Oliver Jeffers A Successful Career For The Art Community

As a child growing up we have all got asked the famous question, what do you want to be when we grow up? Either the question was answered with a simple I want to be a doctor, a nurse, a lawyer, and or a football player. After the individual got the respond they were looking for, you were told that you can be anything you want to be once you put your mind to it. As you get older you study that question research information in and out of high school which we explore all the many career paths there are out there to match will our talents. Once the question is asked again now you’re older the advice they give you changes depending on the occupation. For example if you tell them that you want to become a painter or a writer. They will tell you there is no money in that career and convince you to change your dreams. Therefore, with that being said Oliver Jeffers has a successful career in the art community, art is everywhere and it impacts use weather it is visual or literature. Acc ordingly, the definition searched from google is â€Å"the expression or application of human creative skill and imagination, typically in the form of painting, music, literature and dance† (chiodo). Art is way more than that art is self-expressive. Art is passion it tell a story which can be interrupted in many ways depending on the viewers. Art can be an emotional experience for both the artist and the audiences. Art is really in the eyes of the beholder, which means that an individual has the potential

Increasing Literacy in Children Kindergarten through...

Illiteracy has been a reoccurring predicament ever since people have been able to read. Either children do not understand how to read and write in school, or they require extra help in becoming skilled in the areas of reading and writing. After school programs were created to help schools increase the literacy development in children. An after school program is defined as a program that offers its services to children after school to help them with arts, crafts, sports, or homework. Are after school programs fulfilling their duty to increase the level of literacy in children? After school programs are increasing the level of literacy in children kindergarten through sixth grade because they were created to help children increase†¦show more content†¦An article in the Journal of Adolescent Adult Literacy quotes that â€Å"clearly, if these children were attending after-school tutoring sessions, they needed academic help† (Clark par.16). The entire purpose of an after school program is to provide more individual time with children to increase their literacy levels. To offer these after school programs, most people assume that millions of tax dollars are being spent when the money could be used for something more productive. In response to this, what could be more important than spending money in order to see more children being able to read and write? If children kindergarten through sixth grade are not given the proper instruction on how to read and write, then how will they learn to live in a world where it is necessary to utilize those skills on a daily basis? The report â€Å"Reading Next,† written by five nationally renowned educational researchers and reviewed by the Adolescent Literacy Funders Forum (ALFF), said, â€Å"American youth need strong literacy skills to succeed in schools and in life† (Biancarosa 3). For a child to succeed in school and life, should not action be taken immediately before he or she goes through more of his or her life without the essential basics of reading and writing? An article written by two people from the University of Oxford says that â€Å"early intervention is more effective and, in the long run, more economical than waiting untilShow MoreRelatedIncreasing Student Achievement For Reading Through Implementation Of The Daily 52357 Words   |  10 PagesLauren Davis Increasing Student Achievement in Reading through Implementation of the Daily 5 SPE 609 – Action Research Fall 2013 University of Alabama â€Æ' Increasing Student Achievement in Reading through Implementation of the Daily 5 School Description This action research project was completed at Benjamin Davis Magnet Elementary School in Decatur, Alabama. Benjamin Davis is a primary magnet school in the Decatur City School District that serves 255 children in kindergarten through grade two. 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Beginning in the 1920s, teenagers were viewed as restless and needing the freedom to explore new interests. If schools did not meet their basic needs, there was a high likelihood that these students will dropRead MoreInstrumentation in Mathematics8575 Words   |  35 Pagesfraction concepts to students with learning disabilities using a CRA approach versus a Representational-Abstract (RA) approach (starting with pictorial representations and moving to abstract concepts, with no concrete manipulatives). Fifty middle school students with mild to moderate disabilities were assigned to the CRA or the RA group. While both groups improved their understanding of fractions, the CRA group had overall higher scores than the RA group. 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A: When Preslee is fussy, hold Preslee upright to your chest or shoulder and pat gently. Burping is needed (not you - the baby!). 6: Q: You notice that Preslee can learn a thing or two

