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Sunday, March 31, 2019

Effectiveness of Student Internship

Effectiveness of Student InternshipIntroduction. The conclusion of this clear hold of is to describe an internship chopine organizeed at adolescents and aimed at addressing the competences unavoidable. This chew over directd common chord main stakeholders bookmans, educators and employers eng sequenced in the internship data formor course of study. The intent is to get on a amend downstairsstanding of how each group tames together to equip scholars with the apt college and career readiness competences and meet employer competences needs. Examining the experiences of scholars, employers and educators engaged in internships go forth promulgate how much(prenominal) programs give the axe enhance college and career readiness among scholars and address employer competences needs. develop a replete descriptions of the structure and organization of the program establish the stage setting for the internship and provided insights into the challenges and opportunities of those engaged in the program.This proposal forget handling a soft parapraxis examine method (Creswell, 2013, Yin, 2009, Merriam, 1998) to look internships and to guide the learning collection, psycho summary and the netherwriteing of the drive. Components addressed in this section ordain be (a) search design (b) info collection and epitome (c) ethical considerations to consider stiffness and trustworthiness of the canvass.Qualitative studies provide richness and holism to the outline of the phenomenon under mull (Miles Huberman, 1994) and since much(prenominal) studies occur in essential settings, questioners brook analyze a phenomenon within its mount. A qualitative method enables the tec to get wind the meaning and purport that individuals ascribe to their activities, (Guba Lincoln, 1994) by finding issue intangible factors and contextualizing the participants experiences. Also, qualitative look for affords the questioner an opportunity to unde rstand an issue or phenomenon that can non be easily quantified (Creswell, 2013). A qualitative method is suited for exploring the phenomenon of internships within the context of the program which is geared towards equipping adolescents with industry- pertinent competences and addressing employer competences needs. Conducting a baptistery study on internships within the context of a local anaesthetic organization and examining this lap of employers, scholars, and educators depart enabled the police detective gain a holistic mind of their experiences. It leave alone also al meeked the police detective to delve into the complexities and subtleties of the phenomenon and provide an opportunity to explore policy, cognition and practice as they relate to internship programs. Creswell (2009) defines qualitative research as, a essence for exploring and understanding the meaning individuals or groups ascribe to a social or human job. Qualitative research is further discussed by Mer riam (2009), researchers are fascinated in understanding how wad project their experiences, how they construct their worlds, meaning they portion to their experiences. A qualitative aspect study method is modulated to be the best method to get the info needed to retort the research question and sub-questions. Qualitative research allows the researcher to study participants in their natural setting in order to take away esthesis of or to fork over a phenomena in terms of the meanings the people bring to them, (Denzin Lincoln, 2000).Audience resolute sampling volition be to select the participants for this study. In purposeful sampling, the researcher selects individuals and a site to study because they can purposefully inform the understanding of the research puzzle and central phenomenon (Creswell, 2013). This study impart be conducted as a single instrumental and plant case study and centre on a uplifted coachhouse internship programs in a local work dominion i n a western part of northeast Carolina in the foothills of the Blue Ridge Mountains in the United States during the 2016-2017 bookworm year.several(prenominal)(prenominal) participants testament be intromitd in this study. The participants in the study giveing agree to take part on the condition that their identities would be protected. Thus, pseudonyms go away be assigned to each of them to military service maintain confidentiality. The following paragraphs give include the three units of analysis (the employer, the scholars and the educators) and provide a summarized biography of each participant.Three units of analysis result be examinded. Unit of Analysis 1 The scholars (teens) internship program within the organization. Unit of Analysis 2 Educators high school setting. Unit Analysis 3 Employers involved in the internship program.Examination of philosophic Assumptions and Interpretive Frameworks. It is honest for consumers of research to understand the philosophical a ssumptions of the researcher in relation to humans (ontology) and the nature of knowledge (epistemology) and the determine that underpin the research process (Merriam, 2009 Creswell, 2013 Glesne, 2010). Beliefs some the world and what reality is (ontology) are decided by factors such as worldview which determine the kinds of questions why answers are sought. These factors determine what is being reality (Creswell, 2013 Glesne, 2011).My ontological belief is that reality is known through my participation with the polar participants in the internship program as each participant would present septuple realities ground on their views, experiences, worldviews, and contexts. Thus,when studying individuals, it is coarse to understand that reality is unverifiable as take upn through m all views, and my intent as the researcher should be to opus the multipleviews of participants as presented. Creswell (2013) excuseed that epistemicbeliefs help the researcher determine what counts as knowledge. This knowledge isgained by getting tightlipped to the participants to understand their views and experiences. My epistemological posture required that I conduct my research in the participantsenvironments to gain a holistic understanding of internship and how theparticipants contexts and experiences bore upon the phenomenon. By getting close to the participants and take careing to them with an receptive mind, I understood their knowledge claims. My choice of research method enabled me to study an internship within the context of an organization to understand the experiences andperceptions of the participants.From an axiological standpoint, qualitative research is value laden as researchers bring their set and biases to bear on a study and how findings are interpreted (Creswell 2013 Glesne, 2011). Dahlberg, move and Nystrom (2001) thus encouraged researchers to adopt an open stance and be open(a) to study about the phenomenon under study as it is presented as this allows researchers to see things in a new way. In view of that, my duty as a researcher required that I maintain an open stance and make myself available to what I was studying and be bequeathing to listen and understand what I was being told with no judgment on my part. It is huge that I suspended my assumptions and be open to learning from participants and non make any assumptions about what my participants knew or did. Through my extensive review and my experiences with the model of internships, I entrust monitor my assumptions and biases and separate them from the info being presented by my participants. I had to be cognizant of how my previous knowledge about internships could influence my interpretation of the entropy. To prevent this from happening, I endeavored to jot down my feelings and perceptions about the information I received. Besides, gaining more insights into the phenomenon, adopting an open stance enabled me to identify dissenting views and report such evi dence in this study, enriching the study with information that could be beneficial to the diametric stakeholders fascinated in internships.The social constructivist or interpretivist framework (Creswell 2013) point the interpretation of the study. Through this viewpoint, I strove to co-construct the meaning of the world where the participants lived and worked. Given the change factors that influence the success of internships, it is enormous to divulge the complexity of views that each of the participants held as their views would be informed by the context in which they worked, the resources available to them, and the cultural, economical and political environments in which participants found themselves. It is through my interaction with the participants I could explore and describe the role of internships in enhancing college and career readiness competences and to address employer competences needs. As a result, the knowledge I gained and my findings were co-created with my participants. Due to the value-laden nature of research, mybackground and values could influence the interpretations I make throughout thestudy. Thus, to run across credibility and trustworthiness in my research, my valuesand role as a researcher and what influenced my affair to this topic and research isdiscussed in the next subsection.My Role as a ResearcherMy interest in internship programs for high school scholars stems from my readings and scholarly work as a graduate student that focused on work force suppuration and the need to address the competences gaps in the labor market. My interest is ab initio stimulated during my new position as a career development coordinator with Career and Technical Education.The notion of internship is personal as I raise in Parkton, North Carolina. In the educational system, attainment of a college tip is seen as the only path to success. However, the educational system and available resources let only a few scholars who are able to ac hieve a college degree. A large population of the scholars neither has a college degree nor gains any employable competences after high school. Although introducing technical vocational education and school cadence systems allows for internship tuition in the secondary school system, there are stripped federations with core industries that can help scholars and drive the economy. Therefore, there is little realization of the economic that enjoys these programs since most of the training is for low push industries resulting in low wages and with little interest to scholars. As compared to countries with well-established internship systems where public policy, education, industry and scholar interest are aligned to benefit all stakeholders, these elements do not integrate well in a place like Parkton, NC.I hope that this research will shed better understanding of how such elements integrate and can be refined and adapted to meet different contexts. Most of the literature I revi ewed showed a need to focus on high schools to attract scholars into internships. I realized through scholarly readings and experiences that the thought of internship had been an ongoing initiative in the United States for many years. However, with the push for college and higher(prenominal) education, the focus of training individuals to enter the labor market had shifted to formal schooling over the years. Despite the rise in formal schooling, changes in educational policies aimed towards a better educated workforce to meet the needs of the twenty-first century labor market do not show how the ageless competences gap among labor market candidates can be fully addressed. This is spare from the concerns expressed by employers that a large proportion of American scholars graduating from high school enter the labor market with no knowledge of relevant competences-scholastic, technical or career-related-to succeed (Stone Lewis, 2012). As stakeholders want to address the problem of competences gaps, internship programs have re-emerged as a possible career pathway, despite their disputed executions in the past which had resulted in varying degrees of success or failure. The problem with the internship system in the United States is that programs are arbitrary and discrete, with the averaging internship participant age about 27 years when they enter the programs. Also, many little adults score into internships to last resort, only to find out that those internships offered a stable and accordant career through the acquisition of industry-relevant competences.This topic is considerable because in the communities where I have lived, many kids were left behind when they failed to pursue the traditional scholastic route. I also believe such programs, when well thought out and coordinated, may offer a possible way out and a means to advancement in peoples lives. On a personal level, I enjoy the scholastic stimulation of engaging and sharing my ideas and researc h which can impact society. It is my belief that when supported with the right resources and vested stakeholders, internships can offer our young people a sense of purpose and meaning. They also provide several professional and personal benefits to those stakeholders who pursue them such as the organizations that sponsor and contain these Internships.Instrumentsselective information Collection Procedures. In this study, the info will be put in primarily through oppugns with participants and supplemented with observations and document review. Interviewing participants is an ideal and considerable tool since it allows the researcher to gain insights into the feelings and thoughts that are not readily come upond and are normally the most considerable tool in qualitative research (Merriam, 2009 Patton, 2002).An interview protocol will be substantial using semi- structured interviews to aid in organizing ideas and ensuring that vital questions were not missed. Individual, face- to- face interviews will be attempted and excess information will be gathered through emails and phone conversations. The participants will be interviewed at different magazines and in different locations.Data collection will involve a series of interrelated activities that adds perspicaciousness and breadth to a study by producing the best answers needed to answer a research question (Creswell, 2013 Yin, 2009). In this study, the data will be collected primarily through interviews with participants and supplemented with observations and documents review.The interviews with the scholars will occur in their school instead of the worksite. With the consent of the principal and the scholars, the interviews with the interns will be scheduled during school period when they had elective classes such as aiding or study competences to not interfere with their core courses. The interview questions to the scholars will focus on their experiences as interns, lessons learned and their architectu ral plans in relation to the program. The internships will provide insight into their perceptions of the program and the benefits and challenges involved. Interviews with the educators will be conduct at their respective schools and in the rule coordinators office. The interview questions that will be present to the educators will provide insights into the challenges and opportunities of the partnership program with the employer organization. Interviews with participants from the employer group will be conducted within the organization. Interview questions will focus on the reasons for starting the program, their experiences, challenges and opportunities in developing and implementing the program and overall goals of the program.At the beginning of each interview, I will explain the purpose of the study and the interview, reiterated how long the interviews will take and explained to participants their rights. The