Wednesday, January 29, 2020

Health Education and Technology Essay Example for Free

Health Education and Technology Essay According to Bastable, â€Å"Technology has had such an impact on workforce training that it has given birth to a new industry and a new set of buzz words that define an Information Age approach to staff education. † (2007, p. 548) Thus, the inclusion of technology early on, as in its integration to education, has been deemed necessary. However, due to the evolution of technology, curriculum design and implementation in the field of health education will undergo a series of changes and modifications. These various changes will be determined based on the outcomes of technological evolution, the perceived potential of technology to change the landscape of health education in the future, and the educational theories, principles, approaches, etc. developed by respected members of the academic institution through research studies. According to Iwasiw, Goldenberg, and Andusyszyn, â€Å"Curricuralists should gather data about technology and informatics for health care and education, as well as expected developments† (2008, p. 13) Based on pertinent information gathered by academicians, the focal point and foundations of curriculum design are expected to change. Apart from the traditional contents of the curriculum, the scope of curriculum design should be broadened in order to include the â€Å"e-health paradigm of heath care† (Iwasiw, Goldenberg, Andrusyszyn, 2008, p. 113), literacy in information technology, health education across disciplines, and health education in the changing world. In addition, due to the impact and contributions of technology to the field of health, allowing the course nursing informatics to become compulsory will help in opening up opportunities for the improvement of curriculum design through the undeviating inclusion of technology and informatics. When we think about it, making nursing informatics compulsory makes the course an important learning area or aspect of health education. Consequently, much needed attention will be diverted to the improvement of the course by making course objectives, contents, instructional processes, and so on, up-to-date. Thus, the quality of health education, due to its appropriateness with current technology, will also improve. Just as curriculum design changes due to the evolution of technology, the implementation of the curriculum during instruction is also expected to change. As Bradshaw and Lowenstein (2006) have discussed, the delivery of the curriculum as influenced not only by traditional concepts in education but also by technology â€Å"require organized and planned educational experiences that are guided to promote lifelong learning as well as individually motivational and experiential learning activities that involve a variety of experiential teaching methods† (p. 272). Due to the inclusion of technology in the curriculum, the process of instruction will become more complex such that the assessment of the students and the selection of instructional tools, methods, and approaches are not merely based on student interests, learning capacities, learning content, etc. but also on the kinds of technology that fits the curriculum content. (Bradshaw Lowenstein, 2006) In terms of the instruction, the instructional process is facilitated by the use of technology. However, when it comes to learning content, the integration of technological concepts become necessary. In addition, the scope of learning content also varies from time to time since available technological tools and devices intended to facilitate heath education and health care processes change over time. For these reasons, diversity and variation should be accepted and acknowledged by academic institutions since the curriculum design and the implementation of the curriculum shall change along with the evolution of technology along the way.

Tuesday, January 21, 2020

Lord of the Flies by William Golding and Great Expectations by Charles

Lord of the Flies by William Golding and Great Expectations by Charles Dickens `Lord of the Flies`, by William Golding was written in 1954 almost a century after Charles Dickens wrote `Great Expectations`, in 1860. Both of the novels are considered as being classics and have been made into films and the books while seeming completely different do have similarities although they are in different social, historical and cultural settings. The frameworks of the books are completely different, `Lord of the Flies` starts as a traditional boy's adventure story like `Coral Island`, by R.M. Ballantyne, however it is subverted to a dark, menacing story about how people behave when the constraints of society are removed. The island is a microcosm of society, and in the book we see examples of hierarchy, the social divide, human nature, and how the boys, with no adults, start to rely on their basic savage instincts. `Great Expectations` is mainly about the divides between the rich and the poor, a popular theme in the Victorian times as the industrial revolution had broadened and highlighted the divide, however both books do reflect on society, and the weakness of human nature. Both the books, while having a traditional framework, have an original element. Not many memoirs are as strange and varied as Pip's, and not many boy's adventure stories turn as dark and menacing as Golding's novel. In the opening chapters the settings of the books are contrasting, in `Lord of the Flies`, the boys are in tropical splendor, (the pool) "It was clear to the bottom and bright with the efflorescence of tropical weed and coral" (pg 17), while in `Great Expectations` the opening chapter is set in a graveyard, which is dank a... ...agwitch in his torn, coarse and disheveled state, "A fearful man, all in coarse grey, with a great iron on his leg. A man with no hat, and with broken shoes, and with an old rag tied round his head. A man who had been soaked in water, and smothered in mud, and lamed by stones, and cut by flints, and stung by nettles, and torn by briars; who limped". From this the reader can see that, although the opening chapters of both novels seem completely unrelated, in fact when the reader looks more closely, many parallels can be seen. For example though the settings are very diverse, one being a wind swept moor, and the other being a tropical island, both are menacing. Although these books were written almost a century apart, and at first seem to be on different topics, many of the key features are the same, and many of the characters posses similar qualities.

