Human Computer Interaction and User Interface Design Essay

The two interfaces picked for this venture are two book selling locales †LinkedIn. com and Orkut. com. The two sites are long range interpersonal communication destinations. While Orkut. com unites companions and is increasingly close to home in nature, LinkedIn. com is increasingly proficient. Person to person communication locales being exceptionally well known, I decided to choose these interfaces for correlation. LinkedIn has more than 40 million experts utilizing it to: †¢ â€Å"Exchange data, thoughts and opportunities† †¢ Connect or re-interface with and remain educated about their contacts and industry †¢ Find inside associations with get another line of work or business opportunity †¢ Find the individuals and information required †¢ Have a controlled online expert character Orkut, then again, lets you associate with individuals you definitely know in your own life (loved ones) while simultaneously permitting you to make new companions through companions of companions and networks. It permits sharing of recordings, pictures just as your interests with companions and networks. 2. Norman’s standards for good plan Norman has proposed the accompanying standards to guarantee that a site has a decent structure: †¢ Visibilityâ€The originator ought to guarantee that the condition of the potential activities can be effectively comprehended by the client. †¢ Conceptual modelâ€All tasks ought to be reliable in nature and the client ought to have the option to effectively see how the site functions and what alternatives are accessible to the client. †¢ Mappingsâ€The client ought to have the option to effortlessly delineate with their outcomes, for example, among controls and potential moves that can be made on a control or between the framework state and noticeable markers like difference in shading or picture. †¢ Feedbackâ€Users ought to constantly get criticism on the consequences of their activities helping them comprehend whether they have made the correct stride or not. 3. UI diagram 3. 1. LinkedIn requires your name and email address to open a record present which you need on give your present business subtleties. These two pages are straightforward, like the Google search page look. When the enlistment is finished, LinkedIn takes you to your LinkedIn page. The landing page is isolated into two segments †the top area that comprises of principle connects to look through individuals, occupations, answers and organizations with relatively huge intense letters and is isolated from the base segment by a blue line. On the correct corner, brisk connects to the record and its settings, help language and the alternative to sign out are accessible. The top area has blue textual style with a white foundation all through. This area additionally comprises of a pursuit choice to look through individuals, work, organizations, and so forth utilizing a drop down box. The pursuit choice naturally changes to mirror the area it is in I. e. it says â€Å"Search People† when in the Contacts page and â€Å"Search Groups† when in the Groups page. The base area has a dark foundation and is partitioned into three sections. Each segment exclusively has a white foundation and the segments are drifting in the dark foundation. The base segment speaks to the principle work territory comprising of the insights about the client profile, contacts and gatherings. The left hand side casing gives choices individual to the client which incorporates seeing different records, for example, bunches joined, profile, contacts, inbox, and applications that help improve client involvement in LinkedIn. These connections are furnished with pictures also. These connections further give connects to alternatives accessible, for example, My Groups, Groups Directory and Create a Group for the Groups menu. The submenus are not obvious but rather can be seen on tapping the menu thing or tapping on the + image on the correct side. The submenus can be crumpled by tapping the †image that currently shows up rather than the + image. The connection for the current page is featured with a blue foundation. In Home page, the words Home have a blue foundation not at all like the others with white foundation. Toward the finish of the menu, there is a catch to include new associations. The catch is of green shading and draws in the consideration towards it. Underneath this segment is another little segment that is an evaluation of profile fulfillment alongside a photograph and name. The profile fulfillment is communicated in words just as a status bar is demonstrated that mirrors the real status. The name draws the consideration with its striking textual style alongside the status bar. The correct side area comprises of a few modules †the fundamental module being the â€Å"Build your network† in a green hued box that gives various alternatives to discover your contacts. The alternatives incorporate looking through utilizing web email contacts, address book contacts, or utilizing email addresses. For web email contacts, again a few choices are given as radio catches. Since every one of these choices require various information sources, choosing one shows a case with a bolt pointing towards the choice chose and the data sources required are inside this case. All catches on the page have a light orange shading which changes to blue on moving the mouse over it. All connections inside this module additionally have a symbol related with it. In the extraordinary right, there are a few modules one underneath the other beginning with promotions by LinkedIn Members. The rest of the modules remember included application for LinkedIn, Reading List by Amazon, Events, Answers and Jobs. The headings in these modules are in white shading on blue foundation. Text inside these modules is in dark shading while joins have blue shading. Significant words like subheadings, Member names, occasion names, and so forth are proper made strong to feature them. The occasions are spoken to with the date put in a case with dim foundation and the month above it in littler text style with orange foundation. Every module heading additionally comprises of an alter connect and a ‘X’ to expel the module. Toward the finish of these modules is the alternative to include different applications as required. Here again an or more image is utilized to show the including of another application. The bolt toward the end can be clicked to demonstrate a rundown of uses accessible to be included however the bolt is excessively little and can be not entirely obvious. These modules can be tweaked as required, including, altering or moving them around to suit an individual’s inclinations and necessities. At the base, there is a tip accessible in a case. More tips can be seen with the assistance of bolts. Here bolts that are ordinarily used to move to straightaway or past tip are utilized. Tapping on Profile or Edit My Profile or + image close to Profile carries one to the Edit My Profile page. The Profile text in the menu presently has a blue foundation demonstrating the current page. The inside module that comprised of Build your Network is currently supplanted with the profile subtleties with a heading Profile in naval force blue foundation and two tabs †Edit My Profile and View My Profile. The current tab is in white foundation though the idle tabs are in dark foundation with text in blue. The module foundation is presently blue with various subsections in white foundation. At the top the primary insights regarding the client is given I. e. name, current position and friends, area and industry. The last two subtleties are appeared in dark shading. The connections are kept up in blue shading, headings and subheadings in strong blue and a + image to demonstrate including point of interest in any subsection. An Edit interface inside square sections follows all content that can be altered. On