Suppose something happens that it was within your power to...

Suppose something happens that it was within your power to prevent? If you didn’t have malicious intent, was it still you fault? Does letting someone die when you know you had the capability of saving them in turn make you a murderer? All of these are questions that philosophical thinkers have tried to answer for centuries. The Doctrine of Acts and Omissions holds that it is morally worse to commit an act that brings about a bad event than it would be merely to allow the event to take place by not doing anything to prevent its occurrence. In essence, there is an intrinsic moral difference between acting and the failure to act. In some ways, we bear more responsibility for what comes about as a result of our doing something than for what†¦show more content†¦However, and important note is that even though motives are the same, they are extrinsic difference where the Doctrine speaks about intrinsic differences. Thus, active and passive euthanasia are morally equival ent and it is not worse to preform active rather than passive euthanasia. Suppose I want my baby nephew to die and I enter his bathroom with the intent of killing him. In scenario one, I consciously and intentionally hold his head under the water until he drowns to death. In the second scenario I walk in on him accidently slip and hit his head on the bathtub. He then goes unconscious and drowns under water. I watch as this happens, but I don’t make the small effort of picking up his head from under the water. These two actions may seem like they aren’t as morally taxing but since the intentions were the same from the get go, they are in fact morally equivalent and just as bad. In this case, the act of killing and the allowing the killing to occur are the same. A pragmatic example of this argument that may help convince you on why acting and failing to act are morally equivalent is in the world of dating. If someone is in a relationship with another person and wants to cheat, is the act of pursuing someone and sleeping with them is same as allowing one to seduce you and you stopping the act from occurring? The motives are the same in this case, and even if the motives were different, they are extrinsicShow MoreRelatedVampire Diaries61771 Words   |  248 PagesThirteenChapter Fourteen Chapter FifteenChapter Sixteen Are you having a good time? Elena asked. I am now. Stefan didnt say it, but Elena knew it was what he was thinking. She could see it in the way he stared at her. She had never been so sure of her power. Except that actually he didnt look as if he were having a good time; he looked stricken, in pain, as if he couldnt take one more minute of this. The band was starting up, a slow dance. He was still staring at her, drinking her in. Those green eyesRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesmymanagementlab is an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Read MoreModernization of Ntuc Income Case Study14065 Words   |  57 PagesC H A P T E R 4 Workplace Emotions and Attitudes Learning Objectives AFTER READING THIS CHAPTER , YOU SHOULD BE ABLE TO : I Deï ¬ ne emotions and identify the two dimensions around which emotions are organized. I Diagram the model of emotions, attitudes, and behaviour. I Identify the conditions that require and problems with emotional labour. I Outline the four components of emotional intelligence. I Summarize the effects of job dissatisfaction in terms of the exit-voice-loyalty-neglectRead MoreModernization of Ntuc Income Case Study14054 Words   |  57 PagesC H A P T E R 4 Workplace Emotions and Attitudes Learning Objectives AFTER READING THIS CHAPTER , YOU SHOULD BE ABLE TO : I Deï ¬ ne emotions and identify the two dimensions around which emotions are organized. I Diagram the model of emotions, attitudes, and behaviour. I Identify the conditions that require and problems with emotional labour. I Outline the four components of emotional intelligence. I Summarize the effects of job dissatisfaction in terms of the exit-voice-loyalty-neglect modelRead Morelaw of contract11640 Words   |  47 Pagesthe promisee reliance interest – object is to put the plaintiff in a good position as he was before the promise was made expectation interest – object is to put the plaintiff in as good a position as he would have been had the defendant performed the promise Wertheim the ruling principle of awarding monetary damages for breach of contract is to place the plaintiff in the same position as he would have been if the contract had been performed Anglia Television Ltd. Facts: P is suing D forRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesresources, WileyPLUS gives you everything you need to personalize the teaching and learning experience.  » F i n d o u t h ow t o M A K E I T YO U R S  » www.wileyplus.com ALL THE HELP, RESOURCES, AND PERSONAL SUPPORT YOU AND YOUR STUDENTS NEED! 2-Minute Tutorials and all of the resources you your students need to get started www.wileyplus.com/firstday Student support from an experienced student user Ask your local representative for details! Collaborate with your colleagues, find a mentorRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesPrinter/Binder: Courier/Kendallville Cover Printer: Courier/Kendalville Text Font: 10.5/12 ITC New Baskerville Std Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on the appropriate page within text. Copyright  © 2013, 2011, 2009, 2007, 2005 by Pearson Education, Inc., publishing as Prentice Hall. All rights reserved. Manufactured in the United States of America. This publication is protected by Copyright, and permission should be obtainedRead MoreAccounting Information System Chapter 1137115 Words   |  549 PagesCHAPTER 1 ACCOUNTING INFORMATION SYSTEMS: AN OVERVIEW SUGGESTED ANSWERS TO DISCUSSION QUESTIONS 1.1 The value of information is the difference between the benefits realized from using that information and the costs of producing it. Would you, or any organization, ever produce information if its expected costs exceeded its benefits? If so, provide some examples. If not, why not? Most organizations produce information only if its value exceeds its cost. However, there are two situationsRead MoreMarketing Mistakes and Successes175322 Words   |  702 PagesSENIOR MEDIA EDITOR George Hoffman Lise Johnson Carissa Doshi Dorothy Sinclair Matt Winslow Amy Scholz Carly DeCandia Alana Filipovich Jeof Vita Arthur Medina Allison Morris This book was set in 10/12 New Caledonia by Aptara ®, Inc. and printed and bound by Courier/Westford. The cover was printed by Courier/Westford. This book is printed on acid-free paper. Copyright  © 2009, 2006, 2004, 2001, 1998, 1995, 1992, 1989, 1986, 1981, 1976 John Wiley Sons, Inc. All rights reserved. NoRead MoreProject Mgmt296381 Words   |  1186 Pagesprogram. He has been a member of the Portland, Oregon, chapter of the Project Management Institute since 1984. In 1995 he worked as a Fulbright scholar with faculty at the Krakow Academy of Economics on modernizing Polish business education. In 2005 he was a visiting professor at Chulalongkorn University in Bangkok, Thailand. He received a B.A. in psychology from Claremont McKenna College and a Ph.D. in management from State University of New York at Buffalo. He is a certified project management professional

Elementary English In Overcrowded Classes Education Essay Free Essays

