Info About Public Online High Schools

Many states offer public online high schools to interested teens. Public online high schools are free to residents and are usually accredited by the proper regional board. These programs are only open to students living in their district or state boundaries. Unlike ​online charter schools (which are also considered public schools), state-controlled online programs tend to have greater stability and government support. Public Online High School Accreditation Public online high schools are generally overseen by their state’s department of education and tend to be regionally accredited. Before enrolling in a program, be sure to verify its accreditation. Some newer programs may not have received accreditation reviews. Public Online High School Costs Public online high schools are funded by the government and charge no tuition. Some of these virtual programs will even pay for a student’s curriculum, computer, and internet fees. Public Online High School Pros Students attending public online high schools are often able to earn a regionally accredited diploma at no cost. Their parents don’t need to worry about paying for expensive private virtual programs which can cost upwards of $1,500 a year. State-wide online public schools are generally working with the state’s education department. Unlike online charter schools, they are generally not viewed as a threat by local districts. They tend to be more stable and receive less public scrutiny. Public Online High School Cons Most public online high schools adhere to a strict curriculum and schedule. They are less flexible than the majority of online charter schools and private programs. Students attending public online high schools may not have access to many of the extracurricular activities and curriculum choices available through other alternatives. Public Online High School Profiles You can find information about programs in your area in the state-by-state list of public online high schools.

Soc 1000 U1A1 - 1025 Words

Capella University | Social Theory Essay – SOC1000 | SOC1000 – Introduction to Human Society– Professor Worley | | Zachary Skidmore | 7/11/2012 | | Living in the American society of today there are not many times we all come together to sit down and listen. We are busy, we have careers, we have kids, and our free time is expensive. However, there are times that we as nation collectively take the time to stop and listen, when the President speaks. Recently President Obama sat down with a white house reporter to discuss his newly evolved views toward gay marriage. His interview was candid, it was spontaneous, and it set off all kinds of alarms across the societal landscape of America. An article that was recently†¦show more content†¦One of the manifest functions of his statements will be the immediate gain in votes and support he would receive from the gay marriage community. His actions might also create other manifest functions such as other politicians now becoming more willing to openly support gay marriage. A latent function will probably be one that is seen down the road, it will likely come from a generation tha t is currently too young to have any voting powers but will one day form their own world perspective and hopefully take a cue from President number 44. Whichever sociological approach is taken to study this it can be said that there will no doubt be an effect from his statements. Either way, the world we live in today will certainly not be the same as the world we live in tomorrow. That is to say, until the next time we as a nation hold our breath to listen to the President of the United States take a stance on such a polarizing issue. References Crossman, Ashely. Conflict Theory. About.com Sociology. New York Times Company, n.d. Web. 11 July 2012. http://sociology.about.com/od/Sociological-Theory/a/Conflict-Theory.htm Crossman, Ashely. Functionalist Theory. About.com Sociology. New York Times Company, n.d. Web. 11 July 2012. http://sociology.about.com/od/Sociological-Theory/a/Functionalist-Theory.htm Crossman, Ashely. Symbolic InteractionÂ

