The Impact Of Racial Thought On The Aboriginal People In Relation To Australian History

Introduction From as early as the early 18th century to date, Australia has had to deal with numerous cases of racism especially with regards to the aboriginal people. What once started as a simple way to describe the rather â€Å"absurd† behavior of the aboriginal people has radically evolved into a monster that constantly preys on the societal cohesion in Australia (Anderson and Perrin, 2007, p.19).Advertising We will write a custom essay sample on The Impact Of Racial Thought On The Aboriginal People In Relation To Australian History specifically for you for only $16.05 $11/page Learn More As of today, there are countless cases of murder, rape, social injustices, maiming in Australia (especially from Aboriginal people towards the whites) in retaliation to their ostensibly unsolved maltreatments of that dates back to the 1800 (Lehmann, 2006). So how did Australia end up with the sky-rocketing numbers of racial-based killings and injustices to th e point of such atrocities being regarded as â€Å"normal† by its residents? According to Anderson and Perrin (2007, p.19), Human beings were primarily considered as being a united entity with the term race being used to refer to nations or tribes. Consequently, race was representative of human beings in general or a subdivision of humans in different places. However, in the early 18th century, different people began exhibited different patterns of behavior. As a result, the bond that was perceived to be holding human beings, which in fact accorded them the title of ‘race’—started weakening with people beginning to reclassify themselves into groups based on their skin color, tribal and ethnic backgrounds, socio-economic activities and even political groupings. By the second half of the 19th century, race was no longer a term reserved for the human beings as a whole entity as it used to be, it became a word that was used for segregation purposes by one grou p of people who felt superior to the others (p. 19-p.20). Preliminary overview of racial thought on the aboriginal people in relations to Australian history It is also around this time that different researchers, colonialists and political scientists began to take notice of the Aboriginal people in Australia. Apart from their multicolored skin that made them stand out above the native white people of Australia, the Aboriginals had a rather absurd way of life which had never been witnessed before. Right from their shanty living conditions, non participation in crop and animal farming(which were the main economic activity in Australia), shying away from mingling with the general public and unwillingness to embrace civilization and modernization (in spite of several pleas from the Australian government); the aboriginals made it very difficult for others not to look at them differently. To this effect, Anderson and Perrin (2007, p.21) vocalize the concerns of most researchers at that ti me by saying that: The Aborigines’ utter lack of development posed a fundamental challenge to the assumption of human unity. â€Å"In so far as the Aborigine could not be assimilated to the conception of race as a subdivision, or mere variety of the human, the elaboration of polygenism in the mid nineteenth century can be understood as a reaction to this crisis†.(Lehmann, 2006).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Additionally, even from the philosophical and biblical perspective, being human meant the capacity to improve your environment and the noteworthy efforts that a person makes towards improving his/her environment while also having a sense of religious belief. This, however, was not the case of the Aboriginals who arguably did nothing to better their environment. It is based on these precepts that the whites in Australia, together with many other people from other coun tries, started looking down upon the Aboriginals and in turn, the abstract concept Racism got life in the heart of Australia (Anderson and Perrin, 2007, p.19-25). Impact of the Racial thought of Aboriginal people in Australia Once the whites began viewing the aboriginal people on racial lines, the once relatively peaceful Australia turned into a chaotic nation with constant cases of face-offs between the two opposing sides. In addition, the general public also began to feel the heat as it was no longer safe just to mingle with anybody—especially the whites and the multicolored people (Anderson and Perrin, 2007, p.19-24). Moreover, the concept of racism further moved into other countries and translated into general viewing of multi-colored people (especially blacks) as being inferior to the white people. As a results, the whites were able to get a lion’s share of anything that was under contention; be it leadership positions, economic privileges, better housing and educ ation systems, better healthcare and even being able to easily win court cases(Anderson and Perrin, 2007, p.21-23). It is also from here that terms like â€Å"negro† (which is used to offensively refer to blacks) came into existence. There were also more pronounced cases of the aboriginals being branded abusive and derogative names which greatly affected their self esteem thus overall well being. Anderson and Perrin (2007, p.21) explicate this by saying that â€Å"The miserable condition of Australia’s Aborigines led the evolutionists to consider them as representative of the earliest stage of human evolution.† This is probably the reason why Lord Monbodo is quoted insultingly referring to them as â€Å"Man in his original form† as he mockingly describes their poor living conditions (p.22).Advertising We will write a custom essay sample on The Impact Of Racial Thought On The Aboriginal People In Relation To Australian History specifically for you for only $16.05 $11/page Learn More Additionally, the racial thoughts hindered or, rather, slowed down the colonial conquests that were aimed at Australia since the Aboriginals greatly opposed any form of white-man leadership. This resistance was also witnessed by the white missionaries who tried to convert them into Christianity. Moreover, most of the aboriginals had Indian origin thus believed in polytheism rather than Christianity. It was only until the 20th century that the missionaries began to get a hearing from the multicolored people. A more devastating impact witnessed because of the racial thoughts was untimely deaths. At some point during the duel, the aboriginals were said being in the verge of extinction. This was mainly because most of them died due to poor health facilities, malnutrition, and deaths resulting from sporadic gang wars with the whites (Anderson and Perrin, 2007, p.33). This is probably the reason why, to date, the aboriginals are st ill seeking revenge. Additionally, the racial thoughts slowed down the pace of development and industrialization in Australia since most people wasted most of their time fighting rather than spending it in bettering their lives and building the country. This was further accentuated by the fact that during the conflict, a lot of valuable resources got destroyed by the opposing sides. By the time the Whites and the multicolored groups woke up to the reality that their conflict was just a mere waste of time, most of the countries were already way ahead of them in terms of technological advancements and economic strength. On a positive note though, it is inherent to note that the Australian government has been on the forefront of trying to mitigate the racial thoughts. However, there is still more that needs to be done if this issue is to be circumspectly finished. Conclusion In spite of the aboriginal racialism having been greatly stemmed out radically over the recent past (as partly a forementioned); its meandering roots are still strongly intertwined in the social fabric of Australia. This is the reason why Lehmann (2006), in his report â€Å"Racist attacks increase† talks of Aboriginals and whites still fighting each other. So if a lasting solution is to be found for this problem, then, elementarily, then a cumulative effort from the government and people is direly required. Correcting the racial ills done in the past would be a good start for here. Of course this might take a while, but it will eventually pay off invaluably to all of us. An apt example here is South Africa that currently enjoys a relatively peaceful environment after having made reconciliatory talks between the blacks and whites. This came about as a collective effort of South Africans so as to do away with the haunting ghosts of the pronounced era of apartheid. From that time onwards, many others countries and regions have been able to follow in those footsteps; and bountifully reaped from the peace found thereof.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Finally, let us all remember that real change begins with you and me; So however little positive effort we make, it will all be to our own betterment and to the best interest of those around us. More aptly put in the word of the famous philosopher Goethe, â€Å"Let everyone sweep in front of his own door and the whole world will be clean!† References Anderson, K and Perrin, C (2007) The Miserablest People in the World’: Race, Humanism and the Australian Aborigine. Centre for Cultural Research, University of Western Sydney. Lehmann, M. (2006) Racist attacks on the increase: Aboriginal gangs terrorize whites. Australian News.com. Web. This essay on The Impact Of Racial Thought On The Aboriginal People In Relation To Australian History was written and submitted by user Vihaan Wilkinson to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Wound care essentials summative assignment The WritePass Journal

