language teaching. Beauvois (1997) found that LAN (local area network) does not only improve the students writing but also their confidence and general ability to express them. However, LAN is based on the synchronously interaction, it is thus basically a type of oral language rather than formal writing, which according to Beauvois, may also result in better spoken language. The discourse characteristics that commonly use in CMC language are orthography, vocabulary, grammar, discourse and text and paralinguistics and graphics (Crystal,2001; Ooi, 2002). Orthography means the informal (phonetic) spelling, speed-writing (especially with mobile phones) and absence of capitalization (even with pronoun I and proper names). For example, do wot I did; thx 4 ur txt; ill be over later on in the day. (Crystal,2001; Ooi, 2002) Vocabulary means informal wording, use of injections and use of in-terms and abbreviations, like ROFL (rolling on the floor laughing), IMHO (in my humble opinion and LOL (laugh out loud). There are also formal abbreviations, for instances DNS (domain name system), BBS (bulletin board system and BBC (blind carbon copy). (Crystal,2001; Ooi, 2002) Grammar means telegraphic language and multiple coordination/ subordination in sequence. For example, Have forwarded the N e-mail. (Crystal,2001; Ooi, 2002) Discourse and text mean the use of interaction features (e.g. questions), stream of consciousness writing, message-comment structures in e-mail and hypertext. (Crystal,2001; Ooi, 2002) Paralinguistics and graphics mean spaced letters. Multiple letters, alternative markers for emphasis (!!!!!, $%^%$#), capitalization, little or excessive punctuation, emoticons (WOOOOOW, hahahaha). (Crystal,2001; Ooi, 2002) Research Question: How CMC language affects students writing competence? The next chapter outlines the methodology of data collection and analysis this research. Chapter 3 Methodology In the previous chapter, the literature review stated that there are different characters of computer mediated communication discourse, like lexicon, graphology and orthography. In this research, a quasi-experiment was used to investigate the possible characteristics of CMC in students writing. Achen (1986) stated that Quasi-experiments are something other than a random sample of the relevant population with random assignment to treatment and control groups. Although quasi-experiment is not a real experiment that can show the accurate result from control group and experimental group, it still has its necessity in this research. Achen (1986) pointed out that sue to randomization may be physically, economically or politically impossible and controlled field trials may be impossible, quasi-experiment is necessary used in research. Firstly, people sometimes cannot fully measure all the factors causing a result, so it is necessary to based on quasi-experimental evidence. Secondly, the assignment to experimental and control groups must be taken as fixed, and all hope of randomization abandoned. (Achen, 1986) Pretest and posttest are another methodology that used in this research, showing the relationship between students writing competence and computer-mediated communication discourse. Group TimeÆ’Â   Exp O X O Cnt O N O (O= observation or measure; X= treatment; N= no treatment) Firgure2: Pretest and Postest From Figure2 (Yan, 2012), if change from pre- to post-test for treatment group and not for control group (or not as much), change can be attributed to the treatment) assuming proper experimental controls) Teachers face difficulties in enhancing students writing competence, especially the vocabulary and grammar rules. New mass media, like mobile phones and the Internet, are used in communicate the messages through network and those media change the language style a lot for people to fit in the Internet needs. (Bennett, 2003) The Internet brings a huge freedom on writing for students (Liu, n.d.), students not only using CMC discourse in daily communication, but also in their works. Teachers take writing competence as the most seriously compare to other competence, however CMC discourse brings certain negative effect on students. (Liu, n.d.) According to Liu (n.d.), the Internet is a double edge sword. It brings a lot of convenience, but also traps those immature students. If students addicted on surfing the Net and chatting through different synchronic response tools (like ICQ, MSN), they neglect the classic readings since these readings are not as interesting as CMC discourse. Writing competence is not only including using correct grammar, right word choice, but also including the correct and healthy values that students express. It is an influential way to promote negative values through Internet. Students writing competence can not be improved if they keep influenced by CMC discourse. In the chapter of literature review, lexicon, graphology and orthography are the three main characters of CMC discourse. The research is based on these characters to analysis students writing competence when they start engaging with English CMC discourse. This research may help teacher to find out the relationship between writing and help them to figure out a balance between CMC discourse and writing competence. Some teachers may overuse the Internet in their teaching, and bring negative effects to their students. The findings of my study may also contribute to raising both teachers and students awareness of using computer mediated communication. 