Monday, January 13, 2020

Cultural Awareness in Nursing Practice

Introduction In this essay my aim is to describe and discuss my own Filipino cultural background and how it might influence my nursing practice. Culture is our way of living (Wepa, 2005). It is also shaped by our values, beliefs, norms, and practices that are shared by members of the same cultural group (Giger & Davidhizar, 1995). I will be discussing some of the values and traits that we Filipinos have in common such as pagmamano and po at opo or gestures that show respect to our elders, kagandahang loob or shared humanity, (pakikipagkapwa-tao or regard for others, bayanihan or comradeship or cooperation and lastly, tiwala sa Diyos or trust in God. I will also include some of our shared traditions and beliefs and try to link my cultural experiences to my nursing practice. Brief Background of the Philippines Philippine is located in Southeast Asia, with Manila as its capital city. Filipinos are basically of Malay ancestry, though proof of foreign influence can be trailed in our culture. We are actually a blend of different cultures rolled into one. For three centuries we were under the Spanish colony, as a result, there is a significant amount of Spanish and Mexican influence in our customs and traditions. Then later, under the American regime for four decades and their obvious contribution to us is the English language. Other ethnic groups such as the Chinese and Japanese have also influenced our way of living. Pagmamano, po at opo or gestures that show respect to our elders Pagmamano and po at opo or gestures that show respect to elders go hand in hand. Pagmamano is holding an elder’s one hand and placing on your forehead and the phrases po at opo are used to show respect and courtesy when talking to someone in authority and elder. Filipinos are not used to calling people in authority by their first names; we say their designation first before their name, as we consider calling them by their names as rude and mal educada or uneducated. I wish to take this trait of showing respect to the lders and to everyone in my nursing practice by advocating and protecting the rights of the client in order to prevent harm and recognizing their culture when it comes to collecting and storing health information (NCNZ, 2005). I can also apply this trait in my interaction with my colleagues by valuing their personal culture and contribution to the team. Kagandahang loob or shared humanity and Bayanih an or comradeship Kagandahang loob or shared humanity refers to being able to help others in time of needs. Related to this is the bayanihan or comradeship which Filipinos are famous for. We come in unity to help our family or the community in one spirit in attaining a common goal. Best example is in time of calamity; we gather together and extend our helping hands to those who need them without expecting in return. It is an act of selflessness, willing to be of service for other’s welfare. Showing hospitality to strangers is also an example of kagandahang loob that we are famous of, not that we are the only one that is hospitable. Even the humblest home along the road can be offered as a temporary shelter for a stranger who has lost his way. We consider it also impolite to not invite an unexpected visitor that arrived during mealtime, to sit down and share what we have on the table. In cases that the unexpected visitor needs to stay for the night, he or she will be offered the best room in the house to the extent of having the host to sleep in the sala or lounge. This trait I intend to instil in my nursing practice by being fair and truthful to my client and colleagues, by being competent in what I do thus preventing and ensuring that I am practising ethically. Shared traditions and beliefs When I was a child, my family had lived at our Lola’s (grandmother) rural home. She was a tough lady, always want everything tidy and in place. One dinner time, we were all sitting and having our meal quietly, no one was allowed to speak as it was her sacred rule that it was rude to talk while eating; she also had this habit of observing us, as if she’s waiting for us to make mistakes. She noticed that I wasn’t eating the head of the fish; she then called my attention and told me that I should eat the head of the fish as well because it makes us brighter and smarter. Thinking of what she said, I innocently asked her â€Å"how if the fish was dumb? †. I got into trouble by asking that. I grew up following traditions and believed many beliefs that have been passed down from many generations to the next. For instance, we have these beliefs in child rearing of causes of a child’s disability have something to do with the mother not following her dietary practises during pregnancy. For example, eating crabs would cause an unborn baby to have clubbed fingers and toes, eating dark foods such as grapes, squids and chocolates would make the baby to have dark skin.

