Technology and Ethics Free Essays

While there is a robust debate in American society over the relation between technology and such ethical issues as democracy, localism and the environment, the introduction of technologies admits of no debate. Jerry Mander writes, â€Å"It is a melancholy fact that in our society the first waves of descriptions about new technologies invariably come from the corporations and scientists who invent and market these technologies and who have much to gain by our accepting a positive view† (Mander, 1996, 345). This is a central point: the basic issue is that the introduction of new technologies is far removed from any real democratic discussion. We will write a custom essay sample on Technology and Ethics or any similar topic only for you Order Now Such discussion always occurs in a sterile environment, always after the fact. For example, the development and mass production of the automobile was hailed almost universally as a revolutionary development. It was supposed to provide freedom of movement and make our world smaller. Such slogans also met the development of air travel, television and the internet. Such things were accepted in society almost without discussion, save for a few marginalized traditionalists and agrarians who were speaking into the wind. Nevertheless, the automobile has recreated the American landscape, demanded thousands of miles of paved roads, brought civilization to small towns whether they wanted it or not, killed many millions in traffic accidents worldwide, massively increased the dependence on oil and created a massive oligarchy of corporate capital who benefits from all this. It [industrialism] also led, and leads. . . to social and political consequences: the squeezing of farm populations and the uncontrollable growth of cities, the evisceration of self-reliant communities, the enlargement of central governments, the enthronement of science as ruling ideology, a wide and increasing gap between rich and poor, and ruling values of profit, growth, property, and consumption. (Sale, 1996)Now, the general point is had all of this been known (or theorized) in 1920, and a national discussion had taken place, would we have the mass production of automobiles? Has it, ultimately, been a good thing? Often, the common response is that â€Å"you can’t stop progress.† Such a slogan is saturated with cynicism and amorality, as if technologies were some seismic phenomenon as natural as photosynthesis. Progress is something that is, as Mander says, dictated by a handful of major corporate and government agencies who decide what shape progress will take. In addition, Mander also holds that technologies, such as nuclear power and air travel, are inherently biased politically. He writes, â€Å"To build and operate nuclear power plants requires a large, highly technical and very well-financed infrastructure. . . It can only be done by huge, centralized institutions. Without such institutions, nuclear power could not exist† (Mander, 2006, 347). Mander sees the same problems in the development of the internet. Such speed in communications and access to information does little but assist the continued centralization of political and economic power. â€Å"In fact, it is my opinion that computer technology may be the single most important instrument ever invented for the acceleration of centralized power. While we sit at our PCs. . . .transnational corporations are using their global networks, fed by far greater resources. . . .they operate on a scale and at a speed that makes our own level of cyber-empowerment seem pathetic by comparison† (Mander, 2006, 355). Even more, such global interconnectedness, long lauded as a path to freedom and unity, brings instead, cultural leveling and a destruction of diversity. The computer revolution is a revolution that permits a handful of major cultural centers such as Hollywood to impose their view of the world into every corner of the world, and the results of this are just beginning to be seen. The issue of Hollywood and New York imposing its view of the world to the plant is a given: the facts speak for themselves. But one then must grapple with the issue of whether or not this is a good thing? What gives Hollywood the right? The general point is that the mega-technologies have brought the world closer together and sped up the speed at which we receive information. But what are the concrete results? Could any of these results have been foreseen in the late 1970s when this technology was being developed? And if not, what does this say about democratic governance? After all, computers and automobiles have revolutionized our society with far more direct results than who gets elected president. But again, there is no democratic control over these intimate invasions of our lives and the technologies themselves not only assume centralized control, but provide the agencies of centralization with greater and greater resources. Mander’s thesis is that technology is already biased in terms of centralization and statism. In other words, the technological revolution, which clothed itself in the mantle of freedom