the outrageous right, a profile fulfillment status bar is appeared yet additionally records tips on how one could finish the profile alongside how much rate contrast it makes to the profile culmination status bar. This module is useful, particularly for another person to interpersonal interaction destinations. Tapping on View My Profile tab shows the profile with similar subtleties aside from that there are no Edit joins or + images to include further subtleties. The status bar isn't found in this view. Tapping on Contacts area prompts three selected page †Connections, Imported Contacts and Network Statistics. The associations are indicated recorded in order. On the left side, the letters in order are recorded and can be clicked to bounce to the associations with names beginning with that letter set. Brief insights regarding every association is given including email, current position and friends and furthermore incorporates a circle that shows the quantity of associations that individual has, demonstrating the system you could be having. The Groups interface drives you to the Groups page with four tabs †My Groups, Following, Groups Directory and Create a Group. The rundown of Groups is introduced in a spotless way with a symbol speaking to the gathering, snappy connects to conversations, news, refreshes, individuals, settings, and so forth. At the base of the rundown, there is an alternative to change the request for the gatherings and what number of gatherings can be shown at any one time. The request can be changed by composing the numbers or utilizing bolts. On the correct side of the rundown, two blue-shaded boxes give you data on Groups Directory alongside a catch to discover a gathering just as choice to make your own gathering. The catches change shading when a mouse moves over. While there are a lot more functionalities accessible, the UI continues as before: 1. Blue shading for all connections 2. Intense for all headings and subheadings 3. Symbols/pictures to speak to significant menus or information 4. Tabs for sub menu data 5. Connections gave to ease determination 6. Arrangement to include, evacuate, alter, or move additional modules around to ease access and utility. 7. Input to the client as far as foundation shading change for connections and catch shading change for catches 3. 2. Orkut To sign into Orkut, one needs to have a Google Account. The page for making Google Account is basic †a structure with a blue outskirt mentioning for data like name, email and secret phrase with a line denoting the finish of this subsection. The following subsection starts with a word verificat

Department of Defense (DOD) Information Technology infrastructure Research Paper

Branch of Defense (DOD) Information Technology framework Audit - Research Paper Example This will accomplished by CompTech’s analyst controls. The organization will give a caution framework that utilizes laser innovation to identify interruption and report it promptly to the police. This will guarantee that the classification of information and data inside the DOD is defended from interlopers. The branch of Defense (DOD) inside its mandates gives that DOD data must be shielded from security penetrates by at least one physical controls (Online Information for Defense Community 2012). It is in such manner that that the CompTech Inc. will give physical security through locks which restrain access to touchy information and data inside the DOD. Physical obstructions will be introduced inside the DOD to restrict access to information distribution centers. The physical obstructions that CompTech Inc. will accommodate the DOD incorporate passwords to section and leave entryways including the lifts. Through physical security, the protection of information inside the office will be ensured. So as to consent to the data security program that is suggested by the DOD, CompTech Inc. will guarantee that the division recoups rapidly from any misfortunes of information that radiate from security breaks. The organization will accomplish this through the structure and establishment of information recuperation programming that will go about as a restorative control for information misfortunes. This will guarantee accessibility of information for use with no deferrals consequently execution of speedy remedial measures. The Critical Program Information inside DOD’s prerequisites and orders will be clung to by CompTech Inc. in its procedural controls. The organization will structure and present preparing applications will help representatives inside the division to have sufficient abilities and information on protecting the framework. This will prompt a circumstance where the honesty of data inside the DOD is kept up. CompTech Inc. will furnish the DOD with secure frameworks which are structured and introduced with firewalls,

Disinhibition (Impulsivity) in BPD

Disinhibition (Impulsivity) in BPD BPD Print Disinhibition (Impulsivity) in BPD By Kristalyn Salters-Pedneault, PhD Kristalyn Salters-Pedneault, PhD, is a clinical psychologist and associate professor of psychology at Eastern Connecticut State University. Learn about our editorial policy Kristalyn Salters-Pedneault, PhD Medically reviewed by Medically reviewed by Steven Gans, MD on June 23, 2015 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on August 18, 2019 Digital Vision / Getty Images More in BPD Diagnosis Treatment Living With BPD Related Conditions Disinhibition is saying or doing something on a whim, without thinking in advance of what could be the unwanted or even dangerous result. There’s also another way to think of disinhibition: as reduced control over your impulses, or urges, which means being unable to stop, delay, or change (“inhibit”) an action that is not appropriate for the situation you’re in. Disinhibition is the opposite of inhibition, which means being in control of the way you respond to what’s going on around you. You Know More About Disinhibition Than You May Think Do the definitions provided above sound familiar, even if you haven’t heard the word ”disinhibition” before? If you have borderline personality disorder (BPD), chances are you’ve seldom, or possibly never, been called “disinhibited.” But you’ve likely heard the word “impulsive” many times. That’s right: Disinhibition and impulsiveness (also called impulsivity) are essentially the same thing. Disinhibition is common in people with BPD. Not all states of disinhibition are due to mental health disorders, such as BPD. For example, a traumatic brain injury can lead to disinhibition. Of course, everyone has moments when their “uninhibited” behavior does no harm and even contributes to having a good time, such as energetic dancing at a party. In contrast, disinhibition, as the word is used by mental health professionals, is always harmful to some degree to the person behaving impulsively. What Does Disinhibition Look Like? Disinhibited or impulsive actions often have unwanted or even harmful outcomes. Why? Because they range from behavior that’s simply inappropriate, such as suddenly grabbing food off someone else’s plate, to unnecessarily risky and even dangerous, such as stealing, setting fires, explosive attacks of rage, or self-injury. Stages  of Disinhibition You can think of disinhibition as occurring in stages even though only a few seconds may pass between thinking of the impulsive act and doing it: Stage 1: You feel a sense of increasing tension or arousal, an urge.Stage 2: You commit the impulsive act. During it, you may feel pleasure, relief, and/or a sense of fulfillment or satisfaction.Stage 3: After the act, you may feel guilt or regret. You also may blame yourself for doing what you did. Do Addictions Involve Disinhibition? Yes. Disinhibition is a key feature of many if not all addictions. Examples include addictive gambling, sex addiction, shopping addiction (especially if you cant afford it), and substance abuse.