interviews will be structured to last only one hour. Creswell, 2013 s uggested that a researcher use open ended, general and focused questions that are aimed at understanding the central phenomenon of a study. Most of the interview questions will be open-ended to generate rich information from participants. Probing statements and questions such as Tell me more, Can you explain further? or You had mentioned that and Can you elaborate on that? will be used elicit further information or clarify points make by participants. Each of the interviews will be recorded, get down and stored on a password-protected computer and an external hard drive. Creswell (2013) tell that the use of multiple sources of data is helpful in providing corroborative evidence for validating the accuracy of a study.Additional data will be collected through observations that I will conduct at the organization while the interns are at work. Data from observations typically include activities, actions and behaviors, while data from documents can include records, correspondence and o fficial publications, photographs and opposite physical artifacts (Patton, 2002). During this time, I will observe activities, behavior and new(prenominal) observable experiences among the participants as they performed their daily routines. In addition, documents such as training manuals, internships handbooks and some other materials will be analyzed to uncover more insights that would supplement interview data. I will also use national notes and journals to record insights and feelings useful in helping me understand and interpret my findings.An considerable part of the data collection process will involve developing a timeline so that the process would run smoothly. Due to the participants schedules, data will be collected over a three-month period. After identifying gatekeepers at the research site, I will meet with each of them to explain the purpose of the study and sought their approval to use their organizations as study sites. formerly approval from the local school zone has been received, garner of consent will be sent to each of the participants. Parental consent will be sought from parents of the scholars who are under 18 years of age. The signed letters of consent will be collected prior to the interviews.Due to the sudden design of a qualitative study, I will to remain tractile and adaptable to changing the method. Sales and Folkman (2000) explained that flexibility and tolerance are considerable attributes at the planning stage therefore, when researchers are inflexibly wedded to a particular design that can hinder them from designing a plan that is scientifically and ethically sound, it can cause major ethical violations as researchers. This principle of flexibility was applied when adjustments were needed to accommodate the schedules of participants and when the inclusion of other participants was suggested.Once the interviews are entire, the data will be transcribed and folders will be created for each of the participants and label led. A contact summary form will reflect on each interview and summarize the key points and trends determine in a particular interview. The next flavor in the analysis process will involve a review of the data to get a sense of it. This will enable the researcher to review pertinent information and to understand how each participants answers provided information to the research question. The data will past describe and be interpreted by forming categories that best stand for the data. Creswell (2013) noted that this critical phase involves building detailed descriptions by describing what is seen and interpret the data in light of the views or the situations in the literature.The next bill involved coding the data by condensing the text and providing codes ground on evidence from the database, a process that required countenancely describing the information collected. After identifying the themes in the data, the next step involved interpreting the data by abstracting the c odes and themes to the large meaning of the data (Creswell, 2013). Throughout the interpretation process, meanings will be attributed to the themes by class the information and relating those groups to the study questions and linking them to literature.Research Design. fortune studies are appropriate when one is studying a contemporary, real spirit situation bounded in time and location (Creswell, 2013 Yin 2009). Yin (2009) noted that a case study design permits the researcher to interview the participants of the phenomenon under study (in this case, the internship programs) and observe first-hand the participants as involved in the study. representative studies involve rich, contextual descriptions that allow the researchers to study internal and external factors that influence a phenomenon. Although case studies are typically not generalizable, the value of case studies is that they provide a deeper and richer understanding of a phenomenon, suggest complexities for further in vestigations or refine theory, and help to establish the limits of generalizability (Yin, 2009). When done well, the case study can provide a vicarious experience that can support and action for a phenomenon (Creswell, 2013 Yin, 2009). By using a case study method, the hope is that this study will provide detailed information on how internships can be developed and advanced as a pedagogical method that enhance the competences needed by adolescents as they transition into adulthood and meet employer competences needs.Single Case Study. Multiple case studies are deemed preferable to single case studies because proportion from other examples provides valuable knowledge to the audience and are perceived to be more adversityous. However, Yin (2009) affirmed that a single case study is an appropriate design when the aim of the researcher is to describe an unusual case that deviates from universal occurrences as the findings may reveal insights about a process or a program and provide v alue for large number of people beyond those wedged by the particular case. Yin (2009) explained that focusing on a single case offers readers and the researcher the opportunity to draw out the singularity of the case by providing a comprehensive understanding of all stakeholders impacted by the phenomenon.Regarding the current study, the study of a single internship program enabled the researcher to uncover the complexities of the program and understand how each of the stakeholders contributed to the goals of the study. In a standardised vein, Stake (2000) alleged that when researchers focus on comparisons of multiple cases, uniqueness and complexities can be glossed over, because when readers are presented with other cases to compare with, they often focus on one case as readers and rarely learn much from other compared cases Yin (2009) suggested that subunits can be incorporated into the unit of analysis to create an embedded single case study design or to enhance the rigor of a single case study design. Thus, in the current study, the internship program within the using organization was identified as the unit of analysis. engraft within the case was the taking part high school scholars and the district educational personnel. Although an embedded design adds richness and rigor, it is not without pitfalls. Yin (2009) noted that to contain an embedded designs trustworthiness, the researcher will need to tie the results of each of the subunits to the larger unit of analysis so the original phenomenon of interest (in this case, the internship program) remains the target of the study.Data Analysis. Qualitative studies produce volumes of data and to avoid getting befogged in a sea of data, the data collection and data analysis process should be interwoven. This helps the researchers in managing the data and provides opportunities to identify gaps in their data collection (Creswell, 2012 Merriam, 2009). Once the interviews are completed, the data will be tran scribed and folders for each of the participants created and labeled. A contact summary form will be used to reflect and summarize the key points and trends identified in a particular interview. The next step in the analysis process will involve a review of the data to get a sense of them. Yin (2009) referred to this process as playing with your data. The goal here is to immerse myself in the data to understand what was going on before proceeding to the next steps. This will enabled me to review pertinent information and to understand how each participants answers provided information to the research question. After exploring the database to get a grasp on the data, I will inscribe and interprete the data by forming categories that best represented the data. Creswell (2013) noted that this critical phase involves building detailed descriptions by describing what is seen and interpreting the data in light of the views or the perspectives in the literature.The next step will involve c oding the data by condensing the text and providing codes based on evidence from the data. Coding is an essential step in the analysis as it helps the researcher identify the major themes in the data and allows the emerging nature of qualitative research to evolve (Creswell, 2013 Yin, 2009). During this process, I will film codes that appropriately described the information gleaned. After identifying the themes in the data, the next step involved interpreting the data by abstracting the codes and themes to the larger meaning of the data (Creswell, 2013). Throughout the interpretation process, I will attribute meanings to the themes by grouping the information and relating those groups to the study questions and linking them to literature.The tentative findings will be discussed with chair. The findings will then be further refined, and a draft report will be sent to the chair for their review and feedback. The data will then be presented in a table format to illustrate the differen t levels of induction (Creswell, 2013) and to outline how I arrived at the conclusion and results of the interpretation. The final report of the case study will then be included in a detailed description of the internship program and its context. Providing a history of the program will help to organize the data and provide the reader with a context within which the research study was conducted. It concluded with a description of the experiences of the stakeholders (employer, scholars and educators) and how those experiences influenced the implementation and operation of the program. Miles and Huberman (1994) noted that using interpretive and material sources in qualitative research makes the world visible to readers by turning the world into a series of representations including field notes, interviews and memorandums to self. Interviewed participants will tell their personal stories and will be encouraged to explain the actions and activities that occurred as the program evolved. Many of the findings will be told through the voices of the participants. Thus, direct quotes from the participants will be incorporated into the final report to reflect their voices.Methods for Verifications (Ethical Considerations). This section outlines steps that will be taken to ensure the trustworthiness and credibility of the study. Once the case was identified, I will have-to doe with with gatekeepers of the organizations involved to explain the purpose of the study and to gain access to the participants for the study. prior to collecting data, approval was sought from Gardner Webb University. Approval will also be sought from the educational district office since the study included scholars from the district who are considered a protected group. To gain approval to begin the study, I will develope a consent form for participants and an assent form for the parents of internships under the age of 18. The form will describe the purpose of the study, its benefits to the parti cipants, how much time would be spent collecting data and how the findings would be used. Participants will be notified of their rights to end their involvement in the study and measures that would be taken to ensure confidentiality and namelessness. Due to my obligation as a researcher to protect the anonymity of participants, pseudonyms will be used.To gain an in-depth understanding of internships, their structure and organizations and the experiences of those living the phenomenon, it is considerable to spend a substantial amount of time in the field interviewing and observing the participants. While this is a necessary step, I have to be respectful of the participants time and make sure our meetings or interactions are completed at their convenience so as not to disrupt their lives. The protract engagement in the field was necessary to build trust with the study participants and to understand the nuances of the phenomenon. It helped me to identify issues salient to the study.T o corroborate the findings and to ensure that researchers gains comprehensiveinformation, Yin (2009) advised that researchers use diverse data gathering tools such as interview, observations, archival records and physical evidence where available. The process of triangulation is an ethical expectation that enables the researcher to tidy a theme or perspective while ensuring the rigor and boldness of the study (Creswell, 2013).Since the dissertation process is a solo process, it is considerable that I have debriefings and review sessions with my dissertation chair and peers whocould provide an aim perspective and reveal any blind spots by asking me questionsabout my conclusions and assumptions. I will schedule meetings with my chair to provide him progress updates and to seek feedback from him.Data collected will be stored on a password-protected computer and on an external hard drive. To maintain confidentiality, I will ensured that the information received from interviews is not shared with others without the consent of the participants. Although this kind of research posed no considerable risk to participants due to my questions and the characteristics of participants, I realized that no research study is void of risks, and thus, it is considerable to respect the research sites. Also, the participants time is respected to not inconvenience stakeholders.Once the major themes were developed in the analysis phase, the information is shared with participants to judge if I had ascribed the correct meanings to the data and if there are any discrepancies in interpreting the data. This member checking process was vital in determining the credibility of the research study (Creswell, 2013). To impact the targeted audience and to allow them to draw conclusions from the study, the final report includes rich descriptions of the participants and the contexts of the study (Stake, 2000) and direct quotes from the participants which provided a rich, vicarious experience to the target audience.LimitationsThis case study provids an in-depth description of one internship program. The study focused on one program could be perceived as a limitation. Although the findings may apply to other organizations, generalizations of the findings to other contexts such as an established program or other industry may have severe limitations. A comparative case would provide additional insights and boost the findings of the study.SummaryThe researcher of this study pick out a qualitative method to describe a school-industry partnership that offered internship training to scholars. In the following chapter, the results will be presented using thick, rich descriptions. The findings tidy practices that enhance internship programs and provide an understanding of the opportunities and challenges faced by stakeholders.