3.1 Background information of the targets There are eight targets in this research, who are all Year 1 students come from the major of Teaching English as a Second Language (TESL) in Beijing Normal University- Hong Kong Baptist University United International College (UIC). As the entrance requirements of English score is higher than other major in UIC, which requires 110 out of 150 in Chinas college entrance examination (Gaokao). All the targets scored the minimum marks in their English Gaokao, which illustrated their original English competence better than some other students in UIC. The researcher gives the subjects a list of selected CMC discourse that is commonly used in chat rooms, texting and BBS. (Appendix1) After they know CMC, they need to write a 100-word essay every week. There is not limitation on their writing topics. The whole experiment lasts about a month. This research also aims at helping them adapt a totally new learning environment which is using English as the medium of instruction. UIC is a liberal arts school and uses English as the medium of instruction. It is much difficult for TESL Year 1 students to adapt; due to there are many linguistics terms and higher requirements on writing competence. 3.2 Data collection The subjects were TESL Year 1 students who have little influence by the Internet, so the research finding will be more accurate. It is because the enclosed education system in China, students are not allowed to leave high schools except weekends. As the new and released, teacher is responsible for not only teaching but also for students personal safety. One of the researches said that the most effective ways to ensure students safety is not allowed them leave the campus without permission and abandon other extra curriculum activities. The only thing students can do in the campus is study hard so many of them do not have chance to surf the Net in Chinese, let alone English. There are eight participants joint this experiment. Both data from pre test and post test are also needed in the research. According to Dimitrov, and Rumrill (2003), pretest-posttest are widely used in behavioral research, which aim to comparing groups and/ or measuring changes from the experimental treatments. A quasi-experiment will be conducted because it is difficult to do a full experiment, since we cannot find a group of people who have never touch the Internet to be the control group. Also there are some other reasons that can affect students writing competence. Organize pretest-posttest control group design which allows researcher to control the variable of time and maturation. In most schools and classrooms, random selection is not possible. The groups of participants are nonequivalent, so their characteristics are different too. It is better to do quasi-experiment to avoid threat validity. Johnson (2008) mentioned that validity is the degree to which a thing measures what it reports to measure. 3.3 Data Coding Scheme and Instrumentation A coding scheme was created from the literature review of CMC language characteristics, which stating the categories of CMC. The scheme included three different levels; they are lexicon level, graphology level and orthography level. On the lexicon level, there are neologisms (new words), abbreviations (short forms), acronyms (formal short forms) and rebuses (combination with numbers and letters). (Crytal, 2001) On the graphology level, there are change words to numbers (use 1 instead of one) and punctuation (use more than one punctuation marks to express emotions). On the orthography level, there are paralinguistics cues (for example hahaha) The research is based on these characters to analysis students writing. There is a evaluate sheet (Appendix 3) that used to count how many times does these properties appear in students writings. Marking the maximum frequency of each properties exit in the writings, finding out the mean and standard deviation of the frequency are the ways to show the data. Mean has three related meanings in statistics, the arithmetic means of a sample, the expected value of a random variable and the mean of a probability distribution. (Feller, 1950) The mean on the evaluation sheet is the arithmetic mean, which is equal to the sum of the values divided by the number of values. (Feller, 1950) Standard deviation shows how much variation exists from the mean. A high standard deviation illustrates the data points spreading out over a large range of values; a low standard deviation illustrates the data points are very close to the mean. In other words, higher standard deviation the category has the more effect on that category from CMC discourse. 3.4 Data Analysis The research question explored how CMC discourse affected students writing competence. The subjects should write one free writing a week, and last a month (they should write four writings in total). There are no topic restricts, they can write any topic they like. The first step is to find out the actual CMC discourse occurrence in their first writing. Then giving subjects some selected CMC discourse, those words are commonly use in chat room, texting and BBS. Asking subjects to write a 100-word essay in the following four weeks, aim at observe how CMC affect writing competence. The aim of the writing is looking into are there any CMC discourse occur in their writing after the researcher give the material to them. Find out the relationship between CMC and students writing competence. Some of the subjects were interviewed in an informal way, like chatting through QQ (a famous synchronic chatting tool in China). The first step was reading and rereading students writings. During the reading and revising the metacommunicative vocabulary should be paid attention to, which indicated how CMC discourse affects their writing competence. According to Xia (2006), the metacommunicative vocabulary is the language that subjects used to talk about their language use in communication. For example, subjects used different short forms in their writing that stated out the importance of shorten their writing time. In their point of view, short forms are their metacommunication vocabulary. 