Nonsense Essay Example For Students

Nonsense Essay ENDURING, ENDEARING NONSENSE by AndrewGreen Did you read and enjoy Lewis Carrolls Alice inWonderland books as a child? Or better still, did you havesomeone read them to you? Perhaps you discovered themas an adult or, forbid the thought, maybe you haventdiscovered them at all! Those who have journeyed Throughthe Looking Glass generally love (or shun) the tales for theirunparalleled sense of nonsense . Public interest in thebooksfrom the time they were published more than acentury agohas almost been matched by curiosity abouttheir author. Many readers are surprised to learn that theMad Hatter, the Cheshire Cat and a host of other absurdand captivating creatures sprung from the mind of CharlesLutwidge Dodgson, a shy, stammering Oxford mathematicsprofessor. Dodgson was a deacon in his church, an inventor,and a noted childrens photographer. Wonderland, and thusthe seeds of his unanticipated success as a writer, appearedquite casually one day as he spun an impromptu tale toamuse the daughters of a colleague during a picnic. One ofthese girls was Alice Liddell, who insisted that he write thestory down for her, and who served as the model for theheroine. Dodgson eventually sought to publish the first bookon the advice of friends who had read and loved the littlehandwritten manuscript he had given to Alice Liddell. Heexpanded the story considerably and engaged the servicesof John Tenniel, one of the best known artists in England, toprovide illustrations. Alices Adventures in Wonderland andits sequel Through The Looking Glass were enthusiasticallyreceived in their own time, and have since becomelandmarks in childrens literature. What makes thesenonsense tales so durable? Aside from the immediate appealof the characters, their colourful language, and thesometimes hilarious verse (Twas brillig, and the slithytoves/did gyre and gimble in the wabe:) the narrative workson many levels. There is logical structure, in the relationshipof Alices journey to a game of chess. There are problems ofrelativity, as in her exchange with the Cheshire Cat: Wouldyou tell me please, which way I ought to go from here?That depends a good deal on where you want to get to.There is plenty of fodder for psychoanalysts, Freudian orotherwise, who have had a field day analyzing thesignificance of the myriad dream creatures and Alicesstrange transformations. There is even Zen: And she tried tofancy what the flame of a candle looks like after the candle isblown out.. . Still, why would a rigorous logical thinker likeDodgson, a disciple of mathematics, wish children to wanderin an unpredictable land of the absurd? Maybe he felt thateverybody, including himself, needed an occasional holidayfrom dry mental exercises. But he was no doubt also awarethat nonsense can be instructive all the same. As Alice andthe children who follow her adventures recognize illogicalevents, they are acknowledging their capacity for logic, inthe form of what should normally happen. Youre a serpent;says the Pigeon and theres no use denying it. I supposeyoull be telling me next that you never tasted an egg! Ihave tasted eggs, certainly, said Alice But little girls eateggs quite as much as serpents do, you know. EthelRowell, to whom Dodgson taught logic when she wasyoung, wrote that she was grateful that he had encouragedher to that arduous business of thinking. While LewisCarrolls Alice books compel us to laugh and to wonder, weare also easily led, almost in spite of ourselves, to think asBibliography:FURTHER READING: Lewis Carroll. AlicesAdventures in Wonderland ; Through the Looking-Glass,with an introduction by Morton N. .u9a3d9dae53d4ad125fd0494d5f139614 , .u9a3d9dae53d4ad125fd0494d5f139614 .postImageUrl , .u9a3d9dae53d4ad125fd0494d5f139614 .centered-text-area { min-height: 80px; position: relative; } .u9a3d9dae53d4ad125fd0494d5f139614 , .u9a3d9dae53d4ad125fd0494d5f139614:hover , .u9a3d9dae53d4ad125fd0494d5f139614:visited , .u9a3d9dae53d4ad125fd0494d5f139614:active { border:0!important; } .u9a3d9dae53d4ad125fd0494d5f139614 .clearfix:after { content: ""; display: table; clear: both; } .u9a3d9dae53d4ad125fd0494d5f139614 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9a3d9dae53d4ad125fd0494d5f139614:active , .u9a3d9dae53d4ad125fd0494d5f139614:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9a3d9dae53d4ad125fd0494d5f139614 .centered-text-area { width: 100%; position: relative ; } .u9a3d9dae53d4ad125fd0494d5f139614 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9a3d9dae53d4ad125fd0494d5f139614 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9a3d9dae53d4ad125fd0494d5f139614 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9a3d9dae53d4ad125fd0494d5f139614:hover .ctaButton { background-color: #34495E!important; } .u9a3d9dae53d4ad125fd0494d5f139614 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9a3d9dae53d4ad125fd0494d5f139614 .u9a3d9dae53d4ad125fd0494d5f139614-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9a3d9dae53d4ad125fd0494d5f139614:after { content: ""; display: block; clear: both; } READ: Public Speaking Anxiety And Its Effect On Students Essay Cohen, Bantam, 1981.Lewis Carroll: The Wasp in a Wig, A Suppressed Episodeof Through the Looking-Glass, Notes by Martin Gardner,Macmillan London Ltd, 1977. Anne Clark: The Real Alice,Michael Joseph Ltd, 1981. Raymond Smullyan: Alice inPuzzleland, William Morrow and Co. , 1982.