and progress, in fact needs a huge centralized apparatus of physical, technical, educational, political and economic forms. The technologies that have revolutionized our society have both created and in fact, assumed the existence of a radically altered landscape that touches every element of human life. The technical apparatus that must be in place to electrify an entire continent must be huge, not to mention the standing armies that must be in place to defend the corridors of energy transmission such as oil pipelines. Technology is political, and most certainly, is not isolated from the remainder of life. Technology has, in the20th century â€Å"second industrial revolution,† touched every aspect of human life without a vote taken. All technologies have consequences, inevitable and built in, and imperatives, just as inevitable, essentially separate from human dictates and desires. Norbert Wiener, the mathematician who was the founder of modern cybernetics, has written about â€Å"technical determinants† dictated by â€Å"the very nature† of machines, and of the steam engine he noted that it automatically leads to large and ever larger scales because it can power so many separate machines at once, to ever increasing production because it must pay back its high investment and operating costs, and to centralization and specialization because factors of efficiency and economy supersede those of, say, craftsmanship or esthetic expression. (Sale, 1996). Nevertheless, there can be no discussion of these topics without that of ideology. Technology does have its own ideology, and it needs to be â€Å"unpacked.† One might summarize this point of view this way: First, that technology has its own trajectory that is independent of the will of mankind. This can be challenged by the simple fact that all technological innovations of recent memory have been developed in a corporate setting under corporate rules for profit. Men have financed and created these things. But they have not financed or created these things blindly, as part of some â€Å"natural and inevitable process.† They have been created according to a scheme of thought. Second, this scheme of thought is that happiness is a matter of technological progress and the accumulation of capital. In other words, the person that has the better car, high tech stereos and I-Pods, must, in general, be happier than one that does not, or has older, outdated equipment. Yet, there is no evidence for this, one would have a tough time pointing to research that says people are happier or less stressed now than they were 1,000 years ago. Third,   the â€Å"market† is in control over whether or not technology is accepted and hence, democratically justifiable is often heard. In other words, the â€Å"democracy† problem is solved by the market itself. If new technologies are invented and marketed, people can choose to buy or not to buy. But is it that simple? One who buys the latest inventions is progressive, while the other is regressive. To have an 8-track player in one’s car is an occasion for mockery, regardless of the satisfaction one gets from having such â€Å"vintage† equipment. Advertising and marketing campaigns are not projected to one’s reason, but to one’s base passions, to be considered acceptable, lovable and intelligent, rather than boorish and ignorant. The acceptance or rejection of technology also partakes of these components as well. I think that in general, these arguments are universally seen as undergirding and justifying the immense power of technology in modern societies, and in fact, even defining what â€Å"modern† actually is. While technology is taken for granted, the beginnings of a serious discussion can only begin when the basic assumptions of a technological life are unpacked. What are the assumptions and promises, and to what extent has the high-tech society succeeded in meeting these expectations? It might be unreflectively held that people who lived 1,000 years ago were uniformly miserable and ignorant, yet serious research into that field has succeeded in smashing that silly myth, but it still remains the domain of eccentric specialists. Yet such a view undergirds much discussion on the question of technology and its role in society. Technology and its thought-apparatus have succeeded even in rewriting history to suit itself: people were miserable and ignorant up until the 19th century. It is difficult to see how the high-tech society can justify itself in any other way. But the nature of any â€Å"discussion† must have teeth. In other words, it must be attached to the ability of communities and families to break away from the grid and being living different, wholesome lives. Sterile academic â€Å"discussions† do nothing but justify faculty salaries. Such talk must have a revolutionary purpose, to shift the movement of progress as Bookchin sees it: from technological gigantism to miniaturism, starting with the means by which the machines are powered. Given the above arguments, Kirkpatrick Sale has written substantially on the rebellion, both historical and modern, of the land versus the machine, the ultimate bi-modality in this discussion. His argument nicely dovetails with Mander in many respects. The first question is the difference between technology and a system of production. Mander holds that there is no difference, that machinery depends on a huge, centralized system of life and thought, the â€Å"bureaucratic man.