Clinical and Experimental Ophthalmology

Question: Discuss about the Clinical and Experimental Ophthalmology. Answer: Introduction: The patient presents with hypertension. The patient has a history of hyperacidity, hyperthyroidism, an elevated BMI above 40 and a 20-year loss of vision in the left eye. Mrs XXX has undergone a cataract removal surgery in her right eye. On admission, she presented with a heavily discharging left eye with poor vision, hypertension, an elevated left eye intraocular pressure, and anxiety. This case is significant because it covers the viral eye infections that occur in patients with diabetes mellitus. As such, there are three priority concerns about the case of Mrs XXX. The first one is the orbital viral infection that is exacerbated by type II DM. The elimination of this viral infection is the goal of my management. This goal will be achieved by administration of topical acyclovir. The patient will then have reduced discharges from the eye. Secondly, the elevated blood sugar levels are dangerous to the health of Mrs XXX and the management using antidiabetic agents is a priority. The b lood sugar levels will be reduced to a normal of between 65 and 110 milligrammes per deciliter (Fogli, Mogavero, Egan, Del Re Danesi, 2016). Lastly, the high blood pressure that Mrs XXX has is also a priority that I will manage using antihypertensive drugs. The goal is to normalise the pressure to a systolic of between 95 and 140 mmHg and a diastolic of between 60 and 90 mmHg (Fogli et al., 2016). Administration of topical acyclovir Mrs XXX presents with viral ocular infection, and therefore, the nursing intervention is to administer topical acyclovir and an anti-inflammatory agent such as prednisolone (Patrone, Eriksson, Lindholm, 2014). The conservative treatment with topical acyclovir, which acts to relieve the viral infection and suppress its further multiplication in the eye, is the lead remedy against the eye problem (Patrone, Eriksson, Lindholm, 2014). I will also use a low dose of a topical anti-inflammatory to relieve pressure that is exerted on the eye thereby restoring comfort especially in the case where visual ability is impaired. In this case, I administered prednisolone eye ointment (Patrone, Eriksson, Lindholm, 2014). The inflammatory process is the primary cause of tearing and excessive discharge from her left eye. Takakura (2014) was very categorical when explaining the need to use prednisolone because precautions are necessary, but its effectiveness is satisfying (Takakura et al., 2014). Also, I would irrigate the eye. Irrigation of the eye with an ophthalmic fluid prevents the spread of infections from the optic secretions by cleaning them out. The irrigation of Mrs XXXs eye with an ophthalmic fluid that I would initiate is meant to eliminate the discharge from her left eye, which has been blind for the past 20 years. The discharges from the eyes harbour microorganisms that can further cause damage to the eyes through localised infections. It also prevents the spread of the condition to her right eye through the optic chiasma and even the physical factors such as rubbing which are not evident in Mr XXXs history. In addition, I used timolol because Mrs XXXs IOP was raised to greater than 40 (Kempen et al., 2014). Educating a patient on various aspects of eye care and management prevents complications that may cause blindness. Often, diabetic patients ought to be partakers in their own care as opposed to being passive receivers of interventions (Misra, Braatvedt, Pat el, 2016). Educating Mrs XXX on the complications of hyperglycemia and the actively taking part in making decisions helps in being vigilant and understanding the necessary steps to undertake when alone. Administration of glipizide On the other hand, I administered glipizide together with metformin to manage the blood glucose levels. This drug is important because it enhances the pancreatic activity in the release of insulin (Patrone, Eriksson, Lindholm, 2014). Thus, it ensures that enough insulin is supplied to the tissues to help reduce blood glucose thus managing type II DM. Importantly; glipizide is very effective when utilised together with exercise and nutritional considerations (Patrone, Eriksson, Lindholm, 2014). Mrs XXX benefits a great deal from this drug since her body has a tendency of insulin resistance due to obesity as Scheen explains (Scheen, 2014). Again, precautions are necessary because the drug may lead to severe hypoglycemia due to increased effectiveness thus leading to shock and death (Scheen, 2014). The cataract in Mrs XXXs right eye was removed through a surgical operation as a corrective measure, and I will review it because cataracts mostly resurface (Scheen, 2014). To administer Metformin as prescribed. Metformin acts on the body by preventing the production of non-sugars into sugars, which occur in the liver thus maintaining a normal glycemic state (Herman, 2015). This nursing action that I initiated on Mrs XXXs was meant to battle her elevated blood sugar levels, and it was timely and necessary because of the use of metformin. It also improves insulin sensitivity to tissues leading to glucose being transported into the cells thus helping in the reduction of blood sugar levels to normal ranges of 4mg/dl -6mg/dl. It also decreases the ability of the intestine to absorb sugars into the blood stream and in turn promotes the utilisation of available glucose by tissues and the peripheries (Herman, 2015). In Mrs XXXs case, this drug is very effective because the major condition that she suffers from is type II DM. However, the effectiveness of this medication can be further improved when it is used in combination with insulin, a phenomenon that miss es in the management of Mrs XXX. Furthermore, there is need to monitor acidotic levels in blood because metformin may cause lactic acidosis (Herman, 2015). Importantly, the side effects of this drug ought to be uncannily explained to Mrs XXX, for instance, numbness in the extremities, uneven heart rate, stomachache, nausea, vomiting among others (Herman, 2015). Moreover, the normalised blood glucose level, an effect of metformin, will reduce the retinal complications of diabetes thus alleviating ocular infections and their outcomes such as blindness (Kempen et al., 2014). Administration of antihypertensive drugs Administer antihypertensive drugs. With the increased blood pressure that Mrs. XXX presents with, visual difficulties and blurred visions, the blood pressure has to be normalised by the use of an antihypertensive drugs like telmisartan and amlodipine (Ley, Hamdy, Mohan, Hu, 2014). Telmisartan is an angiotensin II receptor antagonist. As such, it blocks the effects of the renin-angiotensin-aldosterone mechanism such as vasoconstriction and increased blood pressure. Ultimately, blood pressure shall be normalised thus preventing complications like a capillary rupture in the eyes and other vital tissues (Ley, Hamdy, Mohan, Hu, 2014). On the other hand, amlodipine is a calcium channel blocker that prevents the flow of calcium ions into the cells of the heart and blood vessels thus lowering their contraction that subsequently causes vasoconstriction. Blood pressure is very critical in the management of diabetes type two as almost all diabetic patients present with increased and elevated blood pressure (Ley, Hamdy, Mohan, Hu, 2014). This causes dizziness, confusion, reduced visual acuity and bloody vision. Active management of the blood pressure helps save the patient from injury, total loss of vision and kidney damages (Misra, Braatvedt, Patel, 2016). Teach the patient on exercising tips and good habits of daily living. For instance, regular and consistent body exercise can help prevent most complications. With a body mass index (BMI) of greater than 40, she should work tirelessly to reduce this to normal body mass index. In obesity; the body becomes resistant to insulin leading to glucose not being carried to cells and tissues for metabolism thus leading to persistently high blood sugar levels (Misra, Braatvedt, Patel, 2016). When the body weight is reduced to manageable levels, the tissues become receptive to insulin leading to glucose being transported to tissues and cells thus normalisation of blood sugar levels (Nayak, Maharaj, Fatt, 2012). Regular and vigorous exercises also result in the available glucose being metabolised to release energy and water as a by-product and in the long run reducing the blood sugar levels (Nayak, Maharaj, Fatt, 2012). Exercise should be aimed at least 150 minutes weekly. The exercise should b e vigorous and involve all parts of the body actively. In addition to exercising, nutrition is also a major component of the active management of type 2 diabetes. With proper nutrition, blood sugar levels will be reduced and maintained regularly and at normal levels. One is advised to take foods rich in high fibre to help loosen the stool and take the digested glucose away from being absorbed in the gastrointestinal tract into the colon thus reducing the amount of absorbed glucose hence reducing blood glucose levels (Nayak, Maharaj, Fatt, 2012). Foods rich in carbohydrates are discouraged, and only a small amount is encouraged as a lot of carbohydrates in the diet will lead to a lot of glucose being produced and absorbed after its digestion thus leading to high blood sugars and increasing weight as the excess sugars are converted to glycogen which accumulates in the body causing an increase in weight (Patrone, Eriksson, Lindholm, 2014). Reflection of the case management and personal assumptions: The case of Mrs XXX is critical because it tackles viral eye infections, hyperglycemia and high blood pressure. Viral eye infections are as a result of increased blood sugar in type II DM (Szeto et al., 2016). Type II DM is an endocrine, metabolic disorder that is characterised by extremely high blood glucose levels due to the inability of insulin to transport the glucose from the blood to the tissues since they are not receptive (Szeto et al., 2016). Intriguingly, in Type II Diabetes, the pancreas secretes sufficient amount of insulin, but the tissues are non-receptive leading to it not being effective in the transport of glucose into cells. Diabetes Type II is a lifestyle disorder that arises due to poor and bad eating habits, which cause an abnormally, increase in body weight (Szeto et al., 2016). Thus it can be managed through lifestyle change. Diabetes comes with retinal complications, which includes reduced visual acuity, blood vision, glaucoma, increased intraocular pressure a nd poor vision. It also causes a number of systemic complications such as high blood pressure, kidney failure, nerve failure, non-healing wounds, peripheral neuropathy and permanent disability (Takakura et al., 2014). I managed Mrs XXXs diabetes primarily with oral hypoglycemic agents like metformin and glipizide which help reduce the blood sugar levels by promoting uptake of glucose into the cells, preventing the absorption of more sugars and glucose in the gastrointestinal tract and preventing the production of glucose from non-sugar compounds (Takakura et al., 2014). I also managed the viral inflammation using topical acyclovir, and the inflammation lowered by prednisolone among other interventions. Again, I fostered diet adjustment, i.e. reducing carbohydrates in the diet, and increasing fibre in the diet, eliminating junks from the diet, taking more fruits and fluids. All these interventions, as I executed partly in Mrs XXXs case, are assumed to be fruitful (Thomas G Chu, 2015) . On a personal reflection, I tackled the case of Mrs XXX professionally considering the interventions that I initiated as far as nursing is concerned. I considered that the management of Mrs XXXs condition required both the conservative and the nursing interventions. As a result, all the interventions that I executed are presumed to be successful. Again, Mrs XXX was not refuting any of the interventions as prescribed in the rights of patients. She could be willingly ready to have them executed on her. Furthermore, the case of Mrs XXX has been a good example of infections of the eyes that arise from type II DM, hypertension and high blood pressure. Therefore, the management was supposed to be strictly linked to these priority concerns (Threatt, Williamson, Huynh, Davis, Hermayer, 2013). It was presumed that all the prescribed medications do not attract any form of hypersensitivity from Mrs XXXs system. Additionally, she could not also exhibit their side effects, a reason many of them are prescribed at the same time or in combination with one another. There are no infections that would arise from the interventions that I initiated on Mrs XXX. Her family would be readily available to help, especially her husband because he lives with her at the moment. Mrs XXX would need to see a nutritionist and a physiotherapist during her next visit (Yang, 2016). In conclusion, health is vital in the life of any individual, and thus, the management of complications that arise from chronic diseases such, as diabetes mellitus must be implemented. A typical case study of Mrs XXX is an eye opener on the difficulties that most patients endure when ocular complications, hypertension and high blood sugars affect them. References: Fogli, S., Mogavero, S., Egan, C., Del Re, M., Danesi, R. (2016). Pathophysiology and pharmacological targets of VEGF in diabetic macular oedema.Pharmacological Research,103, 149-157. Gummesson, A., Nyman, E., Knutsson, M., Karpefors, M. (2017). Effect of Weight Reduction on Hemoglobin A1c in weight loss trials of Type 2 Diabetes Patients.Diabetes, Obesity, And Metabolism. Heath, G., Airody, A., Gale, R. (2017). The Ocular Manifestations of Drugs Used to Treat Multiple Sclerosis.Drugs,77(3), 303-311. Herman, W. (2015). Response to Comment on Inzucchi et al. Management of Hyperglycemia in Type 2 Diabetes, 2015: A Patient-Centered Approach. Update to a Position Statement of the American Diabetes Association and the European Association for the Study of Diabetes. Diabetes Care 2015;38:140149.Diabetes Care,38(9), e143-e143. Kempen, J., Sugar, E., Varma, R., Dunn, J., Heinemann, M., Jabs, D. et al. (2014). The risk of Cataract among Subjects with Acquired Immune Deficiency Syndrome Freeof Ocular Opportunistic Infections.Ophthalmology,121(12), 2317-2324. Ley, S., Hamdy, O., Mohan, V., Hu, F. (2014). Prevention and management of type 2 diabetes: dietary components and nutritional strategies.The Lancet,383(9933), 1999-2007. Misra, S., Braatvedt, G., Patel, D. (2016). The impact of diabetes mellitus on the ocular surface: a review.Clinical Experimental Ophthalmology,44(4), 278-288. Nayak, S., Maharaj, N., Fatt, L. (2012). Association between altered lipid profile, body mass index, low plasma adiponectin and varied blood pressure in Trinidadian type 2 diabetic and non-diabetic subjects.Indian Journal Of Medical Sciences,66(9), 214. Patrone, C., Eriksson, O., Lindholm, D. (2014). Diabetes drugs and neurological disorders: new views and therapeutic possibilities.The Lancet Diabetes Endocrinology,2(3), 256-262. Scheen, A. (2014). Pharmacodynamics, Efficacy, and Safety of SodiumGlucose Co-Transporter Type2 (SGLT2) Inhibitors for the Treatment of Type2 Diabetes Mellitus.Drugs,75(1), 33-59. Szeto, S., Chan, T., Wong, R., Ng, A., Li, E., Jhanji, V. (2016). Prevalence of Ocular Manifestations and Visual Outcomes in Patients With Herpes Zoster Ophthalmicus.Cornea, 1. Takakura, A., Tessler, H., Goldstein, D., Guex-Crosier, Y., Chan, C., Brown, D. et al. (2014). Viral Retinitis following Intraocular or Periocular Corticosteroid Administration: A Case Series and Comprehensive Review of the Literature.Ocular Immunology And Inflammation,22(3), 175-182. Thomas G Chu, M. (2015). Patients with Advanced Diabetic Retinopathys Understanding of Diabetes Mellitus and Their Diabetic Eye Disease: A survey of 100 patients currently undergoing treatment for Diabetic Retinopathy in a Large Retinal Practice.Journal Of Clinical Experimental Ophthalmology,06(01). Threatt, J., Williamson, J., Huynh, K., Davis, R., Hermayer, K. (2013). Ocular Disease, Knowledge and Technology Applications in Patients With Diabetes.The American Journal Of The Medical Sciences,345(4), 266-270. Yang, C. (2016). Diabetic eye diseases.Diabetes Research And Clinical Practice,120, S14.

