Eros, Thanatos and the Depiction of Women in “a Farewell to Arms” Essay Example for Free

sexual desire, death wish and the Depiction of Women in a Fargonwell to accouterments establishA career as fucked as that of Ernest Hemingway cannot simply be condensed into a handful of words. If one were to make the attempt anyway, no choice seems to be more fitting than love, death and women. These topics are constant companions through extinct all of his work and indeed, his life-time. His 1929 masterpiece, A Farewell to Arms, is a particularly good caseful of this. In this paper, I will show how these recurring subjects the fascinating interplay between Eros and Thanatos and the depiction of women help shape this seminal work. To fully deem the tale told in the overbold, and to better understand the aforementioned, seemingly inadequate three-word summary of Hemingways life, some key events in his biography should be made kn admit. Ernest Hemingway was innate(p) on July 21, 1899, in Oak Park, Illinois. In his high school years, he wrote for the school new-madespape r and would go on to work for the Kansas City Star these aboriginal journalistic experiences would influence his distinctive writing style. In 1918, he signed on to become an ambulance driver in war-torn Italy.On July 8, he was ill injured by a mortar shell and received a medal for bra very. During his sixth-calendar month recuperation, he fell in love with a Red peril nurse subsequently deciding to get married, she left him for an Italian officer. This traumatic experience would decisively shape his view of women. (Wikipedia) Hemingway would endure further trials throughout his life shortly after the particularly difficult delivery of his son in 1928, he received word of his fathers suicide, foreshadowing his eventual last by his own hand on July 2, 1961.Until then, he suffered through severe alcoholism, multiple divorces, crippling accidents, bouts of depression and dangerous war coverage. (Wikipedia) Taking this eventful gentlemans gentleman into consideration, the importa nce of both(prenominal) Eros and Thanatos and the noteworthy depiction of women in A Farewell to Arms come as no great rage it is the latter which I will rootage examine more closely. Hemingway and, by extension, his works, have often been accused of misogynism A Farewell to Arms is no exception (Wexler 111). Catherine, the main female character, defines herself-importance in terms of men (Fetterley 67).When her late fiancee goes to war, she joins him as a nurse because of the silly idea he superpower come to the hospital where she was , with a sabre cut or shot through the shoulder something picturesque (Hemingway 19). Later on, her stereotypical wish to nurse her lover rear end to health even comes true when Frederic is placed in her care (Fetterley 67). She also shows a significant need for reassurance You are happy, arent you? Is there anything I do you dont like? Can I do anything to please you? (Hemingway 105).Her self-loathing and unhealthy self-image also reveals it self in this telling passage How many girls have you stayed with? Its all right. Keep right on lying to me. Thats what I want you to do. When a man stays with a girl when does she say how a lot it make ups? I do anything you want. I want what you want. There isnt any me any more. (Hemingway 95-96) This section is a particularly damning example of misogyny in effect, Catherine is asking Frederic how to be a whore, demeaning both herself and her entire sex in her quest to please her beloved at any cost (Fetterley 68).Catherine is far from the only(prenominal) victim of the sometimes debasing treatment of women in the book. During the retreat, the girls from the soldiers whorehouse (Hemingway 168) are loaded into a truck one of the soldiers present remarks Id like to be there when some of those tough babies climb in and try and hop them. Id like to have a crack at them for nothing. They charge too practically at that house anyway. The government gyps us. (Hemingway 168-169) This stunning disdain of female dignity makes apparent the carry disregard the soldiers have for women as human beings.A passage later on exemplifies this victimization and objectification of women during war even more clearly when the retreating convoy picks up two virgins, their fearful demeanor leaves no doubt there are only two roles for them on the battlefield whores if they are picked up by their own side, victims of rape if they are captured by the enemy. (Fetterley 50) The contempt of the fair gender does not stop at the disparagement of women themselves the very thing that makes them female is attacked. When the gray leather boxes heavy with the packs of clips of thin, long 6.5 mm. cartridges are described as making the troops look as though they were six months gone with tike (Hemingway 4), deadly implements of war are directly linked to pregnancy. This paints an unsettling picture of female biology itself as a source of death, not life, culminating in Catherines pass ing in the final chapter (Fetterley 62-63). This depiction of women as subservient to men, attempt to fulfill their every need, is almost Puritanical in nature, hearkening back to the earliest, primary incarnations of the American myth.The item that sexual gratification, not conception and childbirth which is indeed presented as a biological trap (Hemingway 125) and, eventually, a death sentence is extolled as the primary cerebrate for a relationship shows, however, that Hemingways work is firmly in the subversive consummatory phase. Thankfully, the view of women presented in the novel is not wholly sexist. Catherine in particular manages to distinguish herself as a strong woman both in the beginning and the end of the novel, despite losing her identity to Frederic in the middle.Frederics courtship of Catherine starts with a literally stinging rejection when he first tries to kiss her, he is rewarded with a sharp stinging flash of a slap (Hemingway 24). Thus, Catherine asserts her dominance, taking control of their early relationship. afterward Frederic manages to make her laugh, however, she quickly accepts his advances. (Wexler 114) Frederics intentions towards Catherine are less than noble to begin with I knew I did not love Catherine Barkley nor had any idea of loving her.This was a game, like bridge, in which you said things instead of playing cards (Hemingway 29). Catherine, however, is not only aware of the deceptive nature of their faux-relationship, but actively addresses it This is a icky game we play, isnt it? You dont have to pretend you love me. (Hemingway, 29-30) With the mutual acknowledgment of their pretense, Catherine is using Frederic unspoiled as much as he is using her where he seeks to escape the horrors of the war with carnal gratification, Catherine needs someone to fill the hole left by her late fiancee. (Wexler 114-115)Despite the loss of self and neediness experienced by Catherine throughout most of the middle of the novel , her strong, confident side manages to substantiate itself before her unfortunate demise in childbirth. Even though she faces her impending death, the only thing on her mind is reassuring her husband Dont worry, darling, Im not a bit afraid. Its just a dirty trick (Hemingway 292). This serenely selfless behavior is far removed from the desperate need to please she displayed earlier. As has hopefully become apparent, both death and life (or love, both physical and romantic) play a crucial role in A Farewell to Arms.In the following section, I will take a closer look at this compelling relationship between Eros and Thanatos. Since the novel takes place during the uncompromisingly brutal betrothal that was World War I, Thanatos is always active. Eros always manages to weave its way into the proceedings, however, even gaining the upper hand at one point in the novel. In the beginning, however, Thanatos prevails (Flores 29). The reader is presented with uncompromising scenes of viol ence and carnage, but the horrors of war are met with stoicism by the protagonist Frederic Henry.The death of thousands barely qualifies for a integrity paragraph At the start of the winter came the permanent rain and with the rain came the cholera. But it was checked and in the end only seven thousand died of it in the army. (Hemingway 4) Frederic also seems to have no particular reason for even being in the war being in Italy seems to be enough (Flores 29). He is not driven by any particular ideological reason, either Abstract words such as glory, honor, courage, or hallow were obscene beside the concrete name of villages, the numbers of roads, the names of rivers, the numbers of regiments and the dates.(Hemingway 165) Almost every character in the novel also engages in self-destructive behavior excessive drinking. Seeking forbearance instead of actually facing the horrors of war, alcohol is a constant companion to all throughout the book (Flores 31). Even when Eros touches t he characters in the beginning, it is only in its basest forms. The flirtatious Rinaldi seems incapable of real love, seeking only sexual gratification (Ganzel 587). And, as mentioned above, even the relationship of Frederic and Catherine starts out as a lie, filling a need in both of them not with love, but lust.As the story unfolds, however, the grip of Thanatos on Frederic begins to weaken. Following his injury on the battlefield, his stoicism and distance are only slightly fazed (Ganzel 594). During his extended period of recuperation in the hospital, Frederic and Catherine start developing real feelings for each other learning more or less her pregnancy in particular shakes him to his core Her conception forces him into a continuum in which the death of another can subtract from his own life. (Ganzel 579)During the Italian retreat, Thanatos tries to reassert its grasp on Frederic but after not only witnessing, but being directly responsible for a number of deaths in a tort uring experience, he finally slips its grasp (Ganzel 595). Having truly fallen for Catherine, his new commitment to Eros is confirmed in his baptismal farewell to arms in the river. Frederic voices these new life-affirming thoughts after escaping the river I was not made to think. I was made to eat. My God, yes. Eat and drink and sleep with Catherine.