9708_s11_qp_43 - 1017 Words

w w ap eP m e tr .X w om .c s er UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS General Certificate of Education Advanced Level 9708/43 ECONOMICS Paper 4 Data Response and Essay (Supplement) May/June 2011 2 hours 15 minutes Additional Materials: Answer Booklet/Paper * 0 4 1 8 9 1 9 9 5 0 * READ THESE INSTRUCTIONS FIRST If you have been given an Answer Booklet, follow the instructions on the front cover of the Booklet. Write your Centre number, candidate number and name on all the work you hand in. Write in dark blue or black pen. You may use a soft pencil for any diagrams, graphs or rough working. Do not use staples, paper clips, highlighters, glue or correction fluid. Section A†¦show more content†¦[6] (d) Identify the two policy approaches suggested by economists in the article and discuss whether there is a conflict between them. [8]  © UCLES 2011 9708/43/M/J/11 [Turn over 4 Section B Answer two questions. 2 The use of cars causes market failure. To achieve an efficient use of resources it would be better if governments intervened to affect both the production and the use of cars. Explain the meaning of the terms ‘market failure’ and ‘the efficient use of resources’ and analyse whether economic theory can be used to support this argument. [25] 3 (a) Discuss whether demand schedules and budget line diagrams are similar in the way they represent the effect of (i) a rise in the price of a good (ii) a rise in a consumer’s income. [12] (b) Analyse what is meant by the equi-marginal principle of consumer demand and whether it can be linked to the derivation of a market demand curve. [13] 4 (a) Discuss whether it is always advantageous for a firm to grow in size. [12] (b) Explain the economic theory of profit maximisation for a firm and consider whether firms are likely to follow this theory in fixing their price and output. [13] 5 In imperfect competition, labour markets can lead to worker exploitation in terms of the wage rates they receive compared with

How to Perform a Shakespeare Soliloquy

If you want to perform a  Shakespeare Soliloquy, then you need to prepare. Our teaching columnist is here with advice to help you perform a  Shakespeare Soliloquy. Shakespeare Soliloquy Most of Shakespeare’s longer speeches for one character are soliloquies, a moment when a character shares their inner feelings with the audience alone. Often, the character discusses what is happening to them and their current options. They use this time cut out of the play to assess their situation, make sense of it and devise a plan. Most characters use the audience during the soliloquy as if they are a friend, so the audience needs to feel part of the discussion and complicit in the character’s plans. Developing a Soliloquy This is my five-step guide to help you prepare a soliloquy for either a full performance of a Shakespeare play or an audition speech. Think about the context. Even if you are auditioning, you need to understand where the soliloquy is in relation to the whole play and the character’s journey through it. Reading and knowing the entire play is crucial. In particular, think about what has happened immediately before the speech. Usually, a soliloquy is triggered by a key event; this is why Shakespeare gives his characters time to make sense of their situation. Your first job is to demonstrate the character’s feelings at the beginning of the speech.Analyze the structure of the text. A soliloquy is a mini-play in itself. It has a beginning, middle, and end. Divide the text up into beats or subsections, each with a separate function. For example: â€Å"beat one: initial anger.† Once you have divided the speech up, you can begin to think about how to play each section in terms of physicality and voice.Think about where your character is. This is crucial to the way in which they behave in the scene. Depe nding on their situation, move as naturally as you can as if you were there. Your movement and speech will vary greatly depending on if you are outside in a storm  or in your enemy’s private home.Sequence the information. Having established the basics (context, structure, and situation), begin to sequence the information together and develop the work. Your audience should not be able to see the joins between your sections. The gaps between your beats or sub-sections need to be filled with gestures that demonstrate your character’s thought process.Emotional engagement is essential. Having worked on a good basic structure with natural movement and vocal quality, you must now engage with the character’s emotions. Without it, your work will feel false and contrived. Try to translate your own feelings from personal experiences into the role, either by thinking about your past emotions or simply by acting out how you would behave in particular emotional states. Performance Tips Don’t move unless you have to! Sometimes actors feel like they must move just because they are static. Many soliloquies require little movement and some speeches require no movement at all. Move only when the character should.Always make sure you know how to say unfamiliar words. Mispronunciation is embarrassing! YouTube, audio, and videotapes are always useful in this respect, or perhaps you could ask a teacher or practitioner.For auditions, always chose a speech that is close to you in age (unless you’ve been given a speech to learn). It is very difficult for any actor to play a character who is a lot older or younger than them.Finally, be yourself! The worst soliloquy performances occur when the actor tries to conform to a Shakespearean style of acting. This is always false and difficult to watch. Remember, a soliloquy is a personal reaction to events, so you need to engage with real feelings and thoughts. These can only come from you.

Written versus Spoken Grammar Free Essays

Abstract Through examination of the expected educational outcomes of TESOL courses, one can begin to have a relevant discussion as to the debate between written and spoken grammar. In general academic consensus it is shown that the inclusion of spoken grammar in English teaching is preferable as it is desired by learners and the outcomes themselves. Thereafter, the challenges facing English teachers in Kuwait will be determined in relation to this debate to assess whether the inclusion of spoken grammar in addition to written grammar will have an overall positive effect on addressing these challenges. We will write a custom essay sample on Written versus Spoken Grammar or any similar topic only for you Order Now It will be argued that the inclusion is highly necessary however not without proper management by the educators as to the types of spoken grammar sources included. Introduction The learning environment that is provided in foreign language adult education is unique in the challenges that it presents to educators and the learning techniques used to affect the various educational outcomes that are expected. The relevance of these techniques is widely applicable to a variety of situations and locations that present these unique challenges based on culture and geography. To this extent there are three competing considerations with regards to the relevance of the debate between written and spoken grammar to the English teachers of Kuwait. The first is the debate between written and spoken grammar – which is largely related to whether spoken grammar should be included in the teaching strategies of English teachers. The second is the learning objectives of TESOL courses and how these relate to teaching strategies generally and expected educational outcomes. The third consideration is whether the debate in light of the learning objectives of TESOL is relevant to teaching of English as a second language in the country of Kuwait. The central hypothesis of this paper will examine the difference between written and spoken grammar to determine the associated educational outcomes that can be expected and how these relate to the particular aims of TESOL type courses. Thereafter, the inclusion of spoken grammar and the debate surrounding its inclusion will be discussed and analyzed. The last