string(219) " will be to find if there are differences in larning simple English for true novices in overcrowded categories, and if the application of 5 pedagogycal learning tecniques will better the learning acquisition procedure\." Learning Elementary English in Overcrowded Classes for True Beginners at Universidad Autonoma de Santo Domingo ( UASD ) . Santana, Isaias, 2010: The proposal, NOVA Southeastern University, Fischler School of Education and Human Services. Learning/Overcrowded Classes/Large Classes/ True Beginners/ False Beginners/Educational Research. We will write a custom essay sample on Elementary English In Overcrowded Classes Education Essay or any similar topic only for you Order Now The intent of this survey will be to find if there are differences in larning simple English for true novices in overcrowded categories, and if the application of 5 pedagogycal learning tecniques will better the learning acquisition procedure. You read "Elementary English In Overcrowded Classes Education Essay" in category "Essay examples" This research will compare 2 set of groups of overcrowded schoolrooms ( experimental and traditional ) utilizing 5 learning tecniques with 2 groups of ideal categories in which the 5 learning techniques will be applied to see if there are a important difference in the learning procedure of true novices in overcrowded categories. Findingss will be based on standardised achievement trial of the method Standard that these pupils use in simple English categories at UASD. Table of Contentss Chapter 1: Introduction aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ 4 Nature of the job aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦.4 Background and significance of the job aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦.5 Purpose of the survey aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦6 Research inquiries aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..6 Null hypothesis aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦7 Hypothesis aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..7 Definitions of termsaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦7 Chapter 2: Reappraisal of the literature aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦.12 Surveies based on overcrowded categories aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦10 Negative effects of overcrowded classesaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦10 Techniques to learn overcrowded categories aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..14 Chapter 3: MethodologyaˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . 17 Participants aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦ 17 Instruments aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦ 17 Procedures aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦ . 17 Restrictions of the studyaˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦.19 Anticipated results aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦.19 Timeline aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦..aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ . 19 Evaluation program aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦.aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦19 Implementation matrix aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦aˆÂ ¦ †¦ .21 Mentions Chapter 1: Introduction Learning to pass on in English is of a great importance for the pupils of the modern linguistic communication calling at Universidad Autonoma de Santo Domingo ( UASD ) . However, the sum of pupils enrolled in the university is over 160, 000 which makes most of the classs to be overcrowded. This state of affairs goes to detriment of the acquisition procedure, specifically, in the simple degrees in which the pupils should hold on the footing to get the hang the linguistic communication. For that ground, it is required to look into the effects of overcrowded categories in the acquisition procedure to acquire feasible solutions to the teaching-learning procedure of the English linguistic communication in order to place learning techniques that help to better the proficiency of the pupils in simple English categories. Nature of the job Universidad Autonoma de Santo Domingo ( UASD ) is the public university of the Dominican Republic which has faced a encouragement in the registration of pupils every twelvemonth due to the fact that going a unmarried man or acquiring a unmarried man grade is the demand to acquire a nice occupation chance in the state. Therefore, pupils in the Dominican Republic at the minute of analyzing at the university degree have two ways. One is traveling to a private university, and the other 1 is traveling to the populace university which has a figure of features, such as prestigiousness, tradition, low tuition, and subdivisions around the state among other elements. These features make UASD really attractive for most Black friars at the minute of taking a university. As a consequence, the figure of pupils has increased over160, 000. This sum of pupils has been maintained from 2007 to 2009 harmonizing to the statistic office of the university. For this ground, the professors of the Languages D epartment have to work with categories from 30 to over 50 pupils. This fact has made the instruction procedure hard to manage, so this state of affairs is damaging for the teaching-learning procedure in the simple English degrees in which true novices struggle to hold on the minimal cognition of the English linguistic communication in order to go through the degree, but non to larn the linguistic communication decently. Therefore, the intent of this research will be to find the troubles in larning simple English in overcrowded categories for true novices at UASD ( Santo Domingo ) in order to implement learning techniques to better the acquisition procedure. Background and significance of the job UASD is the public university of the Dominican Republic which in 1966 changed its doctrine to an unfastened and critical university for the multitudes ( Cuello et al. , 2007 ) . This doctrine and the demand of acquiring a grade made the enrolment rate triple the sum of pupils from 1995 to 2004 ( Brea, 2004 ) . In the last three old ages, the university maintained the figure of pupils over 160,000 from the twelvemonth 2007 to 2009 harmonizing to the statistic office of this university. Universidad Autonoma de Santo Domingo Planning University Office Old ages 2007-1 2008-1 2009-1 Entire 166, 228 166, 603 166, 818 These Numberss represent the sum of the pupils in the first semesters of these old ages. As a consequence, the categories in the university have to be arranged over 50 pupils per subdivision harmonizing to the assignment plan of this university. The Languages Department is non the exclusion to this tendency of overcrowded categories ; so the simple English categories are allowed to be overcrowded which hampers the teaching-learning procedure of pupils. Harmonizing to Slavin ( 1989 ) showed that advantages of a decreased category size are more evident when the figure of pupils in the category was fewer than 20, ideally between 15 to 19. Therefore, this research will show that English Learners who are true novices at UASD ( Santo Domingo ) face troubles in larning English decently to use learning techniques to better the acquisition procedure. This research will be carried out with the Elementary English degrees of the modern linguistic communication calling at UASD, and the consequences will assist to understand the acquisition procedure that true novices face analyzing in overcrowded categories. Furthermore, this research will give possible solutions or penetrations to the Dominican Republic and other topographic points around the universe where the conditions are similar in order to better the teaching-learning procedure. Purpose of the survey The intent of this survey will be to find if there are differences in larning simple English for true novices in overcrowded categories, and if the application of 5 pedagogycal learning tecniques will better the learning acquisition procedure. Therefore, this survey will compare true novices in overcrowded traditional schoolrooms with true novices in overcroweded schoolrooms in which a set of predetermine learning techniques will be applied. These consequences will be compared with true novices in an ideal schoolrooms in which the same set of predetermine set of learning techniques will be applied to understad if the application of predetermine pedagogycal techniques will hold an impact in the teaching-learning procedure of true novices in overcrowded categories. Research inquiries 1. Is there a important difference in tonss between true novices in traditional overcrowded categories and true novices in overcrowded categories in which 5 pedagogical instruction techniques are applied? 