(Hemingway 206) Thanatos reclaims his power at the end of the novel after the deceptively light-hearted stay in Switzerland in a cruel twist of fate, it is childbirth, the ultimate expression of Eros, that takes Catherines life, springing the biological trap and leaving Frederic to trudge out into the rain, forlorn (Ganzel 581). He poignantly laments his fate Poor, poor dear Cat. And this was the price you paid for sleeping together. This was the end of the trap. This was what people got for loving each other. (Hemingway 283)Frederic is not the only one affected by an insidious turn of events like that, however Rinaldi also becomes a v ictim of the biological trap, falling prey to syphilis (Hemingway 289). Thus, Thanatos is not only able to turn the lofty side of Eros romantic love against its followers, but even manages to turn its basest side into death. Thus, Frederic Henry is the first completely developed example of what was to become Hemingways dominant motif a man who is forced to recognize the inevitability of death and the concomitant frustration of trying to secure something of value from its onslaught (Ganzel 577).The good soldier, protected from feelings of loss and fear by an uncaring stoicism, loses his gift through love, only to reach the tragical realization that his newfound feelings can be turned against him. (Ganzel 578) This portrayal of life and death, distinctive of the Lost Generation of modernist fountains, stands in stark contrast to earlier, romantic and coltish depictions. Where Whitman is able to confidently boast And as to you Death, and you bitter hug of mortality, it is idle to try to alarm me ( margin call of Myself 1289), Hemingways view of death paints a much more sobering pictureIf people bring so much courage to this world the world has to kill them to break them, so of course it kills them. The world breaks every one and afterward many are strong at the broken places. But those that will not break it kills. It kills the very good and the very gentle and the very brave impartially. If you are none of these you can be sure it will kill you too but there will be no special hurry. (Hemingway 222) Even spring, once the ultimate symbol of hope and life flourishing anew, is turned into a mockery of itself.As Eliot aptly puts it April is the cruelest month (The Waste Land 1), bringing only death and desperation to Frederic and Catherine. Winter, on the other hand, once the harbinger of struggles and hardship for the first pilgrims that reached the shores of America, is shown as peaceful, quiet, serene It was a fine country and every time that we went out it was fun. (Hemingway 269) The future, once viewed with optimism, a Manifest Destiny to look forward to, suddenly looked much bleaker, an outlook blue by a war that defied belief.Compassion and courage were nowhere to be found, but cruelty abounded, as illustrated in this passage If there is a retreat, how are the wounded evacuated? They are not. They take as many as they can and leave the rest. (Hemingway 167) In conclusion, I hope that the importance of the changing influence of Eros and Thanatos and the questionable portrayal of women in A Farewell to Arms has become obvious. These topics appear in all of Hemingways works, with varying importance. Much of the novel becomes clearer when viewed through the lens of Hemingways biography.Taking into consideration some of the key points of his life I mentioned in the introduction, the autobiographical tendencies of the book should emerge perhaps component to make his overt machismo understandable, if not palatable. Most importantl y, A Farewell to Arms does an excellent job of showing the reader the sheer insanity and, through the authors unique style, the stark reality of war. Hemingway himself put it quite succinctly Never think that war, no matter how necessary, nor how justified, is not a crime.Bibliography * Eliot, T. S. The Waste Land. ensure Gutenberg. http//www. gutenberg. org/files/1321/1321-h/1321-h. htm (Last accessed 13. 08. 2013) * Fetterley Judith. The resisting reader A Feminist Approach to American Fiction. Bloomington, Indiana University Press, 1978. * Flores, Olga Eugenia. Eros, Thanatos and the Hemingway Soldier. American Studies International, Vol. 18, No. 3/4 (Spring/Summer 1980), pp. 27-35. * Ganzel, Dewey. A Farewell to Arms The Danger of Imagination.The Sewanee Review, Vol. 79, No. 4 (Autumn 1971), pp. 576-597. * Hemingway, Ernest. A Farewell to Arms. London, Arrow Books, 2004. * Wexler, Joyce. E. R. A. for Hemingway A Feminist Defense of A Farewell to Arms. The Georgia Review, Vol. 3 5, No. 1 (Spring 1981), pp. 111-123. * Whitman, Walt. Song of Myself. University of Toronto RPO. http//rpo. library. utoronto. ca/poems/song-myself (Last accessed 13. 08. 2013) * http//en. wikipedia. org/wiki/Ernest_Hemingway (Last accessed 13. 08. 2013)

Victorian society Essay Example for Free

straight-laced society EssayHow does Arthur Conen Doyle manipulate the conventions of the genre and an auditory senses reckonations and deliver the moral messages that Victorian society would have expected?The two stories that I have studied, The Man with the twisted lip and the adventure of the Speckled Band are both write by the author, Sir Arthur Conan Doyle between the years 1859 1930. They also both feature in the story Sherlock Holmes, along with a side kick, Doctor Watson.Sherlock Holmes stories were non initially published in books, they were printed in Serial form in the Strand magazine. The Contempory audience at the time would have been familiar with the characters and the story macrocosm told from Doctor Watsons point of view, and the way in which the investigations are carried out.The Generic expectations of murder mystery stories is that there would be a villain and a victim, the crime is unremarkably by an aggressive man who has a motive and is violent, short tempered and known as a gold digger. The villain is also expected to be male and clever. The victim is usually a female and is typical of the generic expectations of a murder mystery. She would be vulnerable and an hairness who had money. The detective would not be reveal of the law and would conduct his investigation in an appropriate manner. The crime is usually maverick and would usually be a weapon and well planned and put to death and crime solved by Holmes, and justice is always done, and the person who commits the crime is always punished.The clues and the evidence of the story would be to entertain, following clues and the contributor predicting the end. The scene and the riding horse of the crime would be a quiet place, enclosed and dark. The investigation of the crime would be atypical, it would be how and not who did it and the investigator does the investigation as a hobby. An audience would also expect to find evidence, clues and a motive that leads to an inv estigation and usually a solution. The investigation and crime would be solved by a detective, with an helper at his side.The Villains in the two stories appear to be typical of the conventions or expectations of a murderer, a typical murderer in a murder mystery story is male, aggressive, shrine, unpleasant and has something to gain from the death of his victim. In the Adventure of the Speckled band the villain is Dr. Roylott, uncle to the first victim. Helen Stoner who was his stepfather and stood out to Doctor Roylott as her perplex was well off so Helen stood to inherit money which made her a target for Doctor Roylott. Helen Stoner describes Doctor Roylott as Uncontrollable in his anger, this makes the reader envisage that he is frightening to this because she doesnt know how he will react at any particular time.Through Watsons narration of Roylott, Conan Doyle creates an image of a chaotic animal, a hunter, a savage beast. Roylott is described as a fierce old bird of prey a nd on leaving the apartments, he cracked at Holmes at Watson like a vicious dog. In the man with the twisted lip the villain is Hugh Boon, whom the author describes him as having a bull dog mentum which makes the reader believe that he is dog like, savage and vicious. He is a typical villain with a violent and rough past, he seams unreal with savage features.The quotes like bile shot eye gives the reader the impression that he is very angry and furious. Thoughout the story Boon is described as a perputial snarl by Doctor Watson, a old Scar by Watson and repulsive ugliness by Doctor Watson. The writer was subverting our generic expectations because we do not expect to know who the villain is at the start, however, the writer conforms our generic expectations because of the setting, the motives and the murder method.In The Adventure of the speckled band the victim is Helen Stoner, step daughter of Dr Roylott. Her mother was preferably well off so Helen stood to inherit money incom e of 250 which made her a ideal target for her stepfather. In the man with the twisted lip Neville St Clare, who was an atypical victim was the apparent victim. He was an atypical victim because of the financial gain. Neville St Clare was also a villain, and he wanted to cover this up, he was saw in a window looking very agitated.The crime and investigation in both stories subverts the generic expectations. In The Adventure of the speckled band the investigation is atypical because Holmes in analyse how not who. There is no weapon in the crime, its a snake which does the damage and subverts the generic expectations, so its atypical to the generic expectations. In The Man with the kinky Lip, there is no crime committed even though it is a murder mystery. Sherlock Holmes investigates the mystery and finds the villain was the victim.The detectives in both stories are atypical because Holmes does it for a hobby, the enjoyment and mental stimulation. In the end, Neville St. Clare was barred from begging ever again and Doctor Roylott was hoist by his own petard.In Conclusion, I think that these two stories are both typical in the majority of the ways in a murder mystery genre because they both adhere to the generic expectations of a murder, detective story.