Poems Explore The Theme Of Death English Literature Essay Essay Example

Poems Explore The Theme Of Death English Literature Essay Essay How make the Writers of Remember , Crabbit Old Woman and Refugee Mother and Child use their verse forms to research the subject of decease? Christina Rossetti s Remember , Phyllis McCormack s Crabbit Old Woman and Chinua Achebe s Refugee Mother and Child all explore the effects of decease and the agony it causes for everyone straight involved. In Rossetti s Remember the poet shows us the hurting and desperation associated with decease. McCormack s Crabbit Old Woman is a supplication for people to see past the typical stereotype of old people as being hopeless and non deserving caring for, when they are approaching decease. Chinua Achebe s Refugee Mother and Child conveys to us the arrant devotedness a female parent feels for her kid whilst cognizing that her clip is limited, and is based on refugees in the Nigerian civil war in the 1960 s. We will write a custom essay sample on Poems Explore The Theme Of Death English Literature Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Poems Explore The Theme Of Death English Literature Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Poems Explore The Theme Of Death English Literature Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer In Christina Rossetti s Remember a adult female is first inquiring her spouse to neer bury her even though she is close to decease, but so changes her head and realizes that it is rational for him to bury her and populate his ain life. The first stanza starts with her stating Remember me when I am gone off, in this the adult female addresses her loved one, and even though she uses the imperative it does non experience commanding at all. In making this Rossetti has efficaciously established a sense of understanding towards the adult female. The following line Gone far off into the soundless land ; uses Gone far awayaˆÂ ¦ as a euphemism of decease and with the usage of the word far the euphemism becopmes more powerful due to the fact that distance is added. The other half of the sentence soundless land nowadayss us with a placid image of the hereafter whilst still giving the reader a sense of isolation through the usage of the word soundless . Rossetti uses initial rh yme in keep me by the manus, to clearly demo us what their relationship used to be and to show us with a physical connexion that has been lost because of her decease. The 2nd stanza is similar to the first in the sense that she is seeking to convert her spouse neer to bury her. The concluding stanza gives us a dramatic alteration to the remainder of the verse form. She now tells her spouse that it would be all right to bury me for a piece . This shows us that she is really a caring individual and merely wants what is best for her spouse, and instead have him travel on than linger in hurting for the remainder of his life. As we are now given an image of her lovingness love the verse form ends optimistically. As this is a sonnet it should follow either the Petrachan construction or the Shakespearian construction, Remember does neither, although it is rather similar to the Petrarchan construction. A Petrarchan construction would typically follow the rhyming form of A-B-B-A/A-B-B-A/C-D-E-C-D-E ( the cuts stand foring the alteration in stanza ) , whereas Rossetti s sonnet follows the rhyming construction of A-B-B-A/A-B-B-A/C-D-D-E-C-E. I found that Rossetti normally changes the rhyming form in her sonnets[ 1 ]. This is done deliberately as the significance signifier the eight has now been changed in the six. At first it was a supplication for her spouse non to bury her, and so it changed to her desiring her spouse to bury. This makes the poem really fluid because non merely does the context of the lines alteration, the rhyming form has besides adapted to this alteration in context. The iambic pentameter adds a really smooth beat to the verse form, doing it look as though the adult female is unagitated and non angered, even in decease. Crabbit Old Woman and Remember are likewise in the sense that they both have a voice showing an statement which pleads for recollection. In Crabbit Old Woman we are presented with an old lady whose end is to seek and convert the nurses to see past the typical stereotype of old people as hopeless and non deserving caring for, as she is approaching decease and does non desire to be remembered as such. The rubric of this verse form instantly evokes a sense of decease as old age is frequently associated with it. The first 22 lines are a series of inquiries which are directed towards the nurses, and are seeking to uncover the typical beliefs that the nurses have when caring for the old adult female. The turning point of this verse form occurs at line 23-24 Then open your eyes/ you re non looking at me. This line is the old lady demanding to be acknowledged by the nurses. The original negative onslaught upon the nurses has now changed to positive, happy memories as we are led through her life. In this life narrative the linguistic communication has wholly changed from a colloquial manner to a more poetic manner. This alteration is shown by line 34 with wings on her pess, which is a metaphor for the freedom she one time had, whereas now her freedom is