consideration will require an in-depth analysis of the particular challenges of the education system in Kuwait and this will then tie into the idea of the relevance of spoken and written grammar debates. The particular relevance of these debates with relation to Kuwait will be discussed in terms of the outcomes and challenges experienced. Thereafter concluding that the particular nuances of the education system in Kuwait make the need for interpersonal and interactive language uses even more pronounced. The infrastructure of the education system in Kuwait is reasonably advanced as there has been a recent push by the government to improve education access and quality, however with the emergence of these institutions and of the economy as a player in the global economy has lead to the need for effective second language learning courses, such as TESOL. Political discussion and economic debate is encouraged in the Kuwait democracy which sets it apart from other main Arab Gulf countries, therefore making the need for effective communication even more pronounced. The major challenges that Kuwait faces in terms of the English language learning as a nation and therefore the problems and challenges faced by English teachers in Kuwait, are related to the overbearing influence of culture in language and the problems of motivation with students. It will be discussed through careful reflection that the inclusion of spoken grammar through certain authentic material uses will help in combating the se challenges faced by educators. Through this inclusion it is also relevant to note that this has led to the evolution of teaching methods and methods of assessment away from exam-based assessment models as this has also been identified as a challenge to learners in Arabic countries. Written versus Spoken Grammar The difference between written and spoken grammar essentially comes down to a debate between formal and informal grammar. It is however important to note that there are arguments made that spoken grammar is inchoate and does not technically exist, and that spoken grammar is essentially the same as written grammar in terms of all belonging to the use of grammar generally rather than a particular system. These different arguments, although noted, do not present difficulty to the most widely acknowledged theory of spoke grammar and therefore shall not be considered within the ambit of this discussion. Suffice to say however that the argument presented for spoken grammar is not a unified position, although supported by the majority of academic writers. The argument for spoken grammar is essentially that it is a distinct approach from that used in written grammar. There is an argument for a linear model of grammar with spoken grammar being separate and distinct, although familiar through the use of written grammar (Brazil, 1995). Over time this model has evolved into a dynamic system of grammar that is easily adaptable and flexible for language use and inclusion (Carter McCarthy, 1997). The distinction is practically important for language use as often the use of written grammar in speech and conversely spoken grammar in writing, can often not be contextually appropriate and can lead to confusion. Simply put, people generally do not speak the way that they write and they certainly do not write the way that they speak. Spoken grammar often includes contractions, such as ‘I’ll’, ‘don’t’ or ‘can’t’ which are strictly speaking not appropriate in written grammar, as well as the inclusion of slang words or colloquialisms. Spoken grammar also includes breaking of strict written grammar rules such as beginning sentences with prepositions. Conversely, there is grammatical syntax that exists almost exclusively in written grammar that is not used in spoken grammar such as the existence of the perfect past tense. Spoken grammar is also more dynamic and immediate, therefore often including many grammatical errors that are unacceptable in written grammar. This is as a productive of rapid speech and thought development. Written grammar is more planned and precise, therefore allowing fewer margins for error and engaging with a more sophisticated vocabulary and format of idea presentation. Spoken grammar is often more communicative as it presents ideas at a lower level of engagement, making it more accessible in a way and therefore communicative. It also is capable of more effectively conveying a tone, furthering the assessment of spoken grammar as communicative. TESOL Aims and Expected Outcomes The mission of TESOL is â€Å"[t]o advance professional expertise in English language teaching and learning for speakers of other languages worldwide† (TESOL, 2007). TESOL generally can be said to be aimed at adult learners that are non-native English speakers. It is aimed at professionally equipping this demographic with competent English skills. Bearing this in mind, it is clear that there is a large element of competency based educational outcomes in TESOL teaching. Competency â€Å"refers to a standard of performance either implicitly or explicitly, the term closely parallels definitions of mastery or criterion levels of performance† (Wong, 2008). This involves a broader inclusion of social, cognitive and communicative skills to allow for effective use of language. Simply stated, competency based outcomes are concentrated on allowing for actual communication in the way that native speakers would use the language, whilst not being overly concerned with the theoretica l knowledge that the students have. The essential difference between the various approaches to teaching can be summarized as different emphasis on ‘real’ English in teaching and this will significantly affect the outcome of the learner’s language skills. Advocates of the use of spoken grammar argue that the use enables learners to have a more real grasp of the language as it is used by native speakers and without this inclusion, the gap between what is learnt and how one must use the language will leave learners unable to communicate in the ‘real world.’ It is evident therefore that the use of spoken grammar may be more aligned to the expected educational outcomes of TESOL as it engages in a competency based approach that will equip students to effectively communicate within their particular needs. The Debate of Spoken Grammar Inclusion in Learning Generally The debate surrounding written and spoken grammar essentially boils down to whether it should be included in teaching English as a second language and if so, how. The inclusion of spoken grammar in English comes down to relevant competing considerations all arguably part of a competency based approach to language learning. There seems to be a significant movement towards expression of language in the way that native speakers use the language rather than conforming to strict grammatical standards. This in itself is aligned with the outcomes of TESOL which aims to equip their students with a professional grasp of the language and general consensus as to the aims of second language teaching generally. If one bears these educational goals in mind when evaluating the merits of spoken grammar material inclusion in teaching methods, one can get an overall view of the advantages afforded by their inclusion. A Lack of Spoken Grammatical Features McCarthy Carter (1997) prove that there is a distinct lack of spoken grammar exposure in teaching materials used to teach English as a second language to adult learners. The way that native speakers communicate with one another and therefore the way that they establish relationships is, to a large extent, reliant on the ability to communicate in a meaningful way. This represents more than just written and articulated English grammar in the form of language use that is symptomatic of way that native English speakers communicate. The intrinsic value of spoken grammar is evident as without equipping students with the ability to grasp language in this way, one is overlooking a fundamental aspect of language education – which is to be interculturally communicative. There is much support for the argument that inclusion of spoken grammatical features