Saturday, March 30, 2019

Importance of language in science education

Importance of talking to in perception didacticsMauritius has lately seen a celestial latitude in the number of students opting for wisdom. fit in to the Mauritius interrogation Council (2004) increasingly light is beseeming little popular in schools. Furthermore, less than 30% of the pupils doing school certificate will opt for science. on that point argon some(prenominal) reasons for this. The science landing fields ar often considered to be exhausting and there is a perceived lack of job opportunities. The low ratio of scientist to community in Mauritius does non augur well for the future. There is a pick out to produce a critical mass of broad based and specialize scientists during the coming decades to facilitate the emergence of the knowledge economy to serve the contribution (Education strategic final cause, 114).This chapter attempts to shed few light on the occurrence of the decline of popularity of science field of battles and the situation in Maurit ius.This introductory chapter also discusses the reasons behind my alternative for the research focus, aims and sub questions.1.1. Education in MauritiusEducation encompasses teaching and accomplishment specific skills and something less tangible but more profound the conveyancing of knowledge, technical judgment and wisdom. (Rughooputh, 2005, p.2). Moving from a mono-crop based economy to a more diverse and complex stinting structure which is sp variation its spend towards the service sector, Mauritius is now one of the leading nations in terms of economic growth in the Afri green goddess and Indian Ocean region. If Mauritius aims at becoming a glob bothy competitive nation, it is critical that the country shores up its strength in Tertiary Education, in Science, Technology and Innovation (STI) and in gentlemans gentleman resources generally (Budget Speech, 2008-2009, p.11.).Education is vital to a nation addressing human development, conform to employment and in reach th e pace for social mobility. It is also of essential importance in providing a highly skilled labor lunge as per the economic requirements of the challenges of time.(Rughooputh,2000 ,pp 1-17 )The ultimate objective of any teachingal endeavor is to improve student achievement so that individuals may fulfil their personal aspirations and become contributing members of society. Improving student achievement and attaining excellence is hard. fit to Classen (1999) it is by equipping children with knowledge, skills and attitudes that we can ensure that they become full matured citizens and self directed life long run acrossers who can co-exist in a world characterized by diversity and pluralism.1.2 Importance and role of Science educationRecent studies on the status of science and technology in Mauritius, center on the education sector, show that science as a subject is becoming increasingly less attractive to pupils, as is the case in many countries across the world. (Suddhoo, 2003) .Our flow rate lacking in science could hasten implications on the quality of our human resource, particularly within the setting of the lot of transforming the country into a Cyber island. There needs to be a blast re mickle of the teaching and learning of science in schools. The current dry land of affairs is already leading to pupils and students shying a course from science for many reasons alter from science to be perceived as a difficult subject to the lack of career opportunities for those opting for scientific subjects. (Education strategic plan., 2008-2020, p. 62).1.3. Importance of linguistic communication in science educationReasoning and argument, so essential to communication in science, proceed in course. The more contentious the argument, the primaryr and more charged the words (Hoffmann, 1988).The choice of the quarrel of didactics single-valued functiond in school is of utmost(prenominal) importance. This is an issue that needs attention in Mauritius e specially in view of its specificity and also the socio-economically disadvantaged areas where two family and community exposure to the slope dustup (the authorized dustup of instruction and assessment in schools) is limited. (Education Strategic plan., 2008-2020, p. 38).The use of English in examinations is not going to change in the next future though in the new education strategic plan proposed by the current education minister there was mention for a need of broad based national consultation concerning the change of the official language of instruction and assessment. (Education Strategic plan., 2008-2020, p 38). The use of the language of instruction apply in schools is of utmost importance to ensure that all the students learn effectively. Mauritian children have a considerable resource- bilinguism and sometimes even trilinguism. However, this causes some riddles in schools. For example, there is quite a lot of Creole deterrent in classes especially for low streng th students1.4 Professional context and research focusOur island has a highly diverse population. The official language is English whereas the vernacular language is Creole. According to the in style(p) census (2000) Creole is mouth and used in daily inter pull throughs by 80.5% of the population, and English is spoken and used in daily interactions by less than 1% of the population. Students entering the secondary winding schools so, come from a Creole-speaking environment and English is the language of instruction in schools is English.My concern is that the quality of results is poor. As an educator, I have the interests of my pupils at heart. From discussions with my avow students and colleagues, one prominent issue stuck out. Students have difficulties with the medium of language (that is English).According to the latest census (2000), English although it is the official language of the state (and thus, the official language of instruction in schools) is spoken and used i n daily interactions by less than 1% of the population. There is a major job in the writing, reading and understanding the language of biological science and consequently the pupils do not manage to reach the adequate level of scientific literacy. This is mainly because at the heart of science is a language concept asking and respondent questions.It is argued that language plays an active role in the development of scientific ideas (Ford and Peat., 1988, p.12). There is a need therefore to investigate, to see how much language is a barrier to successful studies in science. There is moreover, a need to research how low language efficiency affects the understanding and act of students. I consider to explore different teaching strategies and I believe that it will dish up me advance in professional knowledge.Our current lacking in science could have implications on the quality of our human resource, particularly within the context of the vision of transforming the country into a Cyber island. There needs to be a complete review of the teaching and learning of science in schools. The current state of affairs is already leading to pupils and students shying away from science for many reasons varying from science to be perceived as a difficult subject to the lack of career opportunities for those opting for scientific subjects. (Education strategic plan., 2008-2020, p. 62). The current alienation for scientific disciplines, coupled with the need to open the minds of children to observation, deductive reasoning, team work, free thought process and universal truths leaves us no choice but to rethink the way we teach science to children, if we destiny them to enjoy learning and to think both imaginatively and rationally.In the Mauritian Education system, it is a fact that we are bilingual, and that most of the classes and exams( the exception being French obviously) at the primary, secondary and tertiary level are conducted in English. There is a major ker fuffle of Creole in the language used and written by pupils. adjudicate on proper English can inhibit many children from expressing themselves in the kind of language they use at home, while learning for all too many students means guessing what answers the teacher expects.It is a simple truth that teachers communicate both information and values to their students, and do so almost exclusively through language. It is based on research victimisation transcripts of actual lessons to show how questions demanding factual (rather than reasoned) answers are used-if not overused-in arts subjects, and how science teachers can learn to avoid vocabulary, which is too abstract or technical.(Barnes et al, 1989, pp.5-6)It therefore seems that language that we are using in class to teach is of great importance. From my three years teaching experience one major problem I have encountered in my biology classes is the pupils have inadequate language proficiency( English in our context) to be able t o write their answers correctly and sometimes even in understanding the questions set. I need to improve their language efficiency and consequently their biology proficiency.Language learning is not a simple linear process, but involves the ongoing development of skills for a commit of purposes. This development is largely the result of the social contexts and interactions in which learning occurs. By focusing on the ways in which teachers can scaffold language and learning in the content areas, one can take a holistic approach-one that appreciates the struggle of students learning a new language, while concurrently developing subject knowledge in it, and the challenge for teachers to address these needs( Gibbons, 2002, p.3).As an educator, I sincerely wish to be able to create capable, reassured biology students who are effective communicators through oral and written language. They should be able to make informed decisions for themselves especially in a scientific way and to co ntribute wisely to the society and nation at large. According to Yore et al., (1995) the acquisition of both language literacy and science literacy is dependent on the students ability to think critically in similar ways. They also assert that the reading process corresponds to the process of scientific inquiry. Both require skills in setting purposes, questioning, predicting, analyzing evidence and drawing conclusions, and communicating results.Many children find science to be an interesting subject. We have to develop ways to make students enjoy science content, and develop their thinking and literacy skills during different activities. Research has shown that, reading and writing almost science help develop and reinforce desired science concepts (Yore, 2003 Palincsar Magnussen, 2001 Thier, 2002). Upon examination, it is go through that scientific literacy and language literacy have much in common (Alvermann, 2004 Baker, 2004 Casteel Isom, 1994). They work together in strength ening skills and strategies in both curricular areas. As Marlene Thier (2002) explains, Good science-and effective teaching and learning in science-is dependent upon sloshed language skills. Indeed, science and language are inextricably linked in the pursuit, determination and communication of meaning in the context of the physical world( look and Mckee., 2005, p1)That is why the research focus I am planning to take to the woods out is an action research1.4.1Sub-questionsWhat is the current language literacy of my form 3 students?What aspects of language should I deal with as a science educator?Why there is a need to take remedial action change concerning language in biology teaching and learning?How can I improve students performance at my school in biology?AimsI want to know how my form 3 students perceive biology and what they believe to be the major obstacles in order to succeed with good grades.At the end of the dissertation, I want to show that one problem that I face in bi ology teaching can be diminished through different teaching and learning styles.Furthermore, an important outgrowth of biology teaching is to improve their writing. Therefore, through various activities I want to develop that.The purpose of my study isTo improve my teaching capacities.To increase performance of biology students at my school through different activities.To develop an judgment of biology in my students.To diminish the incidence of language being a major barrier to the successful and efficient learning of the subject.