Wound care essentials summative assignment Reference List Wound care essentials summative assignment IntroductionSection 1. Search strategySection 2. Wound aetiologySection 3. Wound AssessmentSection 4. Wound ManagementSection 5.Reference ListRelated Introduction Section 1. Search strategy Describe the strategy you used to retrieve the right resources to help you write your assignment. You must include the key words you used, the databases used and other sources of your literature such as websites, the years searched and the type of literature you were looking for. Approximate word count: 150-200 Your answer here: Keywords used in the search engine are: diabetic, foot, ulceration, risk, prospective, aetiology, prevalence, cost, infection, dressing, treatment, amputation, wound, management, policy, guidelines, UK, Philippines, South Asia, Europe, which were consecutively joined together, using the Boolean Operation of adding AND and an asterisk to each terms. The main databases used were CINAHL plus and PubMed.   Another source of evidence that the researcher used is the official website of the National Institute for Health and Clinical Excellence in which a clinical guideline was used deemed necessary for the said topic. The World Health Organization and the National Health Services websites were also used in collecting data for statistics as well as the Department of Health website in the Philippines. Peer reviewed articles have been searched using the said databases and have been sources of information. Limitations in this search have been identified. These are as follows: The search has been limited for ten years only to make the search more manageable and clinically up to date while capturing key information. The search is only applicable for humans aged 65 and up, regardless of gender.   This bracket has been chosen because according to the World Health Organization (2006) diabetic foot ulceration is rampant in this age group. The search is limited for peer reviewed journals only. The search is not confined to the United Kingdom only; hence, statistics from Asia were also gathered. Section 2. Wound aetiology Select a common wound type (e.g. diabetic foot ulceration, pressure ulcer, leg ulcer, fungating wound, dehisced surgical wound. Now explain and discuss: What your chosen wound type is How this type of wound develops (including contributory factors) How this type of wound is recognised (common characteristics) Who it affects Prevalence in UK and home country (if known) Approximate word count:   800-1000 Your answer here: The type of wound that the author chose is diabetic foot ulceration. This was chosen because this type of wound is prevalent in the nursing home that the author is currently working at and Diabetes itself is a serious health issue worldwide.   Consequently, diabetic foot ulceration is considered to be one of the most significant complications of diabetes, representing a worldwide issue of medical, social, and economic problem greatly affecting the patient’s quality of life. (World Health Organization, 2004)   Earlier definitions of diabetic foot ulceration dated back to 1985 by the World Health Organization stating that it is an infection, ulceration, and/or destruction of deep tissue related with neurological abnormalities and various degrees of peripheral vascular disease in the lower extremities. This has been argued by Brownlee (2005) that the term ‘diabetic’ foot signifies that there are specific qualities about the feet of the individual with diabetes th at sets this disease apart from other conditions that affect the lower extremities. However they added that anything which affects the foot in those with diabetes can also affect the foot in those without the disease. Thus the definition by De Heus-van Putten (1994) best neutralise those views, stating that diabetic foot ulcers is the many different lesions of the skin, nails, bone, and connective tissue in the foot which occur more often in diabetic patients than non-diabetic patients, such conditions like ulcers, neuropathic fractures, infections, gangrene, and amputation. This is supported by the contemporary study of Vileikyte (2001), presenting that the diabetic patients are statistically more likely to develop foot ulcer that usually leads to disablement and leg amputation. The aetiology of diabetic foot ulceration comprises many components. A multicentre study by Rathur and Boulton (2007) attributed 63% of diabetic foot ulcers to diabetic neuropathy and peripheral vascular di sease to be the main causative factors of diabetic foot ulceration. Peripheral neuropathy is a complication of diabetes that is the result of overtime damage of the nerve due to high blood sugar levels (Jerosch-Herold, 2005). This complication consequently contribute to the cause of diabetic foot ulcer for the nerves that relay messages of pain and sensation to the lower limb are generally affected, leading to numbness or even complete loss of sensation in the legs and feet. Losing sensation would also mean not knowing if the feet are hurt or damage. This explains why diabetic patients are usually prone to problems like minor cuts, bruises and blisters without them feeling it.   Ã‚  Furthermore, another risk factor is the peripheral vascular disease wherein there is narrowing of the arteries caused by fatty deposits that accumulate in the lining of the arteries resulting to poor blood circulation to the feet (Medina, Scott-Paul, Ghahary Tredget-Edward, 2005). Inadequate blood sup ply to the wound means decrease healing and is likely to be damaged. This explains why even a mild injury like stepping in small object or a small scratch in bare foot can eventually become ulcer for a diabetic patient. Moreover, according to Veves, Giurini, and LoGerfo (2006), predisposing factors that may act in combination to the two main risk factors are the unrecognised trauma, the biomechanical abnormalities or deformity, the limited joint mobility, and the increased susceptibility to infection. Demographic factors also play an effect on diabetic foot ulceration, such as age, gender, ethnicity and lifestyle (Medina, Scott-Paul, Ghahary Tredget-Edward, 2003).   According to the World Health Organization (2004) Diabetic foot ulcerations are common on individuals who have Type 1 and Type 2 Diabetes and who are in the age bracket of 65 years old and above. This statistics is not only relevant here in the UK but also worldwide. People who have diabetes for a longer period or man age their diabetes less effectively are more likely to develop foot ulcers.  Smoking, not taking  exercise, being  overweight and having  high cholesterol  or blood pressure can all increase diabetes foot ulcer risk (Diabetes UK, 2004). Previous foot ulcers and diabetes complications can increase foot ulcer likelihood, as can ill-fitting shoes or previous foot problems such as bunions, etc. Diabetic foot ulceration usually located in increased pressure points on the bottom of the feet. However, ulcers related to trauma can occur anywhere on the foot (Diabetes UK, 2004)   Anatomical distribution of diabetic foot ulceration comprises 50% of ulcers are on the toes; 30-40% are on the plantar metatarsal head; 10-15% are on the dorsum (sole) of the foot; 5-10% are on the ankle; and up to 10% are multiple ulcers (Department of Health, 2002). According to the National Diabetes Support Team (2006), the appearance of a diabetic foot ulcer generally has a base with pink/red or brown/black, depending on the patient’s blood circulations, and with a border of ‘punched-out’ like appearance while surrounded by callous skin. It has a bed with necrotic cap or ulcer (underlying tissues are exposed). Ulcers  with a mainly neuropathic aetiology will have a healthy granulating bed whilst those with a significant arterial component will have a necrotic bed (Reiber, 200 1). The International Diabetes Federation (2005) accounts that there are 170 million cases of diabetics reported worldwide. By 2025, this figure is expected to rise to 300 million. These diabetics patient have a 12-25% risk of suffering a foot ulcer at some time in their life. According to Reed (2004), elderly people with diabetics have twice the risk of developing foot ulcer, three times the risk of developing foot abscess and four times the risk of developing osteomyelitis. Similarly, diabetics were at greater risk of either local amputations or higher amputations (Hall DeFrances, 2003). Since different regions of the world have populations that at variance in body builds, footwear, habits and lifestyles, the differences in the prevalence of diabetic foot ulceration is expected. Such differences are likely to be found in Asia, Africa and America for developing countries will experience the greatest rise in the prevalence of Type 2 diabetes in the next twenty years (Stanley Colli er, 2009). Thus, people living in these countries will be expected to have greater risks of ulceration in the later years. However, Abbott et al (2005) focused on Type 2 diabetics among migrant populations of South Asia and African-Carribean populations, compared with data from Europeans living in the UK, and revealed a three to four times higher incidence of ulceration in the Europeans. The lower risk of South Asians was attributed to the lower rates of foot deformity, peripheral vascular disease and neuropathy. In the Philippines on the other hand, the author was not able to find statistics regarding the prevalence of diabetic foot ulcerations on individuals with either Type 1 or Type 2 Diabetes. Apparently, the Department of Health Philippines website does not have relevant statistics regarding the above matter however, according to the World Health Organization (2004), the prevalence of people having diabetes in Asia is fast rising and it may comprise to 75% of all diabetics in 2025 worldwide. Section 3. Wound Assessment Identify one feature of your chosen wound type that is commonly identified during the assessment process and critically discuss different ways of assessing this problem. Your discussion must make clear which aspect of wound assessment you have chosen e.g. exudate, odour, infection, and include an exploration of the different options available for measuring, describing and documenting it. You must link your discussion to the contemporary wound care literature. Approximate word count: 800-1000 Your answer here: When a diabetic patient develops an ulcer, it is very essential to know that the ulcer presents in the perspective of the diabetic. However, in the case of a diabetic patient, the skin usually in the feet does not heal efficiently and is prone to develop an ulcer as discussed on the previous section. This is what the writer believes to be the foremost feature of the diabetic foot ulceration that needs major consideration for it can eventually result to infection. Assessing the delay wound healing of a diabetic foot and its relation to the aspect of infection involves thorough evaluation, thus, a general assessment by the multidisciplinary care approach of the patient with diabetic foot ulcer is fundamental. This includes evaluating for evidence of retinal and cerebro-vascular pathology that could relate to foot and ankle problem (Pham et al, 2000). The said evidence can play a part to falls, traumatic injury and poor foot hygiene of the patient and can aid in appropriate treatment of the wound. The renal and cardiac disease evaluation is another pathological assessment that can contribute to the evaluation of poor healing potential (Stanley Collier, 2009). The standard observations of blood pressure, heart rate and temperature are also requisite assessment for these can reveal overriding features of sepsis such as pyrexia, tachycardia and general malaise (Costigan, Thordarson Debnath, 2007).   