2. How do true novices who are in traditional overcrowded categories score in comparing with pupils in ideal categories in which 5 pedagogical instruction teachniques are applied? 3. Is there a important difference in tonss between true novices in overcroweded categories in which 5 pedagogical instruction techniques are applied and true novices in ideal categories in which 5 pedagogical instruction techniques are applied? Null hypothesis There will be no important differences between the tonss of true novices in the intervention groups ( overcrowded and ideal categories ) and true novices of the control of the control groups ( traditional overcrowded categories ) after the intercession. Hypothesis There will be important differences between the tonss of true novices in the control groups ( traditional overcrowded categories ) and true novices in the intervention groups ( overcrowded and ideal categories ) after the intercession. Definitions of footings In this thesis will be used footings that need to be explained in order to avoid any uncertainties in the reading of this research. The followerss are: Learning. Though the old ages, many bookmans have given different definitions of the construct depending on their school of idea. In this research will be reviewed the most outstanding definitions in order to follow the definition of the construct that will be used throughout the research. The followerss definitions are: Harmonizing to Hoy and Miskel ( 2005 ) , the modern behavioural attack to larning merged from the scholarship of Skinner and his Followings. The behavioural attack defines larning as a changed in behavior brought approximately by experience with virtually no concern for the mental or internal procedures of think ( Hoy and Miskel, 2005, p41 ) . Therefore, in this school of idea can be perceived that larning alterations the behaviour of the pupils. Hoy and Miskel ( 2005 ) points out that the cognitive attack perceives larning as an active mental procedure of thought, acquisition, retrieving, making and job resolution. Therefore, this attack defines larning as an internal mental activity that can be observed straight through apprehension, retrieving and utilizing new information logically. The societal constructivist attack perceives larning as a procedure in which the pupils have to be actively involved to detect rules, constructs and facts for themselves, Hence, the importance of promoting guessing and intuitive thought in scholars ( Brown et al. 1989 ; Ackerman 1996 ) . Furthermore, other pedagogues in the constructivist field agree that people get intending thru the interactions among them and with the environment around them. For that ground, they believe that cognition is a merchandise built by human existences thru societal and cultural interaction ( Ernest 1991 ; Prawat and Floden 1994 ) In the constructive field, McMahon ( 1997 ) besides states that larning is a societal procedure. Besides, he says that larning non merely is developed in our heads, nor is it a inactive act of our behaviour formed by external forces. He extrongly believes that meaningful acquisition appears when human existences are involved in societal activities. Another point of position in the same dogma is stated by Vygotsky ( 1978 ) in which he besides highlighted the convergence of the societal and practical elements in acquisition by stating that the most important minute in the class of rational development occurs when address and practical activity, two antecedently wholly independent lines of development, converge. Therefore, through practical activity a kid constructs intending on an intrapersonal degree, while speech connects this significance with the interpersonal word shared by the kid and her/his civilization. The term acquisition can be viewed or defined depending on the point of position that is adopted for its reading. Other bookmans that have given a definition to this construct are: Woolfok ( 1999 ) , and Hoy and Miskel ( 2005 ) expresses that larning occurs when experience produces a comparatively lasting alteration in the person ‘s cognition or behaviour, alteration that can be deliberated or non, to acquire better or worse. Another definition is given by Brown ( 2000 ) who perceives this construct in a complex manner impossible to be summarized in a simple definition. Therefore, he shows each one of larning ‘s features, such as acquisition or acquiring, keeping of information or accomplishments, cognitive organisation, memory, witting focal point on and moving upon, comparatively lasting but capable to forgetting, reinforced pattern, and a alteration in behaviour. In this research, acquisition is understood to be a complex construct. However, the definition that will be taken along the probe is the one given by Hoy and Miskel ( 2005 ) in which they perceive that larning happens when experience produces a stable alteration in person ‘s cognition or behaviour. Overcrowded categories. This term is besides referred as big categories. For that ground, it will be defined utilizing the facts given in some articles: In an article online Paulsen ( 2006 ) shows the determination in which The Vancouver Secondary Teachers ‘ Association provinces that a schoolroom with more than 30 pupils is overcrowded. Therefore, it exceeds new provincial bounds. Another article in which the term overcrowded categories is used to show that a category with more than 25 is Overcrowded categories haltering Kerry childs ( 2008 ) in which a Killarney Town Council member, Sean O’Grady told: There is no maximal size for categories in Ireland but it should be reduced, as a affair of utmost urgency, to the European norm which is 25 per category and 15 per category where there is chronic disadvantage. In this research, it will be assumed that an ideal category is composed of less than 20 pupils as it was stated by Slavin ( 1989 ) . Therefore, it will be assumed that an overcrowded category is composed by more than 24 pupils in a schoolroom. False Beginners. There are many definitions of false novices which can give an thought of the construct. One of them is the definition given by Macmillan English Dictionary â€Å" false novices have some apprehension of the rudimentss of English, but they can non utilize it really good. They may give the feeling that they know small or nil of the linguistic communication † . Another bookman who gives a definition of this construct is Helgesen ( 1987 ) in which he states that false novices understand the footing of the linguistic communication and can be involved in activites which need some truth of the linguistic communication. However, they have limited accomplishments in the linguistic communication when they are involved in activites that need eloquence of the linguistic communication to be developed. Harmonizing to Richards, et Al. ( 1985 ) , false novices are pupils who have had some sort of direction in the linguistic communication, but they have developed limited linguistic communication proficiency. For