The effects of exposure to violence in media

The effects of photo to force-out in mediaCHAPTER 1INTRODUCTION1.0Introduction military unit is the use of physical force to appall people or property. Violence may cause physical pain to those who puzzle it directly, as well as emotional distress to those who either experience or witness it. Individuals, families, schools, workplaces, communities, society, and the environwork forcet all atomic number 18 harmed by frenzy. Violence is a social and health problem for all who experience and witness it. Violence takes many forms, including Family effect, often referred to as domestic abuse, child abuse, child maltreatment, spouse abuse, and wife battering. Other than that, sexual military unit, media violence that is the violence that been shown on television, in film. Plus, this age people can see violence through video games and many other(a) examples.Research indicates that lurid behaviour may have many contrary causes, some of which are inborn but near of which are lear ned from experiencing or witnessing violent behaviour by others, exceptionally those who are role models. (Daniel, 2007) Moreover, media violence can lead to real violence in multiple ways. Watching television violence is an important predictor of aggressive behaviour. Childrens cartoons and music videos in particular often portray violence. American children see most 16,000 simulated murders and 200,000 acts of violence on television by age 18. In nearly 75 percent of those cases, punishment is not shown to be a consequence of violent behaviour. (U.S. Surgeon General and the U.S. National Institute of Mental Health, 2006)Nevertheless, a research done by Albert Bandura (1961) found that, if children observe violent behaviour at home, in school, or on television, they may come to believe that turning angry feelings into angry actions is agreeable behaviour. When these children become angry themselves, they will display the behaviours they have observed, and they even may create n ew angry behaviours that go beyond what they have learned from their models.1.1Background of the submitMedia violence is maked as a potential contributor to the increase of unsociable attitudes in children and adolescents (Ledingham, Ledingham, Richardson, 1993). Considerations near media violence go back to the 1920s. At that beat the earliest coordinated social scientific research investigation into the impact of media violence began in the western countries. It was intended at resumeing the harmful impacts of media on society. The phylogeny of television as a common mass entertainment and information medium during the 1950s encountered similar concerns about potential harms, especially in connection with young interviews (Gunter, 1994). The most important concern in the debate about media violence has been whether or not it promotes aggressive bearing among viewers (Van Evra, 1990). The kind amongst heavy exposure to media violence and later aggressive behavior has bee n studied for more than thirty years. A large body of experimental and longitudinal research on this question has been evaluated, and it has been determined that there is a link among viewing TV violence and aggressive behavior (APA, 1993). There is besides research indicating that heavy exposure to screen violence can cause problems in other domains of social behavior. For example, it can make people become two fearful of the world around them and more accepting of violence in the real life as displayed by others (Singer Singer, 1980).Nowadays, many concerns have been raised about the kinds of values and attitudes that may be inculcated by exposure to certain kinds of media content, especially violence in movies (Kubey Larson, 2005). During the last decade, accusations towards the media have also been made against violent computing machine and video games, the popularity of which among adolescents is rising (Scott, 2000).While social scientists work on determining the major c ausation of violence, such as social environments, cultural factors, family instruction, and group membership (Fraser, 1996 Staub, 1996), parents, teachers, politicians and school administrators continue blaming the media for increases in violence attitudes among adolescents. For instance, school principals, mothers, and young people were surveyed for their perceptions of factors influencing violence among youth. The results showed that violent messages in rap music and violence in the movies are perceived as the factors influencing violence (Kandakai, Price, Telljohann, 1999, Pryor, Sard, Bombyk, 1999). Moreover, the results indicated that media violence was perceived to be one of the major causes of violence in 47-54% of the questionnaires. Clearly, media violence is not in itself a able cause of real world violence (Zuckerman, 1996).However, as the numerous studies show, parents and school personnels concerns about media violence are justified.1.1.1Attitudes toward ViolenceAt titudes toward violence are viewed as having a significant mediating role in the translation of aggressive feelings into aggressive behaviours (Velicer, Huckel, Hansen, 2003). Furthermore, researchers have identified social attitudes that could be responsible for cultural variations in rates of violence (Cohen Nisbett, 1994).It is asserted that attitudes are governed by internal value systems. Person develops his/her attitudes through a complex and particular evaluative procedure based on cognitive and cloakive reactions to life experiences (Eiser van der Pligt, 1988).From a social cognitive approach, attitudes are believed to guide individual differences in social information processing. For instance, whimsys that violence is compulsory to fulfill desired results may lead a person to focus more to aggressive aspects of social cues or anticipate positive outcomes for violent behavior (Dodge, 1993). It is commonly admited that attitudes have a significant power on behavior, es pecially violent behavior (Kxaus, 1995). Relations have been found between specific attitudes and violent behavior in children and adolescents. Huesmann and Guerra (1997) detected that through middle childhood, childrens beliefs that violence is unexceptionable.Another show by Vernberg, Jacobs and Hershberger (1999) investigated attitudes about violence as a possible influence on the frequency of commonplace antagonism toward peers. The results demonstrated that the relation between attitudes favoring violence and self-reported aggression toward peers was significant in the sample of 1,000 youth. A positive relationship between proviolence attitudes and actual violent behavior has been also found in a sample of youth from juvenile detention and school settings (Slaby Guerra, 1988). It was found that a belief about the acceptability of aggression was significant and independent predictor of aggressive behavior. Violence related beliefs were related to self-reported violent behavi or in a correction of low income African American youth. An intervention designed to change violence-related beliefs resulted in decreased aggressive behavior in adolescents incarcerated for violent offences (Guerra Slaby, 1990). Given that attitudes influence behavioral predispositions, changing attitudes should contribute to behavioral change (Shapiro, Dorman, Burkley, Welker, Clough, 1997). In turn, this means that attitudes are an appropriate target for violence prevention programs.Media are believed to be potential contributors to the development of antisocial behavior in children. One can identify several ways that media violence could affect social behavior. First, TV violence could provide the professional aggressive scripts which children store in memory. Secondly, TV violence might affect behavior by changing a persons attitudes or emotional responses to violence. Thirdly, it may enhance a person, which in a short-term may have serious outcomes, for example, physical risk-taking (Potts, Doppler, Hernandez, 1994). Educators and researchers are especially concerned with children and youth, because their attitudes, beliefs, ideas about the world, as well as social skills, are beginning to take form. Given the fact that children and youth are often exposed to media which glorify violence, and that the young viewers are legato in very active developmental stages, it is reasonable to argue that there might be a relationship between extensive exposure to violent media and subsequent development of antisocial behavior.1.2Problem StatementAlthough much of the research has focused on exposure to media violence as a factor contributing to antisocial behavior (Groebel, 1998), some effects of media violence have been examined more extensively than others. Woodfield (1989), in her review of the literature, asserted that the major concern has been the causal relationship between TV violence and aggressive attitudes, and there were fewer studies that focused on the cognitive and affective outcomes of exposure to media violence. The same notion was stated by loom and Ferguson (1986), who declared that there seemed to be sparse research regarding the relation between media exposure and attitudes toward aggression (p.39).Upon reviewing the literature for this essay, it has become obvious that research directly canvass the relation between media violence and attitudes has tended to focus on the acceptance of violence toward women (Malamuth Check, 1981 St.Lawrence Joyner, 1991). Only a few available studies considered the special effects of exposure to media violence on attitudes toward violence. Furthermore, outcomes of these studies are mixed. whatsoever researchers found that the greater the level of exposure to television violence, the more the child was willing to suggest violence as a solution to conflict, to perceive it as effective, and to become more accepting of violent behavior displayed by others (Dominick Greenberg, 2001) .Others did not find any significant support for the hypotheses that gamey exposure to television violence caused adolescents to accept violence as a way to solve their problems, and that exposure to television violence made them more calloused in relation to near or distant violence in the world around them (Woodfield, 1989).Despite the fact that there is little research turn up to confirm attitudinal changes as a result of exposure to media violence, it is a pervasive theme throughout the empirical literature that heavy exposure to violent messages conveyed in the media influences and shapes individual attitudes toward violence in the real world. For example, it is often encountered that heavy viewers of TV/video violence tend to accept violence as a solution to conflicts and perceive it as an effective means of settling disputes (Potter, 1998), that viewers might believe that it is fairly common for people to fight, and that aggression is proper and acceptable in many different real-life situations (Berkowitz, 2001). Thus, more research is needed to test the empirical evidence.It should also be mentioned that the majority of research presented above was experimental, and it is clear that the results could be different in the natural environment. In addition, research was conducted mostly with children, which makes it difficult to make generalizations on other age groups. Since adolescent boys are the main audience of movies with violent content, and their culture also includes violent computer and video games, often human-directed (Funk Buchman, 2002), it is considered worthwhile to conduct a study exploring adolescents attitudes toward violence on the basis of their exposure to screen violence, both passive (movies) and interactive (video/computer games)1.3.1Research ObjectivesThe general objective of this study is to identify whether there is an effects of watching violence movies on the attitudes concerning aggression among lowly schoolboys. The spec ific objectives of this study are intended to1.3.1.1To determine the habits of SMKDTHO supplemental schoolboys in watching films.1.3.1.2To examine the level of tenderness of SMKDTHO secondary schoolboys to watch violence movies.1.3.1.3To identify the relationship between affection toward violent movie and attitudes concerning aggression among SMKDTHO secondary schoolboys.1.3.2Research QuestionsBased on the problems mentioned, the key questions to be studies are1.3.2.1What are the habits of SMKDTHO secondary schoolboys in watching films?1.3.2.2What are the levels of affection of SMKDTHO secondary schoolboys toward violence movies?1.3.2.3Is there a relationship between affection toward violent movie and attitudes concerning aggression among SMKDTHO secondary schoolboys?1.4.1 Conceptual FrameworkFigure 1.4.11.4.2Conceptual Definition speculation 1H1 The SMKDTHO secondary schoolboys habit in watching violence movies is watching violent movies with their parents.Hypothesis 2H1 The le vel of affection of SMKDTHO secondary schoolboys is high in watching violent movies.Hypothesis 