† On the other hand, Sale holds that the real revolution was in the development of the steam engine. For him, this was the first time that an invention came into existence completely independent of nature, rather than actually using it. Just as importantly, this invention also made the quantum jump from the world of local machines to an entire system of production and life. Steam created the modern factory and its discipline that derive from it (Sale, 1996). In other words, the development of steam took the organic community and plugged it into a world of production dominated by a handful of elites. But this should be noted: that it has been the issue of how machines are powered that led to the creation of the first â€Å"grid.† Again, the issue comes back to that of energy. With this, the more optimistic view of Bookchin makes more sense, since it is really not machinery per se, but the means by which they are powered that is non-liberatory in its tendency. Bookchin seems to say that the reduction of power to solar and wind sources (among other natural sources) is both inevitable (as oil runs out and coal is too dirty) and morally demanded if decentralization and true local democracy are to become a reality. In his â€Å"Five Facets of a Myth† Sale asks the simple question: has the 400 years since the Industrial revolution produces more or less happiness for humanity (as a whole)? Has it produced more equality, more justice, less work, less stress, more mental stability, for humanity as a whole? What were the promises of the technological revolution? These arguments, from Bacon to Compte have been nothing less than plenty, peace, less work and stress, a veritable utopia of production where drudgery would disappear. Diseases would be cured, wars ended and mental illness a thing of the past. But has industrialism and technology carried through on these promises? And what has been the cost of the convenience that industry has created? It seems that Mander, Bookchin and Sale would all agree that the promises of industrialism and the technological revolution have not been fulfilled. As one sort of knowledge is brought forward, some others are left behind. All that does not conform to the English model of industrialization (or industrialization in general), is dismissively called â€Å"backward† and â€Å"primitive,† as terms of abuse. II. Society, Churches and the Technological Revolution As a matter of course, society seems to be a passive victim of the propaganda of the industrialists. Technology has invaded every corner of human life, altering landscapes of entire continents. All of this has been done long before any kind of debate has been engaged. This is the central problem. On the whole, churches have accepted the technological revolution with little protest. There are small exceptions: the Russian Old Believers, the Amish, some traditional Roman Catholic and Orthodox writers have detailed the problems, both moral and social, of technology and its dominance over life. One promising area of research has been developed by the green anarchists, who have taken at least some of their material from the erstwhile Murray Bookchin, who advocated a humanized technology detached from centralized structures. Solar power is the perennial example, since it is relatively easy to install and is off a grid, in other words, it need not be connected into any larger structures of power. Bookchin, in his 1970 Post Scarcity Anarchism, contains a powerful essay called â€Å"Toward a Liberatory Technology.† The early date of this publication makes it of great interest in modern writings against the technological revolution. Bookchin is far more optimistic than Mander, and holds that the movement in this revolution is toward the small scale: computers and machinery in general are getting physically smaller and using less and less energy. This movement is a good thing and can assist in the building of a new, decentralized society (Bookchin, 1970, 59). A liberated society, I believe, will not want to negate technology precisely because it has liberated and can strike a balance. It may well want to assimilate the machine to artistic craftsmanship. By this I mean that the machine will remove the toil from the productive process, leaving its artistic completion to man. The machine, in effect, will participate in human creativity. . . In a liberated community the combination of industrial machines and craftsmans tools could reach a degree of sophistication and of creative interdependence unparalleled in any period of human history (Bookchin, 1970, 80). The distinction between Mander and Bookchin in clear: For the former, technology is inherently biased, at least in its present manifestation. Mander, like Bookchin, holds that solar and wind power is the wave of the future, and, in general, can mean that