Stanley and Collier (2009) also added that in spection of the diabetic foot such as the characteristics of the skin, nails, and web spaces, is important for it can reveal pathology of the nails (Paronychia) or the cause of the spread of infection. Generally, limb-threatening infections can be defined by cellulitis extending 2cm from the ulcer perimeter, as well as deep abscess, osteomyelitis   or critical ischemia (Frykberg et al, 2002). The existence of odor and exudates, and extent of cellulitis should be properly noted for these are indicative of osteomylitis which could indicate infection (Frykberg et al, 2002). In the case of neurological assessment, Jerosch-Herold ‘s (2005) assessment review stated that Semmes-Weinstein monofilament is considered to be the most reliable test for evaluating any loss of protective sensation done in the sole of the feet. The test is not only relevant in assessing loss of sensation; it also evaluates foot deformity, risk for ulceration and signs of infection. Moreover, a vital part in this assessment is the classification of diabetic foot ulcer itself. This is supported by Frykberg et al (2002) stating that classifying ulcer is important in order to facilitate a logical approach to treatment and aid in the prediction of outcome. In line with that, there are several wound classification guidelines used universally to assess the diabetic foot ulcer. One of this is the Wagner ulcer classification system (1987) is the most widely accepted descriptive classification of diabetic foot ulcerations. It categorises wound depth according to 6 wound grades. These include: grade 0 (intact skin), grade 1 (superficial ulcer), grade 2 (deep ulcer that includes tendon, bone, or joint), grade 3 (deep ulcer with abscess or osteomyelitis), grade 4 (forefoot gangrene) and lastly grade 5 (whole foot gangrene). However, the downside of the Wagner classification system is that it does not specifically address the aspect of infection and circulation problem, which are actually the important parameters of diabetic foot ulceration.   However, this method is not really very reliable in assessing ischemia and infection because only useful guidance in the management of each class of ulcer is provided. Nonetheless, a more comprehensive scale has been developed at the University of Texas, which includes risk stratification and expresses tissue breakdown, infection and gangrene separately. According to Abbott et al (2005),   this system is generally predictive of the outcome for it uses four grades of ulcer depth (0 to 3) and then stages them into four stages (A to D) basing on the presence or absence of ischemia and   infection. The classification system assesses the depth of ulcer penetration, the presence of wound infection, and the presence of clinical signs of lower-extremity ischemia. Similarly, the International Working Group on the Diabetic Foot (2004) has proposed the PEDIS classification which grades the wound on a 5-feature basis: Perfusion (arterial supply), Extent (area), Depth, Infection, and Sensation. Finally, according to the Infectious Diseases Society of America guidelines (2004), the infected diabetic foot is sub-classified into the categories of mild (restricted involvement of only skin and subcutaneous tissues), moderate (more extensive or affecting deeper tissues), and severe (accompanied by systemic signs of infection or metabolic instability). In addition to that, another form of assessment for infection is the surface swab. But according to Bowker and Pfiefer (2001), it is inadequate for identifying the type of bacteria causing limb-threatening deep infection. The most accurate and reliable technique involves removing exudates from the ulcer, getting a little tissue biopsy from the base of the ulcer and sending the sample to the laboratory in appropriate aerobic and anaerobic culture material. Plain film radiographs should also be obtained to look for tissue, gas and foreign bodies and to evaluate the infected ulcer for bone involvement. (Sutter Shelton, 2006) Probing to bone using aseptic technique is also done to find out if osteomyelitis is present. Section 4. Wound Management Using the same wound feature that you identified in Section 3; critically discuss the different ways there are of managing this problem. Your discussion must include: The different types of wound care dressings, products and treatments that could be used to manage this problem Other appropriate/related aspects of patient care such as nutrition and positioning How the patient experience can be improved Approximate word count: 800-1000 Your answer here: After a comprehensive assessment, an ulcer management plan must be developed to direct treatment goals. In the treatment of diabetic foot ulceration, the primary goal is to attain wound closure and to control infection (Frykberg et al, 2002). In order to achieve this goal good wound care techniques are required. Part of this wound technique are dressings. Wound dressings represent a part of the management of diabetic foot ulceration. Ideally, dressings should alleviate symptoms, provide protection for the wound and promote healing. (Hilton, Williams, Beuker, Miller Harding, 2002) In line with that, the NHS (2002) released a guide for useful dressings which included dressings for infected diabetic wound. Dressings that are low or non-adhering must be used on infected diabetic wounds with daily dressing changes. According to Foster, Greenhill, and Edmonds (2007), the ideal dressing for infected diabetic foot ulcers are those that fit in the shoes and does not take up too much room, it could withstand shear forces and carry out properly in an enclosed environment, does not increase the risk of infection, absorbs exudates suitably as well as allow drainage and it can be changed frequently and can be removed easily. Hydrocolloids are the best example of such dressings. They contain gel-forming agents, such as gelatin, so when the dressing comes into contact with wound exudate it absorbs ï ¬â€šuid and forms a gel which creates a moist healing environment (Heenan, 2008).   According to Pudner (2001), it is advisable to use hydrocolloids in a diabetic foot ulcer as they absorb exudates and can give a visual indication of the need to change dressing. This kind of dressing can be easily removed by gently lifting an edge of the dressing and pulling carefully upwards to reduce the seal of the dressing on the skin and thus minimise trauma to the wound bed and surrounding skin. (Pudner, 2001) Regular dressing changes are done to monitor deterioration of the ulcer. Dressi ngs with Inadine, Iodoflex or Iodosorb are also used to reduce bacterial inhabitation in the ulceration. Daily Flamazine dressings are also recommended for the treatment of Pseudomonas infection. (Sibbald et al, 2003) When the infected diabetic wound become heavily exudated, foams and alginate may be used because they are highly absorbent.   Hydrogels facilitate autolysis and may be beneficial in managing ulcers containing necrotic tissue. Dressings containing Inadine and Silver may aid in managing wound infection. Occlusive dressings should be avoided for infected wounds. All dressings require frequent change for wound inspection. (Armstrong, Lavery Harkless, 2003) Another management is debridement. The purpose of this is to remove dead or devitalised tissue. (Bowker Pfeifer, 2004) It is also recognised as one of the most important methods of wound bed preparation because it promotes the release of growth factors which contribute to progressive wound healing. (Leaper, 2002) Ulcer debridement is performed to remove unhealthy tissues such as necrotic, callus and fibrous tissue and recondition them back to bleeding tissues in order to facilitate full image of the extent of the ulcer and its underlying problems like abscesses or osteomyelitis (National Diabetes Support Team, 2006).   