that, ground, they have been classified at the get downing degree. False novice pupils can be compared with true novice pupils, as true novices do non hold any cognition of the linguistic communication to be studied. The term has besides been studied in Japan due to the large sum of pupils that they receive each term. Harmonizing to Peaty ( 1987 ) , false novices are those pupils that enter a university in Japan usually with a background of six old ages of school English based on the survey of grammar and interlingual rendition of sentences. However, the true novices have ne’er learned or have wholly forgotten. For that ground, this writer explains that false novice pupils in Japan knows a batch of English, so they can utilize this cognition to develop litsening and speech production accomplishments which were neglected at school. True novices The term true novice is defined in the MacMillan Dictionary as pupils who know perfectly nil about English and hold had small or no contact with the linguistic communication. Therefore, for this probe a true novice is the pupil that has non been exposed to the linguistic communication earlier. Chapter 2: Reappraisal of the Literature This research will analyse the effects of overcrowded categories in simple English degrees in the learning procedure of true novices. The subject of overcrowded categories is non new and it has appeared many articles around the universe which denounce the damaging effects in the teaching-learning procedure. However, a few surveies have been dedicated to analyse overcrowded categories. This reappraisal of the literature will be presented in two parts. The first portion will demo the surveies and articles based on overcrowded categories, and the 2nd portion will show techniques to learn overcrowded categories. Surveies on overcrowded categories Research has shown that the advantages of a decreased category size are more evident when the figure of pupils in the category was fewer than 20, ideally from 15 to 19. In a 1989 Slavin survey, categories of fewer than 20 pupils were compared to well larger categories, and pupils in both groups were comparable in demographics and educational ability. Therefore, Slavin ( 1989 ) found that decreased category size had a little positive consequence on pupils that did non prevail after their decreased category experience. Another research is the Tennessee ‘s Project STAR ( Student-Teacher Achievement Ratio ) spent four old ages looking at kindergarten, first- , second- , and third-grade schoolrooms, which began in 1985. STAR compared categories of 13 to 17 pupils with categories of 22 to 26 pupils. Participating instructors did non have any professional preparation on learning reduced-size categories, and were indiscriminately assigned to the categories. The survey included 79 schools, more than 300 schoolrooms and 7,000 pupils. The consequences of the experiment showed that pupils in the smaller categories outperformed those in the larger categories on both standardized and curriculum-based trials. This was true for white and minority pupils in smaller categories and for smaller category pupils from inner-city, urban, suburban, and rural schools. These consequences have besides been supported by Hanushek ( 1994 ) . In the United States, in 1999 Vice President Al Gore criticized the pattern of â€Å" crowding all pupils into overcrowded, factory manner high schools † and Education Secretary Richard Riley suggested cut downing school size to turn to issues of pupil disaffection. Riley told the National Press Club that the state needs to â€Å" make little, supportive acquisition environments that give pupils a sense of connexion. That ‘s difficult to make when we are constructing high schools the size of shopping promenades. Size affairs. † ( Gore and Riley cited in Mitchell, 2000, p.12 ) . Furthermore, Winerip ( 2003 ) in an article for the New York Times states that public schools opened in New York studies of widespread schoolroom overcrowding. Another article with denounces about this subject is written by Rezonable ( 2007 ) in which he mentions that the California State University is confronting jobs with overcrowded English categories for freshers every bit good as in Chicago where Chicago Public Schools have ordered all 595 of its schools to convey category sizes under control and the Chicago Teachers Union has vowed to look into herding ailments Dell ‘ Angela ( 2005 ) . The same state of affairs is stated in Ireland in an article of The Kingdom ( 2008 ) in Which Killarney Town Council member, Sean O’Grady, show that 20.5 per cent Kerry pupils learn in categories of 30 or more, in blunt contrast to European norm of merely 25 per category in countries of chronic dis-advantage. O’Grady has called for politicians in the county to take stock of where they stand in relation to category size and the status of the adjustment of the schoolroom. Furthermore, another article from Vancouver denounces troubles of larning in overcrowded categories. This article written by Paulsen ( 2006 ) shows that a survey finds 30,000 Vancouver pupils are in overcrowded categories. Negative effects of overcrowded categories There are many bookmans who have spoken about the negative effects of overcrowded categories on pupils ‘ academic public presentation, such as Snow ( 2000 ) in the McGill Tribune in which he expresses that harmonizing to his learning experience, in big, particularly overcrowded categories, pupils do non make every bit good as those in little categories. He besides states that pupils learn more in little categories and Markss tend to be better. However, in big categories, the lone thing a instructor can make is to talk. The instructor can non hold much treatment with pupils. Another article that mentions the negative consequence of overcrowded categories in California is The Crisis ( 2008 ) . This article states that pupils in overcrowded schools pay less attending, achieve less, and experience more force. Furthermore, Konare ( 1994 ) in the English Teaching Forum states that the first job concerns the existent engagement of all the pupils in the reading activities set by the instructor. What happens all excessively frequently in big ( overcrowded ) categories, when the replies to comprehension undertakings are given orally, is that the activity is dominated by a little minority of the best pupils. Most of the category does non even hold adequate clip to complete reading, allow entirely to explicate their replies, before the quick, bright, or pushful few are beckoning their weaponries about and coercing the gait of the lesson, forcing the instructor to name on them to reply. Furthermore, Konare ( 1994 ) states that the defeat of the weaker pupils causes them to choose out of more and more reading activities cognizing that they will non hold clip to finish them and most probably will non be asked to reply. Therefore, the spread between the few best pupils and the soundless bulk widens s teadily, even though the instructor is puting the right kind of undertakings to develop all the pupils in the reading procedure. The instructor may be cognizant that many pupils are non take parting, but the instructor may experience it is their mistake because of their degree. In add-on to the troubles mentioned above, Hughes ( 2006 ) in an article for the English Teaching Forum states that a well-known and relentless job with learning English as a Foreign Language ( EFL ) in overcrowded categories is the deficiency of resources, and that such conditions are an mundane world for many instructors around the universe. However, he found the challenges in Indonesia to be about overpowering. Finally, UNC Charlotte Faculty Center for Teaching ( 2000 ) lists the types of challenges to learn a big ( overcrowded ) category. These challenges are the followerss: 1. Paperwork which means that instructors have to look into assigments, grade tests, fix lesson programs, fix their categories, etc. 2. Deal with distractions in the schoolroom, such as pupils ‘ speaking, acquiring late, and go forthing early. 