life â€Å"off the grid† is quite possible, enhancing independence and local control over events. The central issue here is democracy and local control: off-grid means local control, and cultural and economic lives are not necessarily dictated by distant banks, the Federal Reserve or the global economy, none of which the average community has any control over. But in Bookchin’s case, the industrial revolution already contains the seeds of its decentralization and hence, sees in the industrial revolution seeds of a new, liberated society. In general, by the term â€Å"liberated† Bookchin means independent of centralized sources of control. One interesting source of Christian radicalism has been the monastery. Here, especially in its Orthodox foundations, the technological revolution has been held at bay. For example, the Platina, California monastery of St. Herman is completely off grid. They have no running water or electricity, and grow most of their own food (Damascene, 2002). Their grounds are beautiful and spacious, and since they are vegetarians, hunting is prohibited (as is the case for all Orthodox monasteries). Their diet is very simple yet extremely healthy, and the community is growing. They run a major publishing house on generator power run by solar panels. The Platina experience has become central for giving an example of how to live a happy, healthy life without dependence on the system of interlocking systems of control which is meant by the term â€Å"grid.† Another example might be the St. Mary’s community in St. Mary’s Kansas. This is a Roman Catholic community that only partially controls the small town of St. Mary’s. They seek to live their lives simply and peacefully in prayer and honest labor. It is not a monastery and families thrive there, but they have already received several visits from the FBI, paranoid that a â€Å"cult† was at work there. If anything, such communities have an uphill climb from the state as well as the media, whose coverage of the community has been uniformly hostile and uncomprehending. (cf. http://www.smac.edu, St. Mary’s Academy page, with some information on the community as a whole). One can surmise with a great deal of justification that the average American family has embraced technology as â€Å"inevitable,† without fully understanding the complex consequences of such technologies. Slowly but surely however, the rather marginalized monastics, anarchists and greens have made somewhat of an impact. But if Bookchin is correct, the smaller scale of newer technologies will make a freer life possible with rather small changes in social consciousness. What seems to be at the center is the nature of power. If power can be locally created through bio-mass or solar energy, then technology can become liberatory. The grid seems to be based on power, i.e. energy, more than anything else though it cannot be limited to that. Every community would approximate local or regional autarky. It would seek to achieve wholeness, because wholeness produces complete, rounded men who live in a symbiotic relationship with their environment. Even if a substantial portion of the economy fell within the sphere of a national division of labor, the overall economic weight of a society would still rest with the community (Bookchin, 1970, 83). The central good here is independence. But it is difficult to square the American interest in â€Å"environmental politics† with anything other than a fashionable political cause. It is hard to see how such a superficial commitment can be brought to bear on the rather humane anarchism and communitarianism of Bookchin. It seems that for the moment, the experiments such as Platina will remain marginalized and unappealing to the masses. The debate might continue, but, for better or worse, that does not stop the â€Å"inevitable wheel of progress† from spinning. A recent study from Cornell University suggests that most of Americans are strongly beginning to question the issue of genetically engineered foods. This technology was gradually introduced into food production largely unbeknownst to the American public. Hence, since about two-thirds of American food is so processed, the â€Å"debate† is largely a moot one. Nevertheless, Cornell claims that there has been a â€Å"slight but significant shift over time towards a little less support [for genetically engineered foods] and more risk perception† (Bio-Medicine, 2005). What are the conclusions we can reach here? The first might be that the more practical questions of the ethic of technology must be brought under a more general heading: this heading has been dealt with above and is the relationship of technology to liberty and democracy. All other goods flow from this. If one can show that technology has led to a stressed, mentally unbalanced and mechanized society, then one must be able to reform the system and bring to bear new insights. If machinery is harmful to democracy and local control, then it needs to be eliminated, or at least, highly modified in the way that Bookchin proposes. Hiding behind arguments about the   â€Å"inevitable† nature of â€Å"technical progress† will not