Offloading must also be part of the management plan for the infected diabetic foot ulcers to relieve pressure from the wound to allow healing to take place. (Doupis Vevies, 2008) However, offloading devices might be impractical for diabetic individuals who are frail or susceptible to falls, and a disadvantage of devices that cannot be removed is interference with b athing and showering. (Caravaggi, Faglia, De Giglio, 2000) In addition to the management stated above, antibiotic treatment is also necessary. The antibiotic regimen should be based on the anticipated spectrum of infecting organisms. (Chantelau, Tanudjaja Altenhofer, 2006) The combination of an aminopenicillin and a penicillinase inhibitor has the required activity but other options include a quinolone plus either metronidazole or clindamycin. (Tentolouris, Jude Smirnoff, 2003)   In addition to antibiotic therapy, It may also be necessary to promote non weight bearing strategies such as bed rest and or use of wheelchair, crutches, walker, or cane. Diabetic individuals may also be advised to replace or modify their footwear. The lack of sensation associated with neuropathy can result in the tendency to buy shoes that are too small or too tight. It is necessary to accommodate any foot changes or deformities. Orthoses or custom-made shoe inserts may be required for pressure reduction. (Armstrong, Lavery, Harkless, 2003) In selecting devices , the ability of a device to remove or redistribute pressure, the ease of application, cost-effectiveness, and ability to gain compliance must be taken into consideration. Proper footcare and general skincare must also be implemented. Feet should be checked daily for further cuts, sores, blisters, bruises or dry skin to prevent further ulcer formation. Bringing blood glucose levels within normal range is essential. (International Diabetes Federation, 2009) Strictly managing diabetes is the first stage in treating all the other complications and even the condition itself. Diet and exercise will almost certainly play a role in preventing as well as treating diabetes. (Embil, 2003) Section 5. Identify a contemporary source of evidence based guidance (i.e. a clinical guideline) which could be used as a basis for providing a high standard of care to patients with this type of wound. Critically discuss how the guidance given in this document might influence your nursing practice including whether you believe there are any omissions or recommendations made that would be difficult to manage in your own placement. Please also comment on whether the Guideline recommendations could be implemented in your home country e.g. Philippines, Sri Lanka, Malaysia, China. You must clearly state the title your chosen guideline document and link your work to other healthcare literature where appropriate. Approximate word count: 400-500 Please start this section by stating the name of your chosen Clinical Guideline. Name of Guideline: Clinical Guidelines for Type 2 Diabetes Prevention and management of foot problems A very crucial statement in the guideline states that diabetic individuals should have their feet and legs examined for specific problems at least once a year. This is highly recommended and should be implemented. Diabetic individuals need help to detect problems when they develop neuropathy and lack of protective pain sensation. If this is carried out, prevalence of infection and other diabetic complications will surely go down. With regards to the whole healthcare setting, the NICE guideline recommends that health care professionals who carry out examinations must be properly trained but specific details of the training are not given. Nurses as well as other members of the healthcare team would need specific trainings most especially on handling equipments as well as imparting management to the affected individuals. It was also mentioned that diabetic individuals with active problems will be seen by the multidisciplinary foot care team that consists of highly trained podiatrists and orthotists, nurses with training in dressing diabetic foot wounds and diabetes specialists with expertise in lower limb complications. However, there is currently a shortage of podiatrists, nurses and other specialised members of the healthcare team. Lack of clarity about the membership of the multidisciplinary team may affect in the implementation of the guideline. Regarding ulcer management, there is a further problem with the section in the NICE guidelines on how ulcers should be managed. One or more interventions are suggested, including dressings, antibiotics to treat infection, and pressure relief by the use of special shoes or total contact casts. However, there is little guidance as to which intervention should be chosen and in which circumstance. Unfortunately, this could lead to a reinforcement of current practice where many patients with diabetic foot ulcers have dressings applied to their ulcers with no further interventions until the ulcer deteriorates. (Rathur Boulton, 2007) Nurses caring for patients with diabetic foot ulcers should understand that, in addition to dressings, patients need effective pressure relief and management of infection. As with regards to the author’s workplace which is a nursing home, although the guideline is flawed, as all guidelines are, the author believes that it will be really helpful in the management of diabetic foot problems since almost all of the residents who have diabetes are experiencing foot problems already. However, it will be better if the guideline made recommendations regarding services exclusive to nursing homes to address to the specific needs of the diabetic residents. The author believes that this guideline is not achievable to the Philippines. In view of the current health care setting of the country, it will be very had to implement the guideline due mainly to lack of funding and a huge shortage of specialist health care professionals. The Philippines is one of the countries in South East Asia that prevalence rate of diabetic foot ulcerations and infections are fast rising (WHO,2004) but unfortunately, the country is also understaffed and underfunded. The author believes that for the NICE guidelines to be implemented whether in the placement or for the whole healthcare setting, it will be necessary to recruit and train a lot of diabetic foot professionals or better yet, educate existing health care professionals. Careful monitoring of the diabetic individuals will be essential as well as imparting proper lifestyle change and management. Reference List Abbot, C.A, Carrington, A.L., Ash, H., Bath, S., Every, L.C., Griffiths, J., et al. (2002). The Northwest diabetes foot care study: incidence of and risk factors for new diabetic foot ulceration in a community based cohort. Wiley.19(5). 377-384. Abbott, C.A., Garrow, A.P., Carrington, A.L., Morris, J., Van Ross, E.R. Boulton, A.J. (2005). Foot ulcer risk is lower in South-Asian and African-Caribbean compared with European diabetic patients in the UK. The North-West Diabetes Foot Care Study,  Diabetes Care, 28(8), 1869–1875. Armstrong, P.G., Lavery, L.A., Harkless, L.B. (2003). Validation of a wound classification system. Diabetes Care. 21 (5). 855-859. Brownlee, M. (2005). The pathology of diabetic complications. Diabetes. 54. 1615-1625. Bowker, J.H., Pfeifer, M.A. (2001). The Diabetic Foot. 6th edition. St. Louis: Mosby Caravaggi, C., Faglia, E., De Giglio, R., Mantero, M., Quarantello, A., Sommaria, E., et al. (2000). Effectiveness and safety of non removable fibreglass off-bearing cast versus a thereapeutic shoe in the treatment of neuropathic foot ulcers: a randomized study. Diabetes Care. (12). 1746-1751. Chantelau, E., Tanudjaja, T. Altenhofer, F. (2006). Antibiotic treatment for uncomplicated neuropathic foot ulcers in diabetes: a controlled trial. Diabetic Medicine. 13. 156-159. Costigan, W., Thordarson, D.B., Debnath, U.K. (2007). Operative management of  ankle fractures  in patients with  diabetes mellitus,  Foot  and Ankle  International, 28(1), 32–37. De Heus-van Putten,  M.A. (1994). The role of the Dutch podiatrist m the treatment of diabetic feet. Journal of British Podiatric Medicine,49(42), 161-164. Department of Health. (2002). National service framework for  diabetes. London: HSMO. Diabetes UK. (2004). Epedimiology and Statistics. London: HSMO Doupies, J., Vevis, A. (2008). Classification, diagnosis, and treatment of diabetic foot ulcers. Retrieved March 30, 2009, from woundresearch.com/article/8706. Embil, J. (2003). Getting to the bottom of the diabetic foot. The Canadian Journal of CME. 3:76-86. Foster, A.V.M., Greenhill, M.T., Edmonds, M.E. (2004). Comparing two dressings in the treatment of diabetic foot ulcers. J Wound Care. 3: 224-228. Frykberg, R.G., Armstrong, D.G., Gurini, J., Edwards, H., Kraviette, M., Kavitz, S., et al. (2002). Diabetic foot disorders: a clinical practice guideline. The Journal of Foot and Ankle Surgery. 39(5). Hall, M.J. DeFrances, C.J. (2001).  National Hospital Discharge Survey. Advance data from vital and health statistics; No: 332, National Center for Health Statistics:Hyattsville. Heenan, A. (2008). Frequently asked questions: hydrocolloid dressings.   Retrieved February 2007 from www.worldwidewounds.com/1998/april/Hydrocolloid-FAQ/hydrocolloid-questions.html Hilton, J.R., Williams, B.T., Beuker, B.M., Harding, K.G. (2004). Wound dressings in diabetic foot disease. Medline. 1:39, 100-103. International Diabetes Federation. Diabetes. (2009). atlas 2nd edition. Brussels. Leaper, D. (2002). Sharp technique for wound debridement. Retrieved December 15, 2005 from www.worldwidewounds.com/2002/december/leaper/sharp-debridement.html Medina, A,, Scott Paul, G., Ghahary, A. Tredget Edward, E. (2005).   Pathophysiology of chronic nonhealing wounds,  Burn Care Rehabilitation,  26(4), 306–319. .National Diabetes Support Team. (2006). Diabetic foot  guide, NHS Clinical Governance Support Team. London: NHS. National Health Service . (2002). Diabetic Foot Ulcer Dressings Guidance and Referral Advice. Leicester. National Institute for Clinical Excellence. (2004). Prevention and Management of foot problems in people with type 2 diabetes. Retrived January 2002 from nice.org.uk/nicemedia/live/10934/29246/29246.pdf Pham, H., Armstrong, D.G, Harvey,   C., Harkless, L.B., Giurini, J.M. Veves, A. (2000). Screening techniques to identify people at high risk for  diabetic foot  ulceration: a prospective multicenter trial,  Diabetes  Care, 23(5), 606–611. Pudner, R. (2001). Hydrocolloid dressings in wound management. Retrieved February 2007 from www.jcn.co.uk/journal.asp?MonthNum=048 Rathur, H.M Boulton, A.J. (2007). The diabetic foot. Clinics in Dermatology, 25(1),109-201. Reed, J.F. (2004). An audit of lower extremity complications in octogenarian patients with diabetes mellitus,  International Journal of Lower Extremity Wounds, 3  (3), 161–164. Reiber, G.E., Smith, D.G.,    Wallace., C.,(2002). Effect of therapeutic footwear on ulceration in patients with diabetes. Journal of the American Medicine Association. 287: 2552-2558. Sibbald, R.G., Williams, D., Orstead, H.R., Campbell, K., Keart, D., Krasner, D. et al. (2003). Preparing the wound bed: Focus on infection and inflammation. Ostomy/Wound Management. 49 (11). 24-51. Sutter, J.H., Shelton, D.K. (2006). Three phase bone scan in osteomyelitis and other musculoskeletal disorders. Diabetes Medicine. 24 (12). 93-98. Tentolouris, N., Jude, E.B., Smirnoff, I. (2003). Methicillin resistant Staphylococcus Aureus, an increasing problem in the diabetic foot clinic: a worsening problem. Diabetic Medicine. 20 (2). 159-161. Veves, A., Giurini, J. LoGerfo, F. (2006).  The Diabetic Foot: Medical and Surgical Management.  Totowa, NJ: Humana Press. Vileikyte, L. (2001).   Diabetic foot ulcers: a quality of life issue.  Diabetes Metabolism Research and   Review,17(4), 46–249. Wagner, F.W. (1987). The diabetic foot.   Orthopedics, 10, 163–72. World Health Organization.   (2004). Adherence to Long term Therapies in Diabetes. Geneva.