3.5 Result After coding, all occurrences of CMC discourse have been calculated according to subjects writings. Each subject included one pretest writing and three posttest writings, in total was four. Due to it took time to wait for the effect; the quasi-experiment lasted about a month. Table 1 is the summary of frequencies of CMC discourse in subjects writings in week 1, which is the pretest. CMC Discourse Maximum Frequency Mean Standard Deviation Lexicon Level Neologisms 0 0 Abbreviations 6 0.75 2.12 Acronyms 1 0.125 0.35 Rebuses 0 0 Graphology Level Change words to numbers 0 0 Punctuation 0 0 Orthography Level Paralinguistic cues 1 0.125 0.35 Table 1: CMC Discourse in Subjects Writings in Week 1 (N=8) From Table 1, the highest maximum frequency was using abbreviations in one subjects writing. Neologisms, rebuses, change words to numbers and punctuation were not found in subjects writing. It was the subjects writing from Week 1. The result was not out of exception, since the eight subjects have no understanding about CMC discourse. In most of the writings from Week 1, there was no CMC discourse. Correspond with their past lifestyle that they said in informal interview through QQ that lived in an enclosed education system. CMC Discourse Maximum Frequency Mean Standard Deviation Lexicon Level Neologisms 0 0 Abbreviations 5 2.5 1.92 Acronyms 0 0 Rebuses 0 0 Graphology Level Change words to numbers 1 0.125 0.35 Punctuation 4 1 1.41 Orthography Level Paralinguistic cues 0 0 Table 2: CMC Discourse in Subjects Writings in Week 2 (N=8) From Table 2, the highest maximum frequency was using abbreviations in one subjects writing. Neologisms, acronyms, rebuses, punctuation and paralinguistic cues were not found in subjects writing. For the subjects, abbreviation is the easiest category to handle and reduce their time on dropping notes during the class. Therefore, the category of abbreviation has the maximum frequency in Week 2. CMC Discourse Maximum Frequency Mean Standard Deviation Lexicon Level Neologisms 0 0 Abbreviations 7 2.63 2.97 Acronyms 1 0.25 0.46 Rebuses 0 0 Graphology Level Change words to numbers 8 1 2.83 Punctuation 6 1.75 2.55 Orthography Level Paralinguistic cues 0 0 Table 3: CMC Discourse in Subjects Writings in Week 3 (N=8) From Table 3, the highest maximum frequency was changing words to numbers in one subjects writing. Neologisms, rebuses and paralinguistic cues were not found in subjects writing. In Week 3, the data has a little bit different with Week 2. The maximum frequency in subjects writings still was abbreviations. As mentioned in the literature review, abbreviations mean the informal short form, like BTW (by the way). Since using abbreviations can shorten their time in writing, the subjects preferred abbreviations. Some of the abbreviations are not on the list; they searched for extra abbreviations on themselves. CMC discourse was a totally new issue for the Year 1 students in TESL. CMC Discourse Maximum Frequency Mean Standard Deviation Lexicon Level Neologisms 0 0 Abbreviations 10 3.63 3.07 Acronyms 2 0.25 0.71 Rebuses 0 0 Graphology Level Change words to numbers 2 0.25 0.71 Punctuation 3 1.25 1.49 Orthography Level Paralinguistic cues 0 0 Table 4: CMC Discourse in Subjects Writings in Week 4 (N=8) From Table 4, the highest maximum frequency was using abbreviations in one subjects writing. Neologisms, rebuses and paralinguistic cues were not found in subjects writing. This was the last posttest writing for the subjects. The subjects adapted the formal writing style in their English class, so their writing became more academic than the first week. Some of them would create their own CMC discourses, which was not on the list that the researcher gave them. The subjects started to handle the rules of CMC discourse. The research question explored how CMC discourse affected students writing competence. This question is related to whether CMC discourse occurred in their writings. Analysis of the informal interview data discovered different ways that CMC discourse affected students writing competence, such as use abbreviation of everything in writing and peer pressure. Use abbreviation of everything in writing. Most of the subjects said that the most direct effect on CMC discourse was started to use abbreviation. Since when they were in high school, their English teacher told them to remember as much vocabulary as they can. If they recite more vocabulary than others, they had the advantage to enter university. Therefore, they had never experienced using abbreviation before, and surely did not understand the situation in UICspelling is not the most important issue in study. In UIC, students who could handle the academic knowledge and express their own constructive opinion would be success. Note dropping is one of the key elements to absorb academic knowledge through the lectures, so the category of abbreviation has been used at maximum frequency in three weeks out of four. There is a Chinese saying Once you form a habit, it becomes natural to you. All subjects realized the difference between CMC discourse and academic, however they cannot avoid of u sing CMC discourse when they write. They write their heart by their hands directly, without the second thought and double check before handed the writing in. One of the subjects explained the situation that using abbreviation in the writing, It seems that using abbreviation become my habit, no matter on writing drafts or drop notes. The short form of the words comes out naturally. Peer pressure is another reason cause CMC discourse affects students writing competence. The eight subjects in this research paper would communicate with each other, and discuss how much CMC discourse they used in the writing. They take this research as a competition in a certain extend. As the researcher interviewed them in informal way, the subjects showed a sense of competitiveness toward others. They thought that the one who could utilize CMC discourse well would be the winner in the competition they have imagine. One of the subjects said that I can lose my face on using CMC discourse. I can defeat the others, as my English is better than others. The data indicated that the effect of CMC discourse nearly became their writing habit. The data also figured out that peer pressure also affect the frequency of using CMC discourse. The most directly effect of CMC discourse in students writing competence was abbreviations, for instance using informal short forms, like govt. (government) and edu. (education). The next chapter will discuss some limitations