do, but these only beg the question. Second, the question of technology and ethics is central to modern societies, and needs to be taken out of the classroom and into the Congress and the public square. These issues are not about the â€Å"environment† per se, but the environment is just an appendage of the more important questions concerning the nature of centralized economic control (whether from the state or corporate America, or an alliance of both) and its intimate relation to the history of technological progress. This is the bedrock issue of technology and its relation to ethics, that is, to freedom and autonomy. Freedom and autonomy, therefore, must also be the bedrock of a democratic order. A Model Syllabus: A Brief Introduction This seminar is entitled Technology and Democracy, and will meet five times. It will incorporate film, written work and discussion. All points of view are welcome and encouraged. Nevertheless, it should be made clear that the basic issues are defined as the relationship of technology and the sources of its creation and marketing with democracy, equality and safety. The issues below are meant to illustrate these basic themes from varying fields of study. This syllabus is meant to take the basic insights above, that is, the relationship of democracy to technology (as the center of technological ethics) and bring it to bear on more practical pursuits such as medicine or computer science. Day I The question of technology and children Readings to have prepared beforehand: Parens, Eric (2006) Surgically Shaping Children: Technology, Ethics and the Pursuit of Noramality. Johns Hopkins University Press This work will be the main topic of the first meeting. Discussion and workshops will follow concerning the impact of technology on raising children. Topics will include, sex selection and abortion, genetic engineering and, importantly, the medicating of children, especially boys. Basic issues of sexism (especially anti-male bias) will be discussed Day II Ethics and Health Care Technology Readings to have prepared beforehand Anderson, James (2002) Ethics and Information Technology: A Care Based Approach to a Health Care System in Transition. Springer Books. The discussion will center upon the nature of genetic engineering in the realm of medicine and ethics. But what needs to be stressed is the connection between the corporate or state control of medicine and the nature of ethics and centralized power. A video will also be shown: Sulmasy, Daniel (2004) Dignity, Vulnerability and Care of the Patient. St. Vincent’s Medical Center. 55 min (available at http://www.providence.org/oregon/programs_and_services/ethics/e15clips.htm) Day III Readings to have prepared beforehand Ethics and Weapons Technology Brigetedy, Ruben (2007) Ethics, Technology and the American Way of War. Routledge. This component will concern technology and the development of weapons. There is no separate between the industrial revolution and the development of mass warfare and extremely high-casualty wars. Technology must face this element of itself, its promises to bring humanity peace and plenty are belied by the fact that technology has all of the most deadly weapons known to man. Science, in other words, is not intrinsically liberating, it can also enslave. Day IV Ethics and Information Technology Readings to have prepared beforehand Stamatellos, Giannis (2007) Computer Ethics: A Global Perspective. Jones and Bartlett This part of the seminar will deal with the issues involved in computer technology and privacy. This is a central issue in today’s economy and must be dealt with. Issues such as Pay-Pal and Ebay will be discussed, as well as the potential for fraud and abuse. Day V Ethics and mental Health Readings to have prepared beforehand Dyer, Allen (1988) Ethics and Psychiatry. American Psychiatric Association Publications Mental health and pharmaceuticals are important areas of ethics today. Tens of millions throughout the world are currently on legal, pharmaceuticals for mental illness. Hence, the issue goes right to the heart of this course: the intimacy of technology to the average person. In this case, the technology goes straight to the brain and manipulates the chemistry, altering the personality for better or worse. But at the same time, these medications are marketed for profit, hence creating a moral quandary: is the prescription of these medications medically necessary or even proper? Is the profit motive center stage here, or the science of medicine, and even more, to what extent has this science been controlled by the profit motive itself? Students will end the seminar with a brief presentation concerning one of the these five topics relative to the main topic: the relation of technology to democracy and liberty. Bibliography: â€Å"American Opinions are Split on Genetically Engineered Food.† Bio Medicine News. 2005. (Bio-medicine.org) Bookchin, Murray (1970) Post Scarcity Anarchism. AK Press. Damascene, Fr. (2003). Fr. Seraphim Rose: His Life and Works. St. Herman’s Press (Fr. Seraphim founded the settlement at Platina, CA) Mander, Jerry (2006). â€Å"Technologies of Globalization.† in Mander, ed. The Case Against the Global Economy. Sierra Club Books. 344-359 Sale, Kirkpatrick (1996) Rebels Against the Future. Basic Books (nd) â€Å"Five Facets of a Myth.† Primitivism Online Journal. (Primitivism.org) How to cite Technology and Ethics, Essay examples