Sunday, January 5, 2020

Cadency, Marshalling, Arms for Women

While the use of distinguishing symbols have been adopted by the worlds tribes and nations stretching back into ancient history, heraldry as we now define it first became established in Europe following the Norman Conquest of Britain in 1066, rapidly gaining in popularity during the end of the 12th and beginning of the 13th century. More properly referred to as armory, heraldry is a system of identification that uses hereditary personal devices portrayed on shields and later as crests, on surcoats (worn over armor), bardings (armor and trappings for horses), and banners (personal flags used throughout the middle ages), to assist in the identification of knights in battle and in tournaments. These distinctive devices, marks, and colors, most commonly referred to as coats of arms for the display of arms on surcoats, were first adopted by the greater nobility. By the mid-13th century, however, coats of arms were also in extensive use by lesser nobility, knights, and those who later came to be known as gentlemen. Inheritance of Coats of Arms By custom during the middle ages, and later by law through granting authorities, an individual coat of arms belonged to one man only, being passed from him to his male-line descendants. There is, therefore, no such thing as a coat of arms for a surname. Basically, it is one man, one arm, a reminder of the origin of heraldry as a means of instant recognition in the thick of battle. Because of this descent of coats of arms through families, heraldry is very important to genealogists, providing evidence of family relationships. Of special significance: Cadency - The sons in each generation inherit the paternal shield, but alter it slightly in a tradition known as cadency with the addition of some mark which, in theory at least, is perpetuated in their branch of the family. The eldest son also follows this tradition but reverts back to the paternal coat of arms upon the death of his father.Marshaling - When families were merged through marriage it was common practice to also merge or combine their respective coat of arms. This practice, known as marshaling, is the art of arranging several coats of arms in one shield, for the purpose of denoting the alliances of a family. Several common methods include impaling, placing the arms of the husband and wife side by side on the shield; escutcheon of pretense, placing the arms of the wifes father on a small shield in the center of the husbands shield; and quartering, commonly used by children to display the arms of their parents, with the fathers arms in the first and fourth quarters, and t heir mothers in the second and third.​Bearing of Arms by Women - Women have always been able to inherit arms from their fathers and to receive grants of coats of arms. They can only pass these inherited arms on to their children if they have no brothers, however - making them heraldic heiresses. Since a woman usually did not wear armor in the Middle Ages, it became a convention to display the coat of arms of her father in a lozenge (diamond) shaped field, rather than a shield, if widowed or unmarried. When married, a woman could bear the shield of her husband upon which her arms are marshaled. Granting of Coats of Arms Coats of arms are granted by the Kings of Arms in England and the six counties of Northern Ireland, the Court of the Lord Lyon King of Arms in Scotland, and the Chief Herald of Ireland in the Republic of Ireland. The College of Arms holds the official register of all coats of arms or heraldry in England and Wales. Other countries, including the United States, Australia, and Sweden, also maintain records of or allow people to register coats of arms, though no official restrictions or laws are imposed on the bearing of arms. The traditional method of displaying a coat of arms is called an achievement of arms and consists of six basic parts: The Shield The escutcheon or field on which are placed the bearings in coats of arms is known as the shield. This comes from the fact that in medieval times the shield borne on the arm of a knight was ornamented with various devices in order to identify him to his friends in the midst of battle. Also known as a heater, the shield displays the unique colors and charges (lions, designs, etc. that appear on the shield) used to identify a particular individual or their descendants. Shield shapes may vary according to their geographical origin as well as the time period. The shape of the shield is not part of the official blazon. The Helm The helm or helmet is used to indicate the rank of the bearer of the arms from the gold full-faced helm of royalty to the steel helmet with closed visor of a gentleman. The Crest   By the end of the 13th century many nobles and knights had adopted a secondary hereditary device called a crest. Most commonly made of feathers, leather, or wood, the crest has traditionally been used to help distinguish the helm, similar to the device on the shield. The Mantle Originally intended to shield the knight from the heat of the sun and to ward off rain, the mantle is a piece of cloth placed over the helmet, draping down the back to the base of the helm. The fabric is typically two-sided, with one side being of a heraldic color (the principal colors are red, blue, green, black, or purple), and the other a heraldic metal (typically white or yellow). The color of the mantling in a coat of arms most often mirrors the main colors of the shield, although there are many exceptions. The mantle, contoise, or lambrequin is often embellished on the artistic, or paper, coat of arms to give prominence to the arms and crest, and is usually presented as ribbons over the helm. The Wreath The wreath is a twisted silken scarf used to cover the joint where the crest is attached to the helmet. Modern heraldry depicts the wreath as if two colored scarves had been braided together, the colors showing alternately. These colors are the same as the first named metal and the first named color in the blazon, and are known as the colors. The Motto Not officially granted with a coat of arms, mottos are a phrase which incorporates the basic philosophy of the family or an ancient war cry. They may or may not be present on an individual coat of arms, and are normally placed below the shield or occasionally above the crest.