in English teaching increases skill levels and natural spoken interaction (McCarthy Carter, 1994). These authors however are quick to point out that there must be a correlation between the use of written grammar resources and those representing spoken grammar uses, as the written grammar will often be a fall-back for students. However, there is a general consensus that in order to allow students to have a natural use of the language taught, there must be introduction of spoken grammar, as there is a distinct lack of these grammatical features in traditional written grammar materials. Research conducted into the usefulness of telephone conversation dialogues in the teaching of English as a second language supported this notion by showing that the interaction that it gave learners with natural spoken grammar was an area that was not covered in any of the traditional textbook materials that learners typically learn from (Wong, 2002). Increasingly there is a move towards a combination of attributes in second language teaching and the use of spoken grammar materials supports the interaction between language, sequence structure and social action in a way that traditional teaching materials do not. This is highly relevant when considering the competency based educational outcomes that are required in second language English teaching. The specific goals of TESOL also support the inclusion of these materials towards effectively equipping the learners with competent and communicative English skills. The Needs of Learners Research conducted (Timmis, 2002) shows that learners and teachers value all aspects of grammar in teaching. That being said, there is a need for learners to be able to communicate in the most appropriate and effective manner in line with their specific educational needs. From the perspective of students involved in this study, there was an expression of the desire to conform to the grammar norms of native-English speakers, which in this case also includes the informal grammatical norms. This concept relates back to the idea of real language use in TESOL teaching environments where there is a need to teach English in relation to a competency based educational outlook. It is necessary therefore from the perspective of the learner to include spoken grammar in English teaching in order to achieve a competent language knowledge. To this extent, the research proved further that there is a general consensus amongst teachers that students should at least be exposed to spoken grammar in the studies (Timmis, 2002). Although this is by no means a conclusive case for inclusion of spoken grammar into language teaching, it is clear that there is a need for this inclusion based on proposed educational outcomes and teaching objectives. This also may encourage motivation and therefore impact the results of students if they feel they are actively engaging in the language in a way that is tangible. It is necessary therefore to examine how one would go about effectively including spoken grammar in teaching without negatively influencing outcomes, such as the development of culturally dependant language and poor grammatical habits. Essentially there are some parallels to be draw between the debate surrounding the use of authentic material in language teaching and the inclusion of spoken grammar in language teaching as essentially they are both incorporating elements of real language use and often the grammar used in authentic materials is informal or akin to spoken grammar. The benefits and disadvantages of authentic materials will not be covered, however there are some relevant considerations that are applicable such as the need to be flexible in their approach to communication which can be best taught through the use of spoken grammar in teaching methods. The Challenges of Kuwait as an Educational System Until 1966 there was no formal university in the country and it has taken many years since then to make access to higher education possible. Education in Kuwait is free and available to all. There have been significant efforts on the part of the government to improve access to education and educational facilitates. Furthermore, there are literacy programs for adult learners, both male and female to improve the literacy rate, which are currently attended by around 2% of the population. In a recent conference, the minister of education of Kuwait reinforced the international commitment of Kuwait to building an advanced and progressive society based on education with the aid of knowledge achievement and modern methods (Al-Haroun, 2011). As a result of a drive towards improving education in Kuwait, the education sector is by and large doing very well. However, this does mean that it is without challenges. For English teachers teaching English as a second language may present significant c hallenges, not least of which are the concerns of cultural education that will accompany English education. In order to successful impart the goals of competency based English outcomes, there has to be a transference of culture to allow Arabic speaking learners, who have been educated in Kuwait to not only speak English effectively, but be culturally appropriate at the same time. With the impact of culture on language use in Kuwait, there are particular challenges faced by English teachers in trying to translate those cultural nuances in English through second language education. An example of how this may be an issue is in business relations traditionally Arabic culture there is a large tradition of respect in greetings and formalities. These well wishes may not be understood or be appropriate in certain Western traditions, therefore in order to be able to communicate effectively in a more global sense there will need to be a cultural education of these appropriate mannerisms in En glish culture. Culture In Kuwait, it is important to note the decisive impact that culture plays in all facets of life. As an Arab nation, Kuwait is very committed to religious based cultural practices and for English teachers in Kuwait, they must be able to convey not only the teaching of English, but the cultural practices as well. It is fundamental for teachers of language to also be able to teach cultural in language studies, and since generally teachers are not trained in social anthropology, they need to adapt their perspectives according to their teaching environment (Byram Morgan, 1995). Traditionally, there is an emphasis on the native speaker in teaching language, in other words identifying the target language and the appropriate uses thereof in the particular context. This is usually done by studying the speech of native speakers of the language and then emphasizing the use of those aspects of the language (Cook, 1999). From this approach it is clear that there would be a significant benefit fo r teachers of English as a second language in Kuwait to make use of both written and spoken grammar in teaching. Spoken grammar would therefore be highly important as many authors have noted that there is a real element in the teaching of this spoken grammar as it is the closest representation to how native speakers actually communicate. However, as Cook goes on to explain, the goal of education of a second language student is not to transform them into a native speaker as for second language speakers this is a theoretical impossibility (1999; 186). The aim therefore is to allow them to effectively communicate with other elements that are incidental to native speakers such as social interaction, language skill transference, identification with the target language community and the ability to produce fluent discourse. Fairly evident in the attainment of these goals is the need for a good practical knowledge of the language being taught, for without this informal communications and id entification in the language community would be nearly impossible. This social and cultural aspect of learning English as a second language in Kuwait is highly relevant as there is a vast social, political and cultural divide between native English speakers and Arabic cultures. In order to have a real appreciation and