Calixta Essay Example

Calixta Essay â€Å"When he possessed her, they seemed to swoon together at the very borderland of lifes mystery† and for the first time Calixta truly live, breathed, and existed in a society dominated by men, and in a her own world controlled by her husband in a passionless marriage.   Calixta is the central character to Kate Chopin’s short story â€Å"The Storm† and is offered to the reader as a reflection of the role and the lack of fulfillment of women in the late 18th century (Beer 4).   Much of Kate Chopin’s work, like â€Å"The Storm†,   explores gender related issues including marriage, divorce, family relationships and female sexuality .â€Å"The Storm† is a neatly packaged product of her feminist investigation.   Through humor, wit, and skillfully used literary elements Chopin breathes life into the story of a woman completely controlled by her husband who experiences momentary freedom and true happiness when she has an affair with a man who is not her husband. The idea of family and family relationships has changed greatly in the last half century (Toth 222).   However, the family has already been, traditionally, a wife, husband and children.   The burden of a family is repressive and restricts women minds, bodies, and sexuality.Chopin articulates the way women felt about marriage in the 18th century.   While typically it is the man, in current society, that complains of restriction and unhappiness, it used to the woman. Chopin makes it clear that marriage is a way in which men control women.   Beyond that women were often repressed sexually because they were seen as unsexual beings.   Calixta in â€Å"The Storm†Ã‚   is described as a sexual being who wants to find passion (Beer 8).   Beer continues â€Å"she is a volcano ready to erupt when she is placed into a situation where her family was not around and she was able to experience things that satisfied her true self† (11).Kate Chopin wa s a female author that was not afraid to express her viewpoints and explore issues which were considered taboo in society.   Her feminist approach and reflection was way before her times.   Fellow authors, peers, and the public criticizes her writing and believed that it was vulgar and not appropriate for society (Green 56).   Women were forced to behave in a certain way that society believe to be proper and right.   This was particularly important in terms of a womans sexuality.   Chopin blasted society for its ignorance and believed that society should be more advance and women should fight for their right to be who they really are (Simons 29).  Ã‚   Chopin believed the construct of the family was an inhibiting factor in womens lives.Kate Chopin created The Storm, subtitled A Sequel to the Cadian Ball, almost six years to the day after she wrote the first story -about the fiery-tempered planter Alcà ©e and his flirtation with the Spanish vixen Calixta(Green   104). At that storys end, both had chosen sensible marriages: Alcà ©e to his dainty cousin Clarisse, a woman of his class, and Calixta to Bobinà ´t, a clumsy, good-hearted Cadian. The Storm begins five years later. Calixta, a fussy housewife, is toiling furiously at her sewing machine, when a summer thunderstorm sweeps over her house. Alcà ©e, riding by, comes in for shelter. Green asserts â€Å"a sudden thunderbolt sends her into his arms, and a wordless impulse propels them into the bedroom† (101). Before, they had held back, but now -everything seems possible (Green   102).Chopin described their passion as mutual power and desire laughing, generous, mysterious. Her firm, elastic flesh that was knowing for the first time its birthright, was like a creamy lily that the sun invites to contribute its breath and perfume to the undying life of the world. No guilt disturbs them, and no deception:The generous abundance of her passion, without guile or trickery, was like a white fl ame which penetrated and found response in depths of his own sensuous nature that had never yet been reached. .When he touched her breasts, they gave themselves up in quivering ecstasy, inviting his lips. Her mouth was a fountain of delight (8).And then, when he possessed her, they seemed to swoon together at the very borderland of lifes mystery (10).Afterwards, the storm dies down and he rides away, while Calixta laughs aloud. She greets her husband and son with effusive kisses, while Alcà ©e sends a loving letter to his wife, away at the Biloxi resort with their babies. Stay a month longer if youd like, he says and Clarisse, in turn, is pleased with that first free breath since her marriage. And so, Chopin concludes, The storm passed and every one was happy (11).Compared with his character in At the Cadian Ball, Alcà ©e in The Storm is a well-behaved, charming gentleman no longer a morose heavy drinker (Hoder-Salmon 71). The first story takes place during a warm dark night, wh ile the second is a daring daylight tryst, in much bolder language. Although James Lane Allen in Summer in Arcady and Thomas Hardy in Jude the Obscure had written about breasts, the word was considered taboo for women writers. (As late as 1920, Willa Cather references to a womans breast and thigh were cut from a story in the Smart Set magazine.)Also, Calixta in The Storm is even more recognizable as Maria Normand of Cloutierville. Not only does Calixta still have kinky blonde hair, but she also sews and Maria was the best-known seamstress in the parish (her mother-in-laws sewing machine, the first in Cloutierville, is now in the Bayou Folk Museum) (Simons 29). When Chopin wrote The Storm, Maria was living across the horse lot from Albert Sampite, with her twelve-year-old daughter and thirteen-year-old son. Holder-Salmon states â€Å"everyone knew that Albert who drank a great deal but never seemed drunk was paying her bills† 99).Albert might have found The Storm flattering , but Kate Chopin knew no American magazine would touch such a celebration of guilty love, and she never tried to publish it. Although anthologies a century later often reprint The Storm as a startling story from the Victorian era, no Victorians ever read it, nor did anyone in Cloutierville (Hoder-Salmon 71).   The Storm was not published at all, anywhere, until 1969.Chopin, in â€Å"The   Storm†, criticizes the traditional family relationships. She asserts that they are restrictive, abusive, and causes emotional death(Pontuale 1).   Pontuale observes â€Å"Chopin is the voice of women during the 18th century who found themselves drowning in family life and aching, sometimes silently, for passion which exists in novels and fairytales (1).   Chopin sacrificed herself – her own family, career, and reputation, to write about the issues she believed was important.  Ã‚   When â€Å"The Storm† was first published it did not publicly appeal to anyone at lea st to no one who would admit it.   Literature with taboo subjects were read for the purposes of critique and public disproval.   However, somewhere along the line Kate Chopin inspired other female authors to continue to write .  Ã‚   Today, I think this story appeals to wide range of people and ages.   People who feel that they are being controlled and are struggling to find their own path in the world for high school students it maybe the constraints of their own peers, for college students the control and approval of their parents, for adults who are involved in relationships were they do not feel fulfilled and anyone who has a lost themselves and felt a moment of joy for their own new beginning.

New England Colonization essays

New England Colonization essays My name is Professor Kelly Griffin and I am thirty years of age and am presently a professor at the Harvard University in Massachusetts. I am enamored with the finer things if life as being a professor of the first university founded in the New World can do During the last decade of times we as Americans have seen the likes of trial and tribulations which we as Americans had to face. We have been involved in a most difficult war with the English for our independence which through battles and bloodshed we were able to claim. Now we are faced with yet another difficult task of uniting this glorious country so that we may be able to thrive for centuries to come. Recently, members of each state in our country came together in Philadelphia to form a document called the Constitution. There has been much debate as to whether this document is the proper solution to forming the framework which our country will use for centuries to come. My position on this issue is I would favor the ratification of this document for the betterment of our society. However, I would prefer the architects of this document be quick to include a section which will protect the rights of all people in the country and we do not have a central government too powerful for the people of this country to control. I feel the Constitution should be ratified by the delegates of each state because the guidelines stated about the distribution of the government powers be separated into three branches of government would in my opinion be able to check the power of each branch which would keep from having a single powerful government head. I also feel the establishment of the Executive, Legislative, and Judicial branches to control each sections of government would be beneficial to the success of keeping the states in the country unified. We will be able to use the Constitution as the framework of how this country ...