Relevance of Race and Ethnicity Issues Asian Americans

The contemporary trends in immigration have significantly changed the population ratio of Asian Americans, as well as their attitude to this ethnicity group. Racial issues precisely concern Chinese, Indian, Japanese, and Filipino immigrants who had to undergo the pressure on the part of the white population in the United States.Advertising We will write a custom essay sample on Relevance of Race and Ethnicity Issues: Asian Americans specifically for you for only $16.05 $11/page Learn More The first waves of immigrants from Asian countries started in the sixteenth century, when Filipinos moved to the territory of the United States. Further movements date back to the nineteenth century, when Chinese and Japanese people migrated in the pursuit of better life. The history demonstrates that the immigration process was a challenge for ethnic groups due to the racist principles according to which all minorities were treated. The first Chinese communities arrive d in the United States had to apply for low-paid jobs because of the discriminative policy. Currently, the racist trends in perceiving ethnic communities have transformed in more favorable trends of full acceptance and equal participation of Asian American in societal activities. Despite the positive changes, some immigrants are less encouraged to assimilate in American society in case it would mean abandoning Asian cultural heritage and joining the mainstream. More importantly, the minority groups are reluctant to acknowledge the American values and norms because it never provides Asian immigrants with superior status in society. Asian Americans are often considered to be so-called forgotten minority, which creates the starting point for discussing many political, cultural, and economic obstacles for Asian Americans. Although this ethnic group is the fastest-growing population, its strength and political potential cannot be fulfilled. Such a perspective is explained by the permanen tly shaped stereotypes about the Asian community as a model minority, which creates challenges preventing the group from taking part in U.S. elections and political life. Asian Americans are also regarded as the emerging minorities because most of the representatives prefer maintaining strong bonds with their original culture to assimilating with the U.S. population for advancing their living standards. Nevertheless, the possibility of treating Asians equality with the white community is premised on the acceptance of the U.S. nation as the one that recognizes cultural diversity.Advertising Looking for essay on ethnicity studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More There is also a counterargument rejecting the flexibility of the U.S citizens. In spite of the controversies, the Asian American movement has been delineated from the mainstream society, as well as from the traditional Asian community due to their excellent adaptability skills. Therefore, it is logical to assert that Asian American community possesses a completely different image that is distinguished from other minority groups due to their diligence, strong family values, and discipline. The emerged stereotypes testify to the positive influence of racial diversity. In conclusion, the U.S. history of Asian American movement introduces similar tendencies in perceiving and accepting the new ethnic groups arriving in the United States. In this respect, the nineteenth century was marked by unequal treatment of the newcomers due to the challenges they face while seeking for well-paid jobs. Stereotypic thinking prevented the dominant society from recognizing ethnic minorities and, as a result, racial discrimination resulted in cultural, political, and social barriers for the minority groups. In the course of time, the image of Asian American community has changed dramatically because it has separated both from the Asian people and from the U.S. populatio n. The new ethnic identity has been shaped, and its new image differs from other minority groups by discipline, strong values, and commitment to traditions. This essay on Relevance of Race and Ethnicity Issues: Asian Americans was written and submitted by user Violet D. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The uk education system for disabled pupils The WritePass Journal