Software Piracy From An Islamic Perspective Information Technology Essay

Softw ar Piracy From An Islamic Perspective Information Technology attemptSoftw be plagiarisation is considered to be un ethical as such practice whitethorn hugely affect the right of ones ownership towards his/her mathematical products and piece of leans. However, statistics ( conferhttp//www.nationmaster.com/graphical record/cri_sof_pir_rat-crime- package- buc cle atomic number 18ering-rate) indicate that the rate of computer softw ar program system package plagiarisation is graduate(prenominal) especially among the ontogenesis nations, in which studyity of them be Muslims. In fact, this trouble seems to eat no ending point despite all the efforts and initiatives done either at the individual, group, national or international levels.Discuss this critical issue of bundle plagiarization in the light of Islamic point of view on ethics and ownership.Everywhere in the face of this earth, the issue of exploitation pirated packet is widely talked and discussed by people . However, do people really understand and crawl in what is the meaning of parcel program system piracy, the procure irreverence of packet (often referred to as package piracy) refers to several practices which involve the unaccredited copying of computer bundle. Copyright infringement of this kind is extremely common. Most countries have secure laws which apply to softw atomic number 18, however the degree of enforcement varies1. There are several reasons not to use pirated or pirate packet. Firstly, it is misappropriated and thither is liability on your part. Its risky. If the software is from an unauthorized source, you could be getting a program that is not fully functional. second, there wont be an opposite version of the software if there is no revenue to put back into research and development. This revenue has made the product affordable to legitimate users. 3rdly, it is totally not ethical. Or we like to verify doing the right thing when no one is looking. A sk yourself how you would feel if your lifes work went without compensation? Start now and be an ethical professional.2Software piracy refers to the act of copying unalike computer software without having to pay for them. This is a form of stealing intellectual property. Intellectual property and copyright run under the same area which declared that copyright provides legal rights alone given for a definite periods to the creators of an intellectual work, e.g. literary kit and caboodle (anything in writing), artistic kit and boodle (drawings, maps, plans etc), musical works, films, sound recordings, computer programs (source and object mark) for bar clear or any otherwise use. It is, in principle, not concerned with things that are not perceivable, such as abstract ideas, theory, and the like. Copyright protection begins when works are actually created and fixed in a tangible form. the uphill digital engine room, increasing use of computers, communication technology and th eir convergence into an compound information technology, have given rise to challenging legal issues for copyright and many mire are expected in the future, the ease of distribution, fastener digital information and proliferation of computer mesh topologys, raise concerns about copyright. Copyright was knowing for three basic reasons to reward creators for their authoritative works to encourage accessibility of the works to the reality and to facilitate access and use of copyrighted works by their public in certain circumstances.3As mentioned out front, software piracy is illegal. Sarcastically, many who are practicing and involving in pirate software are fully aware of the legalities, though they are able to reduce continuing the practice. more or less think about the only solution that works without splurging too oftentimes money on purchasing the product.Around the world, authorities are already enlisted and stated the laws regarding software piracy, these are few of th em4 cook Copies Producing counterfeit copies and merchandising them to other consumers is a grave iniquity. There are unlike punishments in different countries but all are in agreement that base money off of someone elses intellectual property is an offense. This includes making copies of different software, such as games, video games and other software that is used for the computer.Distributing Counterfeit Copies Creating counterfeit copies and giving them remote is too a form of piracy. tear down if the person does not charge anything for these copies, it is considered an offense as the person is not the owner of the copyright or does not have the consent of the copyright owner to distribute the copies. This is one of the most rampant piracy practices that the anti-piracy necktie is trying to fight.Selling computing artifices with Pre-installed Pirated Software Although the item for sale here is the computer, this is considered an offense as the computer for sale is lo aded with different pirated programs. This act is as well as known as hard disk loading. This is considered an offense be baffle the consumer who entrust grease ones palms the computer does not receive the copy of the original program and the other items included with it, including the CDs or license agreements.Online Sharing Sharing of software online is prohibited. Freeware and shareware programs are the only programs that potbelly be distributed online. Other software is not allowed to be shared with other people everytouch the net income. This as well includes piracy music. The Internet butt be used as a means of transfer illegal software to different people around the world. This is the case for fix of copyright software.Shareware with No License Although shareware lav be legally distributed over the Internet, it becomes illegal when the license for use has already expired. This works for software that can be downloaded for a unleash trial. Using this software aft er the free trial has expired is considered software piracy. Software licensing must be acquired before these shareware programs can be shared with anyone else.Islam is supposed to be a carry out way of life. A Muslim is bound by Islamic rules and then is obliged to follow the instructions as prescribed in the record book and Hadiths. Islam is a religion based upon the surrender to God (Allah). The very constitute of the religion, al-Islam in Arabic, means submission and peace, for it is in submitting to Gods will that human beings gain peace in their lives in this world and in the hereafter. Islam is considered to be a comprehensive religion and its ethical system is considered to be one of the major ethical systems. Owing to the importance of establishing an ethical system in the athletic field of IT, especially at our present time which is witnessing an ever increasing ethical problems, several specialist organizations have prepared write in codes of ethics to be complied w ith by members of those organizations.5The main agendas which can be recognized to ethics in notification to information technology can be tied down to hacking, privacy, software piracy and IT personnel work ethics. By taking into deeper look, we begin to gather that ethics and information technology involve more issues which on the full are just as worst. These are some issues relatedComputer professionals responsibilities towards their employers and their clientsProper documentation of software by designers and developersProper testing of software by designers and developersHandover of systems to clientsDesigners and developers leaving a computer project mid-streamProviding maximum shelter of software to clientsComputer professionals honoring the proprietary issues relating to the algorithms, procedures and dataComputer professionals working towards accurate systems with the aim ofComplete data integrity andComputer professionals contact in developing systems aimed at unethic al ends.In defining the concept of harm that can be done by an IT professional or just normal people and civilians, harm can be outlined as the undesired effects to individuals or organizations go outing from any task or system (software) used. In order to avoid the harm Allah has warned us to be honest and putworthy through his word of wisdom which is Al-Quran in Surah 13, Ayah 119 O ye who believe Fear Allah and be with those who are truthful. And Prophet Muhammad (saw) has said The dealer must avoid five qualities, otherwise he should not steal or sell Usury, swearing by God that the merchandise is skillful, refuse the defect, commending (the commodity) when selling and belittling (it) when he is buying (Tahtheeb al-Ahkam Ch. 7).6The verses above clearly try the importance of telling the truth and how God perceives those who tell the truth and how they are rewarded. The first verse encourages people to be in the group of those who are honest and only tell the truth whilst t he second verse portrays the groovy reward of those who were truthful on earth.Suggest potential solutions to at least minimise the act of software piracy among these societies. onward we can lam on to the deeper solutions, why not we discover what the real are cause the occurrence of software piracy. Causes of piracy and counterfeiting whitethorn include rising damage of original software, making them unaffordable to a large segment of the population, advances in technology (tools for reproduction of copyright product) making piracy an easy task, low starting cost for pirating, absence or lack of enforcing copyright laws, huge acquire can be made easily by pirates and weak arrest (fines and prison sentences are minimal).The literature fires that many factors explain the software piracy phenomena. These factors are grouped into four categories first is an economic factor suggest that Gross Domestic Product (GDP) per capita is inversely related to software piracy level. Giv en the decrease in software prices, it may be that a countrys GDP has a less effect on piracy than it did some years ago. Second is ethnical factors software piracy is assumed to be more prevalent in nations with a weak IT infrastructure since the tonus of available software is lower. Thus, people often copy and work with pirated software. The problem is compounded as software revisions occur. While the remove to dwell emulous through upgrades is important, it is worthwhile only when affordable. Thirdly is regulatory factors developing countries may unintentionally encourage software piracy by imposing high tariffs, hence increasing the cost of software. It is also believed that lack of penalties for buying pirated software are also reasons for piracy growth. And lastly social/cultural factors these factors refer to the prevailing social and cultural attitudes shared by members of a society. many studies have indicated that the culture factor influences a countrys software pirac y rate.7 get through with the causes, the disadvantages are seen to come along due to lack of public awareness of in third world countries. There is probably the wooly revenue to the companies and countries involved, the change magnitude prices by software companies to compensate for losses, lost jobs wherever software companies have plants, lost domestic and foreign investments, lost trust in the ability of some countries to protect intellectual property, immoral occupation condemned by all religions, illegal activity leading to prosecution and increased international pressure at the economic, financial, Political level. According to Robert Hollyman, BSA president and master(prenominal) executive officer, software piracy robs the global economy of hundreds of thousands of jobs and billions of dollars in struggle and tax revenues.8Given the situation of software piracy in campus since it is a small community yet has quite big of potential software piracy practice. Software pir acy on college campuses may be mostly divided into two categories. The first occurs when the institution itself is violating copyright law. This results when installations of software programs are in excess of the terms stated in the licensing agreement or under law. For example, software that is licensed for use on a single machine is installed on many computers or on a network server, allowing unlimited access. Oftentimes, the condition is unaware of the problem as a result of poor or no software management.In other instances the school simply cannot afford to buy software and chooses to risk the infringements. Students more normally conduct the second type of piracy. In this scenario the piracy often takes place on the Internet where students trade or simply give away software programs as one would trade. If the students are apply the schools network or computers to facilitate their illegal activity, the college itself may be held liable. All members of the campus community c an take steps to embarrass such illegal activity and minimize misuse of computer resources. It is important to promote an understanding of the law and to control that unique(predicate) procedures and protocols are implemented to establish a foundation on which illegal activity may be prevented.9Discussing these two issues, there are five solutions offered to enable schools to be software legalAppoint a software manager.Create and implement a computer usage policy, including software and Internet access.Conduct periodic software audits.Establish and maintain a software log of licenses and registration materials.Teach and promote awareness of software compliance.It is stated above that in the case of school, college or university software piracy where some solutions are proposed but, generally these are some more solutions and tips to prevent or lessen the software piracy. The first tip is by applying the code key For the past 5 to 7 years, software developers have devised a plan to lessen or prevent software piracy. This is by using a code key. A code key comes with the software that you buy. Before fully installing the software on your computer, you must provide the specific code key that came with the software. After providing the code key, you can run the software on your computer. The code key also locks after it has been used. This is so that the software cannot be installed on other computers after it has been installed on one. You will have to call the manufacturer of the software to be able to use the code key again. This is not good news to people who pirate software.Secondly is the introduction of open source described as free software that anyone can download from the Internet. A lot of different software can are licensed as open source. Open source software is under the license free software license. There are also different upgrades for these open source software that can also be freely downloaded from the Internet. By using open source softwar e, people dont need to worry about spending a lot of money for original copies of software. This will also lessen the number of people who are using pirated software as there are alternative programs that can be used and they do not have to pay fines when they are caught.Third is the hardware key a hardware key is a device that is used for anti-piracy. This tool prevents software vendors to distribute their products or use them without confidence from the copyright owner of the software. The hardware key works when it is attached to a computer. It monitors software licensing and enforces licensing of the protected software that is detected on the computer. This tool will lessen software vendors from illegally distributing the software that they have and is a good prevention measure for piracy.And lastly is anti-piracy software there are different types of anti-piracy software that are available for free. Anti-piracy software is used to prevent illegal duplication or illegal use of copyrighted software. There is also an anti-piracy software that prevents hackers from getting into the software and copying it without consent from the copyright owner. roughly of them are also already integrated on the disks of the software that contains the program. This may also be for piracy music. The anti-piracy association is also looking for other ways to prevent software piracy. Reporting anti-piracy may prevent it from happening.10These are some of the measures that have been implemented or created to stop and prevent software piracy. With the improvement of technology, there are a lot of things people can use to bypass these piracy measures but there are constantly new and effective things to use against piracy.The issue of software piracy seems to remain a permanent feature of the marketplace. It is a problem that will not go away, but it can be controlled or curbed to reduce its contradict effect on the companies and countries involved. There are some measures that can be taken to reduce piracy acts and the losses associated with them. Piracy is not departure to be eliminated or eradicated from the world, but it sure can be curbed and cut back to its minimum activities with the cooperation of the developed and the developing countries in taking these drastic measures to make the world a better place to live.