Disaster Recovery & Humanitarian Assistance Essay

Disaster Recovery & Humanitarian Assistance - Essay Example Out of all the classes I took this semester, I really enjoyed taking this one. While I originally thought it would be extremely easy, I soon found it was much more challenging, and that was good because it helps me to challenge myself and learn more. I was able to develop better habits, simply because I knew I wanted to do my best in this class and I was going to do everything I could to do that. That being said, I still think there were some things I could have done better on. There were several assignments I did not put one hundred percent into, and some tests I most certainly could have prepared more for. But that in itself is also a learning experience, and it shows me that if I want to achieve my goals, I need to put everything I have into the classes I am taking. And there were several topics that gave me a tough time. The first one to come to mind is the chapters on direct preparedness for disaster relief. I never know the plans had to be so thought out and complicated, and at first I hade a difficult time grasping those ideas. However, I soon found that by looking at them carefully and really going over them, they soon became almost a second nature for me. Looking forward, I really feel that this class help prepared me for a future in helping people.

Prestressed Concrete Beam Test Lab Report Example | Topics and Well Written Essays - 1250 words

Prestressed Concrete Beam Test - Lab Report Example All the beams were pretension concrete beams and they were cast through a precast beam that was manufactured on 6 September 2014. The tension stress was big enough but it seems to have reduced from the initial one and this could be due to elastic loss or friction. The flexural tensile strength was less than the tensile stress. Basing on the results the experimental loads were a bit lower than the theoretical loads, this could be due to experimental errors during the experiment that includes wrong measurement, inaccurate equipment etc. The stress is zero on the neutral axis and this is seen when t pass through the centroid. After adding compressive stress to the bending stress, the stress is decreased everywhere and the neutral axis tends to move away from the centroid, the movement will be towards the tensile edge. There is a possibility for the neutral axis to extend beyond the edge. The results will as well indicate the fatigue resistance in the given prestressed concrete beams as well as any advanced warnings related to the failure. Basically, it is recognized that warnings are indicated and provided by the increasing crack widening and deflection before the failure happens.Snapping of stressed tendons. One should never stand at the end of the beam. Protective screens and warnings signs need to be in position. The experiment objective was met despite a big difference in values between the practical and theoretical values. The properties of the concrete were obtained from the standard sample tests.

Chinese Culture Essay Example for Free

Chinese Culture Essay The climate and temperature of China varies throughout the area of the country. Most of the country lies in the temperate belt, but the southern most part lies in the subtropical belt while the northern part is in the sub arctic belt. There is usually a lot of rain in the summer, and very little in the winter. China has the largest agricultural output in the world, while only cultivating 15% of its total area. Rice is China’s most harvested crop, while wheat is second. China also produces potatoes, other vegetables, and some fruits. By the end of 2000, China had 633 different cities, while 13 of them had a population of two million or more. The three biggest Chinese cities are Shanghai, Beijing, and Chongqing, in that order. Hong Kong is inside China, but isn’t considered part of the country. Confucianism used to be the main religion in China and help shape its history. However, Buddhism has the most followers and biggest influence in China than any other religion, now. Some other major religions throughout China are Taoism, Islam, and Christianity. Most people in China, now, play sports just like us such as ping pong, soccer, and badminton. These types of sports are fairly new to China, while different types of martial arts have been around much longer than team sports. China is a communist state. This means that everything is ruled and owned by the government. There is no private ownership, and all goods are shared by the people, who are all equal. Chinese education is required and free for ages 6 – 15, and can be continued longer if the person wants to and can afford it. Most of the jobs throughout China are related to agricultural businesses, or they do cheap labor for companies all around the world. The employment rules in China are much more relaxed than the U. S. so big corporation usually have Chinese factories make their goods for much cheaper. Stir fry is the most common cooking technique throughout China. It requires a small amount of oil in a heated pan, and the ingredients of the mea, usually vegetables and meat, are put into the pan and cooked until ready. The most used cooking tool is the wok. It is pretty much like a pan with rounded edges for stir frying. Chopsticks are by far the most used eating tools of the Chinese people, just like our forks and spoons. Chinese meals almost always have rice or noodles. The is usually vegetables in the meals, which could be many different types, such as broccoli, bamboo shoots, mushrooms, cabbage or eggplants. The meat is usually chicken, pork, or fish. Chinese meals are eaten pretty much at the same time as out meals. Breakfast is in the morning, lunch in the afternoon, and dinner is at night. There are much unusual eating etiquettes that must be followed in China. One is that your tea can never be empty. The host will always be refilling their guests’ cups, and the guests must tap their cup on the table as a showing of thankfulness. Another eating etiquette is that, when out with a group of people, you must order an even number or plates, even if there is an odd number of people, because odd numbers symbolize death. Bibliography Climate http://www. chinatraveldepot. com/C149-China-Climate Major Cities http://www. china. org. cn/english/feature/38093. htm Recreation http://www. ajpanda. com/Articles. asp? ID=227 Types of Jobs http://factsanddetails. com/china. php? itemid=366catid Ingredients and equipment http://www. china-family-adventure. com/chinese-food-ingredients. html Bourbon Chicken recipe http://www. food.com/recipeprint. do? rid=45809 Chinese fried rice http://www. grouprecipes. com/25313/chinese-fried-rice. html/print Chinese Almond Cookies http://chinesefood. about. com/od/dessertcookies/r/almondcookies. htm Chinese Almond Cookies Prep Time: 15 minutes Cook Time: 25 minutes Total Time: 40 minutes Ingredients: †¢ 2 cups flour †¢ 1/2 teaspoon baking powder †¢ 1/2 teaspoon baking soda †¢ 1/8 teaspoon salt †¢ 1/2 cup butter †¢ 1/2 cup shortening †¢ 3/4 cup white sugar (can add up to 2 more tablespoons, if desired) †¢ 1 egg †¢ 2 1/2 teaspoons almond extract †¢ 30 whole, blanched almonds (one for each cookie). †¢ 1 egg, lightly beaten Preparation: 1. Preheat oven to 325 degrees Fahrenheit (162. 5 degrees Celsius). 2. In a large bowl, sift the flour, baking powder, baking soda, and salt. In a medium bowl, use an electric mixer to beat the butter or margarine, shortening, and sugar. Add the egg and almond extract and beat until well blended. Add to the flour mixture and mix well. Note: The dough will be crumbly at this point, but dont worry that is what its supposed to be like. 3. Use your fingers to form the mixture into a dough, and then form the dough into 2 rolls or logs that are 10 to 12 inches long. Wrap and refrigerate for 2 hours (this will make it easier to shape the dough into circles). 4. Take a log and lightly score the dough at 3/4 inch intervals so that you have 15 pieces and cut the dough. Roll each piece into a ball and place on a lightly greased cookie tray, approximately 1 1/2 inches apart. Place an almond in the center of each cookie and press down lightly. Repeat with the remaining dough. 5. Brush each cookie lightly with beaten egg before baking. Bake for 15 minutes to 18 minutes, until golden brown. Cool and store in a sealed container.