The uk education system for disabled pupils Introduction The uk education system for disabled pupils Introduction The Education System in the UK is presently experiencing a major transform which has not occurred at any time since Butler Education Act in 1944. There are currently an enormous variety of schools with extensively mismatched governance, funding arrangements and legal obligations. All government funded schools students in UK are accountable to follow National Curriculum excluding private school’s students, Northern Ireland and Wales mainly pursue the National Curriculum needs. The United Kingdom independently addresses the needs and rights of pupils and children with disability/special educational requirements (Adams Brown, 2006). The Special Education Needs Disability Act (Stationary office 2001) defends pupils who obtain special education services from being differentiated against, as per the United Kingdom for legal services. Special education has progress a long way since the idea came about in the 1700s. During this time children with disabilities were measured as being discouraged, this was awkwardness to their families and they were therefore abandoned or hidden. Now in the United Kingdom, those who have particular needs are attaining more recognition in society and their human rights as people are being recognised, mainly in education. This has been helped with the approval of significant laws such as the Special Education Needs Disability Act (Stationary office 2001). Special education is a dedicated sector of education that is intended to teach and give chances to pupils with disabilities. Special practitioners offer instruction particularly modified to meet people needs which makes education accessible to pupils who otherwise would have an inadequate right to reach education. Lotter (1999) â€Å"Everyone has the right to education. Education shall be free, at least in the elementary and fundamental stages.† Even though regional authorisation special education is comparatively new in the United Kingdom, children with disabilities have been nearby from the very start, in both education and in each community. Children with disabilities became more evident after the development of main stream education. Now more than ever children are being held answerable. Now more than ever children are being held answerable.   When education turns into an objective for all children, educators start monitoring disabilities precise to task and setting. After several years of legislation and research, special education now offer facilities to pupils with all different types of disabilities, comprising emotional disturbance, mental retardation, speech-language disabilities, learning disabilities, impaired hearing and low vision, deafness and autism, blindness, traumatic brain injury, and other heath impairments. (British Journal of special education 2003). Whether in a mainstream or a specialist school, children should be treated as individuals. Every child is equal and has the right to a reasonable beginning in life, with an excellent chance to do well. Presently,   there are around 2 million young people and children in England, who are recognised as acquiring a special educational need (SEN), or who are disabled, who are excessively deprived (Riddell Tinklin, 2006). Disabled children with SEN can experience frustration by the lack of assistance at school or from other areas. Millions of families have disabled children or a child with SEN, and parents have stated that the structure is bewildering, bureaucratic and adversarial and that it does not adequately reproduce the requirements of their family life and their child. (Row, 2005)   Whilst the situation of young people, children and their parent’s differs greatly, from young individual making small modifications in class to children with life-limiting long term situations, families have various mutual and cultural issues. The structure to assist young people and children who are disabled or who have SEN frequently works beside the needs of families. Disabled children’s need for support can be recognised late; families are developing to put up with a culture of little prospects about what their child can attain at school; parents don’t have the right knowledge about what they can and have in way of options about the most excellent schools and care for their child; and families are required to discuss every bit of their support independently with a range of professionals. For the best policies and legislation, United Kingdom studies are rewarded, recognized and respected across the globe. A United Kingdom qualification will give people a concrete foundation for their future. It will improve people’s careers and their possibility to progress more quickly and earn extra money. United Kingdom colleges, universities and schools offer a creative, vibrant and challenging background in which to expand pupil’s prospective. Educational quality standards are in the middle of the most excellent in the globe. The colleges, universities and schools are frequently monitored and checked so that their subjects answer the measures set by the educational system here. Several other regions are now trying to pursue the example of the United Kingdom (Barton Armstrong, 2008). In this world or era people require particular qualities and skills to do well. All companies desire employees who are creative, effective and extremely skilled. This is the great part of United Kingdom institutions that they employ a range of assessment and teaching techniques to encourage pupils to achieve their command over the course.     More than 90 percent of the U.K’s pupils learn at publicly financed Local Authority schools. Around 8.5 million pupils are admitted in one of the 30,000 schools in Wales and England; 830,000 pupils in Scotland are admitted into about 5,000 schools, comprising special education schools and other pre-schools; and 350,000 children sent to 1,300 Local Authority schools in Northern Ireland. (UK National Statistics Publication Hub 12/4/2011) Primary schools frequently comprise both boys and girls as pupils. Secondary schools may be also co-educational or single-gender (Great Britain, 2009). In the UK the education system is separated into four major parts, primary education, secondary education, further education and higher education. In the UK children have to officially be present at secondary and primary education which proceeds from about 5 years old until the children are 16 years old. State schools are funded and administered by the government through authorities of local educations even though various schools now direct their own funds and are recognised as Grant Maintained Schools. No financial assistance for the education of a child is necessary from the parents. Education departments in England, Scotland and Wales finance schools through a Local Education Authority (or Education Authority in Scotland). Schools are basically funded in Northern Ireland, from public finance through five Library and Education Boards. According to the law, all children in Wales and England among ages five and sixteen should obtain a full-time education, while children should start at age 4 in Northern Ireland. For children below age 5, publicly financed pre-schools and nurseries are obtainable for a very low number of hours every week. Pupils can attend 6th form colleges or other additional education associations after the age of 16. Both decisions present common education subjects in order to extra precise applied or vocational subjects. The United Kingdom initiates state schools and National Curriculum in 1992 which are necessary to stick to it until pupils reach age 16 (Florian, 2009). The Education and Skills Act of 2008 rose the necessary age to 18, applied for 17 years old in 2013 and for 18 years old in 2015. (Self-governing schools are not grateful to stick to the National Curriculum.) Core subjects of National Curriculum are: English (Welsh is   a major subject in schools of Welsh-speaking), science, mathematics, technology and design, communication and information technology, geography, history, music, advanced international languages, art and design, citizenship and physical education. In addition to these essential courses are numerous other required subjects, such as education of religion. Associated to Children’s Plan and Every Child Matters, the Childcare Act 2006 takes on several of the major promises from the 10 years strategy of Government for Childcare, introduced in 2004 (House of Commons Join, 2009). The major necessities of the Childcare Act came into effect in September 2008 and comprise a constraint for local authorities to improve the five outcomes of Every Child Matters results for all pre-school pupils and reduce disparity in these results; safe adequate childcare for on-job parents; and offer an enhanced parents information service. The Act has also simplified and reformed regulations of early year and examination arrangements, offering a latest incorporate care and education excellence framework for pre-school pupils and a latest Ofsted Childcare Register. From birth to age 5, to carry out development of child its initiate’s latest foundation stage of early age which is incorporated excellence framework for both care and education. In early 2009, the government introduced 5 years evolution of development plan for children. The government starts the development of an early intervention programme for young children in the United Kingdom. As well holds suggestion to get better sustain plan for friends, parents and relatives who concern with children; and expand the right to demand flexible working to parents of those children who are under aged of 16 and more; to further get better the accessibility of childcare places and free early education; to make sure that, by 2015, everybody working in premature childcare and learning has a pertinent qualification; and get better financial support and information for parents. Modification was announced in autumn 2008 to the structure of National Curriculum assessment and testing in schools. The superficially set and marked tests (in English, science, mathematics) which had formerly adjust at the ending of major stage 3 (age 14) were terminate and, since 2009, pupils in this major stage have been charge through teacher measurement only   (Florian McLaughlin, 2008). Special Education performs a significant role in United Kingdom Education. Parents depend on the schools to incorporate their disabled child into a healthy life, enclosed by those who will educate them. Special education teachers are facing a great deal of stress.(Trendall, 1989) The job level is very different compared to normal pupil’s level. Teachers have to go through particular training to become a special education teacher. There are also different disabilities which teachers need to be aware of to be in special education and how to promote and meet each child’s need. In the pupils the condition of disability differs from a minute learning disability to something as large as mental handicapped. Whatever the disability is, there is all the time student feel pressure of shorten abilities comparatively normal children. Although working with pupils with SEN can be tremendously gratifying, the work as well can be sensitively and physically draining. Numerous teachers of special education are below substantial pressure because of administrative jobs and heavy workloads (Trendall, 1989). It takes a definite personality to be capable to have this job, somebody enduring and who has teaching capability. A small number of special education teachers dealing with pupils with autism or mental retardation, principally educating them basic literacy and life skills. However, the mainstream of the teachers of special education work with pupils with knowledge of reasonable disabilities, employing the common education curriculum, or transform it, to answer the indivi dual needs of every child. The last 50 years have seen important transformations in special education learning requirements for pupils. Approximately 1.7 million pupils in the United Kingdom have special educational needs (SEN), with more than 250,000 having declaration of SEN. Various optimistic progresses have been prepared in educating these pupils, with special needs pupils having more learning opportunities and options (Janzen, 2007). How these chances are existing has been continues source of argument. There are essentially two schools of consideration in special education: one support inclusion and mainstreaming, the other assist segregated special schools. (Janzen, 2007).Educational policy and Legislation have swung back and forth among the two schools, and while there is prolonging conflict on which setting is excellent to serve SEN children. SEN provision was grounds on the 1944 Education Act, entering the 1950s which called on Local Education Authority (LEA) to choose a need of child for special cur e and suitable educational methods.   Children believe â€Å"in-educable’ where being admitted in to special schools. These post-war educational categorisations, while apparently cruel by current standards, â€Å"were taken as an optimistic development† (House of Commons Join, 2009).     By the 1960s, terminology transformed from ‘feeble-minded’ and mentally deficient ‘to’ educationally sub-normal and a focus on mainstreaming SEN pupils into standard public schools developed. â€Å"The Education of Handicapped Children and Young People†, written by Warnock Report, was published in 1978. The document â€Å"offered the basis for innovative transform in consideration about the educational requirements of pupils with special needs†. The analysis sought to emphasis any pupils learning requirements that could not be answered by an instructor in a usual mainstream classroom, and supported inclusion relatively than special schools. Lady Warnock argues in her report that â€Å"we must believe the proposal of including all children in the general educational project of learning, wherever they can greatest learn† (Brantlinger 2006 p 111-118) The definition of SEN widen significantly, and more children were essential to be assess for SEN, most importantly its required stable boost in the ratio of special education pupils all through the next 2 decades. Significantly, the Act stopped every child from being uneducated, despite of impairment, and powerfully sustained inclusion and mainstreaming whenever probable. The Education Act of 1981 needs a proper estimation of all capable SEN children, a provision reserved by ensuing legislation. A ‘Statement of Special Educational Needs’ is formed by educational departments, who are accountable for seating the child’s areas of requirement and recommending educational strategy to serve the child. The SEN Statements are to help pupil’s access mainstream schools, to ensure that the needs of the child can be met, her or his existence does not hinder other pupils from learning, and inclusion is a competent employment of resources. The government policy has come under criticism recently as it has a confused and indifferent definition, which discusses the closure of special schools and ‘forcing’ some children into a mainstream school (House of Commons: Education and skills committee 2006). The Child Convention rights of UN, implemented by the United Kingdom in 1991, sustained the 1981 Education Act’s focus on inclusion. The Convention competed, between other things, that disabled pupils â€Å"must have efficient right of entry and obtain education which persuade the fullest probable social incorporation and personnel development†. Not all LEAs or parents support inclusion, however, and numerous families discuss that they must contribute more to the choices and decisions concerning their child’s education, and that the bureaucratic and complex appeals procedure required transformation. The procedure frequently resulted interruption which was causing frustration to all groups involved The government retort with a latest Education Act in 1993, which recognised the SEN Tribunal.   The Tribunal offer parents rights of rectify, whereby they could confront decisions by the LEA for concerning their child.   Parents’ and later children’s analysis were now necessary to be given equivalent legitimacy in the decision processes and assessment.   A revised Code of Practice in 1994 and 2010 on Special Educational Needs additional supported family participation.   The Code was formed to improve and direct them in general condition for pupils of SEN, and â€Å"charges those accountable with offering the education which is suitable in respect for the children’s special educational need† (Carpenter Egerton, 2007 P 118-126). Significant legislation sustained all through the 1990s. The Education Act of 1996 carries on government focus on inclusion and mainstreaming, offering â€Å"a lawful structure for the development and assessment of special education stipulation for child with special education requirements†. (Education Act 1996). â€Å"In performing their duties and powers under the current order, LEAs should have consider to the common standards, that pupils are to be educated in mainstream schools, except that is unsuited with the desires of the parents and the requirements of the children or the stipulation of competent education for other child† (Education act 1996). Further regulations associated with the Act and executed in 1997 formally require parents to be asked and their suggestions taken into consideration when producing a child’s SEN statement. The Children Act 2000 needs educational and government authorities to create first deliberation for the good interests of the specific child holistically, rather than only support decisions of his or her educational requirements.   The Act as well acknowledges the significance of parent’s decisions, and the right of the child as part of a family unit. (Carers and Disabled Children Act 2000) In sight of legislation one would believe that parents would support inclusion; however, further currently the changes materialised to be changing back in the direction of the continuation of special schools over mainstreaming, at slightest in some arrangements.   For instance, â€Å"the idea of inclusion was ‘the main unfortunate legacy’ of 1978 report,† and presently promote â€Å"an instant reconsideration of SEN provision and a suspension on the closing of special schools†.   (Special educational needs 2006) The 2001 Special Educational Needs Disability Act (SENDA 2001) offers for closing of special schools merely as mainstream schools have designed resources and programs to fulfil SEN pupils’ needs.   This shows the SENDA into disagreement with the pro-inclusion 1996 Education Act (Bursztyn   2007 P 99-103) contends â€Å"We are start to observe an extraordinary development in the conflict and tensions happening from the practical execution of implementing features of the Special Educational Needs and Disability Act 2001 and Education Act 1996† (Adams Brown, 2006). SENDA has â€Å"shaped greater prospect of the possible attainment of disabled pupils and increases knowledge in education contributor of their responsibilities to encourage inclusion and access.† SENDA has â€Å"shaped greater prospect of the possible attainment of disabled pupils and increases knowledge in education contributor of their responsibilities to encourage inclusion and access.†Ã‚   SENDA significantly set up a recent set of Tribunal policy, the Special Educational Needs Tribunal Regulations 2001, which expand the Tribunal to as well wrap appeals prepared on the foundation of discrimination.   This permits groups in the appeals procedure to ask any number of eyewitnesses to attend the appeal and converse on their behalf, and open the discussion to any invited group. Significantly successful initiatives of government in the last few years have also emphasised the provision and opportunity for SEN pupils. The 2001 Careers and Disabled Children Act provide resource and financial allotment, contributing â€Å"latest prospects for individualized and flexible packages of favour through the employment of direct payments†. The broader Special Educational Needs of government and 2002 Disability Regulations have identified the need for provisions to prevent, and addresses the â€Å"discrimination beside disabled humans in their access to education† (Vickerman, 2007 P56) The Special Educational Needs Disability Act 2001 (DfES 2001) made it difficult to expel or suspend pupils with Disabilities Education Act, of learning disabilities because of their manners. As well as being essential and necessary that every learning disabled children have an IEP, Individualized Education Program. An IEP is a plan that should comprise present act of the pupils, the yearly objectives the pupils requirements to attain, special education and associated services the child wants, contribution. If any, with non-disabled pupils, changing essential to take dates of tests and places of when and where special services will be offered and the estimated ratio of the children (Farrow, 2007). The 2001Special Education Needs Disability Act defends students who have taken special education services from being unfairly treated, as per the legislation. The 2001 Special Education Needs Disability Act defends students in academic courses, enrichment programs and work-study. When a disabled child is not receiving care in a justified manner and in an activity or class, the law states that the school and teachers build a suitable, logical modification so that they can obtain the same education as non-disabled students. . This act was effective from September 1, 2002 in the United Kingdom. It was an alteration to the 1995 Disability Discrimination Act where Gary Bunt wrote in his article, â€Å"The Implications for PRS is the Special Needs and Disability Act 2001† The Special Education Needs Disability Act 2001 is focused on settings from 0 to 5, preschools to college. This act enlightens education and associated services, admissions and exclusion. Consequently, if settings are found to be denying admission to pupils who are disabled, this is against the law. The schools might not admit students who are not able to take part in extracurricular conducts which are funded by the school just because of their disability. Those disabled children who have not had the opportunity to take part in normal school life activities of educational and extracurricular are given the opportunity in the 2001 act of Special Education Needs and Disability which gives them the opportunity to obtain similar opportunities as normal students have. For example, a pupil who is visually impaired can ask for materials in large print to have access to the same material as pupils who are not visually impaired (Westwood, 2007). A pupil who is deaf can request that they can be given a set of class notes to read or request to sit up front in class so that she can read the practitioners lips. Because of this act, at institutions educators of higher education must energetically seek to build spaces for children with disabilities. Schools must be positive. Instead of waiting for acceptance for an appeal for amendment, the schools were directed before the Act was given assent. This includes making provisions that will ensure that students with disabilities are handled justifiably. In this case as Bunt discuss in his article, disabilities are analysed by the long-term incapability to do every day works due to disability. If institutions carry out certain practices throughout their departments, all pupils can benefit from the act. For example, creating audio or video of the class to help pupils who are physically impaired, can likewise help non-disabled pupils study for tests if the materials are available to all pupils. Its important to note that the accommodations that are provided by these schools are not meant to provide an unfair advantage, but to give disabled pupils the same opportunity as other pupils. Education has experienced numerous levels of the way a child is educated. The law has prepared a way for those with learning troubles and now there is no impeding them. Pupils with learning disabilities ultimately have an opportunity to surpass in school and this gives them the chance to have a normal life. References Adams, M. Brown, S. (2006). Towards inclusive learning in higher education: developing curricula for disabled students. London: Routledge. Barton, L. Armstrong, F. (2008). Policy, experience and change cross-cultural reflections on inclusive education. Dordrecht, The Netherlands: Springer. British Journal of special education. (2003). London: National Council for Special Education Ltd. Brantlinger, E. A. (2006). Who benefits from special education?: remediating (fixing) other peoples children. Mahwah, N.J: L. Erlbaum Associates. Bursztyn, A. (2007). The Praeger handbook of special education. Westport, Conn.: Praeger Publishers. Carpenter, B. Egerton, J. (2007). New horizons in special education: evidence-based practice in action. Stourbridge: Sunfield Publications. Carers and Disabled Children Act 2000: Chapter 16.. (2000). London: Stationery Office. Department for Education and Skills (DfES). (2001) Special Educational Needs Code of Practice. Nottinghamshire: DfES Publications. Education act 1996: chapter 56. (1997). London: Stationery Office. Florian, L. (2007). The Sage handbook of Special Education. London: Sage Publications. Florian, L., McLaughlin, M. J. (2008). Disability classification in education: issues and perspectives. Thousand Oaks, CA: Corwin Press. Glass, Norman. (1999). Sure Start: the development of an early intervention programme for young children in the United Kingdom. Children Society. 13 (4), 257-264. House of Commons: Education and Skills Committee. (2006) Special Educational Needs. London: The Stationary Office. House of Commons Join. (2009). The Un Convention on the Rights of Persons with Disabilities: First Report of Session 2008-09; Report, Together with Formal Minutes and Oral and Written Evidence. Publisher The Stationery Office. Lotter, K. (1999). Universal Declaration of Human Rights: international print portfolio. Durban: Artists for Human Rights. Reynolds, C. R, Janzen, E. (2007). Encyclopaedia of special education: a reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (3rd ed.). Hoboken, N.J.: John Wiley Sons. Riddell, S. Tinklin, T. Wilson, A. (2006). Disabled students in higher education: perspectives on widening access and changing policy. London: Routledge. Row, S. (2005). Surviving the special educational needs system: how to be a velvet bulldozer. London: J. Kingsley Publishers. Special educational needs. (2006). London: Stationery Office. Special Educational Needs and Disability Act 2001: explanatory notes. (2001).  Ã‚   London: Stationery Office. Schools and Colleges: UK National Statistics Publication Hub . Home: UK National Statistics Publication Hub . N.p., n.d. Web. 12 Apr. 2011. statistics.gov.uk/hub/children-education-skills/school-and-college-education/school-and-colleges. Trendall, Chris. (1989) Stress in teaching and teacher effectiveness: a study of teachers across mainstream and special education, Educational Research, 31: 1, 52 - 58 Vickerman, P. (2007). Teaching physical education to children with special  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   educational needs. London: Routledge. Westwood, P. S. (2007). Commonsense methods for children with special educational needs (5th ed.). London: Routledge. 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Creating Windows Service Applications Using Delphi