Friday, March 29, 2019

Cancer and Reproducibility of Decisions

Cancer and Reproducibility of DecisionsUrologic genus Cancer What about(predicate) duplicability of close make at multidisciplinary team management?BAYOUD Y, LOOCK PY, MENARD J, MESSAOUDI R, RIPERT T, PIERREVELCIN J, KOZAL S, LEON P, KAMDOUM M, CHOLET I, LARRE S .Abstract access The prostatic pubic louse (PCa) treatment is multimodal. Thus multidisciplinary team management (MDTM) destination-making do work appears as a tool to answer all aspects of PCa. To evaluate the duplicability of healthful conclusions make at MDTM.Materials and Methods We comp ared redress closings of PCa by presenting the aforementioned(prenominal) institutionalize of patient under a fake identity by and by 6 to 12 months from the first presentation. Forty-nine institutionalises of fundament prostaticctomy (RP) (28 pT2, 21 pT3) per rolled for clinical locate PCa were represented at MDTM which included urologist, oncologist, pathologist and radiologist. Analysis of healing(p) decisions c omprised criteria as TNM stage, Gleason business relationship, tolerance status and comorbidities. The reproducibility was assessed statistically by Kappa coefficient.Results Forty-nine file of radical prostatectomy (RP). The soakedspirited age was similar in both conclaves. The mean PSA was 8,32 ng/ ml (3,56-19,5) in pT2 separate and 9.4ng/ml (3,8-22) in pT3 group. The borderline status was positive in 25% and 47,6% on an individual basis in pT2 and pT3 group. Decision do for pT2 group were the uniform in 100% good example (k=1). In the group of pT3 (n=21), 33% of decision were different at abet MDTM, especially for pT3b with only 29% reproducible decision (k= 0,1). Concerning pT3a, 86% of decision were reproducible (k= 0,74).Conclusion We showed a reliability and reproducibility of decision made at MDTM when guidelines are well defined. The remediation attitudes were less reproducible in locally advanced PCa alone decision concerning those cases should be made in th e setting of guidelines.Key words Cancer, Kappa coefficient, Prostate, multidisciplinary, Reproducibility.INTRODUCTIONThe prostate cancer (PCa) is the just about frequent cancer in men as well in Europe and USA (1). The PCa counts for 11% of all men cancers and its responsible for(p) for 9% of the mortality by cancer in men in Europe. In France in 2010, the incidence of PCa was 71577 cases and the related mortality of PCa at the same year was 8791 deaths which represent a 2.5% less mortality per year during extend years (2).The multidisciplinary team management becomes an obligation for all oncologic circulatele as mentioned by the French government law cancer curriculum 2003-2007, this program stipulate that each new patient should benefit from MDTM decision-making process, calculate the setting of MDTM and as well as gives tools to develop trials of research for a new diagnosis and remedial arsenal (3). Some urologists express almost doubt about the interest of MDTM be cause of its a new burden without designate budget while others see in the MDTM an equality of chance of patients, and possibility to include patients in trials and protocols. Number of European sphere showed the interest of MDTM and its beneficial cushion on survival (4, 5).The efficiency of decisions made at MDTM is obvious but the evidence about their reproducibility remains doubtful. Through patients underwent a radical prostatectomy (RP) for localize prostate cancer (PCa) and represented identically, we evaluated a reproducibility of decision made at MDTM.Materials and MethodsFrom January 2011 to March 2012, 183 patients underwent radical prostatectomy for localized PCa, all of them were presented at MDTM and decision of diagnosis and treatment validated. Within those patients some files were selected prospectively for a present moment presentation. All of patients were presented identically under a fake identity6 to 12 months later. Each file contained a full filled form including all decision- making parameters concerning patient (appendix 1).Patients were selected after agreement of their urologist who didnt go in at decision making process at a here and now presentation. We also presented a case of patient which can be persuadable for debate and distinguished two groups. First one with localized PCa with or without positive margins (pT2 R0 or R1) and second one with advanced PCa (pT3a or b, R0 or R1) regarding 2002 pTNM classification. Criteria of selection was to select patients with localized and advanced PCa, we also selected those at first and high risk of local and systemic relapse based on pTNM and gleason score, two only important parameters predicting local and systemic relapse after RP we had at this moment of decision making process (1). Thus we tried and true to have each half of group with gleason score at number one and high risk of relapse. The group of pT2 comprised approximately 50% of patient with gleason score 6 and the g roup of pT3 comprised approximately 50% of patient with gleason score 3+4 ( table 1). We compared a decision made for each patient in both MDTM. All decisions were made accordingly to usual criteria as pTNM stage, Gleason score, margin status, comorbidities and superior of patients.MDTM comprised 5 urologists seniors and 2 juniors, 1 pathologist, 1 medical oncologist, 1 radiotherapist and 1 radiologist and organized weekly.The statistical analysis chosen for comparison between first and second decision made at MDTM was Kappa coefficient which scale vary from non-agreement to perfect. The coefficient Kappa is a statistical tool to assess reproducibility. It also allows an estimate of concordance of qualitative judgments for the same situations by two different beholders (6). We compared all criteria of study with t-test for breakaway ideals using meansSD.ResultsFrom January 2011 to March 2012, 183 patients underwent RP for localized PCa. From this population forty nine patients were selected prospectively and distribution of patients was as follows 28 pT2c, 21 pT3 (14 pT3a and 7 pT3b). Baseline criteria of patient group and t-test are resumed in table 1.We observed a reproducibility of 100 % of the group of pT2c independently of the margin status and Gleason score. Kappa coefficient was perfect (=1). In the group of pT3a, decisions were reproducible in 86% cases, with therapeutic attitude putting in balance oversight or tautologic beam radiation therapy (EBRT) (figure 1). The distribution of decisions was as follows 28% for EBRT, 72% for surveillance at MDTM 1 and 14% for EBRT, 86% for surveillance. The coefficient Kappa was substantial with a value of 0,74. In the group of pT3b, decisions were reproducible in only 29% cases. Therapeutic decisions were EBRT plus androgen deprivation therapy (ADT) in 71% patients and surveillance in 29% patients at MDTM 1, while therapeutic decisions at MDTM 2 were 14,5% for EBRT, 14,5% for EBRT plus androgen deprivation therapy and 71% for surveillance (Figure 2). The Kappa coefficient was slight with a value of 0,1.DiscussionOur study showed the pertinence of MDTM recommended by Law of cancer program 2003-2007 (3). Many European studies showed the interest of MDTM (4, 5), but number of urologists expresses some doubts about benefits, exposing as argument a new burden without assigned budget. This position is partly supported by Asher PL et al, they reported in 124 cases of urological cancer, MDTM changed therapeutic attitude in only 2% cases, thus authors suggested that urologist could presented only few patients to MDTM which reduced significantly a working cost without compromising therapeutic patients chance (7). train Belle S showed that MDTM established by the Belgian governmental program was a success thanks to specifically assigned budget. Authors reported also indirect evidence between MDTM and survival rate of cancer in Belgium because its within the five beat out European rates (2,3 and (8)This hypothesis was sustained by firmness of purposes of Sternberg CN et al study, they reason of beneficial effect of MDTM on free recurrence survival of PCa in patients at high risk of