Language Learning and Elementary School Curriculum Annotated Bibliography

Language Learning and Elementary School Curriculum - Annotated Bibliography Example It is appropriate, hence, that the chapter included several empirical pieces of evidence that supported the theories. For example, they explained why assessment is necessary or why particular components of such assessment are critical. This allowed a better understanding of the imperative for a "connection" between language learning and language learning the elementary curriculum. Following an inductive approach to content, it began with the general theories of communication and then proceeded on specifying models and strategies. This is great for instructors who are interested using the multidimensional "interactive approach" in developing listening, reading and viewing in learners. The chapter is particularly useful in developing unique instruction strategies that are tailored for a diverse set of learners. There are several sub-strategies and components that are further contextualized according to reading, listening and viewing, for instance, that could be combined in order to come up with the effective program or instruction plan. A critical dimension of this chapter is how it covered and addressed challenges such as anxiety and other factors that impact learners interaction with texts. Â  Tackling the issues concerning teaching grammar, this chapter offers an interesting approach to achieving better learning outcomes. The key concept was the "dialogic approach" wherein the subject is taught using cultural stories. This is quite interesting for those who are exposed to the traditional teaching model for grammar with the focus teaching grammatical rules as opposed to a focus on form.

Leadership Styles Essay Example | Topics and Well Written Essays - 500 words

Leadership Styles - Essay Example Today most of the Fortune 500 are from USA, not because of the human capital, diversification, creativity, (although they too contribute in business success) but due to the leaders they have such as Bill Gates, Warren Buffet, Jack Welch and so on. We know that these people have inspired millions through their big ideas, inspirations, their timely decision making processes etc. When Jack Welch took charge of General Electric, the total worth of company was US$ nine billion and at the time when he left General Electric, after almost twenty years, the company's financial worth was US$ 500 billion. This figure itself speaks about the leadership skills Jack Welsh possesses. He is a man who has a lot of energy. During his stay in General Electric he acquired a lot of new businesses, streamlined plenty of strategic business units and plenty of mergers and acquisitions which needed loads of enthusiasm, courage and timely decision making. From day first in the General Electric, Jack always came up with new ideas and notions, which reaped fruitful results for his company. He is a man of change, he believed that keep changing positively will leave the competitors far behind, because while changing you grow according to the needs and wants of the customer.

RMON and RMON Probes Essay Example | Topics and Well Written Essays - 1250 words

RMON and RMON Probes - Essay Example For instance, SNPP is neither convenient nor efficient while collecting network traffic over an overused, low-bandwidth WAN link (Docstore, 2014). This means that SNMP does not guarantee the effectiveness of collected data since the data collected under SNMP is usually not ready for use. This call for a better approach in the collection, processing, reduction, and retrieval of data in a selective manner and hence the concept of a remote monitoring (RMON). The remote monitoring (RMON) should act as an extension to SNMP. Indeed, RMON and SNMP organize and retrieve data in a similar manner (Docstore, 2014). Generally, RMON refers to mechanism that collects and processes data at the collection point (Docstore, 2014). Ideally, we can refer to RMON as a standard mechanism that defines a set of statistics and functions that can shift between RMON-compliant console systems and network probes (Cisco, 2014). Just like in a SNMP, users can implement the RMON as a standard Management Information Base (MIB) on RMON-enabled devices. As a result, RMON offers a better platform to network-fault diagnosis, plan, and fine-tune the collected data (Cisco, 2014). RMON can collect data through a continuous process and offline mechanisms (Docstore, 2014). More so, we can implement the RMON in software of an existing device, hardware, or separate device. The implementation of the RMON helps in achieving remote packet capture (Docstore, 2014). Notably, the ha rdware implementations of the RMON or Remote network monitoring devices define  Remote Monitoring probe (RMON probe) or monitors (Docstore, 2014). Indeed, the RMON-enabled devices include the RMON probes and existing network devices like routers that have an RMON probe embedded into their circuitry (LUTEUS SARL, 2004). In this context, an RMON MIB describes data organization, OIDs identifies the data, while SNMP commands retrieves the data (Docstore,