restricted as she can non go forth the infirmary. The remembrances of her life are highly accurate and since we are traveling through her life as she ages it feels as if we are turning the pages of a book At 40 , At 50 . One interesting thing that McCormack has done is that she has kept this portion all in present tense. Making this is a manner of demoing the reader that these memories are kept fresh in her head, and it shows us that she can retrieve it with easiness. The following turning point of the verse form once more induces a temper alteration except this clip it is from positive to negative. The really first line ( line 57 ) of this temper alter entirely sets the tone for the remainder of the verse form. Dark yearss are upon me, this line shows us merely what her life is like now, fearful and cold. The personification of nature in line 67/68 Tis her joke to make/ old age expression like a sap. shows us her ideas and feelings ; that she feels like an imbecile and is at that place to be laughed at. This last portion contains imagery associated with death- crumbles , old carcase and beat-up bosom . This imagination makes the reader recognize what is go oning to the adult female in her old age, and that her decease is inevitable. The concluding thing worth adverting about this verse form is that although the adult female does non desire to decease she accepts that her decease is a blunt fact and asks the nurses one more clip to see past her physical organic structure and look inside and see who she truly is. Similarly, Refugee Mother and Child besides presents a series of blunt fact [ s ] to show the horrors of decease for the refugees in Nigeria. In Chinua Achebe s Refugee Mother and Child we are shown what day-to-day life is like for refugees in the Nigerian civil war ; they are filled with decease and sorrow. This verse form is based on the refugees who were in the civil war in Nigeria in the 1960 s[ 2 ], and although he bases this verse form on merely one of the refugee households, in kernel this was what was go oning to all the refugees. This civil war created 1000000s of refugees which had to fly to the south-east of Nigeria to avoid being killed2. One of the first things Achebe does in this verse form is arousing a sense of spiritual images of fear by mentioning to Madonna and Child . These images suggest the sheer devotedness the refugee female parent feels for her deceasing kid, and it besides attaches non merely a physical love but a religious love every bit good. This fi rst stanza is in complete contrast the 2nd 1 in which we are presented with negative and coarse linguistic communication, which portrays the state of affairs of the refugees. Achebe has efficaciously appealed to three of our senses: touch, odor and sight with combed the rust-colored hair , smell of diarrhea and blown unfastened abdomens respectfully. Achebe uses these vulgar images to seek and do us understand the cruel world of the universe, which is, many guiltless people enduring due to the effects of war. Physical descriptions of the refugees such as exhausted ribs and dried-up undersides are used to once more seek and do us understand the horrors that these people face every twenty-four hours. Stanza 2 starts off with a reasonably long gap sentence which has few verbs. This is deserving adverting because since there are less verbs it implies the deficiency of energy these people have. The female parent is associated with a shade twice in this verse form. This pick of enunciation gives us the feeling that she is close to decease and that even her ain decease is inevitable, non merely her kid s. Last Achebe reminds us of the female parent and kid s old lives, which were normal ( this would hold been before the civil war in Nigeria ) . In making this we are brought closer to them. The concluding simile of the verse form now she did it like seting bantam flowers on a grave brings us back to world and makes us recognize that the kid will decease. All three verse forms deal with the subject of decease frequently in direct and clear ways. Although each of the poet s talk about different facets of decease, they all still complement each other in footings of the concluding results for the characters portrayed in the verse form. Achebe s verse form shows the results of wars and political battles whereas Rossetti s and McCormack s verse forms both trade with decease in a more controlled environment where the cause of decease is non due to the states struggles. The chief difference between all three verse forms is the manner decease is presented. In Remember , although decease is a critical portion of the verse form it besides revolves around emotions of the characters alternatively of merely the coarseness of decease. This is a contrast to Refugee Mother and Child where the coarseness of decease is the chief facet of the verse form. Crabbit Old Woman besides differs to the other verse form as age is an of import feature of the p iece. Refugee Mother and Child and Crabbit Old Woman likewise use physical imagination which Remember does non. This usage of physical imagination makes understanding the poet s message finally easier. In decision these verse forms have given me a greater grasp for the complexness of decease and how it can differ so abundantly from individual to individual.