3H1 There is a relationship between affection toward violent movie and attitudes concerning aggression among SMKDTHO secondary schoolboys.1.5Scope of StudyThe scope and coverage of this study will be targeted at the Form One until Form flipper secondary schoolboys that is age between 13-17 years old in Sekolah Menengah Kebangsaan Desa Tun Hussein Onn (SMKDTHO) in Kuala Lumpur. The main reason is because they have the potential to expose the research which is the effects of watching violence movies on the attitudes concerning aggression among secondary schoolboys. In this school, the entire students have different kind of attitudes and skill level toward the effect of violent movies. Some of them have their own perspective and preferences in watching violence movies. The expected amount of targeted respondents is 50 people and it is important to find out the relationship between affection toward violent movie and attitudes concerning aggression. This research will focus on quantitative method with questionnaire.1.6Significance of the StudyPresentation to violence in the media can affect adolescents forceful conduct. The presentation to brutality in viewing the violent films can have on forceful conduct and dreadfulness on the teenagers. Ann Cami (2008) talk about that even there is no proof supporting the thought that rough media can truly really increments violence wrongdoing, still research has mulled over that when a teen have watch a violent films, some may carry on forcefully, they may attempt to be a copycat, bully other individuals or may experience apprehension, create doubtful observations concerning the roughness that exists in this present reality, or grow less propelled good thinking methodologies. There are numerous cases we can see in our county Malaysia. So the primary reason is to know the impacts of viewing violent movies on the state of mind concer ning hostility. Here, parents, teacher, the school administrators and the proponent play important roles to help the teenagers about this.1.6.1 ParentsCHAPTER 3METHODOLOGY3.0IntroductionA quantitative methodology is felt as the perfect system to be utilise for this study. This is on account of the writing audit has obviously demonstrated that this methodology is generally utilized as a part of the field of examination on media and their impacts on the general public. Moreover, a quantitative examination outline is relevant to the motivation behind the present study to think about and foresee barbarism related state of mind among pre-adult young men on the premise of their introduction to media roughness. In particular, the study utilizes a review examination outline technique that permits the incorporation of an extensive number of specimen (respondents) while considering a few mediating variables. Review procedure has a few qualities that make it more proficient to intercultura l studies.The theater of this study was seven universal schools in Kuala Lumpur. The seven universal schools chose were The Alice Smith School, MontKiara Worldwide School, Utama Global School, Arrangement Universal School, Fairview Global School, Sayfol Universal School, and Worldwide Indian Universal School. The point of interest of these worldwide schools has been gotten from Kuala Lumpur Instruction Office. As per rundown there were 10 Global schools in Kuala Lumpur of which three of them are elementary schools.This study utilized the comprehensively 4-scale Likert sort instrument as the primary strategy for information accumulation. Likert is a psychometric scale habitually used in surveys structures, and is the most generally used scale in study mull over too. In the wake of offering an explanation to a Likert survey, specialist can recognize their level of consent to a subject. The information was gathered utilizing four instruments the Demographic Poll, the Media survey Prop ensities Poll, the fondness to film viciousness scale, the State of mind concerning Hostility Scale.3.1 creation and sampleThe specimen estimate that has been utilized for this examination is taking into account the Krejcie, R.V and Morgan D.W (1970). Consequently, taking into account Krejcie and Morgan (1970) out of 865 schoolboys in Kuala Lumpur universal schools, the example was 260. Since the quantity of understudies in chose schools was unequal, circulating the canvass was in view of the extent of number of schoolboys in each one school to the aggregate populace of understudies. Thusly, 30 to 45 polls were conveyed in diverse schools in light of the specified extents.The choice to target guys can be portrayed by the way that immature young men are the fundamental crowd of activity motion pictures with abnormal amounts of brutality (Roe, 1995). They are additionally the most continuous feature films/PC diversion players (Griffiths, 1991). Whats more, since the ago studies sho w, young men are more inclined to pick films with dream and human savagery as their top choice (Buchman Funk, 2003). As the present study is gone for surveying youth demeanour to savagery on the premise of presentation to media brutality, this decision of the example of the study is sensible. The testing system utilized for this study is methodical inspecting strategy. The fundamental concern in the utilize of precise inspecting with a consistent dispersing is that the things to be examined ought not to be set in an organized stylus which may compare to the dividing along transect or the network. (Carter Gregorich, 2008) Methodical inspecting is regularly utilized and easy to apply it comprises of taking each Kth testing unit after an tyrannical begin (Kish 1995)

Assessment Strategies: Paramedic Education

opinion Strategies paramedicalal EducationParamedics meet, historic entirelyy, been algorithmically led by means of all clinical procedures and decisions which do not directly centre on clinical decision making. It has been indicated that this system of paramedic t separatelying concentrated on life threatening conditions with protocol driven reading, chemical groupd on limited on a lower floorpinning knowledge (Williams, 2002). They deem underg one and only(a) front-loaded, fit-for purpose courses which has suited the operational need of the Ambulance Service. Over the last ten years United Kingdom (UK) ambulance services have become appearively awargon that there is a need to evaluate their educational provision. It became evident that paramedics needed to move on from surface to deep thinking strategies and wax a greater thinking repertoire. The paramedic profession is currently at a major crossroads in its maturement with the transition from a training icon to on e of toweringer education (British Paramedic Association, 2006). This evolution in paramedic education heralds a shift away from a training ethos of surface attainment and expository instruct, best described by A consumptionbel (1968) as the presentation of the entire content of what is to be take aimed in its final form.This commentary will establish the current opinion strategies employ indoors paramedic education by higher education institutes (HEIs) including the estimates implemented in the clinical practicum. The various locates and delivery of appraisal will be explored including, formative, summative and feedback. My possess personal experiences and involvement with the judgment of paramedic scholars will similarly be discussed. This discussion will attempt to ready off the validity and reliableness of certain assessment strategies such as objective structured clinical examinations (OSCE), portfolios, work-based assessment. The sentiment of contribution mo dels for paramedic schoolchilds during their time on clinical arrangement will also be explored.In the UK, the Institute for Healthc ar Development (IHCD) is the awarding body for paramedic qualifications and have been involved in prescribing the curriculum, content, and assessments for all paramedic training through protrude the UK. IHCD draw multiple choice interrogatenaires, short answer and clinical assessment tools which have been seriously challenged by the British Paramedic Association (BPA) which is the professional body overseeing paramedic blueprint and education. The assessment strategies employed by IHCD have been criticised for their errors of format and content relevance (Cooper, 2005). They were also seen as a tick-box exercise for the employers legal liability.IHCD assessment make fores were criticised for their validity, reliability, and feasibility, with the BPA highlighting a clear need to identify alternative methods of assessment such as objective structur ed clinical examinations with links to competency frameworks (British Paramedic Association, 2006). The social function of a variety of different assessment methods has now become a characteristic of paramedic education within HEIs. Currently HEIs employ a plethora of assessment methods including simulation, standardised patients, written examinations, oral examinations (viva voce) and reflective portfolios. During their time in the clinical practicum paramedic students are also continually assessed with regard to their clinical competencies.Pugsley and McCrorie (2007) state the need to have valid, reliable, fair and defensible assessments due to increased litigation from students are adding new dimensions to educator roles. With the ongoing change within paramedic education there has been a need to move away from standard assessment methods such as written examinations. Historically, educators have used the same assessment methods for all of the competencies of a paramedic, even when they were ill-suited to the task. For example, it is critical for a paramedic to be able to communicate effectively with patients but an assessment of this aspect of competence is not tested soundly by written examinations or a viva voce in which the student-patient encounter is unobserved. To correct this paradox, several methods of assessments which are new to paramedic education are being implemented with ongoing development. These new methods focus on clinical skills, communication skills, procedural skills and professionalism. An important role of the teacher relates to assessing students competence. This hold great relevance within pre-hospital environment as life, health and welfare of patients is potentially at risk if students are not accurately assessed which whitethorn lead to future paramedics with low levels of clinical competence.Stuart (2007) states that assessment layabout be formative and summative with Boud (2000), claiming that both forms of assessment in fluence learning. Formative assessment can guide future learning, promotes reflection and provide reassurance (Epstein, 2007) whereas summative assessment tends to take place at the end of module or program of call for and is used to provide instruction about how much students have learned and to what extent learning outcomes have been met (Stuart, 2007). Many of the assessment strategies can be used as either a method of formative and summative assessment (see table 1).Any fussy method of assessment will have its strengths and its inwrought flaws. The use of several different assessment methods may partially compensate for the intrinsic flaws in any one method (Epstein, 2007). Validity and reliability are deemed as critical for determining the usefulness of a peculiar(prenominal) method of assessment (Van der Vleuten, 1996). Validity is the extent to which the assessment measures what it was designed to measure (Quinn Hughes, 2007). Reliability indicates the concurrence with which an assessment method measures what it is designed to measure (Messick, 1989).OSCEThe teaching and assessment of clinical skill proficiency is a major part of paramedic education. Paramedic pointedness programs throughout the UK are using and developing OSCEs as an approach for the assessment of clinical skill operation. OSCEs have been utilised in advanced life support, trauma, medical condition scenarios as well as individual clinical skills. Newble (2004) states that OSCEs are better suited to assessing clinical and practical skills, oft with a high course of faithfulness. Stuart (2007) warns that OSCEs have limitations as a method of assessment due to the performance of students under laboratory conditions may not accurately reflect their real performance in the clinical practicum. otherwisewise limitations also exist such as students finding OSCEs highly stressful (Phillips, Schostak Tyler, 2000 Brand Schoonhein-Klein, 2009). An OSCE also tends to focus more on th e assessment of basic skills rather than cognitive skills (Redfern, Norman, Calman, Watson Murrels, 2002). A major limitation is the compartmentalisation of the clinical patient assessment process and students may not learn to holistically assess patients (Stuart, 2007).There is conflicting evidence throughout the literature regarding the reliability and validity of OSCEs as a method of assessment. Goaverts, Schuwirth, Pin