3. Learn pupils ‘ names in order to take attending, actuate them to take part in category, motivate pupils to make assigments on clip, 4. Lack of flexibleness in category activities at the minute of altering activities, making group work and actuating critical thought and composing accomplishments. 5. Divers pupils ‘ degrees and background. On the other manus, pupils in overcrowded categories besides experience of import challenges in their acquisition, particularly if they are new to the college experience. These include: 1. Trouble to understand wheather information is relevant. 2. Doubtful at the minute of inquiring inquiries and in some instances demoing deficiency of cognition. 3. Uncomfortable to be smart in forepart of schoolmates ( the swot expletive ) . 4. Trouble to pull off clip to analyze and miss of accomplishments necessary for success. 5. The usage of namelessness to dispute authorization and to force boundaries. Techniques to learn overcrowded categories Harmonizing to Duppenthaler ( 2000 ) overcrowded categories are non needfully something to fear. However, instructors face a figure of challenges, such as identifying pupils among several overcrowded categories at the same clip, supervising pupils ‘ single advancement, placing pupils ‘ single linguistic communication strengths and failings, being able to react to the pupils as persons, with involvements outside the schoolroom. Duppenthaler ( 2000 ) presents a manner to work out these challenges of big categories. Therefore, he has created exposure axial rotation cards which are a fluctuation on the standard axial rotation book, and they are really effectual in placing, monitoring, recording, and reacting to pupils. Therefore, they make larning and learning more effectual and more gratifying. UNC Charlotte Faculty Center for Teaching ( 2000 ) describes some options to utilize Technology in a assortment of ways in big or overcrowded categories. These options are the followerss: 1. To utilize power point or a similar plan to do presentations in category. This allows teacher to show lineations, and lists of cardinal constructs. 2. To utilize Excel or a similar plan to pull off category lists. 3. To fix a set up a category newsgroup or an electronic mail list ( through listserv ) , Students can inquire inquiries and acquire aid from other pupils. 4. To make a class web site that contains pattern jobs, replies to try test inquiries or prep, a glossary of footings, etc. 5. To make a searchable trial bank of inquiries ( utilizing FileMaker Pro, for illustration ) . This is particularly utile when you have to give multiple versions of the same inquiries. 6. To widen your office hours through electronic mail. 7. To give quizzes or trials. Chapter 3: Research Methodology Participants UASD is the public university of the Dominican Republic, and the figure of pupils from 2007 to 2009 is over 166,000 harmonizing to the statistics office of the university. This sum of pupils has made that most of the subdivisions in this university are overcrowded. Therefore, the linguistic communications section is non the exclusion to this tendency, so most of the subdivisions of Elementary English 1 have increased to 50 or more pupils per subdivision which hampers the learning learning procedure of these pupils. Another of import feature to this research is that the pupils in these English subdivisions are Dominicans, and many of them have small or no cognition of the English linguistic communication Instruments The information will be collected through a pre-test to find the degree of the pupils. This pre-test will demo whether the pupils are true or false novices whereas a post-test will be used to find the pupils ‘ degree at the terminal of the procedure which will demo whether there are troubles or non for the pupils who study under these conditions. These trials will be prepared by the research worker following the plan of the university for simple English 1. Procedures To find the effects of larning English in overcrowded categories, it will be prepared a quasi-experimental survey in which will be selected three groups composed of two subdivisions each. These groups will be called Group A, Group B, Group C. The first group or Group A will be composed of two subdivisions of overcrowded categories which will be taught in a traditional manner, and it will be given a pre-test to find the true and false novices. Finally, the post-test will bespeak how the true novices learn under this status. The 2nd group or Group B will be two subdivisions of overcrowded categories in which will be used the intervention or techniques to learn overcrowded categories. These two subdivisions will be given a pre-test to find the true and false novices, and a post-test to obtain the consequences of how the true novices learn under these techniques. The 3rd group or Group C will be two subdivisions of ideal categories composed from 15 to 20 pupils in which will be used the learning techniques chosen for Group B. These subdivisions will be given a pre-test to find which pupils are false and true novices. Finally, these subdivisions will have a post-test which will demo how the true novices learn under these learning techniques. Furthermore, all the groups will be observed and the research worker will non upset them while working, for their professors will give the pupils the pre-test and station trial, and the pupils will comprehend those tests as portion of the learning acquisition procedure. Another point for this research is that the techniques used in the experimental groups ( A and B ) will be chosen and explained by the research worker to the professors. Some of the techniques to be used are: A web log page in the cyberspace which allows the pupils to pattern the English linguistic communication. Radio and Cadmiums to work the lessons. Electronic mail to direct their prep to pattern short composing at the pupils ‘ degree. Movies for the pupils to place words and constructions at the pupils ‘ degree. Cooperative group work activities in category. Restrictions Some of the restraints that can be encountered are that the pupils at the minute of taking the pre-test are nervous and their mark will be different in footings of their cognition or that some of them miss the pre-test. Another issue can be that some of the pupils do non cognize how to utilize the cyberspace. Anticipated Results This research will demo the effects of larning simple English in overcrowded categories which will assist educational establishments and pedagogues in the Dominican Republic and around the universe in which the English linguistic communication is taught in similar conditions to form the simple English degrees to relieve the teaching-learning procedure of true novices. Timeline The construct paper will be presented every bit shortly as NOVA ‘s registration missive will be received that should be in August 2009. Thus, after the credence of the construct paper, the proposal will be submitted three month subsequently to the commission. For that ground, the proposal will be presented in January 2010. Once the proposal will be accepted which is hoped to be in September 2010. The applied thesis will be finished in May 2011. Evaluation program This research will be a quasi-experimental survey in which will be selected three groups composed of two subdivisions each. First, the professors will hold an debut workshop in which they will go acquainted with