understanding of building social rapport and a level of social interaction with native English speakers, the cultural aspects of learning English will need to be addressed. As already mentioned, the way that people write and speak as native language users is not necessarily always compatible. The importance therefore in the inclusion of spoken grammar into language teaching becomes highly important. It also allows for a certain flexibility in the teaching as it can stay up to date with current language and vocabulary trends. One such example is the use of the word ‘fit’ in English language. One could conceptualize a situation where a Kuwaiti person uses th is word in the formal sense to describe someone with a certain level of physical fitness, however colloquially to British English speaking individuals this word has a slang meaning of referring to a level of attractiveness of an individual. Whilst this is a simplistic example of such a scenario, it is easy to see how the inclusion of spoken grammar in this way would provide valuable insight into the use of the language by native speakers and in the end would end up highly beneficial for the second language learners. The exploration of culture involves learners evaluating their own culture as well as that of the target language group (Corbett, 2003). The point is essentially to bridge an information gap between the learner and the target language group. Despite the plethora of information highlight the importance of inclusion of culture in language learning, there is still a huge underrate of this inclusion which has been markedly difficult in practice (Stern, 1992). The improvement in this incorporation into the language teaching methodologies can be related back to the emergence of the communicative or competence theory of learning becoming the dominant ideology in teaching theory (Corbett, 2003). A language course that is so influenced is one that attempts to educate the learners in all facets of language education: reading, writing, speaking and listening. In order to gain a deeper understanding of how the target language community functions, the students will need to assess their own languag e and community functions as they relate to language use. Therefore, the inclusion of spoken and written grammar will need to be used in order for the students to have a culturally specific language education where they can interact with the target language group. Byram (1995) argues that the goal of second language English education is not to acquire a native language competence but rather to acquire an intercultural communicative competence. Learning language in a formal vacuum therefore will not be adequate to effectively equip TESOL learners with this intercultural communicative competence without the inclusion of social or cultural content. Therefore, the most effective way of including this content is through the exposure to spoken grammar through authentic material use. This way there is the opportunity for students to engage with the culture of the target language group as well as with their own culture in relation to this target group. Through this interaction there will be the formation of mutual respect and understanding for culture leading to a competent educational outcome. Motivation Student motivation has been identified as a general challenge to English learning in Arab Gulf countries (Syed, 2003). One may argue that this is a by-product of the vast difference in language use and syntactical differences between Arabic and English. The use of spoken grammar in teaching exposes learners to ‘real’ language, which has the effect of motivating them, because there is the opportunity for the students to see their progress tangibly (Hastings Murphy, 2002). Psychologically, this is an important aspect as it increases the confidence of the students. A student that is able to read a newspaper article in a learning environment is far more likely to attempt to read further articles outside of the classroom. As an newspaper article, being authentic material, is use of spoken grammar in teaching, one can see the benefit of using this spoken grammar in teaching. Having exposure to reading these articles will also improve the chance that they will understand these articles as they will be familiar to a certain extent with the grammar and vocabulary used. This is a kind of knock-on effect of using spoken grammar in teaching with vast benefit for listening and speaking language skills of the learners. A key example of this is using television as spoken grammar literature, as the influence of media on learning is undoubtedly strong. By exposing students to television that they can understand, it is more likely that they will seek out further programming in English, because they will be confident that they will be able to understand it to a certain extent and as these programs are meant for native English speakers, the vocabulary and grammar used will be varied and therefore challenging, increasing the learning potential. It is therefore highly beneficial to learner motivation and confidence to use authentic materials demonstrating spoken grammar. However teachers must also be aware of the careful selection of these materials as spoken grammar c an be detrimental to learning outcomes if there is little correlation between written and spoken grammar due to an extensive informal nature of the materials provided. An example of this would be the use of comics in learning. These do not have much relation to written grammar due to the short sentence structure and colloquial use grammar and punctuation. Recommendations Conclusion The two major challenges facing English second language teachers in Kuwait are largely confined to the motivation of the learners and the structure of the courses being inclusive of all relevant factors relating to the language. It is clear that there is consensus amongst the teaching community that there should be inclusion of or exposure to spoken grammar in teaching. The effects of this inclusion have had positive effects, not only on the attainment of educational outcomes based on competency, but also on tackling of the challenges faced by teachers in Kuwait. Like with all teaching materials, there are positive and negative elements to this inclusion, however with careful monitoring of the material selection and the kinds of materials that the learners are exposed to, these negative elements may be mitigated. If one takes an outcome based approach to education, competency is the most relevant consideration. The specific needs of a competent learner are to be able to communicate e ffectively across language and cultural barriers. In order to do this, academics have argued that there needs to be an inclusion of real language use in teaching materials as this will be the most effective means of including this kind of socio-cultural content. These materials will make use of spoken grammar as well as written grammar and through careful material selection by educators, the pitfalls of spoken grammar use can be effectively managed if not altogether eliminated. This will have positive effects on learner confidence and motivation leading to a better overall outcome in line with the expected teaching outcomes seeking to be achieved by TESOL language teaching. Bibliography American University of Kuwait College of Business Administration, 2009 The Challenges for Quality in Higher Education in Kuwait Ashley Hastings and Brenda Murphy, 2002. Thoughts on the Use of Authentic Materials [ejournals] Available at http://www.focalskills.info/articles/authentic.html [Accessed 17 May 2012] Byram Morgan, (1995) Teaching-And-Learning Language-And-Culture Oxford University Press Carter McCarthy (1995), ‘Grammar and the Spoken Language’ Applied Linguistics 16(2), 141-158. Carter McCarthy (1997), Exploring Spoken English Cambridge: Cambridge University Press Carter McCarthy (1995) ‘Spoken Grammar: What it is and how we can teach it’ ELT J, 49(3) Corbett, J., (2003) An Intercultural Approach to English Language Teaching Clevedon: Frankfurt Lodge David Brazil (1995), The Grammar of Speech Oxford: Oxford University