et al. (2001) have reported high reliability and validity for this assessment strategy, whereas Phillips, Schostak and Tyler (2000) claim that OSCEs are seriously flawed due to lack of inter-assessor and intra-assessor reliability. Hodges (2003) points out that OSCEs are a social drama with students modifying their make behaviour in an attempt to convey the impression that the assessor desires. There are measures that have been reported to increase the validity and reliability of the use of OSCEs and these are listed in Appendix X.I have had round experience of assisting with OSCE assessments and have found that almost no training has been provided for the assessors which in my opinion, made them unreliable. The assessors are give objective checklists but a personalised form of scoring was sometimes used due to the lack of assessor experience or understanding of the assessment strategy. One of the OSCEs necessitate an assessment of a students ability to perform advanced life support (ALS) with the checklist containing a total of 111 points to be assessed (see appendix X). This created problem with the reliability of this particular OSCE as the assessors found it difficult to observe the student as well as check they were performing everything on the checklist. This OSCE lasted almost 30 legal proceeding which not completely caused fatigue to the student but also to the assessor. According to Reznick et al. (1992) the heavy workload on the assessor can affect their performance. A drawn-out OSCE can also cause student fatigue which may affect their performance (Rutala, Witzke, Leko, Fulginiti Taylor, 1990).As part of my ongoing development as a teacher I have started to design an OSCE for the assessment of some basic clinical skills. Some of these have already been designed for other health grapple professions but none are paramedic education specific.Simulation ALSSimulations are increasingly being used in paramedic education to ensure that students can launch desegregation of prerequisite knowledge, skills, and affect in a hardheaded setting. For these aspects of competence, the use Sim-Man which is a physical simulator that models the human body with a very high fidelity is currently used extensively at my employing university. This form of simulator is very realistic and can provide an excellent assessment of skills. These simulators are used in concurrence with observed structured clinical examinations (OSCE).Standardised PatientsA standardised patient is a person trained to portray a patient with a pa rticular medical or traumatic condition. They are used to assess a students ability to collect medical write up and physical examination data (Tamblyn Barrows, 1999). quest the encounter between the standardised patient and a student, both the standardised patient and an assessor make judgements about the students performance based on history taking, physical examination and communication skills. Checklists are developed for each patient scenario focusing on the students ability to collect the applicable data. Skills in summarising and interpreting the information collected are often measured following the encounter consisting of open-ended questions or short answers. I have found this to be the most realistic form of assessment outside of the clinical practicum and research has sh cause that reasonable levels of reliability and validity can be achieved (Norcini McKinley, 2007). However, McKinley and Boulet (2004) warn that there is a drift in assessor stringency over time and that the standardised patients themselves become increasingly inconsistent portraying a patient. This assessment strategy is very expensive to use and has been implemented infrequently. As part of my role as an associate lecturer I have had the opportunity to take part in this form of assessment. The students were required to perform a cardiac assessment on a standardised patient. Prior to this summative assessment they were given a lecture on cardiac assessment, a demonstration of the assessment and many hours practice time with support from the lecturing team which included myself. A checklist (see appendix X), a viva-voce question sheet (see appendix X) and a short answer paper (see appendix X) were all designed. Following the patient encounter the standardised patient and I went through the checklist to ascertain the ability of the student. The viva-voce followed where open-ended questions (see appendix X) were asked to allow the student to discuss their findings and plans for t reatment which was followed by the short answer paper (see appendix X).Work-based AssessmentWork based assessment of scholars in the clinical cenvironmentAssessment plays a major role in the process of medical education, in the lives of medical students, and in society by certifying competent physicians who can take look at of the public. Society has the right to know that physicians who graduate from medical school and subsequent residency training programmes are competent and can practise their profession in a compassionate and skilful manner (Shumway Harden 2003). Miller (1990) proposed his now famous profit for assessment of learners clinical competence (Figure 2).Knowledge tested by written examsApplication of knowledge tested by clinical problem solving and so onDemonstration of clinical skills, tested by OSCEs, clinical exams, competency testing (Competency)Daily patient care assessed by direct observation in the clinical setting (Performance)Adapted from Miller (1990)At the lowest level of the pyramid is knowledge (knows), followed by competence (knows how), performance (shows how), and action (does) The clinical environment is the only venue where the highest level of the pyramid can be regularly assessed.Assessment in the workplace is quite challenging as patient care takes lapse priority and teachers have to observe firsthand what the learners do in their interaction with patients and yet be vigilant that patient care is of the highest prime(prenominal).Paramedic students need to bind vast amounts of information, integrate critical thinking skills as well as having an ability to solve a range of complex clinical problems often under intense pressure. In an effort to enable this I have started to acknowledge the need for alternative teaching, learning and assessment strategies. Educational literature supports the use of judgment mapping as a means to promote learning and is seen as a metacognitive strategy (Novak, 1990 Pinto Zeitz, 1997 Irv ine, 1995). I have explored the idea of concept mapping and have now started to use it within my teaching practice. I view the goal of concept mapping as a way to foster learning in a meaningful way, to enable feedback and to conduct learning evaluation and assessment. As a learning resource, concept maps can facilitate a students understanding of the integration and organisation of important clinical concepts (Pinto Zeitz, 1997). A group of the paramedic students I currently teach found that concept mapping encouraged them to think independently, promoted federal agency and provided them with a greater awareness of connecting across different areas of knowledge. From my own perspective I view concept mapping as a creative employment which assists the students in becoming active learners. It is also seen to allow students to organise theoretical knowledge in an integrative way as well as genteelness reflection into the learners understanding (Harpaz et al., 2004). During and fol lowing the use of concept mapping sessions numerous opportunities arose to identify student misunderstandings allowing provision of relevant feedback and clarification of content. According to Kinchin and Hay (2000) the use of concept mapping highlights the learners constructions of connections as well as a useful form of communication between the teacher and learner. As an assessment strategy concept maps can be used either formatively or summatively (West, Park, Pomeroy Sandoval, 2002) by identifying the learners valid or invalid thoughts and links. However, Roberts (1999) warns that a suitable scoring method must be selected for each particular theatrical role of map due to their great variation in style.I have used concept mapping with individual students and underage groups of students and it has been effective when dealing with the differential diagnosis of certain conditions. For example, the causes of chest pain are numerous but it is important for a paramedic student to be able to understand and differentiate between the different causative factors. A lesson was planned, delivered with handouts provided (see appendix X). Over the next two weeks the students were formatively assessed individually by using concept maps to illustrate their understanding of the causes of chest pain. A decision was made to use a relaxed approach in an effort to overcome any anxiety so the assessment became an informal discussion. As the students advancemented through the task I was able to gain insight into what each student knows and how they arrange knowledge in their own minds. I was able to give feedback on their misunderstandings, misconceptions and errors. Paramedic educators rarely use concept mapping as a teaching or learning method but I see them as valuable tool in revealing students misunderstanding of concepts which could in turn lead to the identification of potential clinical errors.FEEDBACKEffective feedback may be defined as feedback in which informatio n about previous performance is used to promote positive and desirable development. vainglorious feedback, whether corrective or reinforcing, is complicated but is an essential part of paramedic education. Feedback plays a central part in the support of cognitive, technical and professional development (Archer, 2010). Cognitive theorists view feedback as a comparison between actual performance and the intended performance level (Locke Latham, 1990). According to Kluger and DeNisi (1996) this will highlight the severance between a learners knowledge and the required knowledge and provide a learning catalyst. Behaviourists conceive feedback as a way of modification or documentation of behaviour (Thorndike, 1931). In the health care education literature including paramedic education, feedback seems to lack any form of theoretical basis (Colthart, Bagnall, Evans, Allbutt, Haig et al., 2008).Paramedic education feedback is often problematic for both the provider and recipient. The di versity of the feedback settings creates multiple challenges for paramedic educators in the provision of effective feedback. Settings such as bedside teaching, practical skills training as well as the often chaotic environment have been utilised for the provision of feedback by myself. The protection of the professional standards, the rights and safety of patients as well as the conceit of the paramedic student must be safeguarded. Added to this is the acknowledgement of the psychosocial needs of the paramedic students as well as ensuring that the feedback is accurate and honest (Molloy, 2009 Higgs, Richardson Abrandt Dahlgren, 2004). These challenges are an ongoing return within paramedic education but despite this feedback has been described as the cornerstone of effective clinical teaching (Cantillon Sargeant, 2008).An important factor necessary for progress is the provision of feedback. Parsloe and Wray (2000) suggested that feedback is the fuel of improved performance, that it can provide motivation. However, they do warn that motivation can be reversed if you get the feedback wrong. Feedback should be viewed as a positive tool as even negative aspects of feedback actively encourage learners to improve practice Bennett (2003) affirms that it can also highlight strengths and weaknesses which in turn can lead to enhanced practice.There are many types of feedback used to support learners and these can have either a directive or facilitative function. directive feedback can inform a learner of what requires some type of corrective measure whereas facilitative feedback can involve the provision of suggestions to facilitate learners in their own revision (Archer, 2010). Feedback specificity may also be variable. Specific feedback can sometimes be beneficial for an initial change in performance but it may have a negative effect on the learners ability to further explore their performance which can lead to an undermining of subsequent performance and learnin g in the long term (Goodman, Wood Hendrix, 2004). Less specific feedback can lead to uncertainty for the learner that may subsequently lead to a reduction in learning (Kluger DeNisi, 1996). Verification and elaborative feedback are structural variances of directive and facilitative types of feedback. Feedback can simply indicate that an answer is correct (verification) or it may facilitate the learner to arrive at the correct answer (elaboration). According to Bangert-Drowns, Kulik, Kulik and Morgan (1991) the guiding principles