Components of Kangaroo Mother Care

Components of Kangaroo Mother Care The literature search has been divided in different categories to present the effects of kangaroo mother care (KMC). After stating the organization of the paper the first section will provide the definition, history, and components of KMC. The second section will describe the Universe of Developmental Care Model and its components. The next section will reflect on the effects of KMC in maintaining the temperature of premature and LBW infants. The fourth section will present the relationship of KMC with the frequency of feeds and how this intervention assists in resolving the issues related to breast feeding; while the fifth section will present the results of KMC with respect to achieving the weight gain. The sixth section will describe the effects of KMC in reducing suspected infections and length of stay in hospital. The last section will summarize the literature review stating the purpose of the literature review. The Search Strategy The literature search was done on two search engines: Pubmed and Science Direct will be use of key terms Kangaroo mother care (KMC) and skin-to -skin (STS) the Pubmed searched resulted in 100 hits. It was further filtered by adding the terms low birth weight (LBW). Finally twenty articles were reviewed. Similarly, the database of Science Direct showed 30 relevant articles .The second step was to search database in Google Scholar. The result showed very pertinent articles, including a website of the KMC foundation. This website facilitated the researcher in searching the systemic review and origin of KMC, original articles were then searched from the reference lists of these articles. Definition, History, and Components of Kangaroo Mother Care (KMC) Kangaroo Mother Care (KMC) is an alternative intervention for hypothermia among preterm infants by, keeping the baby close to the mothers skin (Lawn, Mwansa-Kambafwile, Horta, Barros, Cousens,2010). Dr Edgar Rey Sanabria, a pediatrician initiated the model of KMC at the Department of Health in Mobato, Colombia in 1978 Since then, KMC has been well known for provide a quality care to newborn infants especially to LBW babies in Colombia (Lawn et al.2010). A wide range of literature is available that evaluates the physiological, psychological, emotional, and developmental outcomes of KMC. However, this literature review will primarily focus on the physiological and breastfeeding outcomes of KMC in hospital. However, the secondary outcome variables like weight gain, infection and length of stay will also be presented in the this literature review.Gradually this model was adopted by many developed countries like US, UK, and Brazil, and in 2003, WHO provided international guidelines to implement KMC. Based on the effectiveness of KMC in hospital settings, it was recommended to incorporate KMC into a package of neonatal care and not as an individual intervention (Pattinson, Woods, Greenfield, Velaphi, 2005). According to Charpak It is not alternative medicine but a scientifically sound, multilevel intervention (Charpak Ruiz-Pelaez, 2001). Though it is initiated in the hospital, it can be continued at home until rejected by the infant usu ally towards the completion of gestation at 37 weeks (Charpak Ruiz-Pelaez, 2001). Universe of Developmental Care (UDC) The model is the renewal of Als Synactive theory of neonatal development. The theoretical concept of the model is shared surface; the manifestation of the shared surface is the skin. Through the skin the linkages are created among the body organism , and the environment. The key concept of the model is that an infants skin is considered as boundary of infant where as the shared surface includes environmental influences. The impact of these influences is inter- linked with care practices and the family (Gibbins, Hoath, Coughlin, Gibbins Franck, 2008). Components of Model This model is based on infant, environment, and staff. Infant: Infant is the core component of the model, who occupies central position, as shown in model (refer fig 1.). The first circle immediate to the central position of the infant in the model represents specific physiological systems, such as: respiratory, cardiac, and nervous, hematologic, metabolic, immunological, musculoskeletal, integumentry, and gastrology system. These physiological systems are interrelated with each other and they are highly influenced by the surrounding environment. Care Practices Specific care practices behaviors are symbolized as care planets of the UDC model. There are nine care planets surrounding the physiological system which depict care giving behaviors like monitoring/assessment, feeding, positioning, infection control, safety, comfort, thermoregulation, skin care, and respiratory care (Gibbins, et al., 2008, p. 145). Family: In the UDC model family is the central focus;however, staff and institution support is required to provide effective care to the infant, for instance, for any care practice approach like provision of comfort to an extremely low birth infant. If the parental touch is been replaced in an intensive care unit with staff support and institutions policy, the care planet of comfort will not only be affected, but it may alter the other planets like sleep, positioning, safety, and like. Therefore, within the hospital environment the family is shown as very close to the infant in the UDC model, which demonstrates the natural family-infant dyads bonding. Environment: The macro-environment of the model, based on the infrastructure and physical environment such as lay -out, lighting, noise levels, units physical design, affects the shared surfaces. Moreover, interpersonal behavior and hospital culture are also considered as part of enviroment in the UDC model (Gibbins, et al., 2008, p. 145). These environmental influences can affect any of the care planets of the universal model. Due to interdependence of care planets of the UDC model, the care practice that alters any one of the care planet will automatically affect the other care planets. (Ludington, 2009). Just like the laws of solar system movement, an infant is expected to respond to the environmental influences by showing some developmental behaviors (Gibbins, et al., 2008, p. 143). Staff: The position of staff in the model is just as a protective orbit that supports family of very high risk and critical infants. The authors have emphasized the role of education and staff training in the context of UDC model in order to apply the theoretical concepts of developmental care model in clinical practices (Gibbins, et al., 2008, p. 144). Application of the Model The UDC model is applicable for infants care providing clinical approach for nurses to follow. The model captured an extensive list of nursing care, which involves holistic developmental care. Therefore, it can be easily applied as bedside practice; in addition this model provides opportunities to the nursing researchers to explore any one of the care planets and then identify its interdependence with other care planets. Since the model is based on Nightingale, environmental theory can be widely applied in nursing care practices.However, a lot of research work is needed to validate the concept of shared surfaces of the model. The literature review,so far,has not depicted any scholarly work for the application of the model to kangaroo mother care, though it is one of the essential components of the models comfort care planet ( Ludington, 2009).The intention of the current study is to apply this model to explore the physiological and developmental effects of kangaroo mother care among low birth weight and preterm infants. The application and modification of the model would be discussed in detail in chapter 3. However, the model also guided us to present the effectiveness of KMC through literature review. Thermoregulation Kangaroo Mother Care (KMC) has been recognized as an effective model for thermal stability (Charpak et al., 2005; Ludington-Hoe, Nguygen, Swinth Satyshur, 2000; Cong, 2006). Due to large body surface, little fat size LBW infants are at high risk of heat loss. When this loss exceeds the ability of infant to produce heat, hypothermia develops (WHO, 1997). Infants are more susceptible to hypothermia immediately after birth, during bath or during weighing. It has been found that countries with high neonatal morbidities deaths showed higher rates of hypothermia (Kumar, Shearer, Kumar Darmstadt, 2009). Therefore, to minimize the risk of hypothermia a set of procedure has been recommended for thermal regulation of newborn infants. These procedures include warm delivery room, drying of infants body and skin-to-skin contact, breast feeding and postponing bathing and weighing of infants and keeping mother-infant together etc. In case of breaking in this warm- chain infant can be at risk of c old stress (WHO, 1997). In such cases thermal protections can be fulfilled by either keeping infant in warmer incubator or under radiant heat. The positive outcome of randomized trials among preterm has suggested the KMC as an alternative of incubators (Bergman et al., 2004; Cattaneo et al., 1998; Chwo et al., 2002; Kadam et al., 2005; Ludington-Hoe et al., 2000; Ludington-Hoe et al., 2004). The abdomen of mother due to the appropriate temperature for newborn is considered as the best means for immediate postnatal interventions (AAP AAH, 2000). It is also suggested in the guidelines of World Health Organization that skin-to-skin contacts should be continue during transfer as well as after shifting of infant in ward (WHO, 2003). The consistence findings of KMC among various trials and metaanalysis (conde, et, al, 2010), systemic review of kangaroo care (Brett, Staniszewska, Newburn, Jones, Taylor, 2011) and literature review by (Bulfone, Nazzi, Tenore, 2011) made it possible to include kangaroo care as one of the integral component of newborn care (Carlo, et al., 2010; Darmstadt et al., 2006; Kumar et al., 2008; Moore McDermott, 2004; Senarath, Fernando, Rodrigo, 2007; Tinker, Paul, Ruben, 2006), including preterm infants. Bergman et al. (2004) investigated effects of one hour dose of KMC after birth to assess the rate of hypothermia. Out of 20 LBW infants 18 maintained their temperature with KMC, whereas in control group six out of 14 infants maintained their temperature. Similarly, Cattaneoet al. (1998) assessed the KMC interventions by continuous skin-to-skin contact, day night with an average of 20 hrs /day by mothers. Researcher found 13.5 episodes of hypothermia in a sample of 100 infants in intervention group as compared to 31.5 episodes in control group. It is highly recommended from literature that staff need to be sensitize about this serious issue Kumar, et al, 2009). It has been observed that in the study settings that there are modern equipment to provide warmth to infants are available. However, space and equipment remain the limitation of any organization due to high influx of premature and LBW infants delivery. Though an infant gets thermal control in nursery setting but there is need to implement some strategies which protect high risk infants in the ward environment and mother need to educate about monitoring of infant. She should be acknowledging about its management as well. In order to compare the effects of environmental temperature and kangaroo care interventions, three groups of newborns were selected. One group was given skin-to-skin contact in prone, while another group was prone to mother chest with clothes, while third group of neonates were kept in nursery. After 90 minutes of repeated measures of temperature post birth (30-120 minutes after birth) the infants