the intervention to be applied. In all the groups will be given a pre-test to find the pupils ‘ degree ( either true or false novices ) , and the professors of these groups will be in charge of giving the test to the pupils. After that, these informations will be analysed by the research worker. Then, the execution of the plan will be observed and notes will be taken during the execution face that will last 14 hebdomads. Furthermore, during the intercession, the professors will hold three workshops in which will be discussed subjects related to the techniques to be applied, possible alterations to the plan, and the professors ‘ perceptual experiences. Finally, the consequences will be collected with a station trial ; these informations will be analysed by the rese arch worker to finish successfully the applied thesis. Execution Matrix Time Terminal Aims Procedure Aims Activities Actor Evaluation First hebdomad 1st Workshop to the professors Learn and discourse the different techniques to be used The research worker Use a pre and station study to happen out the professors ‘ perceptual experience First hebdomad Determine the pupils ‘ degree ( true novices or false novices ) Give the stuff to the professor The professor a pre-test First hebdomad Determine the pupils ‘ degree ( true novices or false novices Quantify and sort the informations The research worker Use statistical methods- computing machine -programs-etc 1st -13th hebdomad Execution of the plan Use of web log page in the cyberspace which allows the pupils to pattern the English linguistic communication. Radio and Cadmiums to work the lessons. Electronic mail to direct their prep to pattern short composing at the pupils ‘ degree. Movies for the pupils to place words and constructions at the pupils ‘ degree. Cooperative group work activities The professor 1st to 13th hebdomad Determine the effects of larning simple English in overcrowded categories Determine the true novices ‘ public presentation in simple English degrees in overcrowded categories Execution of the plan Travel to the schoolrooms The research worker Take notes 4th hebdomad 2nd workshop to the Professors Discus about The professors ‘ experience and their thoughts about new techniques The research worker Use questionnaires to happen out the professors ‘ perceptual experiences 9th hebdomad 3rd workshop to the Professors Discus about The professors ‘ experience The research worker Take notes about professors ‘ perceptual experiences 13th hebdomad 4th workshop to the Professors Discus about The professors ‘ experience and hereafters programs utilizing the techniques implemented The research worker Take notes about instructors ‘ perceptual experiences 14th hebdomad Determine the consequences Give the station trial to the pupils The professor Post trial 14th hebdomad Determine the effects of larning simple English in overcrowded categories Determine the true novices ‘ public presentation in simple English degrees in overcrowded categories Determine the consequences and the informations will be contrasted among the groups Quantify and sort the informations The research worker Use statistical methods- computing machine -programs- etc How to cite Elementary English In Overcrowded Classes Education Essay, Essay examples

Professional Development and Capability †Free Samples to Students

Question: Discuss about the Professional Development and Capability. Answer: Introduction: Type 1 Diabetes is a type of high blood sugar that is mostly leads to the destruction of cells that produce insulin in the pancreas, the beta cells (Johnston, Mitchell, Haythorne, Pessoa, Semplici, Ferrer, Piemonti, Marchetti, Bugliani, Bosco and Berishvili, 2016). This disturbance is mostly found in young adults and children. Once the cells are destroyed, insulin production is affected and less or no insulin is produced. This affects the uptake of glucose by the cells from blood, hence glucose accumulates in blood leading to high blood sugar finding during a random blood sugar test. This glucose can sip into the urine leading to presence of glucose in urine. Since the cells and tissues do not get enough glucose for metabolism processes, this leads to breakdown of muscle to provide protein energy as a substitute for metabolism processes, this is the reason for weight loss for people with type 1 diabetes (Zaccardi, Webb, Yates and Davies, 2015). Type 1 diabetes presents with symptoms of polyphagia, increased urination and polydipsia. Since the tissues do not receive get enough glucose, one is always hungry, a hunger that does not go away after eating. The hypothalamus is stimulated to perceive hunger continuously due to the tissues deprived of energy, a condition referred to as polyphagia. Due to the increased concentration of glucose in urine, the osmotic gradient in the urine is high and water follows a concentration gradient, therefore a lot of urine is excreted leaving a person dehydrated, this is called polyuria. This triggers an excessive feeling of thirst and the person drinks a lot of water. A condition referred to as polydipsia. Type one can be stabilized with insulin. The person can lead a normal life as long as he gets insulin solution. Tony has been prescribed with insulin Aspart a fast acting insulin and insulin glargine flexipen a long acting insulin. Tony and his family should be educated on the following; Time-course formulation include; fast, intermediate and long-acting insulin (Lamalle, Servais, Radermecker, Crommen, J. and Fillet, M., 2015). Fast acting insulin gets assimilated very fast from the fatty tissue of the skin into the blood and controls blood glucose during meals and when taking snacks. It comprises of rapid acting insulin that is absorbed and initial action is after 5-15 minutes of inoculation and duration of action pinnacles at two hours and lasts up to six hours. The other type is Rapid human insulin that has an initial action after two hours which peaks after 2-4 hours and the duration of action can last up to eight hours. Long acting insulin is assimilated slowly, peaks, and stabilizes over a long period of time. it comprises of analogs insulin Detemir and Glargine. Onset of action is after two hours and the duration of action levels for about 24 hours. Rapid and short acting insulin appears clear in colour and placed in containers. Intermediate acting insulin, NPH is cloudy in appearance while long acting types are clear. Basal insulin is the one needed maintain normal blood glucose during fasting in between meals, bolus insulin is taken before or immediately after meals to prevent hyperglycemic episodes. The principles underpinning the basal-bolus regime include the facts that insulin Aspart is taken before meals because its fast acting nd maintains normal blood glucose after meals while the insulin glargine controls the level of glucose released to blood when one is fasting thus mimicking normal body function. This regime ensures an individual is close to normal function. Tony is required to have practical skills and knowledge on self-administration of insulin. This will encourage independency (Daniel, Takatori, Fiore, Neto, Pavin, Minicucci and Parisi, 2015). Tony ought to be educated on the nature of his condition, the reason for the symptoms and the importance of insulin to his body, having understood why he needs insulin, he then should be educated on the procedure, precautions and monitoring of progress. Tony needs insulin to relieve the symptoms and lead a normal life. The insulin administered mimics the body insulin. Insulin is administered subcutaneously using a needle. He should be able to monitor the blood sugar oftenly and document the findings for reference and consult. In case of any fluctuations of blood sugar, he should be