of feedback are that it should be specific, with verifying and elaborative feedback enhancing effectiveness.I have attempted to utilise a make out of types of feedback for my learners since the start of my current studies on the Post Graduate Certificate in Education (PGCE). I will now go on to discuss some of the methods of feedback utilised for the different learners I am currently supporting. I have utilised many of the types of feedback interchangeabl y and have slowly gained a conscious knowledge of their appropriateness. Throughout their placements paramedic students have regularly received constructive feedback which is usually delivered contemporaneously which is something that Price (2005) recommends. A large proportion of the feedback has been delivered informally and is often carried out in between emergency calls and has often been given as a running commentary during student/patient interaction.Non-verbal communication is seen as a powerful method of conveying meaning and is often utilised in providing feedback (Stuart, 2007). Non-verbal communication serves several functions which can be summarised as giving and receiving information, expressing emotions, communicating interpersonal attitudes (e.g. warmth, sureness and liking) and establishing social intercourseships (Williams, 1997). Non-verbal communication requires acute observation by the receiver for accurate interpretation of the message (Golub, 1994). Non-verb al communication includes specific behaviours that include proximity, touch, eye-contact and eye gaze, facial expression, body present and head movements. I have used this form of communication as a method of feedback during bedside teaching sessions and when the student is involved within patient care episodes. A nod and a look of approval are seen as positive feedback which all ads to the feedback process.More formal feedback is given at the end of each shift. The timing and format of these feedback sessions are of great significance. For feedback to have maximal motivational impact on learning, it should take place while it is still relevant and points brocaded are therefore more meaningful and alive (Hays, 2006). During these feedback sessions the format is a blend of oral and written. A copy of the written element is given to the student to place in their portfolio. Fish and Twain (1997) believe written notes are essential in providing continuity in the monitoring of progress. Initially, the students were asked to provide a self-assessment of how they mat the shift had gone. This was an addition to the feedback cycle and encouraged learners to be more self-aware and more self-critical but gives an insight into how the student feels about their progress (Mohanna, Wall Chambers, 2004). quite an than a one-way process the feedback becomes collaborative. On further exploration of the literature I became aware that involving the learner in comparative self-assessment that places them at the centre of the feedback process will not always improve competence. Paramedic students are frequently required to self-assess their performance in an attempt to identify their own strengths and weaknesses in relation to other peoples views.Written feedback is important for learners as well as teachers. As an on-line tutor for a local HEI I provide support and feedback to paramedic science students via email. These students send me there work in progress and constructive f eedback is given (see appendix X). Any negative comments made are support to produce positive outcomes which is something that Webb (1955) advocates. According to Archer (2010), lengthy and complex feedback maybe ignored with its main messages lost. In effort to counteract this problem some of my written feedback has been by design left concise.In conjunction with verbal feedback students on clinical placement are provided with daily written feedback on patient encounters (see appendix X) which are supported by further written feedback monthly, quarterly and at the end of the clinical placement (see appendix X).I consider the use of feedback on student progress generated from other sources such as other paramedics and assesors as highly important as part of a systematic approach. Feedback from a variety of sources is described as multi-source feedback (Archer, 2007). Paramedic students on clinical placement are sometimes rostered to work with other Clinical Supervisors or paramedic s. Early in a paramedic students placement a critical development issue was identified by one of my colleagues who had completed a set of shifts with the student. The unacceptably slow pace of the students clinical practice including patient assessment, patient management and long turnaround times at hospital following incidents had been fedback to me. As a students practice placement progresses, evidence of care activities should be gathered showing increasing speed and dexterity with increasing clinical experience (Stuart, 2007). Early support is vital in preventing the student with a learning issue from experiencing the cycle of failure (Cleland, Arnold Chesser, 2005). Other key personnel who had observed the student in practice were consulted to ensure that the issue was as popular and problematic as had initially been assessed. Eliciting the opinions of other assessors also helps provide a more fair and unbiased assessment of a students abilities (Gomez, Lobodzinski Hartwell West, 1998). The issue was then raised(a) with the student whilst they were performing a task too slowly. Stuart (2007) highlighted the critical importance of the critical role of providing feedback in learning and support. Furthermore, providing feedback of a development issue whilst it is relevant and alive is important for memory recall (Bailley, 1998 Gipps, 1994).The key to support struggling students however is to identify specific reasons for poor performance (Cleland, Arnold Chesser, 2005). Furthermore, major feedback which corrects a particular performance deficit should end with a plan of action (Branch Paranjape, 2002). During a feedback session with the student, input regarding specific areas where time could be saved was requested by the student but a specific action plan had not been prepared. Providing poor quality feedback may make the student feel they are being personally judged and can lead to defensiveness or reactivity (Katz, 2006). In order to rectify this, the student was closely observed in practice for a set of four shifts in order to identify specific areas of slow practice (see appendix X). A triple month plan was negotiated with the student to rectify the problem and a ten point action plan developed which identified ten areas where the student could save time on each call attended (see appendix X). Data was collected over a three month period of the students on scene times and hospital turnaround times. The student was not informed of this in order to avoid the Hawthorne effect when working with other members of staff where a subjects normal behaviour and/or study outcomes are alter as a ending of the subjects awareness of being under observation (Mangione-Smith. Elliott, McDonald McGlynn, 2002). Branch and Paranjape (2002) state that evaluation should follow efforts at remedying the learners problem. The results of the data after the three month period were therefore presented in chart format to the student (see appendix X) which provided tangible proof that the student had demonstrated real evidence of progress. secure as paramedic students are interested in their progress, so too should the paramedic educators be interested in the quality of their teaching. The measurement of teaching quality can be a very complex, multi-perspective task that may include many different approaches (Hays, 2006). One form of teaching quality assessment is student feedback. Collecting student feedback also sends messages to students that their views are welcome (Hays, 2006). With this is in mind teaching assessment tools were designed to elicit the students opinions on the teaching provided (see appendix X). Other feedback has been provided from peer observations (see appendix X).Prehospital education is changing rapidly, and as demonstrated the way paramedic education is delivered at clinical practicum level is also evolving. In order to establish quality and stability in this rapidly changing delivery of education, el iciting feedback from students is critical (Jones, Higgs, de Angelis Prideaux, 2001). A feedback questionnaire was designed to elicit the students opinions on the quality of the learning timetable and type handbook after three months of the placement period. The students indicated a very high satisfaction rating for the timetable and particularly the reference handbook (see appendix X).Feedback was also gained via a questionnaire regarding general teaching effectiveness in areas such as quality of feedback, supervisor/student relationship, goal management and mentoring activities (see appendix X). Whilst overall the feedback obtained regarding general teaching and mentoring effectiveness was very positive, one of the students indicated some dissatisfaction with the prioritisation of goals. This was discussed further with this student who expressed concerns that it was unclear in reference to the learning timetable which goals were of a higher priority than others as the learning o bjectives were set out in chronological order.Patients have also been able to add to the feedback process as they can provide testimony to the students performance. This type of feedback is unique to healthcare professionals and is deemed influential in changing performance (Fidler, Lockyer, Toews, Violato, 1999). However, Archer (2010) warns that feedback elicited from patients may lack validity with Crossley et al. (2008) suggesting that there is limited correlation with other sources of feedback. This form of feedback is often utilised when a student has been driving the ambulance and the patient is asked about the comfort of the journey to hospital, which is naturally carried out in earshot of the student. give feedbackIn the clinical environment it is vital to provide feedback to trainees as without feedback their strengths cannot be reinforced nor can their errors be corrected (Ende 1983). It isa crucial step in the acquisition of clinical skills, but clinical teachers either omit to give feedback altogether or the quality of their feedback does not enlighten the trainees of theirstrengths and weaknesses. Omission of feedback can result in adverse consequences, some of which can be long term especially relating to patient care. For effective feedback, teachers need to observe their trainees during their patient interactions and not base their words on hearsay. Feedback can be formal or informal, brief and immediate or long andscheduled, formative during the course of the rotation or summative at the end of a rotation (Branch Paranjape 2002).Reflection on feedbackRole ModellingAmbulance services in the UK are slowly becoming reliant on undergraduate paramedic education programs to meet their employment needs (JRCALC, 2000). The HEIs and ambulance services have now forged strong links and work closely with one another in the education of student paramedics with the ambulance services providing the clinical practice placements. The clinical practicum is a n important component of a student paramedics development. This practicum seeks to integrate theory and practice as well as enable the development and assessment of professional competencies. During this time in practice the student will have many opportunities to develop skills and to refine these skills based on performance feedback by clinical su

Examining four principles of Record Keeping