of this research and suggest some ways to improve this research. Chapter 4 Discussion The research explored how CMC discourse affects students writing competence. According to the informal interview, CMC discourse had a big impact on their writings. The language transforms with the technology development and ways of thinking in different cultural stages. (Ong, 1967, 1982) According to Ong (1967), there are three stages in the development of cultures: oral-aural, script and electronic stage. All these stages showed the transformation of language. Ong noticed that when language transforms, it will change the way of thinking. Therefore, the ways of thinking changed were reflected in the use of language when people communicate to each other. CMC discourse, as a new format of communication, changes the way of thinking and traditional communication. Form the result of this research, the frequency of using abbreviation affects the subjects writing competence. Due the existence of CMC discourse brought a great impact in their thinking ways, which is a totally new concept to t he subjects. There are two controversial arguments in CMC; (i) CMC has brought negative effects and challenges to standard of language, which affect students writing competence indirectly; (ii) CMC existed as a new form of language and literacy. (Crystal, 2001) If one can handle both languages which use in daily life and standard language, this would be the best situation. No one would worry about how CMC affect students writing competence, but it is impossible for the one unacted on CMC. The problem is the gap between standard language and language change. New form of a language would be standardizing if most people evolving and changing the usage in this way. Due to the limitation of time and resources, this research may not reflect the true effect that CMC language brings to students writing. In their work, it was hard to examine precisely the effect of CMC language. Their original writing competence and English ability may also affect the performance in the writing. Different subjects have vary ability of absorb information, so some subjects may not accept new knowledge in a short period of time. As mentioned in the previous chapter, the English ability of the eight subjects is quite good when they enter UIC. Before they enter the university, they would have a three-month-holiday; most of them would not pay attention to the academic knowledge. Especially, languages, like English, Chinese, need an environment and time to improve. They need time to catch up the language skills and adapt to a difference learning environment. Using students writings may not get the precise result on how CMC affect their writing competence. The result would be more persuasive if comparing their free-style writing than academic writing, sees how much CMC exists in their works. Since the subjects know the researcher expect from them, they would pretend they have influenced by CMC. In the future research, students free writing would have more significant results on the research question. On the other hand, this research just focused on linguistics aspects. If it is possible, the research could include different aspects, like the level of meaning and social interaction. The research would be more all-rounded if there are different aspects. The research lasted about a month, which was too short for getting a persuasive result. If the research could last longer, maybe last for a semester, the result would be more convictive. In future study, the experiment should last longer to show more accurate result. The next chapter summaries findings reported in the thesis and discuss possible implications of this research. Chapter 5 Conclusion The previous chapter has discussed some limitations of this research and suggested some ways to improve this research. This section summarized the findings of this research. The research question is How CMC affect students writing competence in UIC. The tables in Chapter 3 shows the changes of use CMC before and after the subjects receive the list of CMC. The frequency of using CMC has increased obviously, especially in using abbreviations. Since using abbreviations in their note could shorten their time and easier for them to catch up what the teachers talking about during the lectures. There is a negative effect on students writing competence after they engage to CMC language. They can use those selected CMC to drop notes in the future. The ability of drop notes has enhanced. The research also found out that students English competence also affect their writing competence. Chapter 6 Reference Achen, C.H. (1986). The Statistical Analysis of Quasi-Experiments. London, England: University of California Press, Ltd. Beauvois MH. (1997). Technology-enhanced Language Learning. Lincoinwood, IL: National Textbook. Beauvois, M. Eledge, J. (1996). Personality types and megabytes: Student attitudes toward Computer -Mediated Communication (CMC) in the language classroom [J]. CALICO Journal, Vol.13(2-3) Bennett, W. L. (2003). New Media Power: The Internet and Global Activism. University of Washingto

The early petroleum industry in the US :: essays research papers