Creating Windows Service Applications Using Delphi Service applications take requests from client applications, process those requests, and return information to the client applications. They typically run in the background without much user input. Windows services, known also as NT services, offer long-running executable applications that run in their own Windows sessions. These services can be automatically started when the computer boots, can be paused and restarted, and do not show any user interface.   Service Applications Using Delphi Use Delphi to create service applications: Create a service, install and uninstall the service application, make the service do something, and debug the service application using the TService.LogMessage method. Develop a Windows service using Delphi and register it with Windows.Start and stop a Windows service using Delphi to call Win32 functions, for those cases when you must restart one or more services to avoid conflicts at the operating-system level.Retrieve all currently installed services to help both the end user and Delphi programs respond appropriately to the presence, absence or status of specific Windows services. Generate advanced status reporting for running Windows services. The  OpenSCManager()  and OpenService()  functions highlight Delphis flexibility with the Windows platform. More About Windows Services and Delphi Although Delphi is optimized more for typical user-fronted applications, the programming language remains capable of creating service applications. Newer versions of Windows (especially Windows 10) have tightened the rules that service applications have to play by, relative to Windows XP and Windows Vista. If you develop service applications using Delphi, review Microsofts current technical documentation to orient yourself to best practices for Windows 10 and Windows Server.

Argument Paper Essay Example | Topics and Well Written Essays - 750 words

Argument Paper - Essay Example Dry weather caused the bad droughts and the wildfires. When people have enough water they do not think about water. But when people do not have water they suffer. When people do not have water they do not have a good life. In some countries business is in charge of water. Privatization is when a business is in charge of the water in a community. Public water management is when the government has control of the water in a community. Some communities have a combination of business and government in charge of water management. Governments cannot control climate change but they should manage water because then water will not be too expensive, it will be easy for people to find, and people will be healthier. This paper argues for government management of the water industry. the paper identifies the need for affordability, hygiene, and equitable distribution as the major reasons why government should manage the industry because the private sector cannot guarantee the factors. Argument for public water management One of the arguments in favor of public water management is that with public management, water will be cheaper to the consumer. Shah Anup argues that water is the most fundamental of all human rights and should not be treated as a commodity. Private companies should not manage water because they have self-interest in making profits than fulfilling the public’s interest. ... Essie Solomon from Environment Probe shares the opinion that water is essential and is a fundamental right. The author explains that water is one of the â€Å"inalienable rights†; and â€Å"do not come from a government† but must be protected by the government (Solomon 1). Consequently, the government must take the responsibility of water management to ensure that people’s right to access water is protected. Such protection ensures availability and a subsequent affordability of water to all economic classes of people (Solomon 1). Macdonald Nancy argues that it has a great success story, with increased efficiency, quality, reliability, and affordability. She explains that â€Å"privatizing water services is bad for the poor, bad for the environment, and leads to inequitable distribution of water† (Macdonald 1). This is because the poor becomes the most vulnerable due to the profit orientation of the private sector that focuses on delivering quality services to the rich who can promote the sector’s profit motive. According to industry’s track levels, privatization has often led to private companies’ violation of operational standards of water services. These have resulted in high prize fixations which often lead to the poor people consuming contaminated water. In Britain, for example, after privatization, water and sewage bills increased by 67% and water disconnection because of lack of payment rose by 177%. A report by the French government showes that consumer fees increased by a whopping 150% after privatization (Shah 1). Currently, 90 per cent of the world’s water distributions are controlled by the state and records indicate that they are well managed. The