able to visit a physician. Tony should be aware of the safety measures of proper disposal of the needle after use. He should have a sharps bin nearby for proper disposal. Tony should be aware of the injection skills, the measurement of blood glucose and the dosage to administer. Insulin is a hormone produced by the islets of Langerhans in the pancreas. Its main function is to lower blood glucose levels to normal ranges. It works antagonizing effects of glucagon. In conditions where the cells are destroyed and cannot produce insulin, artificial insulin formulations are administered to an individual. Once administered, the insulin is absorbed to the blood stream (Czech, Wang and Seki, 2018). Once in the blood stream, the action begins. Insulin attaches itself to call receptors and enhances facilitated diffusion of glucose into the cells where it is immediately converted to gluvose-6-phosphate hence maintaining a concentration gradient for glucose influx. This will in turn reduce blood glucose level. Insulin facilitates the storage of glucose as glycogen in the cells or its conversion to fatty acids hence the ultimate effect of lowering blood glucose. Taking objective tests is necessary to assess the prognosis and stability of the patient. The objective tests to assess if Tony is stable are; Glycated hemoglobin levels, fasting and random blood sugar levels. Glycated hemoglobin reveals the level of glucose for up to the past twelve weeks, this can show the fluctuation of the glucose levels hence point out the stability of patient (Amreen, Suneel, Shetty, Vasudeva and Kumar, 2018). Random blood sugar testing helps determine if the dosage is sufficient and can help adjust and it also points out how the body responds after meals to assess the condition of the patient. Fasting blood sugar is taken after a patient has fasted, mainly in the morning after whole night fast. It helps determine how the body is managing the blood glucose hence gives light on whether the patients metabolism is stable or not (Khandouzi, Shidfar, Rajab, Rahideh, Hosseini and Taheri, 2015). Hypoglycemia possibly due to inadequate carbohydrate intake- Tony had a hypoglycemic attack immediately after taking a glass of juice, this shows that the juice had inadequate intake of the carbohydrate as compared to the insulin dose he is taking (Smith, Wilson, Karl, Austin, Bukhari, Pasiakos ... Lieberman, 2016) Hyperglycemia possibly related to excessive carbohydrate intake- Tony is a teenager and mostly takes junk food. Due to the condition, Tony has polyphagia this leads to lots of consumption of carbohydrates leading to hyperglycemia. My goal towards Tonys blood sugar level is to ensure that the level of blood sugar is maintained within normal ranges. In addressing his knowledge deficit, my goals will be; to ensure Tony demonstrates understanding of the nature of disease, to ensure tony is educated on the treatment options and why they are important, to ensure patient demonstrates understanding on how to administer the treatment regime and adhere to it stating the importance of adherence, to ensure Tony demonstrates understanding and willingness towards the adjustment in diet and is ware of the danger signs and complications of the disease (Luke and Richards, 2018). In an event where Tonys blood sugar is less than 3.5mmol/L but he is conscious, my intervention will be giving him a fast acting oral carbohydrate such as glucose or fresh juice. After a period of 15 minutes, I will repeat a glucose test to assess the levels, if still low I will give a snack again three times whereby in case where it fails, I consult physician to consider IV glucose infusion (Cryer, 2016). The rationale of giving a snack is; the snack will be digested, converted to glucose and absorbed to the bloodstream to correct the low blood sugar levels to be absorbed to tissues for metabolism. Repeating of the blood glucose test is to evaluate and re plan in case the intervention fails. In an event where Tonys blood sugar is below 3.5mmol/L and he has lost consciousness, I will position him on the lateral side, administer 10% of IV glucose and consult a physician. Positioning a patient who is unconscious in necessary so as to enable maintain an open airway for proper gaseous exchange (Patti, Li and Goldfine, 2015). IV glucose is fast acting and is infused into the blood raising blood sugar levels, it is readily absorbed by tissues for metabolism purposes. Consultation with physician is necessary in order to assess any complication and collaboratively work towards best patient care. Ethical values are; maintaining privacy and confidentiality, fairness and just in patient care. the standards of practice are; the standards of practice are; therapeutic and professional relationship and developing a plan for nursing practice. In taking care of Tony, privacy and confidentiality is necessary. This boosts patients trust in the nurse and may lead to Tony to be cooperative in the management hence positive prognosis. Patients should be treated fairly regardless of the social status. Fair and just treatment boosts the patient trust in the facility and promotes openness of the patient in giving history which is a key factor in the management and adherence to treatment. This promotes smooth stay with the patient and collaboration from relatives through the hospital stay till discharge (Skela-Savi? and Kiger, 2015). In nursing the standards of practice are important to ensure quality and professional standards of care. Therapeutic and professional relationship between the nurse and Tony is necessary. This will build trust and smooth stay during hospitalization. During the discharge the nurse establishes a plan of referral to the nearby facility for followup. In the case of Tony, the nurse will ensure Tony receives the best care and is comfortable (Harper, and Maloney, 2016). The nurse is responsible in the daily care, education, investigation and planning of discharge. Patient care requires the nurse to plan for the nursing practice. The nurse plans on the patients medication, discharge and clearance from the hospital and explains the procedures to the patient.This is necessary to promote quick recovery of Tony and discharge home and refer to nearby clinic for blood sugar monitoring. Psychosocial factors refer to the psychological factors and the social factors that affects ones ability to function (Walker, Gebregziabher, Martin-Harris and Egede, 2015). Psychological factors include stress, hostility, depression and hopelessness. Social factors include, income, social status, culture, customs and beliefs. There are factors that can directly or indirectly affect the participation of Tony in his care and his interaction. in a case where Tony is under normal life stressors, the blood glucose spikes and he might be preoccupied to remember to maintain his diet or consult clinicians. Depressed teenagers pick the introvert nature (Asmat, Abad and Ismail, 2016).This is a stage where they may lose hope in life and he may not adhere to the insulin regime as per the doctors instructions. In this state, the interaction between Tony and medical team is affected as he may not be willing to communicate or express his feelings. A calm mind and stress free situation encourages To ny to adhere to self-care and adherence to drugs and promotes good patient-professional relationship (Capoccia, Degaru and Letassy, 2016). Socially, a low family income of Tony may affect his hospital visitation and he might lack the resources required in the management of diabetes. As they struggle to curb the condition, they may not be able to cater for the insulin required regularly and the regular hospital checks required. This affects his adherence no matter how willing he is to adhere. The