The Early Petroleum Industry in the United States Ancient Egyptians used bitumen for embalming, the Assyrians used it in building, the Chinese for heating and lighting, and for centuries fishermen have used it to make their boats watertight. Naturally, man being what he is, was not content to let well alone, and soon petra- oleum (rock oil) and its associated products were being used in many delightful ways to cripple and annihilate his fellow men. The famous "Green Fire" was used in various forms for many centuries once it became known that when a mixture of petroleum and ground quicklime is exposed to moisture spontaneous combustion takes place. The flaming mixture thus produced was thrown by a pump mounted on the prow of a warship and the consequent havoc wrought on the enemy's ships can easily be imagined. Then oddly enough, the ancients knowledge of the properties of petroleum seemed to fall into abeyance and during the Middle Ages, and up to the beginning of the 19th century, petroleum was only remembered for its medicinal uses. It was to capitalize on this use that an American, Samuel Kier, decided to bottle the oil that seeped into his father's brine wells. He put it up in half pint bottles and advertised it as containing wonderful medical virtues. Another American George H. Bissell, saw his advertisement but was interested in oil for other reasons so, together with a friend, he leased 105 acres of farmland, near Titusville, Pennsylvania, paying $5,000 dollars for a 99 year lease. So in 1854 the first oil lease was granted. Having obtained the land, which he was fairly certain covered oil deposits, Bissell commissioned Edwin & Drake to drill a well for him. Drake did so and struck oil on August 27th, 1859. The first oil well had been sunk and a great industry had been born. Within a few months of the completion of the Drakwell, oil wells were being sunk all over the United States and within two years the country was exporting great quantities of oil. Simple distillation of seep and salt well oil was being carried out in Pittsburgh, Pennsylvania, by Samuel Kier who built a one-barrel still. He was buying crude by the gallon. Later Kier made a still of five-barrel capacity. These two stills for treating crude oil constituted the first commercial refinery in America. The five-barrel apparatus of Kier has survived and is in the Drake Well Museum.

Social Inequality

Social Inequality Today, there are many stereotypes and discriminatory practices that act as barriers to a woman's advancement within the workplace. While it is undeniable that there are biological and physical differences between men and women, often times these differences are used to justify the unequal treatment of women not only in the workplace, but within society as a whole. Throughout history, women have often been viewed as the weaker sex and thus their place was thought to be within the home as the family caretaker.Unfortunately, these views continue to define the different social roles for men and women in the world today. This is an issue that almost everyone woman at some point in their life has had to face. Some may experience this unequal treatment at their work place, during their education, or in their everyday lives. Historically, a woman’s primary job was managing the household. As housewives who had no source of income besides that of what their husbands ea rned. In the public’s eye women were nothing more than wives, homemakers, caregivers, and mothers.It was not thought of for a woman to work a â€Å"real job† their place was at home taking care of the family. Throughout history women have struggled for equality. The Suffrage Movement and later the Affirmative Action were efforts to increase equality among genders. As the United States economy was changing to a more industrialized one it demanded more workers. While men were at war, the demand for workers needed for war production increased. Women decided to help out with war efforts by taking over the jobs left by men. This step was huge for women realizing their potential in the workplace.Prior to 1963 it was legal for a business to pay a woman performing similar work as a man a lower wage. It was also rare to find a woman in a position of authority in a workplace. The Equal Pay Act of 1963 required gender equality for payment of wages. From that point forward it was illegal for an employer to pay a woman a lower wage than a man simply because of her gender. A woman who suffers discrimination under the terms of this law may sue her employer in civil court to recover lost wages and punitive damages. A year later, the Civil Rights Act of 1964 was passed.This granted equal rights to women in all areas of employment. Discrimination of any kind in the workplace based on gender was now illegal. The passing of the Civil Rights Act opened new career doors for women and supplied them with the legal support to do so. However, The Civil Rights Act was amended in 1991 when the federal government moved to include sexual harassment in the law's statutes. This revision allowed women to sue employers who permitted sexual harassment in the workplace for compensatory and punitive damages in court.This amendment to the Act did not stop sexual harassment in the workplace but it does help to empower women to fight back against the behavior. Even with these laws ther e is still a significant pay gap among men and women. For example in 2011, women working full time in the United States typically earned just 77 percent of what men earned, a gap of 23 percent. This gap has narrowed since the 1970s, due mainly to women’s progress in education and workforce participation and to men’s wages rising at a slower rate. The subject of equal pay is not only a woman’s issue but also the family’s issue.Families are relaying on women’s earning more than ever just to make ends meet. In typical married households, women’s incomes accounted for 36 percent of total family income in 2008, up from 29 percent in 1983. These days a large majority of mothers are in the paid labor force, and about one-third of employed mothers are the sole breadwinners for their families. For the 34 percent of working mothers who are the sole breadwinner for their family; either because they are single parents or their spouses is not in the labo r force.The gender pay gap can contribute to poor living conditions, poor nutrition, and fewer opportunities for their children. And for these women, closing the gender pay gap is much more than a point of pride it’s a matter of necessity. In 2011 women working full time made annual earnings of $37,118, while men annually made $48,202. Although statistics show the gender pay gap is smallest among the youngest workers. For instance, in 2010 full-time workers ages 16–19, women earned 95 percent of what men earned on a weekly basis.Among workers 65 years and older, women earned only 76 percent of what their male peers earned. Women typically earn more