Essay on glengarry and good faith part 2

Essay on glengarry and good faith part 2 Essay on glengarry and good faith part 2 Essay on glengarry and good faith part 2Essay on glengarry and good faith part  1Just like the case of Marcus, they do not think of consequences of their criminal actions. They do not care about the company which they can ruin by such crime. What they do care is their personal well-being, wealth and success.However, the film makes the audience think of true motives which drive people to launch the pursuit of wealth. Moss is apparently ready to steal shares to become wealthy, while Levene has a different motivation since he wants to save his daughter and commits the crime as the way to earn money for the treatment of his daughter. In this regard, the action of Levene does not look absolutely immoral, even though it is definitely a crime from the legal standpoint. However, the motive of Levene is justifiable from the ethical standpoint since the salvation of his daughter was a reasonable pretext for committing the crime.Moreover, Levene turns out to be forcefully involved into the cr ime by Ross, who schemed the crime and elaborated the plan. More important, it was Ross, who forced Levene to commit the crime. In such a situation, the ending of the film gives implications that business is very complicated and no one can foresee what can happen next. For instance, Levene has got the offer from Roma to become his business partner, but as Levene has committed the crime he will definitely lose its opportunity. Such ending is probably the attempt of the director of the film to show that any crime leads to the punishment of the offender. However, such ending also gives implications to the injustice and evil nature of business. To put it more precisely, the main character, Levene is apparently ready to do everything to succeed but business turns out to be too cruel for him and he cannot find the right way to success.At the same time, the film shows that people are pursuing wealth as the main purpose of their life since wealth brings everything. For instance, Ross and ot her salesmen are looking for any opportunity to become wealthier than they are at the moment. Even Levene views the wealth as the way to save his daughter suffering from a serious illness. In other words, the wealth is the main purpose of their life because they believe they can buy everything they want, if they have money.However, such worldview contradicts to many ethical theories, which tend to prioritize the morality over material benefits. In this regard, the film as well as the book shows the loss of spirituality. Joe, who grew up in a very religious family, where parents discussed salvation every day along with the price of tomatoes (Smiley, 59), cannot find his way to success because his spirituality and moral values raise unsurpassable barriers on his way to the successful business development because business has nothing to do with morality, ethics and spirituality. Similarly, the film depicts the main characters, who are absolutely deprived of spirituality. They have no m oral values and norms that will guide them throughout their lives. Instead, they focus on ripping off all the money they can, even if they deceive or even steal money from other people.The total loss of spirituality becomes the mainstream trend in the contemporary society and the book and film uncover this trend to the full extent. In such a way, they show that people become enslaved by their desire to become wealthy, whereas the wealth itself is worth nothing. At any rate, the main characters of the book and film view their business as the main point of their life, while there are issues which they cannot buy. For instance, the daughter of Levene is ill and he cannot buy health for his daughter. The problem is not the shortage of money but the problem is the lack of health and related problems his daughter has. However, he believes sincerely that money can solve all his problems.Furthermore, characters of the film and book have no other priorities in their life but their business. Even Joe, who grew up in the religious family, has lost his spirituality and he views believes of his parents ironically and he feels contempt to those beliefs of his parents. At the same time, his spirituality is probably not totally lost as is the case of Marcus because he is not ready to deceive his business partners so far.At the same time, it is worth mentioning the fact that the film and book uncover the degradation of morals of the contemporary society, where everything is for sale. The business brings people money but leads to the moral degradation. For instance, Marcus brings considerable changes to the community since he is the first person, who is absolutely free of any morals norms and values and he is ready to commit any act, including crime, if it makes him richer. Remarkably, community members learn fast to ignore any moral norms and values. The community steadily slips to adultery, disrespect to each other, offenses and the total loss of spirituality. Marcus changes the worldview of people in the community making them believe that they can make money from everything.The similar trend can be traced in the film, where the main characters are degenerates, who view deception as a norm and, more important, they have made deception, scheming and abuse of moral norms an integral part of their life. They are just like Marcus ready to commit any crime, if it makes them richer. As a result, they eventually do commit the crime just like Marcus. In such a context, it is possible to trace the clear ties between crimes and desire of people to become wealthy. In their ultimate manifestations, those efforts to become wealthy end up in either the crime or disaster. Since offenders depicted in the film and the movie steal money from their business partners, while their business partners suffer from financial losses and face a risk of bankruptcy. In such a situation, the film gives a hop that the crime will be investigated and offenders will be punished but the d irector leaves the denouement in suspense intentionally to make the audience think whether there will be any punishment at all or, probably, the criminals will use one of their immoral schemes to avoid the punishment. For instance, Levene has already tried to bribe Williamson twice. Therefore, he probably can try bribing the authorities to avoid the just punishment for his crime.In such a way, people turn out to be slaves of money and wealth but the main characters depicted in the book and film are apparently unhappy. The film and book show that the wealth does not make people happier. On the contrary, their anxiety grows stronger the richer they become. The main problem of the main characters of the book and the film is the deep-rooted belief that money can buy everything but this idea is intrinsically wrong and violates basic ethical norms. The pursuit of wealth dehumanizes people and they violate basic ethical norms. They fail to understand that there are things that are much mor e important than money, like health, family, happiness and others.Furthermore, the main characters of the book and film are conformists since they try to adapt to circumstances instead of changing them. They are looking for the easiest to resolve their problem, as was the case of Levene, who tried to talk to Williamson to persuade him not to fire him. Also Marcus prefers to steal money, when he has them at hand and when he sees the option to take the money and get away fast remaining unpunished for his crime. In such a way, the main characters of the book and film do not even think of changing their life or their environment. For instance, real estate salesmen in Glengarry Glen Ross do not even try to change their performance. Instead, they look for other options to stay in the company or in business. For instance, even Roma, who holds the leading position in the team, prefers to launch a new business to stay in business rather than trying to dissuade Williamson from changing the po licy of the company. The salesmen are not ready to change the way they work and they will apparently keep deceiving their customers to earn more money.Thus, the film Glengarry Glen Ross and the book Good Faith depict the moral degradation of the main characters under the impact of the dominant culture oriented on the pursuit of wealth. The film and book reveal the destructive impact of the pursuit of wealth on the morality of people. In fact, business has the dehumanizing effect on the main characters since the most successful characters are the least moral ones.