Physical therapy

Question: Discuss why you think physical therapy is important in treating patients with COPD and how you will use your academic knowledge and information in your practice. Answer: Importance of physical therapy in COPD Chronic Obstructive Pulmonary Disease (COPD) is a common term to describe different progressive lung diseases like chronic bronchitis, asthma, and emphysema. It is characterized by increasing breathlessness. COPD is caused by smoking, environmental lung irritants like chemicals, dust or fumes, and genetic factors. It is the tenth most prevalent disease worldwide and fifth leading cause of death in the world. Physical therapist work in collaboration with rehabilitation team to improve patients exercises capacity, physical and mental strength, and quality of life. They help patients with COPD to improve shortness of breath and teach them to cope with COPD. They assist them in special exercise so that patiently becomes physically active. To improve the problem of breathing, they inspiratory muscle training to reduce shortness of breath and increase exercise capacity (Troosters et al., 2013). Appropriate goals and design a plan of care for patients with COPD using clinical decision making strategies The proper plan of care for patients are as follows: Initial assessment of patients: The first plan of a physical therapist is to review patient's medical history like smoking habits, exposure to environmental irritants like toxic chemicals, cases of hospitalization due to breathing problems. They will assess particular patients use of current medication. They will check all pulmonary function test and check whether their symptoms have worsened or not. They will enquire patients what things relieves their symptoms and perform walk test to measure individual exercise capacity. All this assessment will help the therapist to plan out treatment procedure (Alessandrini et al., 2016). Improving patients physical ability: Physical therapist will plan out the particular exercise to increase patients aerobic capacity and reduce shortness of breath. They will guide patients in using recumbent bike and treadmill to improve cardiovascular endurance. This will train the muscle used in walking and muscle of arms. This strength training exercise will help patient with moderate to severe COPD to increase their muscle mass and strength. The physiotherapist plan will be to provide strengthening exercise by using resistance bands and weights (Zwakman et al., 2015. Improving balance in the patient: Patients with COPD suffer from decreased functional ability and mobility. It can cause a problem in stability and lead to more risk of falls in the patient. The physiotherapist aim will be to perform balance test to assess the possibility of a decline in patients. Based on the analysis, physiotherapist plan out an exercise that can improve patient's balance and make them steady while standing (Celli, 2014). Reduce risk factors: Physiotherapist goal is to reduce exposure to tobacco smoke, environmental pollutants to prevent the progression of COPD. They can encourage patients to quit. Practical counseling can be given to patients by way of social support (Rocker Cook, 2013). Components of pulmonary rehabilitation programs as outlined by American Association of Cardiovascular and Pulmonary Rehabilitation Pulmonary rehabilitation program includes the following: Limitation and intervention in exercise performance: It identifies factors responsible for exercise intolerance like limitations in gas exchange, cardiac and respiratory muscle dysfunction, etc. There are exercise programs to give training to patients and address their limitations like ventilator limitations, gas exchange problem and skeletal or muscle dysfunction. There are guidelines on endurance and strength training. Body composition abnormalities and intervention: It discusses all kind of body function abnormalities like muscle wasting. It is checked by BMI and fat and fat-free mass of the individual. It is associated with high rate of morbidity and mortality. Therapeutic interventions are given like caloric supplementation, physiological intervention like strength training, the pharmacological intervention like administration of anabolic steroids. These steroids help in stimulation protein synthesis, myostatin gene regulation, and erythropoietic action. Self-management education: The primary factor for self-management of COPD is educating the patient. There is a different style of teaching in pulmonary rehabilitation. The programme has given strategies to enhance self-efficacy by curriculum development, prevention and early treatment of exacerbation, decision making, breathing strategies and bronchial hygiene techniques. Psychological and social consideration: Psychological and social support in rehabilitation programmed