Analyzing Group Process and Skill Selection Research Paper

Analyzing Group Process and Skill Selection - Research Paper Example The group has two Professors who act intermittently as group facilitators and group therapists. The group is sitting in chairs in a small circle in a relatively large and empty room. The circle immediately sets the group up to manage issues around closeness and distance. The circle formed allows the members to make (or not make) eye contact. Additionally, who is to say that people are comfortable sitting at such close proximity to each other In a physical structure where members might feel they can't manage the intensity of the group experience physically, i.e. physically move away from the group, the members are left to find other ways to regulate their experience. Let us look at how the members of this group manage being in a group and what the group is most interested in. The group's primary focus is personal survival and the self-regulation of emotions. The group initially focuses on films which tell stories of survival. However, as time passes, it becomes clear that the group members are talking about their own survival, their own struggles in life, and whether 'breaking down' will leave them weak and overwhelmed. The group sets the pitch early on by discussing very emotional challenges in their life through the objective vehicle of 'favorite film'. This sets the pitch and the group is involved early on in a struggle of regulation. How much emotion How much is too much Professor Rullo's role is to encourage and facilitate emotion and self-disclosure. Meanwhile, Professor Smith's role is to sum up emotional experiences for the group and to contain the boundary for the emotional expressions for the group. The group finds itself moving between the people who are comfortable with emotions (Renee and Amy) and the people who are less comfortable (Roosevelt and Maria.) These two sub-groups within the group are partly generated by the Professors taking opposite positions which leaves the group in the position of taking 'sides'. This tension is difficult for them to experience and there is an obvious tension after Amy cried about her 9-11 experience and Professor Smith interrupts her story and reminds her of Maria's struggle to open up earlier, and how Professor Rullo told Maria, "That's enough". Amy hears Professor Smith say, "that's enough" and she bolts her emotion down. There is some silence in the group and Roosevelt expresses this discomfort and uncertainty by gesturing a thumb to leave the room; he does this approximately three times. At this point, the group is at a crossroads: to disclose or to be objective, to survive or breakdown. The next significant moment for the group is when Natasha B. responds to Renee's concerns about being, "Scared to open that box." Natasha B. sobs about how tough life is for her and for others in the group and she demonstrates the level of cohesion in the group. Immediately following her sobs, we see two things happen almost simultaneously. Firstly, Taryn smiles, presumably with discomfort. She has done this before when someone else was in distress. Immediately after Taryn's smile, Professor Smith captures the emotion in the room and begins to sum it up again, talking of "The struggle, the accomplishments." Later on in the session we see this theme of emotional self-regulation once more. In this vignette, we see Professor Rullo redirect the group. Camille says, "I don't want to have an emotional breakdown." Professor

Salt Sugar Fat dialectical journal Essay Example for Free

Salt Sugar Fat dialectical journal Essay Responses (interact with the text through analysis, predictions, evaluation, and connections, but don’t just summarize) 1. â€Å"On this count, most of the men in the room could rest easy. They had personal trainers, gym memberships, and enough nutritional awareness to avoid diets that were heavy in the foods they manufactured† (11). This just confirms a horrible truth: the food companies are very much aware of the lack of nutritional value in their products, yet they continue to sell them to the less informed public. While Moss says the business men are able to â€Å"rest easy† when it comes to their weight, I find it difficult to believe that all the people in the room can â€Å"rest easy† morally. Do they realize that they are taking advantage of people who do not know any better than to eat what is placed in front of them at their local grocery stores? How can the middle and lower classes possibly resist the delicacies wrapped so artfully in packaging specifically designed to grab their attention? It’s like taking candy from a baby. Only in this scenario, the food giants are feeding the baby candy. The baby would represent the denizens of America, although I’m sure there are literal babies out there who are being affected by the obesity crisis. I find it upsetting to think that while America is being diagnosed with heart disease, diabetes, high blood pressure, and cancer (just to name a few illnesses caused by a poor diet) the individuals responsible are out with t heir personal trainers, rewarded for the increase of diseases by receiving an increase in their income. 2. â€Å"Even gout, an exceedingly painful and rare form of arthritis once dubbed ‘the rich man’s disease’ for its associations with gluttony now afflicted eight million Americans† (18). I was intrigued by this disease because of its dubbed name. Food was a resource that was not necessarily easy to come by until this past century. To get a lot of food you needed to have a lot of money. That is why gluttony and wealth went hand in hand, meaning you had to be pretty well off to get gout. Now food is not scarce. The typical American has some kind of grocery store or supermarket within a few miles of their home. That, and the addition of fast food, has made obesity a much easier feat then it was back when people actually hunted for their meat. In my freshman year, I took AP human geography. One of the units we spent a lot of time on was food. I learned that in today’s American society the lower classes are actually becoming more overweight than the  up per class because of the highly processed fatty foods being made available for extremely low prices. When a pound of apples costs about two dollars and barely fills you up whereas McDonald’s boasts a dollar menu with actual meals, it is easy to see why gout isn’t associated with just the affluent anymore. People will sacrifice their health for the least expensive option. 3. â€Å"With limited funds from the government, the center had begun soliciting monies from food companies, keeping them apprised of research that would interest them† (41). What I took from this quote is that the research centers are corrupt. They are basically taking bribes from the food giants to conduct specific studies that will give sugar and other ingredients some positive publicity. This is the food industry trying to keep consumers in the dark about what they are really eating so that they continue to buy. I had assumed food companies went to great lengths to keep the true nature of their ingredients and processes hidden, but I never would have guessed that they could sway a research center. I guess money really does control the world. 4. â€Å"The most recent data, from 2006 to 2008, shows that obesity among kids aged six to eleven jumped from 15 to 20 percent† (46). I have an eight-year-old brother who is overweight. It’s easy to look at the statistics for obesity until it affects someone you know—especially a child. You think it would be easy to prevent that from happening. Just make him run outside with his friends more or don’t let him eat so much right? It isn’t that simple. The playdate dynamic has shifted from making forts and riding scooters up and down the street to sitting indoors playing games on various devices. The rise in technology correlates with the rise in obesity. In a society where it is considered normal for elementary school students to own an iPad, it is easy to see how the rates jumped up from 15 to 20 percent in a two year span. How can childhood obesity be controlled? The way I see it, it can’t. The last thing any parent wants to do is strip their child of their innocence by making them conscious of their weight. You can’t simply take away one kid’s Nintendo either because then he is left out of the group. Adults must choose the path for their offspring. Which is the worst option, a physically unfit child or an alienated one? 5. â€Å"Its most rabid devotees proudly call themselves Peppers, belong to a club called the 10-2-4—so named for one of the early advertising campaigns, which encouraged people to drink three Dr Peppers a day, at ten, two, and four o’clock—and  make pilgrimages to Waco, Texas, where a pharmacist at Morrison’s Old Corner Drug Store invented the drink in 1885† (48). After reading this I couldn’t help but draw parallels between Peppers and Muslims. Both groups were built around the worship of one element. For the 10-2-4 this item is Dr Pepper, while Muslims worship their god Allah. Islam and the 10-2-4 also both have a destination where followers are encouraged or required to make a pilgrimage to. Peppers are invited to visit Waco, Texas where their beloved soft drink was first created, and Muslims must complete the Hajj as one of their five pillars of faith. Another similarity between the assemblages is their daily rituals. In the Islamic re ligion people must pray five times a day (Salat). The Peppers try to enjoy their favorite soda three times a day at specific times of the day. I find it interesting that a fan club made for a carbonated beverage could have anything in common with a religion that has been practiced for over millennia. The power of sugar does not cease to amaze me. 6. â€Å"†¦a mega-brand that epitomized the American culture, but one that was also in grave danger of falling behind: Jell-O pudding† (68). Moss makes a bold statement when he says that Jell-O â€Å"epitomized the American culture†. How exactly does Jell-O, one food brand among millions, embody the land of the free? Jell-O has never been anything special to me. It is interesting in structure but overall very artificial. Perhaps that is exactly what Moss is trying to convey about the ways of this country. Americans celebrate the superficial. We worship movie stars, models, and other glamorous aspects of life. While it looks appealing, in reality there is no real substance to it. It is a synthetic snack that still leaves you feeling empty inside. 7. â€Å"And when he went to see his boss, the section head of desserts, Clausi was told that the rules have been changed, public fears be dammed† (70). What prompted this sudden shift of opinion on chemical additives? One minute artificial ingredients are bad, and now it is suddenly okay for food to be made of unpronounceable components. Despite the public’s wariness of synthetic concoctions, the food industry decides to barrel ahead anyway. The risk paid off though, that is the depressing part. Instead of fighting against this artificial snack, America embraced it. And if the consumers are consuming, it is no wonder the food companies didn’t stop there. This quote signifies the beginning of the end of natural foods.

Destroying the Rain Forests: Human effects on Natures Essay examples --

Destroying the Rain Forests: Human effects on Natures The rain forests are one of the most unique places on the planet earth. They are home to several thousand species of animals that live no where else in the world1. They are also one of the primary sources of oxygegn of the world. One cannot even begin to describe the sheer beauty of the rain forests. However, the interaction of man with these marvels of nature has had a negative effect. Through agriculture, societal development and the search for raw materials mankind is destroying these marvels of nature. The rain forests are a display of the negative effects of humans on nature. One of the biggest destroyers of the rainforest is farming. Farmers in areas inhabited by the rainforest are cutting down, burning and taking over the rain forest land to make room for farming. These lands once inhabited by the beautiful forests are being turned into crop fields and cattle pastures. This would have to happen if the farmers used efficient farming methods. Most of the farmers however are chopping and burning the rain forests to make fertile land, and then draining the life out the land by overusing it2. They then move on and take out more land to farm with. These farmers are taking out the rainforests at an enormous rate. They are however not the only source of rain forest destruction. Another cause of deforestation of the rain forest is the population growth of humans3. The population is growing at an enormous rate. As population grows so does the search for space. In tropical climates rainforests occupy forty-nine percent of the land and twenty-five percent of the land is covered by closed rain forest4. Parts of Asia and Africa are covered by as much as forty-one percent ra... ...an, 103 8. Bawa, Kamaljit, and McDade, Lucinda, eds. La Selva: Ecology and NaturalHistory of a Neotropical Rain Forest. Chicago: University of Chicago Press, 1994. 109 9. Bawa, 154 10. Jordan 333 11. Barraclough, 184 12. Barraclough, 316 13. Bawa, 201 14. Jordan, 35 15. Barraclough, 21 Bibliography. - Barraclough, Solon L., and Ghimire, Krishna B. Forests and Livelihoods: The S.ocial Dynbamics of Deforestation in Developing Countries. New York: St. Martin’s Press, 1995. - Bawa, Kamaljit, and McDade, Lucinda, eds. La Selva: Ecology and NaturalHistory of a Neotropical Rain Forest. Chicago: University of Chicago Press, 1994. - Jordan, C.F., Ed. An Amazonian Rain Forest: The Structure and Function of a Nutrient Stressed Ecosystem and the Impact of Slash-and-Burn Agriculture. Athens, GA: UNESCO, 1989.