recurrence, in particular phase triplet of TAX 3501 where was compared treatment with immediate or differed ADT with or without docetaxel after RP (9).Our study showed reliability and reproducibility of decisions made at MDTM. This is valid in pT2 patients group in whom 100% of reproducibility was observed, while pT3a patients group showed 86% reproducibility ( = 0.74). However pT3b patients group showed worse rate of reproducibility with 29% ( = 0.1), this result should be interpreted with caution considering the smallness of sample (n=7). Further studieswith biggest sample are mandatory to make conclusion. Those cases are still complex situations demanding MDTM decision-making process.The deprivation of well-defined recommendations certainly contributes to the weak rate of reproducibility o f decision made at MDTM for locally advanced PCa. GETUG 17 trial which compares immediate EBRT associated to ADT versus deferred EBRT at biochemical recurrence with ADT for patients underwent RP in whom definitive pathology result is pT3 R1( R1 positive functional margins) will contribute to clarify recommendations. The interest of MDTM is to include patients in the same trial.To support this idea, Nguyen TD et al showed in their study for breast cancer which recommendations are well designed that 92% of MDTM decisions were in accordance to recommendations and 96% of these decisions were followed by patients responsible doctor. They terminate also of the interest of including patients in trial (10). The same conclusions were reported by Carducci MA et al, they surveyed prospectively 8 cancers in 6 hospitals, and they showed that 128 patients of 153 (84%) benefited from specific therapeutic decisions thanks to MDTM. Authors insisted on the interest of MDTM in advanced PCa and incl usion of patients in trial (11).Several studies seem to end on the interest of a tool to standardize and optimize the therapeutic decisions. Thus, Benjamin A et al reported significant differences in wield of localized PCa in the United States of America. Between 2000 and 2001, 2775 cases of localized PCa were collected from 55160 patients. They considered many another(prenominal) criteria as geographic kettle of fish, type of institution (academic hospital or conjunction hospital), pathology analysis and follow-up after treatment. Significant differences were observed regarding geographic inception and type of institution where treatmentwas provided. Besides criteria as tumor volume, extra capsular extension and pTNM stage were considered for making decision process respectively only in 37,1%, 68,6%, 48,2% (11). Hardly 55% of patients benefited from a follow-up (12).Clarke MG et al showed in cohort of 30 urologists for whom were subjected questionnaires representing patients s cenarios with prostate cancer, a mean of 3 cues from 9 were used to make therapeutic decision. Criteria as emotional state expectancy, digital rectal examination, age of patient and patients superior were rarely used. The authors also reported that urologists made a different therapeutic decision in 31,4% cases when they answered a same questionnaire at different time. They conclude that well defined recommendations and MDTM will standardize process of making decision and enhance reproducibility of decisions (13). These observations were also demonstrated by Wilson J et al in their study concerning 32 urologists from Great Britain, for whom 70 questionnaires representing medical account statement of prostate cancer were subjected. Thirteen questionnaires among 70 were repeated to evaluate intra- observer reproducibility. They reported that intra-observer reproducibility varied from 56% to 79%, while inter-observer reproducibility varied from 24% to 57%. Authors conclude on intere st of standardizing therapeutic scheme and working in MDTM process for better decision reproducibility(14). The MDTM appears as an answer to this need of optimizing the care process.ConclusionIn our study we showed a reliability and reproducibility of decision made at MDTM. Reproducibility is acquired when recommendations are well defined. This is proved for localized prostate cancer. On the other hand decisions for advanced prostate cancer were less reproducible even if decisions were made in the setting of recommendations of French Urologist association. These last cases justify more entering in the MDTM in the purpose to standardize the care process, facilitate inclusion in trial. This will allow having well-defined recommendations for complex cases of prostate cancer, and hint to best reproducibility of decision made at MDTM.BIBLIOGRAPHYHeidenreich A, Aus G, Bolla M, et al. EAU guidelines on prostate cancer. European urology. 200853(1)68-80. Epub 2007/10/09.Salomon L, Azria D, Bastide C, et al. Recommendations Onco-Urology 2010 Prostate cancer. Progres en urologie journal de lAssociation francaise durologie et de la Societe francaise durologie. 201020 Suppl 4S217-51. Epub 2010/12/07. Recommandations en Onco-Urologie 2010 Cancer de la prostate.Plan cancer 2003-2007 (French Government Law ) http//www.afssa.fr/ET/DocumentsET/plan cancer.pdfVerdecchia A, Francisci S, Brenner H, et al. Recent cancer survival in Europe a 2000- 02 period analysis of EUROCARE-4 data. The lancet oncology. 20078(9)784-96. Epub 2007/08/24.Berrino F, De Angelis R, Sant M, et al. Survival for octette major cancers and all cancers combined for European adults diagnosed in 1995-99 results of the EUROCARE-4 study. The lancet oncology. 20078(9)773-83. Epub 2007/08/24.Bergeri I, Michel R, Boutin JP. Everything (or almost everything) about the Kappa coefficient. Medecine tropicale revue du Corps de sante colonial. 200262(6)634-6. Epub 2003/05/07. Pour tout savoir ou presque sur le coeff icient Kappa.Acher PL, Young AJ, Etherington-Foy R, McCahy PJ, Deane AM. Improving outcomes in urological cancers the impact of multidisciplinary team meetings. Int J Surg. 20053(2)121-3. Epub 2007/04/28.Van Belle S. How to implement the multidisciplinary approach in prostate cancer management the Belgian model. BJU international. 2008101 Suppl 22-4. Epub 2008/03/01.Sternberg CN, Krainer M, Oh WK, et al. The medical management of prostate cancer a multidisciplinary team approach. BJU international. 200799(1)22-7. Epub 2006/09/08.Nguyen TD, Legrand P, Devie I, Cauchois A, Eymard JC. Qualitative assessment of the multidisciplinary tumor board in breast cancer. publicise du cancer. 200895(2)247-51. Epub 2008/02/29. Evaluation qualitative de la reunion de concertation pluridisciplinaire de cancerologie mammaire.Carducci MA, Carroll PR. Multidisciplinary management of advanced prostate cancer changing perspectives on referring patients and enhancing collaboration between oncologists and urologists in clinical trials. Urology. 200565(5 Suppl)18-22 discussion Epub 2005/05/12.Spencer BA, Miller DC, Litwin MS, et al. Variations in quality of care for men with early-stage prostate cancer. Journal of clinical oncology official journal of the American Society of clinical Oncology. 200826(22)3735-42. Epub 2008/08/02.Clarke MG, Wilson JR, Kennedy KP, MacDonagh RP. Clinical judgment analysis of the parameters used by consultant urologists in the management of prostate cancer. The Journal of urology. 2007178(1)98-102. Epub 2007/05/15.Wilson J, Kennedy K, Ewings P, Macdonagh R. Analysis of consultant decision- making in the management of prostate cancer. Prostate cancer and prostatic diseases. 200811(3)288-93. Epub 2007/10/31.Table1Baselinecharacteristicsofpatientsgroupandt-testof independent sampleFigure 1 Therapeutic decisions made for pT3aN0M0 group at MDTM 1 and 2Figure 2 Therapeutic decisions made for pT3bN0M0 group at MDTM 1 and 2APPENDIX 1Initial location Date of diag nosis DD/MM/YYYY Clinical TNM stagePathology result (specimen) pT XX pN XX M XX Status margin (R) Rx source Diagnosis Therapeutic decision Therapeutic adjustment Surveillance after treatment Another motiveMedical history Result of exams (ex CT scan, MRI, Bone scan, medical notice of colleague )Patients choice WHO general health status 0 1 2 3 4 ComorbiditiesTherapeutic suggestion Final thrapeutic decision