than 90 percent of what men earn until around the age of 35, at which point median earnings for women start to grow much more slowly than median earnings for men. After age 35, women’s median earnings fall to between 75 and 80 percent of the median earnings of men and remain there until retirement. When you look at ed ucation statistics you’ll see that more education is an effective tool for increasing earnings, but it is not an effective tool against the gender pay gap.At every level of academic achievement, women’s median earnings are less than men’s median earnings, and in some cases, the gender pay gap is larger at higher levels of education. While more education is an effective tool for increasing earnings, it is not an effective tool against the gender pay gap. In nearly every line of work, women face a pay gap no matter their education background or training. While a pay gap exists in nearly every occupational field, jobs traditionally associated with men tend to pay better than traditional female jobs, regardless of skill required.Even in 2012, women and men still tend to work in different kinds of jobs. This segregation of occupations is a major factor behind the pay gap. A significant part of the problem with workplace inequality is that women, throughout history ha ve traditionally assumed the responsibility of child-rearing. As a result, women's work outside the home is still seen as secondary or supplemental, even when they occupy highly skilled, professional, or management positions. The reasoning is that the Father's responsibility is with employment, while the Mother's is with the household.However, this is increasingly no longer the case in modern society. Employers often perceive working mothers as confronting a conflict of loyalty between home and work, and assume that these women, regardless of their circumstances, will lack the commitment required of the â€Å"ideal worker,† and thus they often exclude women as candidates for positions structured for such workers. Studies have shown that often times when a woman has to take a leave of absence from her job to meet family responsibilities, these absences have hurt their potential for future advancement within their organizations and others.Some businesses feel women will place t heir professional lives on hold in order to attend to family needs. This however is not always the case. If needed there should be a child care facilities on site, which should provide flexible working arrangements and hours. I personally believe that woman can balance the two lives, if the company is willing to provide assistance. There is experimental research documented showing that employers are less likely to hire mothers compared with childless women, and when employers do make an offer to a mother, they offer them lower salaries than they do other women.Fathers, in contrast, do not suffer a penalty compared with other men. Clearly, parenthood often affects men and women very differently in terms of labor force participation and how they are viewed by employers, and that difference may be reflected in a worker’s salary. According to the U. S. Department of Labor, more than 50% of women participate in the labor force. Of those 57 million in the workforce, only 72% work f ull time while the other 28% are part time workers. Many of those part-time workers hold multiple jobs.Even though women occupy more jobs than before, we can still a concentration in jobs being viewed as traditionally female. The top five occupations for women in 2003 were secretaries and administrative assistants (96. 3%), elementary and middle school teachers (80. 6%), registered nurses (90. 2%), nursing, psychiatric, and home health aides (89%), and cashiers (75. 5%). Women continue to get paid less than men. Despite the awareness of gender inequality, there are still arguments about gender difference and assumptions that women and men are from different plants.The workplace still remains an unequal area, by persistent sex segregation, wage inequality, sex discrimination, and sexual harassment. Both women and men work, not only because they have to but want to. Employers should not judge women as being non-dependable. Family structure has changed dramatically over the years. Both parents share the family responsibilities. To compensate for the change businesses have introduced flextime, job sharing, telecommuting, on-site day care, and parental leave.Employers should accommodate a woman’s needs and expand the gender diversity in their company. There was a time where balance of respect and roles never existed between the two, but today, both men and women are truly redefining themselves and their relationships with each other. Most importantly women have broken from the bondage of dependence on men. They no longer have to submit themselves to one main role in the family life as the mother; they can now go beyond that and become the family breadwinner. Social Inequality Social Inequality Today, there are many stereotypes and discriminatory practices that act as barriers to a woman's advancement within the workplace. While it is undeniable that there are biological and physical differences between men and women, often times these differences are used to justify the unequal treatment of women not only in the workplace, but within society as a whole. Throughout history, women have often been viewed as the weaker sex and thus their place was thought to be within the home as the family caretaker.Unfortunately, these views continue to define the different social roles for men and women in the world today. This is an issue that almost everyone woman at some point in their life has had to face. Some may experience this unequal treatment at their work place, during their education, or in their everyday lives. Historically, a woman’s primary job was managing the household. As housewives who had no source of income besides that of what their husbands ea rned. In the public’s eye women were nothing more than wives, homemakers, caregivers, and mothers.It was not thought of for a woman to work