Divorce and American Culture

Culture surrounds us everywhere we go. It reflects the people of the times and when it changes, so do the very people it reflects. A general definition would say that culture, related to society, is a set of norms that govern behavior. Within this set of norms the people of a society do certain rituals and behaviors to fit in with the world around them. Different trends rule the times. Whether it be anti-war protests, to civil rights movements, to legalization of same sex civil unions and even divorce-the people of the times roll with many different ideas and tendencies. The idea of marriage is an old and sacred one. In the Bible, a marriage is seen a holy sacrament between a man and woman that leads to the raising of a family. There is one man and one-woman involved- then with the addition of the holy spirit, the union is supposed to be ever lasting. â€Å"Christian marriage is a sacrament (sacred act approved by God). As a result marriage was very difficult to end, and before the nineteenth century usually ended with death,† (Chan and Haplin, 2001). In the world today, marriage is interpreted in many different ways. Very rarely is it seen as an everlasting contract that can withstand all tests. The revolutions of the 60s, 70s, up through today have severely changed the way people think of marriage. The drug culture has helped redefine the meaning of peace and love and of course, holy unions. People today do not get married out of the idea of love. If they do, it is most often between two young and naive children or young adults that believe that love can conquer all. â€Å"People expect too much from specialized love marriages, and when the love goes so might the marriage. Other cultures unite families through arranged marriages, and these social functions may make them more stable,† (Chan and Haplin, 2001). People have begun to take advantage of the system and get married because of benefits they can receive. For the military couple, extra cash is a big incentive as well as extra leave time. A lot of times the benefits outweigh the costs and people today go into marriages knowing that it will be just as easy to exit the marriage. For a marriage to end, there needs to be either a death or a cause for divorce. Grounds for divorce include; a cheating spouse, an abusive partner, and mishandling of funds. Every so often though, there is no direct cause, but instead the couples just are not compatible. The constant fighting and disagreements make it difficult to raise a family and have a stable home. As society grows and culture changes, divorce still remains. In the early parts of the 20th century, divorce was a taboo idea that meant that you ultimately failed as a wife or husband. People viewed it as the easy way out and very rarely did they agree with it. In the 1950s, divorce was only 5 per 1000 women, as opposed to the rate of 20 per every 1000 women in the early 21st century (Relationships, 2008). The times influenced peoples decisions and instead of doing what might have been best for all the parties involved, couples stayed together so that they would not be viewed as such a failure to their friends, family and children. Culture put the message out to society that a divorce is an end all be all decision that means that you have failed. Of course, logically that is not true. Occasionally things do not go according to plan and you have to change your idea of the future accordingly. The idea of being a failure comes from the society that surrounds the couple. As the times began to change, so did the overall idea of separation and divorce. The more married couples got divorced, the more casual the idea has become. When a couple divorces and they have children, the children see the process and although it might hurt them tremendously, it also makes them learn and see things. As they see the process, the idea becomes to seem â€Å"normal† to them. According to a recent journal article, â€Å"growing-up in a divorced family can instill offspring with less unfavorable attitudes towards divorce (Greenberg and Nay 1982, Amato 1988, Trent and South 1989, Axinn and Thornton 1996, Kapinus 2004 as cited by Hiller and Recoules 2011). Sometimes the children involved begin to think that this is a normal thing that happens and makes it easier to do themselves. This could explain the rising divorce rates today. On the other hand, often times when a child witnesses the struggles of divorce, they are sometimes more reluctant to get a divorce themselves (Hiller and Recoules, 2011). The inevitable hurt and suffering from witnessing countless hours of parental figures fighting, getting sometimes physical, and the mental and emotional strains that the fighting causes sends some children into a downwards spiral. Their whole attitude on love in general is questioned. And from first hand experience, the sanctity of marriage itself is questioned. An idea that some children used to find so uplifting and amazing, now seems bleak and not worth it. If the two people I love the most in the whole world cannot seem to get along, and cannot make it work, then what are the chances that my marriage will fail? What is the point in even trying? Is love just another silly Disney ideation that really cannot exist in our world today? â€Å"American society may have erased the stigma that once accompanied divorce, but it can no longer ignore divorce's massive effects† (Fagan and Rector, 2000). Married couples do not always understand that their fighting and arguments are a lot bigger than just the two of them. It reaches out and branches down to all the people they know. Subsequent relationships between children and their partners become affected. Sometimes girls go crazy and give up on the concept of love and become promiscuous at a young age. They eventually fall into a routine and thanks to the invention of birth control, have no qualms and avoid the pregnancy scare that might have once deterred them otherwise. Boys may become rude and hostile towards their partners and begin to treat their ladies badly in response to how they see their fathers treat their mothers. Coworkers, neighbors, children, friends, everyone is affected. Some articles claim that the divorce rates among young adults today are lower than that of the past. This might be true, but this does not take into account the idea of young relationships failing. Couples that never got married, but might have had children at a young age with no intention of getting married and consequently leading to a single parent and broken home anyways. There was no sacrament done, but the damage still is the same. Repeatedly it is seen that parents will reluctantly â€Å"stay together† for the kids. This is a great idea on paper. It would seem that if the parents were to stay together, that the children would not suffer from the emotional and psychological damage done to a child because of a divorce. What is often overlooked is the fact that if parents stay together, and clearly are not compatible and cannot communicate like adults and actually raise the children, then the child will most likely suffer just as much or even more so than the child with divorced parents. Often times negative traits are learned from the parents during times of arguments that will debilitate the growth of the child. Negative traits would include, harsh tempers, awful communication skill development, and negative views of either parent based on the idea that parents will most likely isolate the children and try to get each on â€Å"their side. The strain of choosing between the two parents puts many over the edge. Children will sometimes develop different drinking or substance abuse problems in order to deal with the problems that they are facing at home leading to failing or dropping out of school, unwanted pregnancies, and even dangerous automobile accidents. â€Å"†Don't stay together just f or the sake of the children. † â€Å"If divorce is better for you, it will be better for your kids. † (Spohn, n. d. ) As the times are continually changing, so do the basic ideas that fuel society as a whole. Divorce rates will rise and fall with the times depending on society and culture. It is a trend that cannot be predicted and cannot be ignored. The overall effect of divorce is an everlasting one and before any decision is made about either marriage or divorce, all the options and pros and cons should always be weighed. Reference: Hughes, R. (2008, August 20). What is the current divorce rate in the United States? Has the divorce rate changed much over the past 5 to 10 years?. MissouriFamilies. org Home. Retrieved July 20, 2011, from http://missourifamilies. org/quick/divorceqa/divorceqa3. tm Fagan, P. , ; Rector, R. (n. d. ). World and I Magazine – The Effects of Divorce in America. Online Magazine: The World ; I Online Magazine. Retrieved July 20, 2011, from http://www. worldandi. com/specialreport/divorce/divorce. html Sociology of Divorce (GCSE). (n. d. ). The Adrian Worsfold Website. Retrieved July 20, 2011, from http://www. change. freeuk. com/learning/socthink/divorcesi mpler. html Spohn, W. C. (n. d. ). The American Myth of Divorce. Santa Clara University – Welcome. Retrieved July 16, 2011, from http://www. scu. edu/ethics/publications/iie/v9n2/divorce. html