A Serious Games Overview Education Essay

A Serious Games Overview Education Essay Computer and video games are normally known understood as a form of entertainment. However, surprisingly and rapidly they are becoming recognized as providing a powerful means for learning and being called Serious Games, both among educators and the game development community. A lot of research is being conducted to explore Serious Games possibilities. This paper investigates the notion of games as means for learning/training Serious Games, will look to the available definitions, investigate its relations with other terms and categories Entertainment/ Learning /Gamification show its applicability, limitations and lastly we will suggest future studies to be conducted about it. Introduction: Todays serious games is a big and serious business; the serious game sector is expected to grow significantly in the medium term. In 7th of July 2010 IDATE (market analysis and consulting firm) released its Serious Games market report where is estimated that serious games in 2010 generated 1.5 billion EUR in revenue around the globe, and that by 2015 sales will be almost seven times what they are in 2010 with an average annual growth rate of 47% between 2010 and 2015. [1] A key question, when discussing serious games, is what the concept itself actually means. Even a brief survey of the literature soon reveals that there seems to be as many definitions available as there are actors involved, but most agree on a core meaning that serious games are (digital) games used for purposes other than mere entertainment. Another question of interest concerns the claimed positive effects of such games, or of applications from related and sometimes overlapping areas Entertainment, Learning and Gamification. In addition to obvious advantages, like allowing learners to experience situations that are impossible in the real world for reasons of safety, cost, time, etc. (Corti, 2006 [2]; Squire Jenkins, 2003 [3]). However, it is not the case that all games are good for all learning outcomes (van Eck, 2006 [4]). The aim of this paper is to take a closer look at some aspects of these issues. A lot of emphasis is putted into gaming, gaming types, gaming advantages and disadvantages. There been many studies about it, as people looking to it as the new innovative way that may enhance our life. We will start our research by defining Games in general to subset from it Serious games, then explore SG definitions, explore SG relation with Entertainment games, Learning and Gamification. After that we will look to SG attributes, applicability, limitations to finally suggest some potential research area. An overview of Games: This paper focuses on the domain of serious games and since SG is a subset of games we will take first a look at Game definition to conclude from their a start point for our research. A game is a system in which players engage in an abstract challenge, defined by rules, interactivity, and feedback, that results in a quantifiable outcome often eliciting an emotional reaction. By Koster is his seminal work A Theory of Fun [5] According to Caillois play and games fall on a continuum between what he terms ludus, rule bound games and paidia, anarchic playing, therefore we need first to differentiate between game and play. Whereas the word play is used for games as well as for toys, there is a difference. Following Caillois concept in his book Man, Play and Games (2001)[6] we can light on the difference, Caillois describes paidia and ludus as two poles of play activities. Where paidia (playing) describes free-form, expressive, improvisational behaviors and meanings, ludus (gaming), on the other side, characterizes rule-based playing with determined goals. In matter of serious games we are talking about ludus with a context of having a purpose behind playing the game. So we can define play as it is less the opposite of seriousness than the vital ground of spirit as nature, a form of restraint and freedom at one and the same time. (Gadamer, 1986) [7] The Concept of Serious Games: The term serious game is not new; the first time term was introduced by Clark Abt who discussed the term in his Serious Games book in 1970. [8] Serious games usually refer to games used for training, advertising, simulation, or education that are designed to run on personal computers or video game consoles. However searching the web, a number of different definitions are available, such as: Games that do not have entertainment, enjoyment, or fun as their primary purpose (Michael Chen, 2006, p. 21) [9] The use of computer game and simulation approaches and/or technologies for primarily non entertainment purposes by (PIXELearning.com, 2006) [10] Game-based learning/serious games is all about leveraging the power of computer games to captivate and engage end-users for a specific purpose, such as to develop new knowledge and skills. According to Corti (2006, p.1) [2] Serious game is a mental contest, played with a computer in accordance with specific rules, that uses entertainment to further government or corporate training, education, health, public policy, and strategic communication objectives. by Zydas (2005, p.26) [11] When comparing serious games with just computer games, Zyda argues that serious games have more than just story, art, and software. It is the addition of pedagogy (activities that educate or instruct, thereby imparting knowledge or skill) that makes games serious. However, he also stresses that pedagogy must be subordinate to story and that the entertainment component comes first. [11] Some consider fun the prime factor in games and education and, according to Prensky (2001) [12], games should be fun first and then should encourage learning. Similarly, Michael and Chen (2006) [9] argue, with regard to serious games, that the main point is to get players to learn something, and, if possible, have fun doing it. Fun, however, is neither the only form of entertainment, nor the only way to engage players in a game. Besides fun, there are several elements that contribute to players engagement. According to Corti (2006) [2], the motivational virtues of video games are what initially attract training and development professionals to turn to game-based approaches, but there is a lot more to game based learning/serious games than simply using fun as a means to engage learners. Related Concepts to serious Games: There are related and sometimes overlapping domains to Serious Games (Entertainment, Learning and Gamification) which we need to distinguish their relativity to Serious Games. Serious Gaming vs. Entertainment Gaming: An adequate question to ask is how serious games differ from entertainment games. The below table compare Serious Games and Entertainment Games from Michael and Chen (2006) [9] view points where they discuss it from a design and development perspective following four criteria to compare Task/Experience, Focus, Simulations and Communication Serious games Entertainment games Task vs. rich Experience Problem solving in focus Rich experiences preferred Focus Important elements of learning, To have fun Simulations Assumptions necessary for workable simulations Simplified simulation Processes Communication Should reflect natural (i.e., non-perfect) Communication Communication is often Perfect The differences between entertainment games and serious games -Table 1 For serious games it is more important for the players that the model or simulation can be used to solve a problem, than providing rich experiences of the kind sought by hardcore gamers. Further, for serious games it is essential that the most important elements of learning are in focus and that the assumptions necessary for making a simulation workable are correct, which if not; the simulation will teach the wrong kinds of skills. Entertainment games, on the other hand, allow players to focus on the fun parts and to use a number of techniques for simplifying the simulation processes. In serious games, Michael and Chen (2006) [9] argue, it may be important to rethink the use of such simplifying techniques. For example, serious games should respond more to the conscious decisions made by players than to chance, and therefore randomness may be inappropriate. Another example is communication, which often is perfect (i.e., without delays and misunderstandings, etc.) in entertainment game s, whereas some serious training applications should rather reflect that communication hardly perfect. As with simulations and serious games, the distinction between entertainment games and serious games is not very clear either. It is evident that it is the goal of the first to entertain, and of the latter to educate/train/inform the player. However in some situations entertainment games are used for serious purposes as well. In addition to that serious game designers, researches argue that fun can be a crucial element to motivate a player to continue playing a serious game. SG and Learning: The recognition and adoption of games as learning technologies has helped educators in utilizing games as a means for providing serious learning opportunities for players. With games understood as learning technologies, the question arises as to whats different about the learning when games compared to that typically within schools. One of the more obvious differences resides with the control afforded to the learner as player, where the state of control is typically afforded to players in games and teachers in schools. Games, therefore, present a learner-centered approach to learning, whereas traditional education presents a teacher-centered approach. The other different is that in games it is up to players to construct for themselves, their own knowledge, whereas in the latter, it is up to teachers to transfer knowledge to the learner. So the two processes of teaching and learning can be argued as quite different. Learning can be understood as a process whereby learners active construct knowledge through experience and interaction, whereas teaching traditionally is a process by which teachers distribute knowledge to learners through transmission The design of serious games games with a focus on education should be about creating meaningful experiences and activities for players, rather than a means for transmitting knowledge from the game to the player Serious Games and Gamification: Serious games and gamification are both trying to solve a problem, motivate people, and promote learning using game-based thinking and techniques. Serious games tend to take the approach of using a game within a well-defined game space, while gamification tends to take the use of a game outside of a defined space and apply the concept to items like walking up steps piano stairs. So we can say that serious games are created by using game-based mechanics, philosophy, and game thinking to engage people, motivate action, promote learning, and solve problems. In other words, they are created through the gamification of traditional learning content. [8, 11, 13] Serious Games Attributes: Now after defining serious game and discuss it, in relation to other related concept, we need to highlight some of the common game attributes that must be taken in consideration when developing it .These are some suggested attributes by Anne Derryberry [14]: Back-story and story line: Every game has a story upon which it is based, and a story line that it follows, even if inferred. The story line is not the game play itself, but rather the rationale for the game play. Game mechanics: These handle all the specific functions within a game, including such things as how the games physical world behaves; in-game weather; and the actions a character takes when given a command. Rules: The corollary to game mechanics are the rules of the game ,the constraints in game play that exist on every players actions and abilities Immersive graphical environment: This is the sensory representation of the experience layer of the game, including 2D/3D graphics, sound, and animation. This environment can be static (it resets at the end of each player session) or persistent (it continues to evolve even when a player isnt logged in). Interactivity: This focuses on the impact a players actions have on the world and includes issues of persistence and player interaction Challenge/competition: This is at the heart of any game. The competition might be against the game, against ones self, or against other players. Risks and consequences: These must attend every challenge, but they exist in the safe game environment where the consequences of an action or decision do not impact the real world. Serious Games Advantages: The idea of using games for work and in workplace generates a lot of excitement and appeal to both employer and employees. This excitement is a result of the advantages games. Some of this advantageous are as follows [15]: Engagement: Games are compelling and maybe addictive and the engagement it produces is hard to match with other training methods. Games feel safe: Games provide a safe place to practice, where learners know they will not be penalized for their mistakes. Playing games can be a safe place to try different approaches, to experiment, and to make mistakes and to fail. Reduce Cost and Complexity of training: The cost of developing game is usually lower than cost of other types of training. Get direct feedback: It is often possible for the educator to watch or replay complex learner actions during the game, something that would be difficult to achieve in a real-life demo. Situated cognition: Games are effective partly because the learning takes place within a meaningful (to the game) context. What you must learn is directly related to the environment in which you learn and demonstrate it; thus, the learning is not only relevant but applied and practiced within that context By researcher Van Eck, The most common application areas for Serious Games are: Health Care: Applications range from patient treatment to health education for medical practitioners. As an example of SG in medical staff training, haptic technology provides people a sense of touch in computer-generated environments [16]. Military/ Government: Using game-based simulations, the military saves significant amounts of money, cutting expenditures in fuel, ammunition, maintenance, and so on. In addition, games are generally orders of magnitude safer than live training while still offering significantly realistic and useful training experiences. For example, Americas Army [AME 05] [17] Corporate: The use of games in the corporate environment represents one of the fastest growing sectors of the serious games industry. Companies like IBM, CISCO and other technically savvy companies already use simulations and games to motivate staff to learn specific job-related skills [18] Games for Good: Games for Good leverages game mechanics for social benefit. Games created for this segment of the industry hope to teach, train or simply generate awareness of a topic, an issue or a societal problem, therefore creating change in thinking, actions or attitudes. Ex: Games that teach young people to become globally conscious citizens, contributing their own solutions to social issues [18] Education: Games are changing the way children learn, helping them think differently and stimulating new ways people of all ages can use their minds. Limitations of Serious Games: Although games can be effective learning environments, not all games are effective, nor are all games educational. Similarly, not all games are good for all learners or for all learning outcomes. By- Diana Oblinger, 2006 Some of the possible issues that may limit Serious Games benefits and that need to be considered are as follows: Playing the game becomes more important than the learning Cost of producing a game exceeds learning return on investment Game takes a long time to produce and is ineffective at training Game too easy or too hard Learning curve to start playing game is too high for the target audience Learner remembers game but not content Other learning tools may be more effective Information incomplete or inaccurate in the game The game is too difficult to maintain or keep up to date Keys to Success in Serious Games How to make it work? How to ensure the purpose of the serious game is achieved? Suggesting here some tips to make serious games achieve its purpose and get the ultimate desired result. [19, 20, 21] Know your target audience: People are different and so can be learners who will like different types of games, so its recommended to provide more than one game, targeted to different audiences as to cover the different needs of people. Focus in on specific objectives and outcomes: Choose a game that supports the learning objectives and content, but balance this with the requirements of game play. Dont make the game too easy: Easy learning games do not produce good learning outcomes. Learners are more likely to remember when things go wrong Use competition and/or collaboration: As competition motivates learners and collaboration allows social learning that is effective in motivating behavioral change. Test: Even the simplest games can have unexpected faults. Consider having learners create their own games: This can be useful exercises because it requires the student to think through the subject thoroughly and think of challenges they may like to have. Future Research: How to prove that Serious Games business is really worth it and how to calculate the ROI? I believe this is one of the hardest question facing serious games, as such a 1:1 relationship between a game and a desired outcome is often hard to tease out in something as nebulous as diversity training. Another interesting search area will be a Customized Serious Games design represents a new, complex area of design for the game world. Where designers have unique opportunities to make a significant contribution to game design, by organizing game play to focus on changing, in a predefined way, the beliefs, skills, and/or behaviors of those who play the game, while preserving the entertainment aspects of the game experience all based on different users needs. Conclusion: The fact that games are part of our everyday life in one way or another cannot be ignored; and examples can vary from our direct gaming plays a game on your smart phone or online using your social network profile with your direct intent to play to indirect gaming collecting points via grocery shop cards without your intent to play. Games main goal is entertainment, but they have more universal applicability that gave extra functions in various aspects of everyday life. Which produce Serious Games, the games that are intended to not only entertain users, but have additional purposes such as education and training. They can be similar to educational games, but are primarily focused on an audience outside of primary or secondary education. Serious Games can be of any genre and many of them can be considered a kind of edutainment, but the main goal of a serious game is not to entertain, though the potential of games to engage is often an important aspect of the choice to use games as a teaching tool. When deciding to use a game for training, its important to clearly state your learning objectives and to determine exactly what advantages the game will provide to the player. If the game is too easy or too hard, or does not focus on the objectives, it may simply waste the learners time. Depending on the type of game you intend to use, you may need to go through a substantial testing phase to ensure success. A serious game is usually a simulation which has the look and feel of a game, but is actually a simulation of real-world events or processes. The main goal of a serious game is usually to train or educate users. Furthermore, in order to stimulate the learning effect of the players/trainees experiments, direct feedback from the game on the actions of the players is essential. Designing effective, engaging serious games requires theoretical understanding of learning, cognition, emotion, and play.