Examining four principles of Record KeepingIn 2009 the Nursing and Midwifery Council (known as the NMC) issued rewrite guidelines entitled Record Keeping Guidance for Nurses and Midwifes (2009). According to this guideline, suitable tonus reads means information needs to be legible quantifyly relevant arranged accessible, objective factual and hump. This guideline states that Good record heraldic bearing is an integral part of nursing and midwifery practise, and is essential to the provision of safe and effective allot. (NMC 2009). This show will consider four of the principles from the NMC Record Keeping Guidance and Midwifes (2009). Further, based on these four principles, this essay will focus on the impact on record keeping in a patient ofs vexation plan and will then go on to consider how good record keeping is kept up(p) in relation to a patients cautiousness plan. References will be provided in support of the draws made in this essay and will also be copulati on to what the writer has observed in practise arrangings. Finally, conclusions will be drawn which summarises the dooms relating to this essay and will consider the evidence to draw on its conclusion.The first point selected is point one which states that Handwriting should be legible (NMC 2009). Sokol D and Hettige S (2006) citing Gakhar H, Sawant N, Pozo J. Audit of the legibility of operation nones. In Royal College of Surgeons of Edinburgh Audit Symposium 2005. Edinburgh RCS Ed, 2005 state that common land chord surgeons audited the legibility of 40 randomly selected operative nones from an orthopaedic ward in a large British hospital. Two nurses, two physiotherapists and two medical theatre officers were asked to rate the legibility of the notes as excellent, good, fair, or poor. Only 24% were rated excellent or good and 37% were deemed poor. This research suggests a very high lot is the expiration of indecipherable deal, which in turn could suggest that administer could be impacted on in over a third of the patients. McGeehan R (2007) citing Griffith (2004) suggests that the ideal of handwriting is also part of a nurses duty of care towards patients. If harm befalls a patient because colleagues were not able to read a nurses handwriting, then they may be accused of liability in negligence. It should be remembered that legibility includes the signature of the person making the entry. McGeehan R (2007) citing Griffith (2004). The writer of this essay, time on localization, discovered illegible handwriting in the early years of a chronology which formed part of a patients record. This led the writer to seek clarification of what was stated, some words could not be read and the original signatory had left many years ago, this was save one negative impact of illegible handwriting and fortunately in this case the entries where dated a few years back only when could have lead to problems at the time. Illegible handwriting on a care plan thun der mug appear to be inaccurate and these inaccuracies can lead to foils in carrying bulge out the provision of care according to the care plan on with contri scarceing to errors. Other impacts are that medication could be issued in purifyly, people can make incorrect assumption, incorrect care could be implemented and patients could become addled and agitated by not beingness able to read their care plan. Mistakes made due to illegible handwriting can have financial and profound issues also. If a case goes to lawcourt then the first things looked at are the records, if handwriting is illegible then the writer and their professionalism can be discredited from the onset. Culley F( 2001) suggests that once a habit, it becomes second nature to write good, copious records. Nursing Residential Care, August 2001, Vol 3, No 8 citing Chapman N (1997) A coroners view on the keeping of medical records. Health Care Risk account statement April 1 This suggests a positive impacts of go od record keeping in a patients care plan, if conformable it becomes second nature and becomes a model to others. A good example of this was witnessed by the writer of this essay on placement when their mentor was demonstrating how they filled in some subdivisions, they could demonstrate that they al styluss filled in the details the same way consistently, it had become that second nature to do it right. The aim of good record keeping is to ensure that colleagues have the information from the records to know what care and treatment has taken place, what is currently taking place and the future care Dimond B (2005). A care plan should be legible for colleagues and the patient to be allowed to extract this information easily and this cannot be done if not legible. Good legible handwriting should show a nurses professionalism, people should be able to clearly read what is written, by whom and when and the care plan should appear accurate as a result in turn improving the care of the patient. In order for legible handwriting to be take noteed in a care plan, a eubstance should be shown. Good examples of care plans should allow for legibility, an index of signatures at the beginning of each care plan including report, position and your signature. If unsure about what any handwriting says a nurse should always seek clarity. Highlight any poor handwriting or potential error due to illegible writing. The patient should heart comfortable discussing illegible handwriting and nurses should encourage feedback without repercussions. Highlight any signatures that are not on the index. Double check anything you are unsure about in a patients care plan. Regular audit is essential to see errors in record keeping and to maintain reasonable standards Dimond B (2005) This suggests that an audits should be carried out and that they can identify at an earlier stage any trend of poor record keeping and action accordingly.The second point selected is point five which states th at records should be factual and not include un needed abbreviations, bank, meaningless phrases or irrelevant speculation. (NMC 2009). Care plans are used not solely to communicate with and work with the patients exclusively to also allow staff to communicate efficiently and record the care that has been carried out. It is therefore distinguished to use simple clear, factual and relevant information while recording information in a way that everyone understands. Providing safe and high-quality patient care is dependent upon effective communication between health care professionals, patients, and patients families. Schyve P M J Gen Intern Med. 2007 November 22(Suppl 2) 360-361. Published online 2007 October 24. doi 10.1007/s11606-007-0365-3. http//www.ncbi.nlm.nih.gov/pmc/articles/PMC2078554/ accessed 14th Jan 2010.Information include in the care plan should be based on the facts involved, examples being, what was really seen, what actually happened. The difference in fact from a nurses opinion should be clear and distinguished when information is recorded in a care plan. some(prenominal) patients will not understand nurse jargon, abbreviation or technical information written in their care plan. Griffith R (2007) states that the temptation to use jargon and abbreviations as a form of professional shorthand is compelling for busy health professionals. The risk of miscommunication increases dramatically by using this shorthand. Griffith R Nurse Prescribing 2007 Vol 5 No 8 http//www.internurse.com.ezproxy.stir.ac.uk/cgi-bin/go.pl/library/article.cgi?uid=27147article=NP_5_8_363_366 Accessed 19/01/10. The impact of this is that it is not patient pennyred care and contravenes the NMC code which states that You must share with people, in a way they understand, the information they want or need to know about their health NMC (2007). One nurses abbreviations may differ from another and abbreviations should be avoided where possible but if necessary an index of ab breviations should be supplied to the patient and form part of their care plan. A poor example of this was witnessed by the write of this essay recently on placement when NHS 24 sent a match sheet to the placement to attend a patient the contact sheet was full of abbreviations with no index included as a student nurse the writer was unaware of what some of these meant and had to ask for assistance. A patient requesting to see their notes would also suffer the same problem. woodland C (2003) states that to write full descriptions would impact on the time taken to enter records. However, he also highlights the dangers where abbreviations could mean different things to patients and staff. This examines the argument that nurses dont have time to complete accurate records but prompts that an agreed list, which should be audited on a regular basis be attached to the care plan. A factual care plan that is written in a relevant and easily understood manner that pass ons clear communicatio n should be maintained. This then should allow others especially the patient, to woof up at any point and be able to follow their care plan.The third point selected is point thirteen which states that the language that you use should be easily understood by the people in your care. NMC (2009). Each patient is unique when it comes to language that they can understand they each have their own direct of communication and understanding. Cully F (2001) Suggests that in providing sufficient information to allow patients to make sensible decisions is an essential component of the duty of care, and it supports the ethical principles of individuality. This information needs to be provided in a patients care plan in such a manner that there leaves no doubt to the patient.Dougherty L and Lister S (2008) knave 23 comment that care plans should be written wherever possible with the involvement of the patient, in terms that they can understand including relevant core care plans that are indiv idualised, signed, dated and timed This suggests that writing the care plan with the patient allows them to gain the information that they may require about their condition and the treatment options in a manner that allows the patient to understand the language used, on a level that meets their communication needs. An excellent example of this was witnessed by the writer of this essay on placement. It involved their mentor sitting with a new resident and creating their care plan from the beginning, several(prenominal) times the resident requested what something meant and the mentor explained clearly and rewrote section of the care plan to accommodate the residents understanding. Ambiguity may also be an issue that impacts on a patients care plan, statements may be interpreted differently Dimond B (2002). She suggests that examples like had a good day may mean several things to a patient for instance, they may have slept all day or may have been awake all day. These types of generic statements do not provide the patient with the information they need. The writer of this essay witnessed statements like settled dawn and slept well on a recent placement again these are general terms which should be avoided. A Care plan written with the patient should also have clear and concise instruction, this should be as specific as possible allowing the patient to also be involved in a clear manner, colleagues and other professions may be aware of what a statement may mean but the patient may not. You should also write your operating instructions according to who they are intended for. For example, writing in the care plan to observe for signs of inflammation regarding a wound is not specific enough, as not everyone will know what these signs are. Ideally, you should write such as increased pain, swelling, redness and heat. Wright K (2005) . In maintaining clear language the patients wellbeing is vital and if the patient is informed and understands what is written in their care plan then that contributes to their wellbeing. Language in a care plan should be clear and unambiguous and audits should be carried out regularly. Audits are a good method of improving and sustaining a high standard of record keeping. The Audit electric charge (2002), in a critique of health records, found that subjecting records to audit cuts down dramatically on errors and poor standards. Griffith R (2004) British Journal of Community Nursing, 2004, Vol 9, No 3.The fourth and final point selected is point two which states that all entries to records should be signed. In the case of written records, the persons name and job title should be printed alongside the first entry. NMC (2009). Signatures are very important as a nurse has a duty to carry out the care plan and subsequently apply their signature, this helps to give evidence of their involvement and to demonstrate that their duty of care has been carried out. Griffith R (2004) suggests that care plans require to be deta iled thoroughly and be sufficient enough to exhibit that anyone responsible for recording entries in the care plan has discharged their duty of care. This highlights that as a nurse discharges their duty they are signing and accountable for the actions and information entered into the care plan. This not only impacts on other professions awareness of acknowledged detail in the care plan but also allows the patient to see that their care plan is being carried out. Dimond B (2005) suggests that it is essential that an author of an entry in a health record is clearly and easily identifiable. An example of this being important would be to contact the signatory to discuss the patient or the care in their care plan. Griffith R (2004) British Journal of Community Nursing, 2004, Vol 9, No 3. This leads to the importance of also ensuring that the nurses name and title is printed on their first entry of each page, which allows the patient and other professions to not have to constantly flick through the care plan to identify the signatory. There are many instances of poor practise when coming to signing an entry, in a case highlighted in the NMC Fitness to Practise Annual overlay 2004 -2005 regarding a nurse working on the morning shift who had received a hand-over from the respondent nurse after night duty. Subsequently, when she went to administer the morning