who were in skin-to-skin contact showed more variation in temperature than their counterparts. This variation was found to be related with sensory stimulation caused by mother infant skin to skin contact. Moreover, researchers have concluded that early suckling promotion also facilitated in oxytocin release which further enhanced metabolism and heat production(Bystrova et al., 2007). The literature review supports the concept of shared surface of UDC model also. The relationship between infants brain and environment is apparent through skin-to-skin contact. As parasympathetic nervous system gets stimulated which enhances peripheral circulation (Bystrova et al., 2007) and manifestation of this process is apparent through infants skin temperature. According to the recent meta-analysis of KMC, there is a significant reduction of hypothermia (Conde, 2010). Developing counties like India and Bangladesh have shown progress in implementing KMC in low and high technical settings. It can be applied for all healthy newborn >28 weeks of gestation and weight >600 grams safely (Browne, 2007). Initially preterm and LBW infants were given KMC for 24 hrs. Gradually his model was modified to intermittent kangaroo care for minimum 30 to 60 minutes (Nyqvist, 2009). The researchers found KMC effective in thermal protection even if was given for short duration (Boo Jamli, 2007). In addition to it KMC can be applied to all newborn care setting. There is no need to have a separate setting to implement this model other than privacy to practice in clinical settings. Some of the challenges identified in implementation of KMC model initially in India (Ramanathan, Paul, Deorari, Taneja, George, 2001) participated mothers showed reluctance at the initial stage to change the traditional behavior of neonatal care. Similarly, in Uganda values and beliefs of mother were challenging. As mother considered vernix as napaki and it should be removed, and infant cannot be placed on mothers abdomen before bathing (Byaruhanga, BergstrÃÆ' ¶m, Tibemanya, Nakitto, Okong, 2008). Another challenge is reluctance in modifying the newborn care policies and protocols. Despite multiple benefits of KMC, there is still a gap in application of this model (Byaruhanga et al., 2008). One Pakistani study also found cultural beliefs as barrier to provide thermal protection; mothers felt blood on newly born infant as napaki and they were not in favour of breastfeeding infant soon after birth (Aziz, Akhtar, Kaleem). This way all live healthy born infants were given bath before feeding. This behavior is considered as one of the major hazard for newborn health; this gap can be fulfilled by research evidences in our cultural context and by following the international guidelines of newborn care. Effects of KMC in Promoting Lactation Another major challenge of preterm births is ineffective breastfeeding. These infants need a great deal of struggle while attachment to mothers breasts. The epidemiological studies have provided sufficient evidences that breast feeding contributes in reducing morbidities and mortalities of infants (Heinig, 2001). It was further evident that preterm and LBW infants who received donors breast milk were at lower risk of necrotizing enterocollitis than those who fed formula feed (McGuire Anthony, 2003). A breadth of literature supports kangroo care as one of the best way to promote early attachment of infants to mother breast. A number of barriers to breast feeding among preterm infants are, immature systems, poor coordination while sucking, and difficult to keep them awake (Ludington, 2010). As a result mother does not receive sufficient stimulation from infants sucking. Therefore, infants are fed supplement milk either with spoon, gavage or bottle feeding. Since exclusive breast feeding is strongly associated with child survival (Bhutta, 2008) it is recommended that breast feeding should be initiated within an hour of birth to produce sufficient calories and to keep the infant warm (WHO, 1996). KMC has shown substantial improvement in promoting exclusive breastfeeding. The literature review has shown suckling outcome of preterm infants with KMC (WHO, 1996). Even one hour session of KMC for two weeks was found to be helpful in attachment of infants with mothers breasts. (Nyqvist et al., 2006). The researchers found increase in breast feeding rate and duration among 32 -35 weeks of gestation (Nyqvist et al ., 2006). This early attachment behavior of infants with the help of Skin-to-skin contact, stimulates sucking behavior and more oxytocin releases to produce more milk (Matthiesen, Ransjà ¶ Arvidson, Nissen, Uvnà ¤s Moberg, 2001). The experimental study on infants exposed to skin-to-skin contact immediately after birth shows that they continue to nurse more efficiently. There was a significant production of milk and weight gain (Andreson, 2004; Charpak 2001; Dewey, 2003). The literature supports KMC to achieve successful breastfeeding among 90% of infants compared to 61% in hospital (Bier et al., 1996). Moreover, infant on KMC found to be relaxed; therefore, gut is prepared by hormones to digest milk adequately. This helps again in reducing the chances of necrotizing of gut and infants gain weight, resulting in a shorter stay at the hospital(Bergman, Linley, Fawcus, 2004). In addition improve frequency and duration of breastfeeding; it is also evident from literature that mothers receive extra support for lactation from nurses while giving intervention of KMC. This support also motivates mothers to continue breastfeeding (Carfoot Moore, 2005). Due to sustained breastfeeding cholecystokinin releases more and it further stimulates parasympathetic nervous system which aids in growth and development of infants. A comparative study of three group of infants discussed in the section of thermal regulation (Bystrova et al., 2007) also support early sucking reflexes with skin-to-skin contact. A systemic review by Ahmed and Sands (2010) found eight studies to support breastfeeding outcome among preterm infants. Effects of KMC on Weight Gain As discussed earlier the preterm and LBW infants are prone to hypothermia, poor lactation, and infections during hospitalization which contribute to infants weight gain or prolonged stay in hospital just to gain weight. KMC has been found to be effective in growth of infants (Ali, 2009; Anderson, 1991; Boo, 2007; Conde, 2010; Rao, 2007). However, Charpaks study did not suggest significant difference in weight gain of infants (Charpak, 2005). On the other hand, KMC also did not show adverse effects and none of the studies found that infants with KMC intervention were failing to thrive. Thus the literature shows positive effect of KMC in terms of improving the feeding of LBW infants and weight gain. Studies among LBW infants depicts significant improvement in growth of infants, with mean weight gain of 29gms among infants Effects of KMC in prevention of Infection and length of stay reduction Recently it is evident from the literature that KMC reduces the morbidities and mortalities among infants (Lawn, 2010). Total 15 trials were reviewed and researchers found significant decrease in mortalities i.e. (RR =0.49) and morbidities which was (RR= 0.34).The scientist are predicting that by placing infants in skin-to-skin contact may improve barrier function of the skin (Abufatteh, Ludington, Burant -Visscher, 2011). The researchers found only one case of infection at the time of completion of KMC. The progress of KMC in reducing infection is also depicted in developing countries. A substantial reduction in infections among LBW Infants is demonstrated from the literature. For instance Ali in (2009) found 6.9% of sepsis in KMC group as compared to 23.2% in control group during hospitalization. In addition the research findings were consistent at follow-up; incidences of severe infections were high in control group (17.9%) as compared to (5.2%) in KMC (Ali, 2009). This impact is also associated with improvement in breastfeeding through skin-to-skin contacts. The Immunoglobulin and lactoferrin properties of human milk help in prevention of infection. (FurmanKennell, 2000). Reducing the length of stay is another goal of KMC which is highlighted by many studies from developing countries (Ali, 2009; Boo, 2007; Charpak, 2001; Ramanthan, 2001). Infants discharged 7.4 days earlier than control group (Ramanthan, 2001). Similarly, Boo found difference of nine days (Boo, 2007). This major impact is further contributing to cost-effective management. Parents of LBW and preterm infants face dual burden of complication of prematurity as well as economic constraints. Thus, KMC could be an appropriate cost-effective intervention for this population. However, it has not been explored in Pakistan to our knowledge. Therefore, keeping in mind the efficacy of KMC there is a need to implement such trial in Pakistan to fill the gap. Conclusion The literature review suggests KMC as an effective intervention to achieve thermal stability and breast feeding among LBW and preterm infants. Complications such as infections can be minimized by the help of protective environment of mothers skin contact and breastfeeding component. Thus countries with scarce resources like Pakistan can benefit from this intervention to promote the health of high risk newborns. Aziz, N., Akhtar, S., Kaleem, R. Newborn Care Practices Regarding Thermal Protection Among Slum Dwellers in Rachna Town, Lahore, Punjab. Annals of King Edward Medical University, 16(1 SI). Bergman, N. J., Linley, L. L., Fawcus, S. R. (2004). Randomized controlled trial of skin-to-skin contact from birth versus conventional incubator for physiological stabilization in 1200- to 2199-gram newborns. Acta Paediatr, 93(6), 779-785. Byaruhanga, R. N., BergstrÃÆ' ¶m, A., Tibemanya, J., Nakitto, C., Okong, P. (2008). Perceptions among post-delivery mothers of skin-to-skin contact and newborn baby care in a periurban hospital in Uganda. Midwifery, 24(2), 183-189. Bystrova, K., Matthiesen, A. S., Vorontsov, I., WidstrÃÆ' ¶m, A. M., RansjÃÆ' ¶Ãƒ ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ Arvidson, A. B., UvnÃÆ' ¤sà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€šÃ‚ Moberg, K. (2007). Maternal axillar and breast temperature after giving birth: effects of delivery ward practices and relation to infant temperature. Birth, 34(4), 291-300. Charpak, N., Ruiz-Pelaez, J. G. (2001). A randomized, controlled trial of kangaroo mother care: results of follow-up at 1 year of corrected age. Pediatrics, 108(5), 1072. Heinig, M. J. (2001). Host defense benefits of breastfeeding for the infant: effect of breastfeeding duration and exclusivity. Pediatric Clinics of North America, 48(1), 105-123. Lawn, J. E., Mwansa-Kambafwile, J., Horta, B. L., Barros, F. C., Cousens, S. Kangaroo mother careto prevent neonatal deaths due to preterm birth complications. International journal of epidemiology, 39(suppl 1), i144. Matthiesen, A. S., Ransjà ¶ Arvidson, A. B., Nissen, E., Uvnà ¤s Moberg, K. (2001). Postpartum maternal oxytocin release by newborns: effects of infant hand massage and sucking. Birth, 28(1), 13-19. McGuire, W., Anthony, M. Y. (2003). Donor human milk versus formula for preventing necrotising enterocolitis in preterm infants: systematic review. Archives of Disease in Childhood-Fetal and Neonatal Edition, 88(1), F11-F14. Pattinson, R., Woods, D., Greenfield, D., Velaphi, S. (2005). Improving survival rates of newborn infants in South Africa. Reproductive Health, 2(1), 1-8. Ramanathan, K., Paul, V., Deorari, A., Taneja, U., George, G. (2001). Kangaroo mother care in very low birth weight infants. Indian Journal of Pediatrics, 68(11), 1019-1023.