The Cost of Discipleship Essay -- Papers

The Cost of Discipleship The definition of the word disciple means a follower or one who learns. Jesus chose several disciples to follow him and to go out and preach his teachings. We are told in the 'call of the disciples' in Mark's gospel that the men Jesus chose weren't special or significant in any way, the men he chose were just normal men consisting of fishermen and tax collectors. Jesus appoints his first four disciples, Simon, Andrew, James and John by simply saying: "Come follow me and I will make you fishers of men." Immediately, they left their things and followed a man they hardly knew. This is the only indication we get that the disciples were in a way special, because the disciples had the courage and trust in God follow Jesus. The same also occurred with the selection of the fifth disciple Levi who was later renamed Matthew. Jesus approaches Matthew in his tax collectors booth and says "follow me", Matthew then rises and follows Jesus. The selection of the disciples seems very strange as none of the...

Race and Ethnicity in the US Education System Essay

The United States has a strong history of immigration. As a result it has become a nation composed of different races and different peoples coming from different ethnic backgrounds. This has impacted American society in terms of the economy, the peace and order situation, employment, and the education system. These things are constantly interacting to create opportunities and problems for all US citizens. But in recent decades – in spite of the rhetoric on equal opportunity for all Americans – numerous studies show that minorities are in a disadvantage. Two major ethnic groups, the African Americans and Hispanics are finding it hard to succeed in a highly competitive world and the root cause why many of them are poor, unemployed and involved in a life of crime is the lack of access to quality education. Background The United States was founded by immigrants coming from Europe. After a few centuries these immigrants had taken over major portions of the United States, that it is no longer proper to call them immigrants. But in recent decades there was a new wave of immigration that swept across America; it was an influx of migrants coming from Asia, Latin America, and Mexico. The last two will comprise the second largest minority group in the US – the Hispanics. In May 2006 the US Census Bureau provided the following statistics: Hispanics are the largest subgroup (42. 7 million) roughly half of all the minorities in the US (Sullivan, 2007). Furthermore, according to experts, â€Å"The terms ‘Hispanic’ and ‘Latino’ are used interchangeably by the U. S. Census Bureau †¦ to identify persons of Mexican, Puerto Rican, Cuban, Central and South American, Dominican, Spanish, and other Hispanic descent; they may be of any race† (Kohler & Lazarin, 2007). In this paper the terms â€Å"Hispanic† and â€Å"Latinos† will also be used interchangeably. African Americans on the other hand are also a part of the minority group but they achieve that status via a different route. African Americans did not arrive in America through traditional means of migration. They were forcefully taken from their homeland and sold to American plantation owners as slaves. At any rate, when both African American and Hispanic groups entered America they started from a disadvantageous position and that is why even today they find it hard to experience upward mobility in American society. In spite of the rhetoric on equality and civil liberties there are many Americans who are living like second-class citizens in their own country. In order to improve the lives of those who belonged to minority groups there is a need for assimilation; an increase in funding in areas where there is a high concentration of African Americans and Hispanics; and to change the mindset of the members of these minority groups so that they will value the importance of education in their lives and the lives of their children.

Hospitality Operation Management Essay

Executive Summary This report is based on the findings from Tripadvisor that aimed to examine theissues of in Bella Vista Hotel and Resort Langkawi and provided therecommendations for improving housekeeping management in the futureexpansion. The findings in this report are according to the comments fromguests who had been staying in Bella Vista Hotel and Resort previously and makethe judgments on those serious issues in this particular hotel. The studyconfirmed the existing of inappropriate hotel housekeeping operation andmanagement would strongly influence the image of hotel and lead this hoteltowards low revenue. This report discusses on four issues of Bella Vista Hoteland Resort which are room hygiene and cleanliness concerns, inappropriatemaintenance, bathroom and amenities as well as inconsistent manpowermanagement and other service. Because of the massive growth of travelers around the world, the guests‟ perception to the hotel rooms have been shifted differently compared the past. Hotel guests are looking forward a comfortableroom and proper hotel management when they are staying in particular hotel toincrease the satisfaction of guests. It is shown that the comments from hotelguests are effective means of evaluating the issues of Bella Vista Hotel andResort and the application of recommendations are highlighted. Introduction to assignment objectives Hospitality environment has always played a key role in the tourism and hotelculture. Lodging or Accommodation with service is the center of any hotel in theworld, but recently, it has been facing many problems. Society nowadays shiftsthe concerns from traditional style with high-class service and room amenities tothe flexibly modern way of saving money or budget oriented style due to thechanges of preferences, economic crisis and other external factors. Guestsbecome smarter and pickier when they choose the hotel to stay. The hotelsattempting to succeed have to forecast what the new trend is. And they alsoshould consider of combining two elements of luxury and budget in one coreproduct   room (Power, 2005).Malaysia is early named as one of the most popular tourist destinationsworldwide. With its significant hot spots, especially in island areas, tourists areincreasingly coming to Malaysia and enjoying their trip with affordable price.Langkawi islands (Malaysia) and its hotels serve a thousand of tourists annually,which means to sustain the quality and quantity, the hotels in this isolated islandput as much effort as possible. With the combination of the custom ers‟  expectation factors such as low rate and high quality in service, the frequency of guests‟ returns inclines tremendously in Langkawi. However, in an isolated area with many issues can be happened, and to solve the problems, it could beanalyzed critically and particularly.