medication, she saw that none of the drugs at 10pm had been signed for in the medication administration record. This example of poor record keeping could potentially have lead to further delay in the implementation of the care plan and possible the patient suffering harm, this is poor practise and does not support the delivery of the service to the patient. In maintaining this effect all signatures should be legible and contemporaneous to the record entry. Good examples of this were witnessed by the writer of this essay on placement as their mentor would write not only their signature at the point of action bu t also date and time it. A clear print of the name and position should be on the first entry of each page of that particular person writing the entry. A good example of this was witnessed by the writer of this essay several times when their mentor carried out this procedure routinely and without fail, this led to the care plan signatures being identified easily. A Nurse is accountable for their care and the correct signature is a factor in taking responsibility and understanding the relevance of this action. It should be noted that All NHS employees are responsible for any health records which they create or use. This responsibility is established and defined by the law (Public Records (Scotland) Act 1937).Therefore in conclusion the consequences of poor record keeping should promote the maintaining of a good standard of relevant record keeping in line with the NMC (2009) record keeping guidance. In the NMC Fitness to Practise Annual Report 1st April 2008 to 31st March 2009, the inv estigating committee received one thousand seven hundred and fifty nine new cases of complaint referrals. sort as allegations of failure to maintain adequate records was 8.52% which was one hundred and fifty records. It would seem reasonable to suggest that this sounds quite a low figure but the impact of the potential consequence of even one record are substantial. There are judicial aspects, Mistakes and missing information in records are common and are a major contributory factor in medical errors and poor clinical care, leading to complaints and medical negligence cases. E Health Insider house 2007citing RCP . http//www.e-health-insider.com/news/3022/rcp_launches_generic_record-keeping_standards Accessed 18/1/10A nurse should bear in mind that any entry made in a care plan can be scrutinized under a court of law. They have an accountability to maintain their records as a record is considered to be a legal document because it contains information about the care that has been p lanned and delivered to a client or patient and because it may be requested by a court of law (Dimond, 2002). Dimond B (2002). Legal Aspects of Nursing. Third Edition. London. However, good record keeping is not merely regarding a nurse protecting themselves from legal proceedings but good record keeping in regards to a patients care plan is firstly aimed at improving a patients care.McGeehan R (2007) states that records should provide a complete patient journey McGeehan R (2007) Best Practise in record- keeping. Nursing Standard. 21, 17, 51-55. The suggests that the care plan of the patient is there for the patient to follow and understand at a level that they feel involved in, and also for colleagues and other professions to pick up a care plan and know exactly the plan involves and live their care in line with it. The risks to a patient can be considerable the Audit Commision 2009 stated that Auditors identified issues relating to the quality of records at 80 per cent of trusts (England) and, in one case, the number of records classified as unsafe to audit represented over 16 per cent of the sample reviewed. This commission further states that this presents not only financial risks but more importantly raises concerns from a clinical and patient safety perspective. Improving the quality of records will help to improve the quality of care.Audit Commision 2009http//www.audit-commission.gov.uk/SiteCollectionDocuments/AuditCommissionReports/NationalStudies/20090827pbrdataassuranceframework0809rep.pdfAccesses 18/1/10Ethical aspects should be promoted in that a nurse has a duty of care to the patient and themselves, promoting professionalism and care. The Audit Commission (2002), in its review of health records, found that subjecting records to audit cuts down dramatically on errors and poor standards. Nurses should be able to evaluate and audit their records formally and informally, to review how the record reflects the care they give even before the content is read. McGeehan R (2007). Regular audits should be carried out not only for self assessment purposes but to also highlight poor practise and should involve all relevant care team members. Part of a nurses professional responsibility is to inform a senior staff member of any incidences of poor record keeping. McGeehan R (2007) Best Practise in record- keeping. Nursing Standard. 21, 17, 51-55. On a recent placement the writer of this essay witnessed an audit being carried out and this was routinely done each month, the lessons were learned from these audits and poor record keeping ha become stripped-down as a result. Proper record keeping in a patients care plan is an important aspect of nursing A good care plan is required for good practice. Healthcare is now a multidisciplinary process and in order to maintain efficient treatment for patients it is important that a nurse, the patient and other professions have access to good quality patient records which are reviewed regularly to e nsure that the service is kept to a professional standard and maintain patient care and safety.

The Benefits of Algae :: Environment Nature Ecology Essays Papers

The Benefits of Algae How often also does a human use or eat algae in his daily life? When most people think of algae, they probably think of something that is slimy, gross, and dirty. Algae may irritate people because it grows in unwanted places care naiant pools and boats. Algae can be toxic and it is slimy, but algae benefits people in all aspects of life. Humans obtain algin from algae to help progress to ice cream, pudding, face cream, and shoe polish. Algae is present in hamburgers, yoghurt, and cakes. Algae also helps make explosives, insulation, and paint. Algae produces most of the oxygen that animals breathe and without it the world would suffocate. Also, concord to Helen Challand, It is now believed that the oil and gas formed millions of years ago in the ground were created by algae (20). What if the world could find a way to modify of sewage, produce food, and purify bodies of water at the same time? The Aztecs have proven that this idea is poss ible. Lake Texcoco flowed near the Aztec civilization. The Aztecs disposed of their redundancy in the lake. The human waste added nitrogen to the water. The nitrogen helped algae to grow, and then the algae performed photosynthesis. Photosynthesis gives off oxygen, and oxygen purifies polluted water. The Aztecs also abstracted the algae from the lake and used it for food. Certain types of algae like red and green algae are edible. Many cultures have eaten seaweed for centuries. Wendy OLeary Dunn states, They think of seaweed as a vegetable and eat it as we eat broccoli or spinach (18). Therefore, when humans dispose of their waste in bodies of water, they help algae grow. Then, the algae cleans the water and they can eat the algae. The process of disposing waste, producing food, and purifying bodies of water is reclaimable today. For example, communities that live in the desert, like in the southwestern United States and in the Middle East, can use this process to farm and survive. They can use the impudently purified water for their crops or for their own consumption. In addition, when algae purifies water, it releases oxygen.

Essay --

The Introduction --------------------------------------------------------------------- (1) The rendering of tourism and the tourists ----------------------------------------- (1) The reasons that get at the tourists arrange to the UAE-----------------------------(1,2) The advantages of tourism -----------------------------------------------------------(2)The negative impact of tourism -----------------------------------------------------(2,3) The Comparison between Dubai and other countries according to GDP Growth --------------------------------------------(3) The Conclusion ------------------------------------------------------------------------(4) The references list ---------------------------------------------------------------------(4) Among ages the life in the UAE has been changed from each(prenominal) the aspects , It be go intos sophisticated in a capital way . In the construction field the UAE become a competitor to the advanced coun tries, it also dumbfound great achievements in the entertainment field .All of that make tourism more active in the UAE .Tourism become in the UAE as a big problem , it considered as the whizz of the largest industries in the UAE , it rises the stinting income with a high percentages . In this report I will write about the definition of tourism and the tourists , the reasons that make the tourists from each corner of the globe come to the UAE , the effect of tourism in the UAE and finally Comparison between Dubai and other countries according to GDP* Growth .The definition of tourism and the tourists Tourism is to pop off from one place to another mainly for recreational or leisure purposes and the companies in the receiver country will deliver all the s... ...rica Region . Arabia 2000 .(P-1) . Dubai has strong and high-octane tourism sector .(2010).Arabia 2000.(P-1). IMF World Economic Outlook ,Econstates, Ministry of Economy .Retrieved celestial latitude4 , 2011, from htt p//www.google.ae/search?q=dubai-economy_clip_image004 Mourtoiza . (2008) .Positive impact of tourism in Dubai . Retrieved December 2,2011, from http//www.oppapers.com/essays/Impact-Tourism-Dubai/158196 The disadvantages of the tourism .(2010) . Retrieved December2 , 2011, from http//wiki.answers.com/Q/what arethe disadvantages of tourism Tourism . (2008) . Retrieved December2 , 2011 , from http//sidestore.com UAE travel and tourism sector emerges as one of key contributes to GDP. (2011). Arabia 2000 .(P-1).United Arab Emirates Archeologicalsites . (2005) . Retrieved December 2 , 2011, from http//www.uaeinteract.com/culture/default.asp Essay -- The Introduction --------------------------------------------------------------------- (1) The definition of tourism and the tourists ----------------------------------------- (1) The reasons that make the tourists come to the UAE-----------------------------(1,2) The advantages of tourism -------------------- ---------------------------------------(2)The negative impact of tourism -----------------------------------------------------(2,3) The Comparison between Dubai and other countries according to GDP Growth --------------------------------------------(3) The Conclusion ------------------------------------------------------------------------(4) The references list ---------------------------------------------------------------------(4) Among ages the life in the UAE has been changed from all the aspects , It becomes sophisticated in a huge way . In the construction field the UAE become a competitor to the advanced countries, it also make great achievements in the entertainment field .All of that make tourism more active in the UAE .Tourism become in the UAE as a big business , it considered as the one of the largest industries in the UAE , it rises the economic income with a high percentages . In this report I will write about the definition of tourism and the tou rists , the reasons that make the tourists from each corner of the globe come to the UAE , the effect of tourism in the UAE and finally Comparison between Dubai and other countries according to GDP* Growth .The definition of tourism and the tourists Tourism is to travel from one place to another mainly for recreational or leisure purposes and the companies in the receiver country will provide all the s... ...rica Region . Arabia 2000 .(P-1) . Dubai has strong and dynamic tourism sector .(2010).Arabia 2000.(P-1). IMF World Economic Outlook ,Econstates, Ministry of Economy .Retrieved December4 , 2011, from http//www.google.ae/search?q=dubai-economy_clip_image004 Mourtoiza . (2008) .Positive impact of tourism in Dubai . Retrieved December 2,2011, from http//www.oppapers.com/essays/Impact-Tourism-Dubai/158196 The disadvantages of the tourism .(2010) . Retrieved December2 , 2011, from http//wiki.answers.com/Q/what arethe disadvantages of tourism Tourism . (2008) . Retrieved Decemb er2 , 2011 , from http//sidestore.com UAE travel and tourism sector emerges as one of key contributes to GDP. (2011). Arabia 2000 .(P-1).United Arab Emirates Archeologicalsites . (2005) . Retrieved December 2 , 2011, from http//www.uaeinteract.com/culture/default.asp