a â€Å"real job† their place was at home taking care of the family. Throughout history women have struggled for equality. The Suffrage Movement and later the Affirmative Action were efforts to increase equality among genders. As the United States economy was changing to a more industrialized one it demanded more workers. While men were at war, the demand for workers needed for war production increased. Women decided to help out with war efforts by taking over the jobs left by men. This step was huge for women realizing their potential in the workplace.Prior to 1963 it was legal for a business to pay a woman performing similar work as a man a lower wage. It was also rare to find a woman in a position of authority in a workplace. The Equal Pay Act of 1963 required gender equality for payment of wages. From that point forward it was illegal for an employer to pay a woman a lower wage than a man simply because of her gender. A woman who suffers discrimination under the terms of this law may sue her employer in civil court to recover lost wages and punitive damages. A year later, the Civil Rights Act of 1964 was passed.This granted equal rights to women in all areas of employment. Discrimination of any kind in the workplace based on gender was now illegal. The passing of the Civil Rights Act opened new career doors for women and supplied them with the legal support to do so. However, The Civil Rights Act was amended in 1991 when the federal government moved to include sexual harassment in the law's statutes. This revision allowed women to sue employers who permitted sexual harassment in the workplace for compensatory and punitive damages in court.This amendment to the Act did not stop sexual harassment in the workplace but it does help to empower women to fight back against the behavior. Even with these laws ther e is still a significant pay gap among men and women. For example in 2011, women working full time in the United States typically earned just 77 percent of what men earned, a gap of 23 percent. This gap has narrowed since the 1970s, due mainly to women’s progress in education and workforce participation and to men’s wages rising at a slower rate. The subject of equal pay is not only a woman’s issue but also the family’s issue.Families are relaying on women’s earning more than ever just to make ends meet. In typical married households, women’s incomes accounted for 36 percent of total family income in 2008, up from 29 percent in 1983. These days a large majority of mothers are in the paid labor force, and about one-third of employed mothers are the sole breadwinners for their families. For the 34 percent of working mothers who are the sole breadwinner for their family; either because they are single parents or their spouses is not in the labo r force.The gender pay gap can contribute to poor living conditions, poor nutrition, and fewer opportunities for their children. And for these women, closing the gender pay gap is much more than a point of pride it’s a matter of necessity. In 2011 women working full time made annual earnings of $37,118, while men annually made $48,202. Although statistics show the gender pay gap is smallest among the youngest workers. For instance, in 2010 full-time workers ages 16–19, women earned 95 percent of what men earned on a weekly basis.Among workers 65 years and older, women earned only 76 percent of what their male peers earned. Women typically earn more than 90 percent of what men earn until around the age of 35, at which point median earnings for women start to grow much more slowly than median earnings for men. After age 35, women’s median earnings fall to between 75 and 80 percent of the median earnings of men and remain there until retirement. When you look at ed ucation statistics you’ll see that more education is an effective tool for increasing earnings, but it is not an effective tool against the gender pay gap.At every level of academic achievement, women’s median earnings are less than men’s median earnings, and in some cases, the gender pay gap is larger at higher levels of education. While more education is an effective tool for increasing earnings, it is not an effective tool against the gender pay gap. In nearly every line of work, women face a pay gap no matter their education background or training. While a pay gap exists in nearly every occupational field, jobs traditionally associated with men tend to pay better than traditional female jobs, regardless of skill required.Even in 2012, women and men still tend to work in different kinds of jobs. This segregation of occupations is a major factor behind the pay gap. A significant part of the problem with workplace inequality is that women, throughout history ha ve traditionally assumed the responsibility of child-rearing. As a result, women's work outside the home is still seen as secondary or supplemental, even when they occupy highly skilled, professional, or management positions. The reasoning is that the Father's responsibility is with employment, while the Mother's is with the household.However, this is increasingly no longer the case in modern society. Employers often perceive working mothers as confronting a conflict of loyalty between home and work, and assume that these women, regardless of their circumstances, will lack the commitment required of the â€Å"ideal worker,† and thus they often exclude women as candidates for positions structured for such workers. Studies have shown that often times when a woman has to take a leave of absence from her job to meet family responsibilities, these absences have hurt their potential for future advancement within their organizations and others.Some businesses feel women will place t heir professional lives on hold in order to attend to family needs. This however is not always the case. If needed there should be a child care facilities on site, which should provide flexible working arrangements and hours. I personally believe that woman can balance the two lives, if the company is willing to provide assistance. There is experimental research documented