Press Eli Hinkel Sandra Fotos (2002), New Perspectives on Grammar Teaching in Second Language Classrooms Mahwah, New Jersey: Lawrence Erlbaum Associates Musaed Rashed Al-Haroun (2011), Minister of Education and Higher Education Kuwait, Education Strategy for Kuwait report prepared for the 46th International Conference on Education Ruth Ming Har Wong, 2008. Competency-based English Teaching and Learning: Investigating Pre-service teachers of Chinese’s Learning Experience Porta Linguarum, 9, pp 179 – 198 Stern, H., (1992) Issues and Options in Language Teaching. Oxford: OUP ESOL Incorporated [online] (cited on 19 May 2012) accessed on www.tesol.org Timmis, I., (2002) ‘Native?speaker norms and International English: a classroom view’ ELT J 56(3): 240-249 Timmis, I., (2004) ’Towards a framework for teaching spoken grammar’ Vivian Cook (1999), ‘Going Beyond the Native Speaker in Language Teaching’ TESOL Quaterly, 33(2), pp 185 – 209 Wong, J., (2002) ‘â€Å"Applying† conversation analysis in applied linguistics: Evaluating dialogue in English as a second language textbooks’ International review of applied linguistics in language teaching, 40(1), pp37 Xuedong Huang , Alex Acero Hsiao-Wuen Hon, (2001) Spoken Language Processing: A Guide to Theory, Algorithm System Development Prentice Hall PTR Zafar Syed (2003), ‘The Sociocultural Context of English Language Teaching in the Gulf’, TESOL Quarterly, 37(2) How to cite Written versus Spoken Grammar, Essay examples

Foundations of Health and Wellbeing in the Community

Question: Describe about the Foundations of Health and Wellbeing in the Community? Answer: Executive Summary Diabetes is a vast problem for a society. A person dies from diabetes in every six seconds. Mrs. Raymond is a 52 year old house wife and weighs 114 kgs. She felt dizzy when walking, felt thirsty and complained of nocturia. Her blood pressure was recorded at 170/110 mm/Hg. Subsequently she was diagnosed with type 2 diabetes. Normal range of blood pressure is 120/80 mm/ hg and her blood pressure is 170/110 mm/Hg. Mrs. Raymond is extremely worried about her health condition. The lifestyle of Mrs. Roy is not healthy. She is not maintained a proper diet chart and her food habit is harmful for her health. Mrs. Raymond should maintain a proper diet chart. She is not maintaining a proper diet chart for last several years. She is known to eat ready- made meals at least 5 days a week and enjoys cream cakes every day. She rarely eats on time. She has facility to control her body weight and also her blood sugar level. If she wants to utilize all the facilities, her body weight will reduce very s oon. In the other hand she has also the education to utilize the facilities of her community. She has a good community to improve her life style and also to upgrade her health condition. Mrs. Raymond needs a good lifestyle and proper nutrition counseling. By testing the blood sugar level regularly, changing lifestyle behavior, nutrition counseling and pharmacologic therapy Mrs. Roy can be cured. She should follow the proper medication and instructions made by her general physician and also maintain some good nutrition habit. Her excessive body weight is a threat for her health. There is an only solution for Mrs. Raymond is to control her blood sugar level immediately and maintain proper diet chart strictly. Introduction: Profile of a patient: A 52 year old woman is suffering from diabetes last 10 years. She stays in proper Kolkata. Name: Mrs. Roy Age: 52 year Sex: Female Family size: 3 members Occupation: Home maker Marital status: Married Education: Graduate Illness: Diabetes, high blood pressure, vision problem. Ethnicity: Indian. Morbidity data: Diabetes, high blood pressure, vision problem. Income: unemployed. Mrs. Raymond spends her spare time by sleeping. She has not much energy to work in the spare time and she is very inactive. For that reason she is unable to utilize insulin. Insulin is the hormone which is responsible for the diabetes. Some patients are unable to produce insulin and some patients are unable to utilize the insulin. In case of Mrs. Raymond she cannot utilize insulin for her inactive nature and the insulin is stored in her body. She is suffering from diabetes for long time but she is not interested to reduce her sugar level by exercise or any physical activity. She is only take medicine for long time. Now some diabetes medicines are not work in her body system because of the so much use of medicines. She almost lost her vision. Mrs. Raymond is suffering from high blood pressure and her level of cholesterol is high. Her body weight is also excessive. She is a house wife. She has much time for exercise but she did not. Mrs. Raymond has so many facilities for improving her blood sugar level. A person dies from diabetes in every six seconds. Diabetes is a vast problem for a society. All nations (poor and rich) are suffering the influence of the diabetes epidemic. Diabetes is a group of metabolic diseases characterized by a chronic hyperglycemic condition effecting from inadequate action of insulin. An increased amount of glucose in the blood is an indication that diabetes is out of control. It happens when the body cannot use the insulin or does not have enough insulin. Signs of hyperglycemia are great thirst, dry mouth and need to urinate often. For non-diabetic person: Pre-prandial plasma glucose: 4-5.9mmol/L Post-prandial plasma glucose: 7.8mmol/L For type II diabetic patient: Pre-prandial plasma glucose: 4.7mmol/L Post-prandial plasma glucose: 8.5mmol/L Mrs. Raymond is a 52 year old house wife and weighs 114 kgs. She felt dizzy when walking, felt thirsty and complained of nocturia. Her blood pressure was recorded at 170/110 mm/Hg. Subsequently she was diagnosed with type 2 diabetes. Mrs. Raymond is extremely worried. The lifestyle of Mrs. Roy is not healthy. She is not maintained a proper diet chart and her food habit is harmful for her health. She should do exercise daily because of her excessive blood sugar level and also excessive body weight. She should work harder for her excessive body weight. There are many more yoga classes beside her resident. So she should go to yoga classes for her unhealthy condition. Mrs. Raymond should maintain a proper diet chart. She is not maintaining a proper diet chart for last several years. She is known to eat ready- made meals at least 5 days a week and enjoys cream cakes every day. She rarely eats on time. Key Findings: She has facility to control her body weight and also her blood sugar level. If she has knowledge to utilize all the facilities, her body weight will reduce very soon. In the other hand she should has also the education to utilize the facilities of her community. She has a good community to improve her life style and also to upgrade her health condition. Because of her age she is unable to do heavy work (Uknowledge.uky.edu, 2015). Mrs. Roy is very slow and she felt dizzy when walking. She should aware of her health condition which is decreasing day by day. Mrs. Roy is an educated woman. She should have the basic knowledge about the health. The nurse should encourage Mrs. Roy to improve her life style and the awareness about the health. Mrs. Roy needs a general physician for her daily check up. The blood pressure of Mrs. Roy is not in range. She takes medicine for diabetes and high blood pressure. Her mother and two brothers have also been diagnosed with type 2 diabetes ('National Serv ice Framework for Diabetes: Standards', 2015). Obesity, poor diet, physical inactivity, family history of diabetes is the main risk factors for a diabetic patient. And for Mrs. Roys case all the possible reason of diabetes are present. So she should follow the routine which is advised by her general physician. But Mrs. Raymond has given every indication that she is not prepared to change his lifestyle or to follow the advice the Community Nurse attempts to offer him. The objective is to enable Mrs. Roy to manage his diabetes and optimize her health in the future. Mrs. Raymond is a diabetic patient with obesity and high blood pressure (Nice.org.uk, 2009). Obesity and type 2 diabetes are closely linked. The