Malcolm X, Dr. Martin Luther King and Bobby Seale Research Paper

Malcolm X, Dr. Martin Luther King and Bobby Seale - Research Paper Example The difference was the way each man promoted equal rights. Martin Luther King Jr. thought peaceful resistance was the way. He led boycotts to fight Jim Crow laws. He believed in integration. Malcolm X preached hate and segregation from the ‘white devils’. He wanted equal rights without integration. Bobby Seale believed in action. He protected his neighborhood through violence. The Black Panthers incited riots, most notably at the Democratic Convention. Another major difference that impacted each man’s views was religion. King was Christian. Malcolm X was a Muslim. Bobby Seale did not really have a religion. The Black Panthers followed a more Marxist path. Martin Luther King Jr. and Malcolm X were both assassinated. Bobby Seale is still alive. King and Seale came from the South, but Malcolm X came from the North. King and Seale had fathers that worked and homemaker mothers. Malcolm X was from a broken home and even ended up in foster care. Seale served in the military, but the other two did not. The SCLC helped the Civil Rights Movement most in terms of gathering positive attention to the cause. The Nation of Islam inspired a fear in both black and white Americans. The Black Panthers incited violence that led to the gangs of

HUMAN SIMULATORS TO TEACH STUDENTS AND RNs Research Paper

HUMAN SIMULATORS TO TEACH STUDENTS AND RNs - Research Paper Example It shall first present a description of the topic selected. It shall also discuss why this topic was selected and how it involves informatics. It shall also discuss the impact of human simulators and how they improve or deter patient care, and how they improve or deter nursing education. This research is being carried out in order to conceptualize a thorough and comprehensive understanding of human simulators as a teaching aid. Discussion Human patient simulation (HPS) is a teaching method which â€Å"allows nurses and other clinicians to refine and apply their skills in realistic health care situations and participate in learning experiences tailored to their education needs† (Beyea and Kobokovich, 2004). Human patient simulation is a new technology which was borne out of the advancement in informatics and computer technology. This new technology uses computer life-sized mannequins which can formulate life-like situations which can be adjusted accordingly in order to comply w ith instructor’s educational goals (Pacsi, 2008). The very first human patient simulator was seen in the late 1950s and was known as Mrs. Chase; it was basically a model with a torso and a separate computer software (Herrmann, 1981). This model was used to assist nursing students in their physical assessment process. The Harvey Model was seen in the 1960s and it model was built with simulated heart and lungs; and it assisted students in distinguishing between normal and abnormal cardiopulmonary indications. A fully equipped computerized human simulator Sim One was then built in order to simulate endotracheal intubations in order to teach medical and graduate nurse anesthesia students (Gaba and DeAndra, 1988). The simulators which are now being used (MetiMan, Laerdal SimMan, and BabySim) are equipped with computer software and can be connected to laptops and desktop computers. Some of these models are able to speak and blink; they have chest walls which expand on inspiration a nd then relax on expiration; and they also exhibit programmable audible lung and heart sounds (Pacsi, 2008). They can be intubated and can receive bag and masks for ventilation. When these devices are plugged into monitors, teachers can then program the heart rates, pulse oximetry readings into these machines (Pacsi, 2008). These simulators can also be programmed to exhibit human-like responses to different diseases and to the reactions to interventions, including administration of IV meds, intubation, ventilation, and CPR. Computers have now been used in classrooms in order to manage communication and the gathering of knowledge. The current computer applications now offer features which help facilitate and support clinical learning (Pacsi, 2008). Colleges and universities have established simulation centers in order for students to practice and develop their technical skills and to develop their critical thinking, decision-making, delegation, and coordination skills. Simulations ar e technologies which have been made possible with the availability of technology-equipped mannequins (Pacsi, 2008). With the hands-on availability of these technologies, students have been exposed to different scenarios; moreover, these simulations can also present students with different situations they may meet during their clinical experience. In effect, the students are able to come up with treatments and interventions and