Outdoor Play and Learning | Analysis

Outdoor capriole and information AnalysisDiscuss with part to curriculum documentation and relevant research literature the importance of legal provision and planning for exterior function and exploration in UK ahead of time years panoramas.In this assignment I am going to account at why it is relevant for effective provision and planning for the out of doors milieu in the archean years in the UK. Outdoor butterfly is a vital element of puppyish kidrens physical, social and emotional machinatement. Play is a upstart tiddlers activity for following. Therefore making the most of out-of-door(prenominal) play is essential, providing plenty of experiences in a varied manner for children, untimely years settings atomic number 18 in a unique position to draw out these, fully corporate with the indoor(a)s.The four aspects of Birth to Three Matters modelling take examples of experiences that precise young children should turn over both indoors and open air. Sim ilarly, the curriculum guidance for the foundation stage includes many ideas for taking acquisition out human face. All six-spot celestial spheres of instruction cornerstone be effectively promoted, from the earliest stepping stones by essence of to the previous(predicate) larn goals at the end of foundation stage.The statutory framework for the other(a) Years Foundation stage setting and standards for teaching, development and c be for children from comport to five. (DCSF 2008) states the following in relation to the exterior environmentWherever realistic, thither should be plan of attack to an outdoor play bea and this is the expected average for providers.The indoor and outdoor environments (should be linked) so that children arse break freely between them.A rich and varied environment supports childrens learning and development. It gives them the confidence to explore and learn in secure and safe yet ch wholeenging, indoor and outdoor blank shells.Children must have opportunities play indoors and outdoors. All aboriginal year providers must have adit to an outdoor play argona which can benefit the children. If the setting does not have direct access to an outdoor play area they must make arrangements for effortless opportunities for outdoor play in an appropriate nearby location.Being outdoors has a positive impact on childrens sense of soundly-being and helps entirely aspects of childrens development. (See EYFS statutory Framework (p.35 and 37) EYFS Practice Guidance (p.7) and Principles into Practice card 3.3 Enabling Environments- the acquirement Environment).The EYFS statutory framework for the EYFS is vagabond in place so that any(prenominal) child in a setting environment has the best possible experience of the outdoors, as so oft learning and development goes on within the outdoors and to cover the six early learning goals.The outdoors offers a unique environment, which is very dissimilar from the indoors. It offers space and immunity to drive things out, to explore and experiment without the constraints associated with an indoor environment (Tovey 2007). Some opportunities for learning can only happen outside. The experience of a change in the weather, conclusion insects, making a large scale construction/painting all of these motivate children into mental and physical engagement, and can only be make outside. In fact all learning goals can be achieved outside while the childrens health and well-being are excessively being boosted. foreign children can run fast, holler and squeal and find out what their bodies and voices can really do (Ouvry, 2008). The space is much open, less confided and the great space the more than unrestricted the thrust possibilities. Indoors is a space where adults are in control, but outdoors as fewer restrictions, where children can smarts leak the controlling eyes of adults (Stephenson 2002).The four main thinkers of early childhood towards the curricu lum, advocating outdoor provision as essential for childrens learning and development are Friedrich Froebel , Margaret McMillan ,Susan Issacs and mare Montessori. These four all held the view that the young child is first and world-class a whole person, with thoughts, feelings and imagination that need to be cared for and cherished (Curtis 1986. P.5).They all believed in a child centred onslaught and free-flow play. Young children are motivate and wish to learn, they dont have to be sat at a put over quietly (Curtis 1986).Friedrich Froebel argued that play was a serious and signifi slang term activity for the young child. David Cohen (1987) apprises that Froebel was the first educator to use childrens play for practical purposes. In browse to help children learn through play Froebel devised series of playthings and games (Bruce 1991). As Curtis (1986 p.6) points out, he used the timeless playthings of childhood in his curriculum. Balls, boards, sand, clay, for example, have ma de up childrens play throughout the ages. The role of the adult is crucial in Froebels approach to play. Cohen however doesnt agree that children should learn particular things, as that would be to advocate play as preparation for life. Froebel valued play because it helped children to make meaning, and as Janet Moyles (1989 p.168) points out the importance of adults and children being equal partners in play, as in conversation (Bruce 1991).Janet Moyles (1989, p.24) points out that Froebel trailblazered the theory of firsthand experience as the introduction of play, but this was entirely different to that, Seguin (1812-1880), who developed learning though the senses for modify children. This curriculum was aimed towards a particular direction. However, Froebels approach to play was targeted at all childrens needs, rather than Seguin, who concentrated on disadvantaged children (Bruce 1991). As Yvonne Conolly (1983) points out (OMEP), A in effect(p) Curriculum is a good curriculu m for all (in Bruce, 1987, Ch.9).Margaret McMillan, pioneer of nursery education campaigned for an education centred on the garden. She was the first person to gravel a nursery with children flowing freely between the inside and outside environment she quoted The best classroom and the richest cupboard is roofed by the sky. She put so much emphasis on the outdoor environment that it has been accepted by the Qualifications and Curriculum Authority in its good practice guidelines for the early learning goals, which repeatedly stress those young children, should have access to a well-planned outdoors (Ouvry 2008).McMillan expanded on the ideas of Froebel, to see children playacting as the integrated activity. It was through the garden that we see her begin to develop the free-flow play side of the curriculum. It is interesting to see that for Froebel, McMillan and Issacs, it was the childs free play in the outdoors that light-emitting diode to their greatest contributions to the ear ly childhood educational curriculum (Bruce 1991). Issacs valued free-flow play because it gave children exemption in their actions, thoughts and emotional expression. Issacs further stressed that play also meets the emotional needs of a child, as they express all emotional during play (Bruce 1991).Montessori, who was also a pioneer for education, she thought it was an insult to children to suggest they should play. Montessori provided children with specific sense training apparatus which she expected them to use in an exact manner within the classroom, whereas McMillan believed children gained better sensory experience by playing in the garden (Bruce, 1991).Surely if practitioners are planning and setting up the activities that a child plays outdoors it is not really the childs freedom of choice, in a way it is still like the Montessori approach. Both sylva and Bruner argued, in the 1980s, that structure is a characteristic of materials and activities themselves. Structured activit ies such as construction are the most challenging and unstructured materials, such as sand and water, and open ended resources, outdoors lack any reform goal structure and, therefore, do not challenge childrens minds (Bruner 1980 Sylva et al 1980).Ouvry (2008) suggests making the most out of the outdoor area is also important, so that the children in that setting have the best opportunities possible and the changing of resources provided should be different daily. Also, it is important that the children have the opportunity to explore different resources and not stick with their favourite all the time i.e. bicycles. So Bruner and Sylvas research isnt very clear as all settings have a number of different opportunities for children to do in the outdoors environment, structured and unstructured. Children learn from them all in different ways and they are all targeting the six areas of learning.Piaget saw movement and physical development as the provision for higher levels of thinking . However metalworker (p.68) argues this point and believes it is stillness we have to justify, not movement. Early Years children cant be sat down all day they need freedom to express themselves and explore their environment in order to learn new things, sitting down is going to make them more likely to draw back with what is going on. If movement is such an important aspect of a childs development, access to outdoor space must be part of a daily routine in order to nurture this mind-body growth.Children want space at all ages. But from the age of one to seven, space, that is ample space, almost as much wanted as food and air. To move, to run, to find things out by new movement, to feel ones life in every limb, that is the life of early childhood. So said Margaret McMillan (1930)Childrens entitlement to high quality outdoor play experiences is powerfully supported throughout the Early Years Foundation Stage (EYFS) Framework and early years providers have a statutory duty to help oneself daily outdoor opportunities all year round for the children in their care. (See EYFS statutory Framework (p.35 and 37) EYFS Practice Guidance (p.7) and Principles into Practice card 3.3 Enabling Environments- the Learning Environment).When children are denied adequate space they often feel desperately spoil and this can lead to uncooperative behaviour. Research has shown that in environments that enable children to move approximately, to collaborate with others and take frequent breaks during calm activities, the behaviour of children who have a tendency to lose their temper or get over steamy is less disturbing (Berk, l. E and Winsler, A 1995). This therefore shows that the tendency for children to shout and squeal and run around and be very hyperactive is interpreted outside there that type of behaviour is accessible (Ouvry 2008).Ouvry (2008) states that boys brains mature in a different sequence to those of girls and in some areas, at a slower rate. Boys first develop the parts of the brain for knowing about movement and space in which they have to move themselves and other things. new(prenominal) areas of the curriculum because arise meaningfully out of play. Girls, stereotypically like playing imaginatively in the home corner and working with and alongside adults. Girls muster up to an understanding of adult world through domestic play and palaver they use reading and writing in their play because their brains are more developed for language at the three to five year out of date stage.The whole emphasis on activities that focus on children who are good at talking, fitting in, quick at learning and understanding other peoples intentions. Boys can tend to feel uncomfortable because they tend to feel more secure in the outdoor environment, where they can be themselves and still learn from their experiences just in a different manner. By the setting vainglorious less attention to the outdoors environment and quality of outdoor play, they whit ethorn be denying access to education to a significant number of boys (Bilton, H. 1998).The outdoor space must be viewed as an essential teaching and learning environment which is linked with the learning that goes on inside, but with even greater status because it allows for children to learn through movement. If we believe that young children learn through play and that play is thought in action- then offering children a playing space outdoors would seem the most effective means to fulfil their need to play, learning through first hand experiences and join with others, that also cover the six main learning goals (Ouvry. 2008).Despite the much higher profile given to outdoor play in upstart years with the introduction of the Curriculum Guidance for the foundation stage (QCA 2000), there is still evidence that the purpose and value of outdoor play is not well understood(Tovey. 2007). many practitioners have an unconscious belief that effective learning only happens when children a re still, quiet and calm, with a pencil and paper at hand and with a teacher nearby to offer instruction. The idea that when children are physically active, many people believe they cant be learning anything to do with the curriculum (Ouvry 2008). But then what about forest schools, they are ground outside all of the time and are still based on the curriculum and the learning intentions are still met and this is all delinquent to planning for the six areas of learning.It is certainly true that if the outdoors is not well planned and the setting does not have clear aims for the childrens learning outside, then practitioners may find it difficult to see any worthwhile learning going on outside. This is however true when considering any environment for young children inside or outside. Without clarity of aims and learning intentions for children in play situations, it is unattainable to know what to look for when observing the children or to know how to further the childrens learnin g. Structuring the environment and supporting childrens learning is as important outside as in (Ouvry 2008).The key person working with a four-year-old child may have observed on several occasions that the child is rather spasmodic when moving around the outside area. The practitioner then plans to configuration an restraint course to give the child lots of opportunities to use a vast range of physical movements. These then support the planning for enhanced provision. In many cases, this planned adjustment and enrichment of some aspect of the settings provision lead also be relevant to other children in a group. Many of the other children in the group will enjoy helping to build and develop the obstacle course and will join the focus child in actively using and enjoying the challenges it offers.The right of the child to rest and unoccupied and engage in play and recreational activities appropriate to the age of the child and to participate freely in cultural life and arts. (UN ICEF 1989).There are constraints and fears that limit childrens opportunities for play particularly outdoors, deprive children of essential childhood experiences and opportunities- opportunities to develop friendships and to make relationships, to experience all emotions, to take risks, have adventures and misadventures, to have encounter with nature and the environment (Casey, T. 2007). Children need to climb, run, jump, an bash balls against walls (Lewis Howdle, lecture, RIHE,1980).http//nationalstrategies.standards.dcsf.gov.uk/ leaf node/83976http//www3.hants.gov.uk/childrens-services/childcare/providers/childcarepublications/horizons/horizons-issue-16/outdoor-learning-and-the-eyfs.htmhttp//nationalstrategies.standards.dcsf.gov.uk/node/151379http//nationalstrategies.standards.dcsf.gov.uk/node/132681http//www.teachingexpertise.com/articles/planning-quality-provision-early-years-5276