facilitates adaptive thoughts and behaviors, and help patients to eliminate negative thoughts and provide social support (Spruit et al., 2013). Role of physical therapy Physical therapy plays a role in improving ventilation for people with a respiratory disease by using various techniques like breathing exercise, bronchopulmonary hygiene techniques and physical exercise for respiratory muscles. It has a role in improving health-related quality of life of patients and inspiratory muscle strength. Long-term benefits decrease in morbidity, and it is crucial for the delivery of effective exercise training programme (Fan, 2012). Evidence related physical therapy intervention This is real life experience of 68-year-old man with COPD. He was a chain smoker for 40 years before he quit smoking. He had the problem in climbing and downstairs, shortness of breath and trouble golfing. 6-minute walk test was performed on him by physical therapist, and it revealed that it reduced his exercise capacity. Other test showed that he had decreased leg strength and endurance. His physical therapist taught him how to use treadmill, upper-body ergometer and strengthening exercise with weight. He was given training on pursed lip breathing and diaphragm breathing and conserve his energy. It was useful for the patient as he can walk 200 feet farther and his breathing problem, and leg fatigue have reduced (Bo et al., 2014). Pulmonary function test Pulmonary function examines how the lungs are moving air in and out. It tests how lung circulates oxygen to the blood. It is performed by trained staff by using special breathing techniques. Individuals with COPD show abnormal test results like airway blockage and air trapping. The low value of diffusing capacity test suggests emphysema. The test is dependent on health of lungs, effort of patient and type of equipment. It helps in determining how serious the disorder is in patients. It is also useful while preparing for lung surgery. The common test includes spirometry, diffusing capacity, chest X-ray, etc (Severgnini et al., 2013). Airway clearance technique Coughing: It is the best airway clearance technique. COPD patients have increased production of mucus leading to airway blockage. It inhibits breathing, and such patients have more chance of bacterial infection in lungs. Learning how to cough properly is the best way of air clearance. Chest Physiotherapy: It is measured manually or with airway clearance device. It is done manually by clapping on the test to loosen mucus secretion. It is an effective way for airway clearance. Postural drainage: It is a technique that employs gravity to assist in removal of secretion in the airway. It is performed in 12 different positions depending on the area of lungs. Expectorants: It is a cough medicine that helps in loosening mucus in lungs (Osadnik et al., 2013). Reference Alessandrini, E., Eckman, M. H., Warm, E. J., Panos, R. J., Zafar, M. A. (2016). Understanding Failures In Delivery Of Care For COPD Patients With 30-Day Readmission; Exploring Process Improvement Opportunities. InA23. UNDERSTANDING AND REDUCING COPD REHOSPITALIZATIONS(pp. A1114-A1114). American Thoracic Society. Bo, K., Berghmans, B., Morkved, S., Van Kampen, M. (2014).Evidence-based physical therapy for the pelvic floor: bridging science and clinical practice. Elsevier Health Sciences. Celli, B. R. (2014). Counterpoint: should storefront clinics provide case finding and chronic care for COPD? No.CHEST Journal,145(6), 1193-1194. Fan, E. (2012). Critical illness neuromyopathy and the role of physical therapy and rehabilitation in critically ill patients.Respiratory care,57(6), 933-946. Osadnik, C., Stuart-Andrews, C., Ellis, S., Thompson, B. R., McDonald, C. F., Holland, A. E. (2013). The effect of positive expiratory pressure for airway clearance on ventilation inhomogeneity in individuals with stable COPD and chronic sputum expectoration.European Respiratory Journal,42(Suppl 57), P3166. Rocker, G. M., Cook, D. (2013). 'INSPIRED'Approaches to Better Care for Patients with Advanced COPD.Clinical Investigative Medicine,36(3), 114-120. Severgnini, P., Selmo, G., Lanza, C., Chiesa, A., Frigerio, A., Bacuzzi, A., ... Schultz, M. J. (2013). Protective mechanical ventilation during general anesthesia for open abdominal surgery improves postoperative pulmonary function.The Journal of the American Society of Anesthesiologists,118(6), 1307-1321. Spruit, M. A., Singh, S. J., Garvey, C., ZuWallack, R., Nici, L., Rochester, C., ... Pitta, F. (2013). An official American Thoracic Society/European Respiratory Society statement: key concepts and advances in pulmonary rehabilitation.American journal of respiratory and critical care medicine,188(8), e13-e64. Troosters, T., van der Molen, T., Polkey, M., Rabinovich, R. A., Vogiatzis, I., Weisman, I., Kulich, K. (2013). Improving physical activity in COPD: towards a new paradigm.Respir Res,14(1), 115. Zwakman, M., Weldam, S., Lammers, J. W., Schuurmans, M. (2015). Patient perspectives of the COPD-GRIP intervention, a new nursing care intervention in COPD.European Respiratory Journal,46(suppl 59), PA328.