showing that employers are less likely to hire mothers compared with childless women, and when employers do make an offer to a mother, they offer them lower salaries than they do other women.Fathers, in contrast, do not suffer a penalty compared with other men. Clearly, parenthood often affects men and women very differently in terms of labor force participation and how they are viewed by employers, and that difference may be reflected in a worker’s salary. According to the U. S. Department of Labor, more than 50% of women participate in the labor force. Of those 57 million in the workforce, only 72% work f ull time while the other 28% are part time workers. Many of those part-time workers hold multiple jobs.Even though women occupy more jobs than before, we can still a concentration in jobs being viewed as traditionally female. The top five occupations for women in 2003 were secretaries and administrative assistants (96. 3%), elementary and middle school teachers (80. 6%), registered nurses (90. 2%), nursing, psychiatric, and home health aides (89%), and cashiers (75. 5%). Women continue to get paid less than men. Despite the awareness of gender inequality, there are still arguments about gender difference and assumptions that women and men are from different plants.The workplace still remains an unequal area, by persistent sex segregation, wage inequality, sex discrimination, and sexual harassment. Both women and men work, not only because they have to but want to. Employers should not judge women as being non-dependable. Family structure has changed dramatically over the years. Both parents share the family responsibilities. To compensate for the change businesses have introduced flextime, job sharing, telecommuting, on-site day care, and parental leave.Employers should accommodate a woman’s needs and expand the gender diversity in their company. There was a time where balance of respect and roles never existed between the two, but today, both men and women are truly redefining themselves and their relationships with each other. Most importantly women have broken from the bondage of dependence on men. They no longer have to submit themselves to one main role in the family life as the mother; they can now go beyond that and become the family breadwinner.

John’s Descriptions

Jon’s descriptions may be defined as the only Revelation that describes Antichrist. It is known that this word is not used in other Revelations. Religious communities are interested in revealing who Antichrist is and what influence he has had on religious development and bible compilation. However, Apostle John is the only person who pays attention to Antichrist. John writes that Antichrist is coming: â€Å"Little children, it is the last hour; and as you have heard that the Antichrist is coming, even now many antichrists have come, by which we know that it is the last hour. They went out from us, but they were not of us; for if they had been of us, they would have continued with us; but they went out that they might be made manifest, that none of them were of us†. (1 John 2:18, 19) When John was writing the movement was already present and, therefore, John uses present to prove that the last hour has come. John defines ‘antichrists’ as ex-church member who has abandoned their faith. It means that Antichrist was a Christian, but it was no single individual. Antichrist is liar who denies Jesus the Christ, as well as Father and the Son. John writes that he is not pleased with such people as they have betrayed the real faith. The God can’t be a spirit that denies Jesus Christ. Such spirit is Antichrist and he is present in the world: â€Å"For many deceivers have gone out into the world who do not confess Jesus Christ as coming in the flesh. This is a deceiver and an antichrist†. (2 John 1:7) The teachings of Antichrist aimed at showing that Jesus had not come in the flesh. Many people believed that Christ was divine, but erroneous belief that flesh was evil prevented them from faith expansion. John argues that humanity and divinity of Jesus Christ are central to Christian faith.

Psychoanalysis of Psychology essays

Psychoanalysis of Psychology essays When most people think of the word psychology, they envision a person with a mental disorder or a therapist who treats such people. Actually, psychology, as a social scientific discipline, is the study of human thoughts, behaviors, beliefs, or emotional feelings. There are many different approaches to the study of psychology. Such approaches include Behaviorism, Cognitive Psychology, Social psychology, and Humanistic Psychology, but most focused on is Psychoanalytic Psychology, being popularized by Sigmund Freud. It is within this subdiscipline that psychologist study many of the aforementioned human characteristics. Sigmund Freud, Austrian neurologist, also founder of psychoanalysis, may be called the most influential intellectual legislator of his age. Psychoanalysis is a high influential method of treating mental disorders, shaped by psychoanalytic theory, which emphasizes unconscious mental processes and is sometimes described as depth psychology. His creation of psychoanalysis was at one time a theory of the human psyche, a therapy for the relief of its ills, and an optic for the interpretation of culture and society. The psychoanalytic movement originated in the clinical observations and formulations of the psychiatrist Sigmund Freud, who coined the term. In the 1980s, Freud was associated with another Viennese, Josef Breuer, in the studies of neurotic patients under hypnosis. Freud and Breuer observed that, when the study of patients ideas and impulses were brought into consciousness during the hypnotic state, the patients showed improvement. Most of his patients talk freely without being under hypnosis, Freud evolved the technique of free association of ideas. The patient was encouraged to say anything that came to mind, without regard to its assumed relevancy. Freud concluded that certain painful experiences were repressed, or held back from conscious awareness. Fr...