Thursday, March 28, 2019

Leonhard Euler :: essays research papers

Leonhard EulerLeonhard Euler, (born April 15, 1707, died Sept. 18, 1783), was the most productive mathematician in history. His 866 books and articles represent aboutone third of the entire system of research on mathematics, theoretical natural philosophy,and engineering mechanics published surrounded by 1726 and 1800. In pure mathematics,he integrated Leibnizs differential calculus and Newtons order of fluxionsinto numerical analysis refined the notion of a function make common manymathematical notations, including e, i, the pi symbol, and the sigma symbol andlaid the induction for the speculation of special functions, introducing the betaand gamma transcendal functions. He in addition worked on the origins of the calculusof variations, but withheld his work in deference to J. L. Lagrange. He was apioneer in the field of topology and made number theory into a science, statingthe prime number theorem and the law of biquadratic reciprocity. In physics hearticulated Newtonian d ynamics and laid the foundation of analytical mechanics,especially in his Theory of the Motions of Rigid Bodies (1765). Like his teacherJohann Bernoulli, he elaborated continuum mechanics, but he also set forth theenergizing theory of gases with the molecular model. With Alexis Clairaut hestudied lunar theory. He also did fundamental research on elasticity, acoustics,the wave theory of light, and the hydromechanics of ships.Euler was born in Basel, Switzerland. His father, a pastor, wanted his give-and-take to follow in his footsteps and sent him to the University of Basel to wangle for the ministry, but geometry soon became his favorite subject. Throughthe intercession of Bernoulli, Euler obtained his fathers consent to change hismajor to mathematics. After failing to obtain a physics rig at Basel in1726, he joined the St. Petersburg academy of Science in 1727. When funds werewithheld from the academy, he served as a medical lieutenant in the Russian navyfrom 1727 to 1730. In St. Petersburg he boarded at the home of Bernoullis sonDaniel. He became professor of physics at the academy in 1730 and professor ofmathematics in 1733, when he married and left Bernoullis house. His reputationgrew afterwards the publication of many articles and his book Mechanica (1736-37),which extensively presented Newtonian dynamics in the form of mathematicalanalysis for the first time.In 1741, Euler joined the Berlin Academy of Science, where he remainedfor 25 years. In 1744 he became director of the academys mathematics section.During his tarry in Berlin, he wrote over 200 articles, three books onmathematical analysis, and a scientific popularization, Letters to a Princess ofGermany (3 vols., 1768-72).

Wednesday, March 27, 2019

Deception, Fraud, and the Collapse of Enron Essay -- Business Manageme

Deception, Fraud, and the Collapse of EnronIntroductionFrom the Statess 7th most valuable company in declination 2000, to acompany in ruins by early 2002, Enron has been involved in one of themost incredible reverses of fortune ever. With shares riding high onWall Street at $84.87 on the 28th December 2000, and awards much(prenominal) asAmericas most innovative company from peril Magazine 6 yearsrunning, and Energy Company of the Year from the pecuniary Times excessively in 2000, it looked as though Enron were promising to be one ofthe biggest American companies of all time.Things started going drastically wrong. As spacious losses were beingreported, share prices tumbled, and Enron, within the space of only ayear, was on the verge of collapse. I shall be investigating thefactors of this collapse, some of them imputable to pipeline and economicfactors, but mostly through deception and fraud. outlineThe timeline of events from when Enron were at the top to the bottomof the busin ess world is quite outstanding. (See type 1, Appendix).The collapse seems to span a time of around 5 months, from opulent 2001to January 2002. During this time, many scandals have come out, whichsuggest Enron has played a major part in its own downfall, throughunsuccessful diversification to superficial the accounts. As these thingsadd up, it is no surprise Enron is now in the blank space it is.In 2000 the company recorded record turnovers of $100m (See Figure 2,Appendix), a $60m append from the previous year. Shares were sellingat a high price, meaning that afterlife expansion would have beenpossible due to high investment in the company. A collapse at thispoint seemed absolutely out of the question, it unspoilt seemedimpossible, with futurity investment and high turnovers.In October 2001, the third quarter results were published, presentation amysterious loss. This of course set the share price falling, asinvestors lost confidence about Enrons long term capabilities. Thi swas the ascendent of what was going to be a difficult few months forEnron, as varied scandals and study was released.The reasons for this loss have not been explained fully but in that respect aremany different possibilities, some through bad business decisions,some through bad accounting, and some from surplus purchases. Allof these have meant that Enron was facing debts of around $690m.Enron consists of ... ...e problems, they might not be in the do they aretoday. With independent audits, financial irregularities might havecome to shadowy sooner. Poor communications with shareholders andpotential investors meant they were unaware of the situation they weregetting themselves in. Enron also spent a large amount of money onunnecessary items where perhaps better investment would have been asafer option.Overall, the factors all immingle to the failure of Enron, and at timeof writing it is still unclear the lead reasons for the downfall, andhow much of the information releas ed by newspapers and the companyitself is reliable. Based on the information available at the time, itis clear there are many deceptions and wretched business decisions thathave meant Enron have a very bleak future ahead of them.BibliographyWebsites www.bbc.co.uk (20th February-10th March 2002) www.telegraph.co.uk (report on 1/12/01) www.enron.com (March 2002) www.observer.com (March 2002)Other Sources sovereign Newspaper 27th February The Economist (December 2001) Nuffield Business and Economics Students Book The Money Programme- Inside the Enron Scandal (BBC2 April 4th 2002)