reduction of bodyweight enhances glycemic control, morbidity and mortality. The most effective anti- obesity treatment is bariatric surgery. Bariatric surgery causes long term reduction of diabetes in many patients. Because of the high cost and complications Mrs. Raymond is unable to undergo this therapy. The choice of active drugs for obesity along with diabetes is very limited ('Pathophysiology of Type 2 Diabetes and Its Treatment Policy', 2015). Needs analysis: Diabetes is the major problem for Mrs. Raymond. Firstly she needs to control her blood sugar level. Because of diabetes she almost lost her vision. She is very fat. Obesity is not good for health and because of the obesity her blood pressure level is not in the range. There are many reasons for the obesity. In case of Mrs. Roy cholesterol level of her is very high and she is not even doing exercise. She has many facilities to do exercise in her community. She is very inactive because of that she consumes lots of fat. She needs a counselor for her motivation. A community of nurse should take a responsibility for her health improvement. Fig 1: Pathophysiology of type 2 diabetes The glucagon-like peptide-1 receptor agonists improve glycemia and bring a modest weight loss, but there are doubts over their long-term safety. New drugs such as lorcaserin and phentermine/topiramate are being approved for obesity and have humble, salutary effects on glycemia, but again long-term safety is unclear. As per current American Diabetes Association (ADA) and European Association for the Study of Diabetes recommendations metformine is the first-line medication used for those with Type 2 diabetes. It has an recognized safety record. Patients are guided not to stop their treatment without speaking to their doctor. NICE does not advised the use of drugs without marketing approval. Thus an effect of the choice of EMA, NICE has temporarily inhibited its recommendations on the use of rosiglitazone in this gridline. Fig 2: type 2 diabetes and obesity Discussion: Mrs. Raymond needs a good lifestyle and proper nutrition counseling. By testing the blood sugar level regularly, changing lifestyle behavior, nutrition counseling and pharmacologic therap Mrs.Roy can be cured. In pharmacological therapy glycemic management is a major work by insulin or non-insulin therapy and also the blood pressure manage by angiotensin-converting enzyme (ACE) inhibitors, thiazide diuretic and angiotensin II receptor blockers (ARBs). Education and self management (nutrition therapy program, weight management, exercise, foot care, and community resources) are very important for initial stage of diabetes. If not controlled, diabetes can influence every organ of the body. Diabetes is the leading reason of kidney failure and blindness. Over time high blood sugar level can harm nerves. As per National Institute for Health and Clinical Excellence the marketing authorisation for rosiglitazone has been suspended. The advices for Mrs. Raymond according to the National Instit ute for Health and Excellence guidline are Diabetic education programs. The recording of lipid (blood cholesterol and fat), glucose and blood pressure levels. The detection and ongoing management of -Nerve damage and nerve pain. -Eye disease. -Depression. -Kidney disease. Dietary advice. The use of medications to -Control blood glucose. -Reduce blood pressure. -Improve lipid levels. -Control vascular (blood vessel) disease. The nurse should communicate with the patient. It is the responsibility of the nurse to motivate the patient and encourage for her health awareness. In case of Mrs. Raymond she is very lazy in nature and she has not much energy to do some effective exercise. For her lazy nature nurse plays an important role to initialize her health condition. Nurse patient interaction plays an important role in the health care service. Failure in communication can start negative outcomes. The effective nursing care is the major role for the nurse because a patient and the family of the patient both are totally dependent on the care of nurse. The trust should provide to the patient and their family with a good communication. The proper conversation is needed during the delivery of a report to the family of patient. Here the patient should not be ignored. For this reason the timing and the process of communication is very crucial between the nurse and the patient. There are few factors which are influe ncing the faith of the family of the patient. Those are the eye contact of the nurse, body language of the nurse and tone of voice of the nurse. The family of patient does not remember the name of the nurse but they remember the activity of the nurse during the crucial time of the patient. So nurse should be able to handle the difficult situations of the patient with a quality communication with the family of the patients. People are generally believed that the main reason for the obesity is related to the fatty substances in our daily food habit. Mrs. Raymond is not maintaining proper diet chart. If the diabetes stays for long time it can damage our kidney, eye vision and nerve. So people should take care for their health. Obesity is very dangerous for female. She is also suffering from hypertension. So she needs much more care for her health. Because of her inactive nature she needs a counselor immediately. Normal range of blood pressure is 120/80 mm/ hg and her blood pressure is 170/110 mm/Hg. High blood pressure can cause heart attack or heart failure. High blood pressure can affect our eye vision. Hypertension is very dangerous for a diabetic patient. A diabetes patient has a tendency to gain fat. The economic condition of Mrs. Raymond is not good. She is belonging to a middle class family. She is suffering from diabetes, hypertension and obesity. So it is very difficult for Mrs. Roy to continue her medication. Diabetes is not be cured without proper medication. So Mrs. Raymond is very much worried for her health issues. She is not an earning member. She is totally dependent on her husband. Because of her obesity Mrs. Raymond is not able to help her family economically. There is an only solution for Mrs. Raymond is to control her blood sugar level immediately and maintain proper diet chart strictly. Conclusion: Mrs. Raymond is a diabetic patient with high blood pressure. By changing his lifestyle behavior she can improve his health condition. She should follow the proper medication and instructions made by her general physician and also maintain some good nutrition habit. Mrs. Raymond should follow advice of the doctor. According to my opinion Mrs. Raymond is responsible for her poor health condition. She should immediately meet general physician and should maintain the instructions of the general physician. Apart from the proper medication Mrs. Roy should change her life style. She should not take such foods which are responsible for the diabetes. It is very clear that a proper diet chart is very difficult to maintain for Mrs. Raymond. Her health condition is very poor because of her ignorance. There were many things to do but she was not go for any of them. The danger level of her health is increasing day by day. Her excessive body weight is a threat for her health. She is suffering from type 2 diabetes and high blood pressure. Her body weight, life style and cholesterol level is not in range. References: National Service Framework for Diabetes: Standards. (2015). Retrieved 16 March 2015, from https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/198836/National_Service_Framework_for_Diabetes.pdf Nice.org.uk,. (2009).Type 2 diabetes | Guidance and guidelines | NICE. Retrieved 16 March 2015, from https://www.nice.org.uk/guidance/cg87 Pathophysiology of Type 2 Diabetes and Its Treatment Policy. (2015). Retrieved 16 March 2015, from https://. Kaku K et al . Pathophysiology of Type 2 Diabetes and Its Treatment Policy. JMAJ, January/February 2010 Vol. 53, No. 1 Uknowledge.uky.edu,. (2015).Health Promotion and Health Education: Nursing Students Perspectives. Retrieved 16 March 2015, from https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1012context=gradschool_diss