Inflation and Government Economic Policies Essay

Inflation is described as the process by which prices are continuously rising or the value of money continuously decreases (Consumer Price Index Frequently Asked Questions, 2013). As the definition explains, this is not something that would be desirable for the government or its citizens. For example, Germany during the 1920’s experienced a period of hyperinflation. Germans literally had to carry wheel barrels of money to buy groceries. The price of a loaf of bread rose from around 200 Marks to over 200,000,000,000 Marks. Inflation is measured in several ways including Consumer Price Index, Producer Price Index, Employment Cost Index, Gross Domestic Product Deflator, and several other methods (Consumer Price Index Frequently Asked Questions, 2013). Inflation can be caused when the demand of goods and services cannot be met. Since demand cannot be fulfilled, manufacturers can increase the price of goods, thus causing inflation. Inflation can also be caused when there is too much money in circulation. Money can lose its value if everyone has too much of it. In order to try to control inflation, the government can regulate fiscal policies. Employees’ wages can play a big role in inflation. If everyone is making a lot of money, then prices can increase. Lower incomes actually help governments avoid inflation. Another method of regulating/manipulating inflation is by controlling aggregate demand, the number of goods and services requested at the given price point. Aggregate demand can be altered by either imposing taxes or decreasing and restricting government spending. According to BLS.gov, CPI, or Consumer Price Index, is the means by which we measure change in prices urban consumers pay for goods and services in the market basket. This measures what consumers pay on a daily basis for goods and services. Since 2000, CPI has been increasing. CPI can change due to shifts in population or buying habits of consumers. If the economy is up, people will most likely spend more money, and inversely if the economy is  down, consumers will spend less. New trends in technology or even fads can also change CPI. If consumers are influenced by media on alternatives to goods and services that buy and use, this too causes changes in CPI. CPI directly impacts the economy because it is used to determine the amount of government assisted people can be given such as Medicaid benefits and Social Security Benefits. The graph below shows the changes over time since January 2000 to January 2014 (Consumer Price Index – Chained Consumer Price Index, 2014). CPI from January 2000-January 2014 PPI, or Producer Price Index, measures the changed by which producers sell their products (Producer Price Indexes, n.d.). This measures inflation at the beginning stages, ground level, from the manufacturers’ standpoint. Since 2000, PPI like CPI has also increased. Both of these measurements go hand in hand, as the price the manufacturers’/producers charge for their goods and services increases, the amount consumers are paying for these said items also increases. The difference between the two however can include taxes imposed on both producers and/or consumers alike. PPI can be used to determine at what point prices need to escalate. The following graph shows changes in PPI since 2000 (Producer Price Index-Commodities, 2014). PPI from the Year 2000 to the Year 2014 Consumer Expenditure Survey, CE, is defined by BLS.gov as the â€Å"program consists of two surveys, the Quarterly Interview Survey and the Diary Survey, that provide information on the buying habits of American consumers, including data on their expenditures, income, and consumer unit (families and single consumers) characteristics. The survey data are collected for the Bureau of Labor Statistics by the U.S. Census Bureau†. CE has also been increasing since 2000 to present day. CE is pivotal to government fiscal policies because it is the only measurements that shows us not only the amount of money consumers earn and spend, but also consumers spending habits  and trends that we observe. CE is used by policymakers to study the effects of their policies on economic groups and by the Census Bureau to determine Supplemental Poverty Measurements, Like CPI, new technology greatly impacts CE. In the 1980’s, spending on computers and hardware were not as prominent as they are now. According to BLS.gov, changes in internet services and cellphones were also not as prominent in the 1980’s (The Consumer Expenditure Survey—30 Years as a Continuous Survey, 2010). Increases in income and the amount of money consumers spend change CE. The graph below shows these changes (Consumer Expenditure Survey, 2014). Consumer Expenditure Survey 2000-2012 Throughout the last fourteen years, the different units of measurement use to determine inflation have all increased. As the standard and cost of living increases, and as minimum wage continues to increase, all of these units will also increase. This has helped to prevent inflation and hyperinflation. If the prices of goods increase while the income people are bringing in stays the same, this would lead to inflation. As income decreased in 2008-2009, the CPI, PPI, and CE also decreased. The more money we are circulating, the more producers’ will be able to increase the price of goods and services, and the more consumers are going to pay for them. This cycle will continue to grow exponentially. As I stated earlier, there are different methods and fiscal policies governments can implement to avoid inflation. Like Keynesian economics, some of which are based around limiting and controlling government spending. References Consumer Expenditure Survey. Retrieved August 20, 2014 from http://www.bls.gov/cex/ Consumer Expenditure Survey. Retrieved August 20, 2014 from http://data.bls.gov/pdq/SurveyOutputServlet The Consumer Expenditure Survey—30 Years as a Continuous Survey. Retrieved August 20, 2014 from http://www.bls.gov/cex/ceturnsthirty.htm Consumer Price Index – Chained Consumer Price Index. (August 19, 2014). Retrieved August 19, 2014 from http://data.bls.gov/pdq/SurveyOutputServlet Consumer Price Index Frequently Asked Questions. (August 15, 2013). Retrieved August 19, 2014, from http://www.bls.gov/cpi/cpifaq.htm#Question_1 Producer Price Index-Commodities. (August 19, 2014). Retrieved August 19, 2014 from http://data.bls.gov/pdq/SurveyOutputServlet Producer Price Indexes. Retrieved August 19, 2014 from http://www.bls.gov/ppi/