Prosthetic Limb Research Paper Essay

Prosthetic limbs all started with a very simple problem. Do you just give up hope when you lose an arm or a leg, or is there some other way to make the best of a situation? Hope was not given up by us persistent human beings and that is how artificial limbs were thought of. Instead trying to get around, we thought of artificial legs to help those who have lost them. Instead of only having one arm, we thought of artificial arms to be able to have two again. Prosthesis not only brought hope to those who were seriously injured and lost their limbs, but it helped these people bring their lives back to as normal as it could be. Of course prosthesis did not start off as being perfect and high tech, but they slowly progressed throughout thousands of years to the technology we have today, as well as the ideas we have for the future. Artificial limbs date back all the way to the times of the ancient Egyptians. These were very basic prosthetics and were made from the materials they had readily available such as wood, iron or leather. Alan J. Thurston discusses the early Egyptian prosthetic, â€Å"One of the earliest examples comes from the 18th dynasty of ancient Egypt in the reign of Amenhotep II in the fifteenth century BC when members of an Egyptian–German mission working in the Sheikh Abdel-Gurna area of the Theban necropolis were carefully brushing away accumulated dirt from the burial shaft inside the rockhewn tomb of Mery, a priest of Amun. The mummy that is on display in the Cairo Museum has clearly had the great toe of the right foot amputated and replaced with a prosthesis manufactured from leather and wood (Fig. 1). An even older example comes from the fifth Egyptian dynasty (2750–2625 BC) discovered by archaeologists, as being the earliest known splint from that period† (Thurston 1114). The ancient Egyptians and other early cultures to use prosthetics did so not only for the physical need for them, but to have a feeling of being whole and complete. Many cultures feared amputation over death because they wouldn’t be whole in the afterlife. So if a person had to have an amputation and had a prosthetic put in place, they would save their old limb and be buried with it so they would have their whole body in the afterlife with them. The first written record of artificial limbs was from around 3500 BC. It was a poem written by Rig-Veda and was about a queen who lost her leg in battle and had an iron prosthesis put in place to where her leg was supposed to be so she could return to battle. The next recorded records of prosthetics that were actually made for rehabilitation came from the ancient Roman and Greek civilizations. â€Å"The books by the Greek historian Herodotus of Halicarnassus, report a prosthetic replacement. Herodotus states that in 484 BC, a Persian soldier escaped imprisonment by cutting off his leg then replacing it with a wooden prosthesis. The report states that he was able to travel 30 miles to Tregea. He was unfortunately captured by Zaccynthius and was promptly decapitated. This has been validated with the finding of a copper and wood leg in Capri, Italy, in 1858, which has been dated to 300 BC (Fig. 2). 5 Lower-limb prostheses of the time were typically made of bronze plates with a wooden core and leather straps† (1114). As seen here, this was the first step to actually have a limb that served a function to help the man walk. The concept of an artificial limb had slightly progressed and become a better tool. The next stage of prostheses came from around 450-1000 A. D. These are the typical peg legs that people think of and are typically thought of as what pirates like â€Å"Captain Hook† had. Peg legs made of again wood, leather or metal were used to help people walk. â€Å"Hook hands† were also made to replace people who lost a hand. â€Å"This style of prosthesis that is basically a modified crutch with a wooden or leather cup persisted into the early part of the twentieth century (Fig. 3). The use of these basic materials persisted until relatively recent times and many examples have survived. † (1114). So for many years people were content with this simple type of prosthetic limb and it wasn’t for about 500 years until it began to progress into something better. The next â€Å"wave† of prosthesis came from Ambroise Pare, a Frenchman born in 1510. He was a surgeon for the French Army and was prominently known for his treatment to gunshot wounds. He also made great progress in artificial limbs. â€Å"His ‘Le Petit Lorrain’, a mechanical hand operated by catches and springs was worn by a French Army captain in battle. He also devised an above-knee prosthesis consisting of a kneeling peg and a prosthetic foot. It had a fixed equinus position, a locking knee and a suspension harness, features that are still in use today† (1117). This hand was the starting point for the advanced prostheses in existence today as well as the leg he developed. It was the first successful leg to have the locking knee, suspension harness and the equinus position and it set the bar for other prosthetics to come. Also Pare was the first to make a prosthesis with joints; â€Å"The leg he designed for amputation through the thigh is the first known to employ articulated joints† (Wilson Jr. 2). The next wave of progression with artificial limbs came from the Civil War, and with anesthetics present, the surgeries were improved tremendously. Also the United States government paid for prosthesis for war veterans so they became more common. There was unfortunately not much advancement in prosthesis during this time period; â€Å"Many patents on artificial limbs were issued between the time of the Civil War and the turn of the century, but few of the designs seem to have had much lasting impact†(6). World War I also didn’t create much advancement in artificial limbs because of low casualties and the depression. After World War II , prosthetic research developed the beginnings of the prostheses in widespread use today† (Spaeth vii), in what was called the Artificial Limb Program. They even further developed artificial limbs by making things such as; â€Å"the patellar-tendon-bearing (PTB) below-knee prosthesis, the quadrilateral socket and accompanying method of alignment, the Henschke-Mauch hydraulic knee unit, a totally new armamentarium for management of upper limb amputees, and the amputee clinic team of concept. Of tremendous significance was the emphasis on early fitting and saving the knee when amputation was necessary due to arteriosclerosis†(6). All of these progressions were very important in changing prosthetics from a simple peg leg to the types of artificial limbs present today. If it weren’t for these, we wouldn’t be nearly as advanced in the field or prosthetics and would be far behind. From here many organizations were made in order to support amputees. Also because the profession of being a prosthetist was only taught by experienced prosthetists and there was no other way of learning available, the University of California started offering classes in around the 1950’s. With classes now available about artificial limbs, this also encouraged a â€Å"take-off† in the field and brought great awareness to the public. From here classes began to expand to universities such as â€Å"New York University and at Northwestern University Medical School in Chicago†(8). After these schools began teaching, many colleges and universities began to follow and the field began to expand. The next milestone for artificial limbs came in 1965 when the Medicare bill passed. This bill gave people over the age of 65 little to no cost to receive an artificial limb. So because of this, the need for prosthetics increased and more and more studies were made on them. This leads us all the way to the prosthetics available today in 2012. The next progression of artificial limbs came from about 1945-1970 with the idea of bionic arms, or artificial limbs controlled by electricity. It would use myoelectric control to power the limbs; â€Å"The concept of a myoelectric prosthesis is simple. The electrical activity naturally generated by contracting muscle in a residual limb is amplified, processed and used to control the low of electricity from a battery to a motor, which operates an artificial limb (Muzumdar 1). It was the Germans who first claimed to be able to accomplish this feat, but it would be extremely difficult to make the limb look and feel normal. Reinhold Reiter was the first one to implement myoelectric control in 1945. His prototype however was not realistic because it was not portable. His prototype was essentially never going to work, but his beginnings of research on myoelectric control started a new wave in artificial limbs. This then sparked a worldwide quest to successfully control myoelectric electricity. Major countries began to compete and try to progress to successfully make a myoelectrically controlled prosthetic. The United States became close to having a successful and efficient one, but logistics problems caused the procedure to be unsuccessful. Then in the turn to the 60’s a Russian scientist named A. Y Kobrinski was able to create a â€Å"self-contained myoelectric control system. This was one of the first stand-alone, battery-powered systems to be used on a number of amputees† (56). Between the 70’s and the 80’s many different types of the â€Å"new† artificial limbs were used on adults as well as children. They were very successful and many people benefited from them. During this period, myoelectric hands were the main myoelectric powered prostheses. Competition sprang between corporations during this time period and they looked to make artificial limbs lighter and more efficient. Then in the 90’s, prosthetics began to be powered by computer technology â€Å"During the 90’s, the myoelectric prosthesis industry began to turn towards computer technology to provide programmable controls systems. These advanced controllers can be adjusted, while on the patient, to give a variety of functions from one or two electrode sites† (57). This computer technology leads all the way to the types of artificial limbs present today. Battery technology has also increased tremendously during the past years, which gives the prosthetics greatly improved battery life. Artificial limbs today are extremely efficient and the batteries last a long time. Also the computer technology available creates greater memory for movement and control, which allows the prosthetics to feel more natural. The artificial limbs today vary greatly depending on the need of the patient. There are cosmetic prosthetic limbs, also called a cosmesis. These are the prosthetics that look exactly like real limbs. â€Å"Advanced plastics and pigments uniquely matched to the patient’s own skin tone allow a modern day cosmesis to take on an amazingly life-like appearance. Even details such as freckles, hair and fingerprints can be included, bringing the cosmesis to the point where it’s nearly indistinguishable from the original missing arm or leg† (Clements 5). There are also the basic artificial limbs which just serve the purpose to walk and aren’t as natural looking. An example of this could be the prosthetics you see the runner in the Olympics wearing. Regardless, the essential components of prosthetics are generally the same. They are composed of the plyon, which is the skeletal frame for the limb and the main support. Today these are generally made of lightweight but strong metals such as carbon fiber components. Next there is the socket, which connects the artificial limb to the stub where the patient’s limb used to be. It is very important the socket is built correctly or it can cause further damage to the patient; â€Å"Because the socket transmits forces from the prosthetic limb to the patient’s body, it must be meticulously fitted to the residual limb to ensure that it doesn’t cause irritation or damage to the skin or underlying tissues† (3). The next and final essential component is the suspension system. This is the part that makes the artificial limb stay connected to the body and not fall off. This is generally done by a suction system, which uses an airtight seal to prevent the limb from falling off when it’s pushed on. Prosthetic limbs today are all unique in their own way. The type of amputation and where the limb is cut off all has a great effect on the type of prosthetic limb needed. A below the knee prosthetic for example is far different from an above the knee. The above the knee prosthetic will need an articulated knee and takes much more technology to make. It also needs to attach to different nerves as well as many other factors. One problem with these high tech limbs however is their price. Prosthetic limbs are extremely expensive, and the more high tech they are, the more expensive they become. There are even some prosthetic limbs today that use microprocessors and can remember your body movements; â€Å"Advanced prosthetic legs can be equipped with a microprocessor (computer chip) and sensors that measure angles and forces while a patient walks. Over time, the microprocessor learns how the patient walks and constantly adapts the stiffness of the knee accordingly† (5). This is an example of the type of limb that would cost a patient tens of thousands of dollars. One of the really cool and amazing prosthetics technology today has brought us to is the targeted muscle reinnervation or TMR. It was developed by Dr. Todd Kuiken and it has to do with controlling artificial limbs with your brain. When a person loses a limb, he created the idea to attach the nerves from that limb to a muscle close by that contributes to moving the â€Å"former limb†. When this is done and the patient goes to try to move the â€Å"used to be limb† it then is able to send electrical currents, which causes Kuiken’s prosthetic limbs to move. This breakthrough he made is fascinating and extraordinary and opens doors to artificial limbs of the future.