Motivation Coursework

Motivation Coursework Motivation Coursework Motivation Coursework Excerpt In the ever changing institution of education due to globalization, it is becoming more difficult as a teacher to motivate students and in some circumstances it is even more difficult to remember as teacher to be effective motivators. Why is it that students are becoming so unmotivated to do their work and progress to their full potential? Why is it that teachers are forgetting their role as motivators and not using the appropriate motivational techniques required in their classroom? This paper will be dedicated to the idea of motivation in the classroom and discuss many complex issues surrounding the idea of motivation. In the first portion of this essay, the key points of the numerous theories on motivation will be discussed and the multiple views of each of these theories will be examined. This paper will examine numerous theories such as intrinsic motivation, extrinsic motivation, Maslow's hierarchy of needs, and goal theory. The second portion of this essay will be devoted to di scussing how these particular theories on motivation can be instilled in the classroom in order to produce effective motivation, and how knowledge of these theories will influence the decisions I make around teaching and learning. Before continuing any further, there are some basic questions that must first be answered; what is motivation? Why is motivation an essential component in the classroom? Who is responsible for motivation? Simply stated, motivation is `an internal process that makes a person move towards a goal'. Some academics have their own personal definitions, such as Drnyei who states that `[m]otivation explains why people decide to do something, how hard they are going to pursue it and how long they are willing to sustain the activity' (2001, p. 7). Others define motivation by what it does stating that `[m]otivation gets us going; it gives us energy, directs us towards our goals, and sustains us through the tasks we undertake' (Vialle, Lysaght Verenikina, 2005, p.156). Motivation is essential in the classroom because it causes students to `greet each new school day with enthusiasm, participate in all academic tasks, actively seek challenge in their work, complete their homework, and produce ass ignments of an exemplary standard' (Vialle et al., 2005, p.156). Motivation is an inner process driven by oneself, however, `teachers bear a great deal of this responsibility when it comes to motivation in school contexts' (Vialle et al., 2005, p.156). By examining the theories of motivation, the above questions as well as many other questions will be answered, while simultaneously, many new questions regarding motivation will arise. One of the newest theories on motivation which are predominantly used in classrooms today are intrinsic motivation theory and extrinsic motivation theory. Intrinsic motivation is `motivation that come from within you or is inherent in the task. For example, you may be motivated to complete a task because you enjoy it or you value the skill you are learning' (Vialle et al., 2005, p.156). Many disputes within the theory of intrinsic motivation exist. In a study investigated by Cordova and Lepper, it was determined that children's reported intrinsic motivation in school has been decreasing steadily from at least third grade through high school (1996, p.715). On the other hand, Covington and Meller tested intrinsic motivation in older students and concluded that intrinsic motivation in students has been increasing as they get older because they want to learn for the sake of obtaining knowledge (2001, pp.157-160). Extrinsic motivation is motivation to engage in an activity as a means to an end. Extrinsic motivation is when you are motivated by external factors, as opposed to the internal drivers of intrinsic motivation. Extrinsic motivation drives you to do things for tangible rewards or pressures, rather than for the fun of it (Syque, 2007). For example, individuals who are extrinsically motivated work on tasks because they believe that participation will result in desirable outcomes such as reward, teacher praise, or avoidance of punishment (Vialle et al., 2005, pp.156-157). This theory is closely linked to behaviourism where behaviour is shaped by reinforcers such as positive reinforcers, negative reinforcers and punishment (Vialle et al., 2005, p.158). Positive reinforcement is based on a reward system and `positive reinforcers include tangibles, such as stickers or lollies, or teacher praises, such as verbal praise, acknowledgement and feedback' (Vialle et al., 2005, p.158). In Negative Reinforcement a particular behaviour is strengthened by the consequence of the stopping or avoiding of a negative condition (Levine, 1999). `Negative reinforcers involve payoffs, not for achieving something positive, such as completing an assignment on time, but for avoiding something abrasive, as in the case of the student whose reason for studying is to avoid failing' (Covington Meller, 2001, p.4). Punishment, which is often confused with negative reinforcement, weakens a behaviour because a negative condition is introduced or experienced as a consequence of the beh aviour (Levine, 1999). Also, if you needsociology coursework, check this out: Related posts: Custom Essay Help Concept Essay A Reflection Essay Religion Coursework Management Coursework

Leadership Assignment Example | Topics and Well Written Essays - 1500 words - 3

Leadership - Assignment Example The actions of every person should mind the effect they have to other people. Utilitarianism emphasizes on equality for there to be a state of understanding. All people in an organization should ensure that their actions produce happiness to most people (Trevino & Weaver, 1994). However, it is sometimes difficult to please all people and at time, what is right tends not to please people. The theory, therefore, has to accompany by other theories for it to be sufficient. According to this theory, actions of people are only good if they respect the rights of other individuals (Hasnas, 2008). It requires that every employee mind the rights of other employees in the work environment. The organization itself should also ensure that its actions do not violate the rights of the public. The actions of one person should not hinder the other people from performing their duties comfortably. Applying this theory ensures that all people are comfortable in the work environment, and it fosters teamwork (Hasnas, 2008). However, it is possible for the rights of people to conflict and hence creating an unavoidable violation of the duty and rights ethics theory. It is difficult for an action to be according to rights of all people in a workplace with diversified people. A virtue is what is morally accepted as good or bad in a certain society or an organization. Every organization has a unique culture, which has specific virtues that facilitate the achievement of goals and good relationship of people. This theory requires that the actions of every individual should respect the ethics of the organization (Derry & Green, 2009). It also requires that an organization should respect the value-system of the society in which it operates. Virtue ethics determines the image of an organization, and it helps in maintaining an organizational culture. Acting according to this theory ensure that all employees are virtuous, and their actions are goo and

Library Science Essay Example | Topics and Well Written Essays - 750 words

Library Science - Essay Example Personal records should represent individuals as social agents and produce a proper representation of a character. Most archives have always focused on the collective aspects of individuals while neglecting the personal reflection. Personal archives demand an appraisal approach that differs from organization archives. Archivists should implement several considerations when conceptualizing records. Recording of personal archives involves documenting singular views of people and revealing their individual expression as opposed to group opinions. Archivists implement intimacy when designing personal records. Reflection of the intimacy comes from the organization and content of the records. The appraisal theory of personal archives emphasizes on individual character of creators (Hobbs, 2001). Shifting to personal archives will enable the institutions to provide a good representation of organizations by expressing individual-based views. It is imperative to capture the personality of individuals in archives. Hobbs, 2001, attempts to change views of archival appraisal by encouraging the professionals to value personal opinions in archives rather than inclination on collective expressions. The article describes the criteria that archivists should use in identifying collections. The setting of the project is based in Yale University Library. The article describes a project whose aim is Hyry, Kaplan and Weideman, 2002, propose a rational approach for collection of faculty papers in the university. The article uses Minnesota method to find its effectiveness in the case study. It proposes the need to develop proper approaches of collecting faculty papers by institutions of higher learning. It explains a project that the Yale University Library undertook in Manuscripts and Archives (Hyry, Kaplan & Weideman, 2002). The project involved application of the methodology from Minnesota Historical Society. The article illustrates an