Gendering World Politics Essay

Gender analysis of international relations can no longer be considered new. Both in history and political science, scholars of women and gender and foreign relations have carved out what is now robust subfields. In Gender in World Politics, Tickner’s first chapter explores the encounter between feminism and international relations sub-field of political science. She first establishes the debates within each. Feminism has been the subject of a debate between liberal feminism and its rivals, while IR has seen three: science realism versus idealism, realism vs. social. It is in the context of this policy, â€Å"third debate† means the meeting Tickner feminism and infrared. More specifically, feminism is expanding IR agenda on several fronts, including normative theory, historical sociology, critical theory and postmodernism. In this context, Tickner investigates â€Å"Gender Dimensions of War and Peace and Security† in Chapter Two. In the 1990s, feminists began to question â€Å"realistic† outlook on security, most of which have had a top-down, state-centered, the structural approach. Feminists , however, mostly come from the bottom up, starting at the micro level. For example, feminists attacked the premise that wars have been fought to protect women and children, in fact, in his opinion, to the extent that wars tend to generate massive refugee crisis, violations and rampant prostitution, are disproportionately women wild. In Chapter Three, Tickner moves on to the global economy. Here, feminists have joined the debate on globalization, especially questioned the boosterism often seen in the industrialized West. For example, they use gender analysis to reveal the unpleasant realities of home-based labor in the developing world. What multinational corporate managers would call â€Å"flexibility† and â€Å"cost containment,† the overwhelmingly-female workers would see as lower-paying, less-sta ble, and less-regulated labor. Gender perspectives on democratization, state and world order are the focus of chapter four. In contrast to conventional IR, ignorant of democratization, and more recently â€Å"democratic† peace theories, feminism IR-examining the micro level, where democratic transitions can exclude women or even leave them materially worse. Tickner then looks at women and international organizations (both the United Nations and non-governmental organizations) and norms (such as human rights). In the fifth and final chapter, Tickner suggests â€Å"Some Pathways for IR Feminist Futures.† Clearing these routes involves â€Å"knowledge traditions† that, for example, challenge prevailing gender laden dichotomies such as rational / emotional, public / private and global / local. It also includes new methodologies for IR, such as ethnography and discourse analysis. In the end, Tickner IR urges feminists to remain connected to the broader discipline even when they question their basic assumptions. Tickner synthesizes a wide range of recent literature and thus provides us with a solid understanding of the subject. His is not the only introduction to feminist IR but is a very good. Tickner is careful not to claim too much for feminist IR or fire other approaches. It also takes little for granted, holding such basic terms as â€Å"globalization† and even â€Å"gender† to scrutiny. And finally, this is a nuanced work. Tickner presents fairly represents and disagreements among feminists as well as the geographic and methodological. Similarly, captures the dilemmas facing IR feminists. For example, feminists must work within existing state structures or face them from the outside? If based on the state of progress or in the market. If the book has a weakness, it is one of style. . The writing, moreover, is better and more accessible than in many other political science texts. However, I often find difficult to tackle prose. In part, this is a matter of style, writing Tickner most lack color and verve, interesting anecdote or a vivid illustration. And partly it’s a matter of using the political scientist. â€Å"This language is understood by those inside†, as she says Tickner in another context, â€Å"but can seem quite bewildering, and sometimes even alienating to those outside, making communication very difficult transdisciplinary. Again, the language is typical of the field and could be much worse, but the repeated occurrence of terms such as â€Å"epistemological†, â€Å"postpositivist†, â€Å"problematize† and â€Å"privilege†, as verb , tends to swell the sentences and make the book seem longer than it is. In the end, however, a minor weakness, and definitely should not be allowed to deter non-specialists. In addition to the contribution of the book itself feminist IR, this is one of its great virtues brings relevant trends in political science historians who study women and gender and foreign relations. For many historians have discovered that, in the words of Cynthia Enloe fine, â€Å"the personal is international â€Å". This discovery is facilitated and enriched as Tickner helps us to cross the disciplinary divide. J. Ann Tickner, Gender in International Relations: Feminist Perspectives on Achieving Global Security (New York: Columbia University Press, 1992). Cynthia Enloe, Bananas Beaches and Bases: Making Feminist Sense of International Politics (Berkeley and London: University of California Press, 1990) Jan Jindy Pettman, Worlding Women: A Feminist International Politics (London and New York: Routledge, 1996)

The Sino-Indian War of 1962

The Sino-Indian War of 1962 In 1962, the worlds two most populous countries went to war. The Sino-Indian War claimed about 2,000 lives  and played out in the harsh terrain of the Karakoram Mountains, some 4,270 meters (14,000 feet) above sea level. Background to the War The primary cause of the 1962 war between India and China was the disputed border between the two countries, in the high mountains of Aksai Chin. India asserted that the region, which is slightly larger than Portugal, belonged to the Indian-controlled portion of Kashmir. China countered that it was part of Xinjiang.   The roots of the disagreement go back to the mid 19th century  when the British Raj in India and the Qing Chinese agreed to let the traditional border, wherever that might be, stand as the boundary between their realms. As of 1846, only those sections near the Karakoram Pass and Pangong Lake were clearly delineated; the rest of the border was not formally demarcated.   In 1865, the British Survey of India placed the boundary at the Johnson Line, which included about 1/3 of Aksai Chin within Kashmir. Britain did not consult with the Chinese about this demarcation  because Beijing was no longer in control of Xinjiang at the time. However, the Chinese recaptured Xinjiang in 1878. They gradually pressed forward, and set up boundary markers at Karakoram Pass in 1892, marking off Aksai Chin as part of Xinjiang. The British once again proposed a new border in 1899, known as the Macartney-Macdonald Line, which divided the territory along the Karakoram Mountains and gave India a larger piece of the pie. British India would control all of the Indus River watersheds  while China took the Tarim River watershed. When Britain sent the proposal and map to Beijing, the Chinese did not respond. Both sides accepted this line as settled, for the time being. Britain and China both used the different lines interchangeably, and neither country was particularly concerned since the area was mostly uninhabited and served only as a seasonal trading route. China had more pressing concerns with the fall of the Last Emperor and the end of the Qing Dynasty in 1911, which set off the Chinese Civil War. Britain would soon have World War I to contend with, as well. By 1947, when India gained its independence and maps of the subcontinent were redrawn in the Partition, the issue of Aksai Chin remained unresolved. Meanwhile, Chinas civil war would continue for two more years, until Mao Zedong and the Communists prevailed in 1949. The creation of Pakistan in 1947, the Chinese invasion and annexation of Tibet in 1950, and Chinas construction of a road to connect Xinjiang and Tibet through land claimed by India all complicated the issue. Relations reached a nadir in 1959, when Tibets spiritual and political leader, the Dalai Lama, fled into exile in the face of another Chinese invasion. Indian Prime Minister Jawaharlal Nehru reluctantly granted the Dalai Lama sanctuary in India, angering Mao immensely.   Sino-Indian War From 1959 forward, border skirmishes broke out along the disputed line. In 1961, Nehru instituted the Forward Policy, in which India tried to establish border outposts and patrols north of Chinese positions, in order to cut them off from their supply line. The Chinese responded in kind, each side seeking to flank the other without direct confrontation. The summer and fall of 1962 saw increasing numbers of border incidents in Aksai Chin. One June skirmish killed more than twenty Chinese troops. In July, India authorized its troops to fire not only in self-defense  but to drive the Chinese back. By October, even as Zhou Enlai was personally assuring Nehru in New Delhi that China did not want war, the Peoples Liberation Army of China (PLA) was massing along the border. The first heavy fighting took place on October 10, 1962, in a skirmish that killed 25 Indian troops and 33 Chinese soldiers. On October 20, the PLA launched a two-pronged attack, seeking to drive the Indians out of Aksai Chin. Within two days, China had seized the entire territory. The main force of the Chinese PLA was 10 miles (16 kilometers) south of the line of control by October 24. During a three-week ceasefire, Zhou Enlai ordered the Chinese to hold their position, as he sent a peace proposal to Nehru. The Chinese proposal was that both sides disengage and withdraw twenty kilometers from their current positions. Nehru responded that the Chinese troops needed to withdraw to their original position instead, and he called for a wider buffer zone. On November 14, 1962, the war resumed with an Indian attack against the Chinese position at Walong. After hundreds of more deaths and an American threat to intervene on behalf of the Indians, the two sides declared a formal ceasefire on November 19. The Chinese announced that they would withdraw from their present positions to the north of the illegal McMahon Line. However, the isolated troops in the mountains did not hear about the ceasefire for several days  and engaged in additional firefights. The war lasted just one month  but killed 1,383 Indian troops and 722 Chinese troops. An additional 1,047 Indians and 1,697 Chinese were wounded, and nearly 4,000 Indian soldiers were captured. Many of the casualties were caused by the harsh conditions at 14,000 feet, rather than by enemy fire. Hundreds of the wounded on both sides died of exposure before their comrades could get medical attention for them. In the end, China retained actual control of the Aksai Chin region. Prime Minister Nehru was roundly criticized at home for his pacifism in the face of Chinese aggression, and for the lack of preparation prior to the Chinese attack.