lack of resources affects the interaction with professionals since he wont be able to visit the hospital (Silverman, Krieger, Kiefer, Hebert, Robinson and Nelson, 2015). A good family income is a source of motivation towards good health. Sufficient family income will enable them afford all doses and adhere to hospital visits. The family social status is key when it comes to treatment. A low social status is subject to discrimination in terms of care in the society at large. If Tony feels discriminated, he may be discouraged and withdrawn. This demotivates him and the drive for self-care is reduced (Walker et al., 2015). A high s ocial status attracts respect and better handling and interaction from the society including medical practitioners. culture, customs and beliefs affects ones health seeking behaviour (Patel, Stone, McDonough, Davies, Khunti and Eborall, 2015). Some communities may look down on people with chronic conditions and in this setting, Tony may feel alienated and this leads to depression and withdrawal from the people who suit assistance. In the isolated sector, Tony may not stand up and seek medication or visit and interact with medical professionals as it feels shame (Gonzalez, Tanenbaum and Commissariat, 2016). Favourable cultures and beliefs act as source of encouragement to health seeking and medical consultations this fosters interactions. Family relations affect the health seeking behaviour as family is the source of support and income. After the diagnosis of chronic condition, family enters a grieving process (Rebolledo and Arellano, 2016). A family that accepts and sticks together will help Tony with the resources and emotional support to adhere to treatment, a family that scatters due to depression ill affect negatively the adherence and interaction between Tony and medical professionals. In my future practice, I will take various actions I have learnt from the case of Tony. I will handle a patient holistically; emotional, psychologically, socially, physically and mentally. This will give me a clear understanding of my patient in order to address issues that may affect treatment directly or indirectly. I will educate my patients widely on the condition they have creating trust and understanding to promote openness and adherence. I will involve the relatives of the patient actively in the care to promote emotional support. I will ensure patient centered care since each patient is unique. References Amreen, S., Suneel, A., Shetty, A., Vasudeva, A. and Kumar, P., 2018. Use of glycosylated HbA1c and random blood sugar as a screening tool for gestational diabetes mellitus in first trimester.International Journal of Reproduction, Contraception, Obstetrics and Gynecology,7(2), pp.524-528. Asmat, U., Abad, K. and Ismail, K., 2016. Diabetes mellitus and oxidative stressa concise review. Saudi Pharmaceutical Journal, 24(5), pp.547-553. Capoccia, K., Odegard, P.S. and Letassy, N., 2016. Medication adherence with diabetes medication: a systematic review of the literature.The Diabetes Educator,42(1), pp.34-71. Cryer, P.E., 2016. Management of hypoglycemia during treatment of diabetes mellitus.UpToDate, Waltham, MA.(Accessed on March 25th, 2014.) Retrieved from https://www. uptodate. com/contents/management-of-hypoglycemia-during-treatment-of-diabetes-mellitus. Czech, T.Y., Wang, Q. and Seki, E., 2018. A new mechanism of action of glucagon?like peptide?1 agonist in hepatic steatosis: Promotion of hepatic insulin clearance through induction of carcinoembryonic antigen?related cell adhesion molecule 1.Hepatology Communications,2(1), pp.9-12. Daniel, K.B., Takatori, K.S., Fiore, A.R., Neto, A.M., Pavin, E.J., Minicucci, W.J. and Parisi, M.C.R., 2015, December. Evaluation of the insulin administration technique in a tertiary hospital. InDiabetology metabolic syndrome(Vol. 7, No. 1, p. A176). BioMed Central. Gonzalez, J.S., Tanenbaum, M.L. and Commissariat, P.V., 2016. Psychosocial factors in medication adherence and diabetes self-management: implications for research and practice.American Psychologist,71(7), p.539. Harper, M.G. and Maloney, P. eds., 2016.Nursing professional development: Scope and standards of practice. Association for Nursing Professional Development Johnston, N.R., Mitchell, R.K., Haythorne, E., Pessoa, M.P., Semplici, F., Ferrer, J., Piemonti, L., Marchetti, P., Bugliani, M., Bosco, D. and Berishvili, E., 2016. Beta cell hubs dictate pancreatic islet responses to glucose.Cell metabolism,24(3), pp.389-401. Khandouzi, N., Shidfar, F., Rajab, A., Rahideh, T., Hosseini, P. and Taheri, M.M., 2015. The effects of ginger on fasting blood sugar, hemoglobin A1c, apolipoprotein B, apolipoprotein AI and malondialdehyde in type 2 diabetic patients.Iranian journal of pharmaceutical research: IJPR,14(1), p.131. Lamalle, C., Servais, A.C., Radermecker, R.P., Crommen, J. and Fillet, M., 2015. Simultaneous determination of insulin and its analogues in pharmaceutical formulations by micellar electrokinetic chromatography.Journal of pharmaceutical and biomedical analysis,111, pp.344-350. Luke, S.L. and Richards, L., 2018. Motivational Interviewing: A Tool to Open Dialogue With Teens With Type 1 Diabetes Mellitus.Journal of pediatric nursing. Patel, N., Stone, M.A., McDonough, C., Davies, M.J., Khunti, K. and Eborall, H., 2015. Concerns and perceptions about necessity in relation to insulin therapy in an ethnically diverse UK population with type 2 diabetes: a qualitative study focusing mainly on people of South Asian origin.Diabetic Medicine,32(5), pp.635-644. Patti, M.E., Li, P. and Goldfine, A.B., 2015. Insulin response to oral stimuli and glucose effectiveness increased in neuroglycopenia following gastric bypass. Obesity, 23(4), pp.798-807. Raziani, F., Tholstrup, T., Kristensen, M. D., Svanegaard, M. L., Ritz, C., Astrup, A., Raben, A. (2016). High intake of regular-fat cheese compared with reduced-fat cheese does not affect LDL cholesterol or risk markers of the metabolic syndrome: a randomized controlled trial, 2.The American journal of clinical nutrition,104(4), 973-981. Rebolledo, J.A. and Arellano, R., 2016. Cultural Differences and Considerations When Initiating Insulin.Diabetes Spectrum,29(3), pp.185-190. Silverman, J., Krieger, J., Kiefer, M., Hebert, P., Robinson, J. and Nelson, K., 2015. The relationship between food insecurity and depression, diabetes distress and medication adherence among low-income patients with poorly-controlled diabetes.Journal of general internal medicine,30(10), pp.1476-1480. Skela-Savi?, B. and Kiger, A., 2015. Self-assessment of clinical nurse mentors as dimensions of professional development and the capability of developing ethical values at nursing students: A correlational research study.Nurse education today,35(10), pp.1044-1051. Smith, T. J., Wilson, M. A., Karl, J. P., Austin, K., Bukhari, A., Pasiakos, S. M., ... Lieberman, H. R. (2016). Interstitial glucose concentrations and hypoglycemia during 2 days of caloric deficit and sustained exercise: a double-blind, placebo-controlled trial.Journal of Applied Physiology,121(5), 1208-1216. Walker, R.J., Gebregziabher, M., Martin-Harris, B. and Egede, L.E., 2015. Understanding the influence of psychological and socioeconomic factors on diabetes self-care using structured equation modeling.Patient education and counseling,98(1), pp.34-40. Walker, R.J., Gebregziabher, M., Martin-Harris, B. and Egede, L.E., 2015. Quantifying direct effects of social determinants of health on glycemic control in adults with type 2 diabetes.Diabetes technology therapeutics,17(2), pp.80-87. Zaccardi, F., Webb, D.R., Yates, T. and Davies, M.J., 2015. Pathophysiology of type 1 and type 2 diabetes mellitus: a 90-year perspective.Postgraduate medical journal, pp.postgradmedj-2015.