Adoption of M

Adoption of M Executive Summary Current trends in education show that Mobile learning (M learning) has significantly redefined learning processes. However, at the heart of its adoption lie serious concerns about the benefits, limitations, and implications of M learning.Advertising We will write a custom report sample on Adoption of M-learning Technology specifically for you for only $16.05 $11/page Learn More This paper explores these concerns by evaluating the issues that surround the adoption of M learning and its potential ramifications for students and educators. Based on the challenges and responses given by educators, regarding the adoption of M-learning, this paper predicts that more educators will adopt the M learning technology beyond the current integration of learning processes. Introduction Mobile services have increasingly become part of everyday life. Indeed, it is normal to see the dominance of technology on most aspects of human life. This trend has also g ripped the education sector because instructors and students today use technology to teach and learn. This trend has slowly crept into the education sector because technology today is more portable and affordable than in the past years. For example, many mobile devices, such as cell phones and PDAs, have increasingly become affordable and accessible to most people because their prices are relatively reasonable, as opposed to other technological device such as computers. It is for this reason that MacCallum Jeffrey (2009) say, â€Å"Features such as the facility to make phone calls, take pictures, record audio and video, store data, music, and movies, and interact with the Internet all provide opportunities that could be harnessed in the educational context† (p. 602). The availability of technology has brought new opportunities in learning, especially concerning the easy access to information communication technology (ICT). Mobile learning (M learning) is one such platform th at uses technological advancements to support learning. M learning involves the use of specialised technology such as personal digital assistants (PDAs), mobile telephones, MP3 players, notebooks, tablets, handheld computers, iPads (and the likes) in learning. The adoption of M learning technology in education has brought significant changes, challenges, and opportunities in learning.Advertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More This paper explores some of these issues through a critical analysis of the benefits, implications, and ramifications of M learning. At the centre of this analysis is the technology acceptance model Technology Acceptance Model Many educators have used the technology acceptance model to evaluate the possible benefits of new technology in learning (Seliaman 2012). Many researchers have also advanced the technology acceptance model as a valuable tool in M learning research (Seliaman 2012). Its usefulness in the adoption of M learning especially surfaces here because the model evaluates how students accept and use M learning. The technology acceptance model suggests that many students are motivated to accept and use M learning because of its perceived benefits and ease of use (Seliaman 2012). The first criterion (perceived usefulness) was first described by Fred Davis as the ability of students to see how new technologies improve their learning processes (Lumsden 2011). Fred Davis also defines the second criterion (perceived ease of use) by suggesting that most students would be willing to accept new technology if they consider it to be free from effort (Abeka 2012). Kynslahti (2003) conducted a study to evaluate the significance of M learning in education by demonstrating that the M learning technology improved learning in three dimensions – convenience, expediency, and immediacy. Seppl Alamki (2003) compared these three dimensions to a different finding where they analysed the responses of trainee teachers regarding their perceived uses of M learning. The trainee teachers agreed with most of the findings proposed by Kynslahti (2003) when they admitted that M learning gave them a lot of convenience when teaching. They supported this claim by saying that M learning enabled them to manage their time better and more efficiently. For example, the teachers said M learning devices enabled them to work on trains or buses if they needed to write notes or share some information with their colleagues (Seppl Alamki 2003).Advertising We will write a custom report sample on Adoption of M-learning Technology specifically for you for only $16.05 $11/page Learn More The trainees also admitted that M learning devices provided them with expediency in teaching, especially because they could easily access the internet whenever and wherever they pleased. Relative to their claims, MacCallum Jeffrey (2009) add, â€Å"For example they could use the mobile devices when they were in the shops to check if there was a particular foodstuff at school, which was needed in a lesson on home economics. They were able to integrate technologies, whereby they could upload images from their mobile phones, rather than waiting to return to class to do so† (p. 603). Lastly, the trainees said that the greatest advantage they enjoyed from M learning was its immediacy (Seppl Alamki 2003). They mostly cited the fact that they could undertake most learning tasks immediately, without having to wait for an â€Å"appropriate† time to do so. For example, they said they could easily take pictures and share them with their colleagues in real-time. They also mentioned their contentment with the fact that M learning technologies helped them to make memos and share them, while observing other trainee lessons (Seppl Alamki 2003). The teachers therefore had no reservations regarding the technology. Gen erally, the technology acceptance model shows that the perceived benefits of M learning in education have a significant impact on the decision by teachers or students to embrace the technology in their learning processes. However, given the pivotal role that most educators have to play in learning, it is crucial to appreciate the power that most of these educators have in inhibiting or supporting the adoption of M learning technologies in education. It is also important to appreciate the familiarity of technology among most educators, although people should agree that this familiarity does not mean that all educators know how to integrate this new technology into their learning processes (MacCallum Jeffrey 2009). It is for this reason that it is equally important to understand why educators may not openly incorporate technology in their teaching practicesAdvertising Looking for report on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Barriers to the Adoption of M-learning MacCallum Jeffrey (2009) say many barriers prevent the complete adoption of M learning technologies. Broadly, the reasons for instructors and students to resist the adoption of new technology in learning may be widespread, but some issues are very specific to M learning. For example, some educators are not comfortable with using M learning technologies in the classroom. Such groups of educators may therefore be less inclined to adopt new technologies in the classroom. Some educators and students are also less enthusiastic to embrace new technology in their learning processes. These groups of people are also less likely to embrace the M learning technology. Lastly, another group of educators and students may not fully enjoy the benefits of M learning because of their failure to understand its benefits, or the lack of proper understanding regarding how M learning technologies work. Personal attitudes and preferences also have a significant role to play in understanding if people will adopt new technologies, or not. For example, research has proved that even though educators know the potential benefits of adopting M learning in the classroom, they need to have a strong personal conviction that they would be able to execute the new technologies in their learning processes. If they do not believe they can do so, they would be resistant to the technology. Relative to this assertion, MacCallum Jeffrey (2009) says â€Å"An educator that feels ill at ease when using ICT is typically the result of negative past experience, conversely an educator may feel at ease with ICT when they have had a positive personal experience using ICT and therefore, research shows that they would be more willing to include it into their teaching practices† (p. 603). Educators may however experience a change of belief and attitude when they face the challenge of adopting new technologies, but this change ought to happen in the context of past en counters, vicarious experiences, and social or cultural experiences with M learning (Abeka 2012). A positive experience with M learning may lead to increased enthusiasm to adopt the technology in education, while a negative experience with M learning may equally lead to increased opposition of the technology. MacCallum Jeffrey (2009) suggest that the measurement of a teacher’s personal belief about a new technology is therefore a reliable measure for the understanding of lasting changes of M learning in the classroom. New studies have also shown that an increased sense of proficiency in one technological medium of learning may also lead to the adoption of M learning, or similar technologies (MacCallum Jeffrey 2009). In Caspi and Gorsky (2005), researchers showed that most teachers and students who were proficient in E-learning had a high likelihood of adopting other ICT tools in their learning processes. Overall, it is important to agree that the personal perception of ICT proficiency significantly determines the frequency that an educator, or a student, may use M learning in education. Nonetheless, it is unwise to use the attitude of an instructor, as the single most reliable indicator of the adoption of M-learning in education (MacCallum Jeffrey 2009). Challenges Posed by M Learning While many studies have explored the potential benefits that M learning brings to education, other studies have also explored the potential challenges caused by M learning (especially how they significantly prevent their adoption in education) (Abeka 2012). For example, MacCallum Jeffrey (2009) single out the concept of mobility as a serious challenge posed by M learning. They say that even though many studies have shown that most teachers and students appreciate the mobility created by M-learning, this technological tool also allows students to associate external issues (outside the classroom) with their technological gadgets, thereby compromising the objectivity of t heir learning process (MacCallum Jeffrey 2009). Indeed, â€Å"Inside the classroom, mobile devices provide students with the capabilities to link to activities in the outside world, albeit these activities do not correspond with either the teacher’s agenda or the curriculum† (MacCallum Jeffrey 2009, p. 610). This challenge dents the efficiency of conventional teaching practices. Another possible challenge that plagues the application of M learning technology is the informality that it introduces to education. People have regarded education as a highly formalised discipline that thrives on clearly defined rules of sourcing, retrieving, and analysing information. However, the M learning technology introduces informality to education, thereby undermining the formal structures that have traditionally characterised the education system (Seliaman 2012). This analysis does not however mean that the informality introduced by M-learning is a bad thing for education. However, any possible benefits that may be enjoyed through informality may be lost if the informality is allowed to characterise all aspects of education. For example, many students live in distinct social networks, but if technology undermines the existence of these networks, the students may oppose them. Another factor that may potentially prevent the smooth adoption of M learning stems from serious concerns expressed by Gong Wallace (2012) regarding the adoption of the technology in learning. One concern is the erosion of the collaborative environment that should characterise teacher-student interaction. According to Gong Wallace (2012), M learning decreases the level of interaction between students and their teachers. They also say that M learning prevents immediate feedback between students and teachers (Gong Wallace 2012). High school dropout rates are also common among students who use M learning technologies (Gong Wallace 2012). Besides these challenges, Gong Wallace (2012) add that â€Å"M learning also creates a time-place displacement that decreases communication, erodes social connections, and increases feelings of personal loneliness and depression† (p. 7). Moreover, some scholars have expressed concern that the widespread use of M learning may encourage plagiarism as students have an unlimited access to web materials that they may pass off as theirs (Banyard Underwood 2006). Additionally, Gong Wallace (2012) have little doubt that M learning causes identity reconstruction challenges, as it erodes the traditional face-to-face interaction model of learning. This is especially true because participants who use M learning may easily maintain anonymity as they use the technology. According to Gong Wallace (2012), the anonymity that M-learning supports in education may promote deception and antisocial behaviours in learning. Comparatively, Anderson Emmers-Sommer (2006) say face-to-face interactions in the classroom pose several advantages to stu dents and educators alike because face-to-face interactions are active and interactive (attributes that the M-learning model seeks to erode). Equally, Sherblom (2010) contends that â€Å"in M-learning, uncertainty reduction strategies are altered, both restricted and expanded, in ways that affect interpersonal impressions, communication, and relationships† (p. 497). Beyond the psychological limitations of adopting M learning, Gong Wallace (2012) say that the restrictions and challenges that characterise the use of M learning technologies are still apparent. Most of these restrictions and challenges stem from the uses, prices, and sizes of the technological gadgets used in M learning. A common concern that many educators have, is the quickly changing nature of technology (Gong Wallace 2012). Indeed, technological gadgets evolve quickly and one type of technology that may be useful this year may not be so useful in three or five years. Some people also consider some of the te chnological gadgets that most educators use in M learning as â€Å"expensive toys† (Gong Wallace 2012). This perception may affect the attitude of some students, or teachers, in adopting the technology in education. Additionally, some of the technologies used in M learning require high system requirements that may reduce their efficiency in the learning context. For example, Chen-Chung (2009) says, â€Å"The screens on handheld devices are designed for individual-user mobile applications. They may therefore constrain interaction among group learners† (p. 127). Lastly, Luminita (2010) observes that personal ownership in M learning is a key factor that supports the realisation of its learning benefits in the classroom (both personal and group learning may potentially lead to the realisation of these benefits). Some of these benefits may be tangible or intangible. However, personal ownerships of M-learning devices pose the greatest benefits in learning. Certainly, if all students own an M learning device, they can easily explore the benefits of the device, beyond the realms of the classroom setup. However, institutional ownerships of these devices pose a challenge to the realisation of these benefits because students do not own the M learning devices (personally). Conclusion This paper mainly takes a keen interest in the adoption of M learning from an educator’s point of view because educators are usually the primary point of contact with students. Educators also experience the support and barriers to the adoption of the new technology first hand. Currently, many of these educators have embraced M learning through a simplistic version of integrating education processes. However, the potential for M learning exists beyond the realms of integrating educational processes. For example, the use of M learning for SMS notification and quiz distribution is a very limited application of the technology. This limited application of M learning may stem from the potential limitations of the technology, or the fact that its application is still very â€Å"young† and fragile. Indeed, M-learning is a relatively new technology in learning, but the success or failure of its adoption will largely depend on the ability of educators and students to see its benefits (at least according to the technology acceptance model). The experience, attitude, and perception of the new technology will also play an instrumental role in ascertaining if students and educators will adopt the M learning technology successfully, or not. However, as more researchers continue to explore the benefits and implications for the adoption of the new technology, there is a high likelihood that many educators may appreciate the full benefits of adopting M-learning in education. References Abeka, S 2012, An Investigation Of Factors Influencing Corporate Customers Acceptance Of Internet Banking: A Case Study Of East African Trade Finance Customers, GRIN Verlag, Mu nchen. Anderson, L Emmers-Sommer, M 2006, ‘Predictors of relationship satisfaction in online romantic relationships’, Communication Studies, vol. 57 no. 1, pp. 153-172. Banyard, P Underwood, J 2006, ‘Do enhanced communication technologies inhibit or facilitate self-regulated learning’, European Journal of Education, vol. 41 no. 3, pp. 473- 489. Caspi, A Gorsky, P 2005, ‘Instructional media choice: Factors affecting the preferences of distance education coordinators’, Journal of Educational Multimedia and Hypermedia, vol. 14 no. 2, pp. 169-198. Chen-Chung, L 2009, ‘Analysis of peer interaction in learning activities with personal handhelds and shared displays’, Journal of Educational Technology Society, vol. 12 no. 3, pp. 127-142. Gong, Z Wallace, J 2012, ‘A Comparative Analysis of iPad and Other M-learning Technologies: Exploring Students’ View of Adoption, Potentials, and Challenges’, Journal of Literacy a nd Technology, vol. 13 no. 1, pp. 2-27. Kynslahti, H 2003, Mobile Learning, IT Press, Helsinki. Luminita, S 2010, ‘Internet-a new way of training, designing an e-learning platforms’,  Young Economist Journal, vol. 11 no. 1, pp. 151-158. Lumsden, J 2011, Human-Computer Interaction and Innovation in Handheld, Mobile and Wearable Technologies, Idea Group Inc (IGI), New York. MacCallum, K Jeffrey, L 2009, Identifying discriminating variables that determine  mobile learning adoption by educators: An initial study. Web. Seliaman, S 2012, ‘Mobile Learning Adoption in Saudi Arabia’, World Academy of Science, Engineering and Technology, vol. 69 no. 1, pp. 391-393. Seppl, P Alamki, H 2003, ‘Mobile learning in teacher training’, Journal of Computer Assisted Learning, vol. 19 no. 1, pp. 330-335. Sherblom, J 2010, ‘The computer-mediated communication (CMC) classroom: a challenge of medium, presence, interaction, identity, and relationshipâ€℠¢, Communication Education, vol. 59 no. 4, pp. 497-523.

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Review on the film - Cradle Will Rock Movie Example | Topics and Well Written Essays - 250 words

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