Concept of banking the education Essay Example For Students

Concept of banking the education Essay There is at least one time in everyones life in which they are able to reflect upon something in their past which oftentimes can prove to be helpful in the present of the future. In this case, I was asked to reflect upon a time where the banking concept of education had been used in my life. The case which I will be evaluating here is one of a class entitled Chemistry 4: Introduction to Laboratory Safety and Hazardous Materials. The purpose of this class is to inform students of proper procedures for the laboratory and the handling of the substances which are used and found in laboratories. In this course, which is a course required for all University of Missouri Rolla students who plan on taking a chemistry laboratory class, the teaching method is strictly that of the banking system. According to Freire, the teacher/professor essentially lectures the entire class period. The banking method of educating people is not totally wrong for everyone, or else it would not have survived as long as it has in school systems all over the world. Some people are actually capable of learning extremely well from the banking system, while others may not come through with the same results. During the course of one session of Chemistry 4, whish lasted approximately two and a half to three hours, the professor lectured for virtually the entire class period, only giving a break when assembling the video player which he would use later on in class. Throughout the lecture time, the professor talked almost nonstop. The information which he administered to the class was being given at a fast rate. Oftentimes it was difficult to fully absorb all of the critical information needed in order to be successful in the class. However, some students may have fared better from the conformist style of education which the banking system, more often than not, tends to offer. There were no questions asked during the time of lecture, and there was virtually no time in which it was convenient and acceptable to converse, interact, and discuss items with the other people of the class. Also, a students progress was virtually undeterminable because the only graded work was the two tests. All of the other activities, which we did in class, such as worksheets (which were study guides for the tests) were never even glanced at by the professor. There was a short period after class in which the we could address the professor with questions, but this period was rather small and insignificant in comparison to the size of the class and the amount of lecturing which had occurred. There is no possible way that two hundred and fifty students can ask a professor questions in a ten to twenty minute time frame and receive a high quality answer to their problem. Basically, it was up to we, the students to have the initiative to research the question on her own with her own resources, which in this case would be her handbook and various pamphlets. Even though there was almost no student-to-teacher or teacher-to-student contact, both the students and the teacher played vital role in the education process in the Chemistry 4 class at hand. The professor was an excellent professor and knew all of his material extremely thoroughly, and could easily bring the information down to a level in which all of us (the students) could easily understand it with little or no difficulty. He was also very precise and organized in his presentation of the information, and did not skip from one topic to another without a proper segue which also enabled us to better understand the lecture. .u1ecb32be272e716a9d5fd5002a88bd02 , .u1ecb32be272e716a9d5fd5002a88bd02 .postImageUrl , .u1ecb32be272e716a9d5fd5002a88bd02 .centered-text-area { min-height: 80px; position: relative; } .u1ecb32be272e716a9d5fd5002a88bd02 , .u1ecb32be272e716a9d5fd5002a88bd02:hover , .u1ecb32be272e716a9d5fd5002a88bd02:visited , .u1ecb32be272e716a9d5fd5002a88bd02:active { border:0!important; } .u1ecb32be272e716a9d5fd5002a88bd02 .clearfix:after { content: ""; display: table; clear: both; } .u1ecb32be272e716a9d5fd5002a88bd02 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1ecb32be272e716a9d5fd5002a88bd02:active , .u1ecb32be272e716a9d5fd5002a88bd02:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1ecb32be272e716a9d5fd5002a88bd02 .centered-text-area { width: 100%; position: relative ; } .u1ecb32be272e716a9d5fd5002a88bd02 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1ecb32be272e716a9d5fd5002a88bd02 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1ecb32be272e716a9d5fd5002a88bd02 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1ecb32be272e716a9d5fd5002a88bd02:hover .ctaButton { background-color: #34495E!important; } .u1ecb32be272e716a9d5fd5002a88bd02 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1ecb32be272e716a9d5fd5002a88bd02 .u1ecb32be272e716a9d5fd5002a88bd02-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1ecb32be272e716a9d5fd5002a88bd02:after { content: ""; display: block; clear: both; } READ: In Our Time The Nick Adams Stories Were My Favorite Of The Collection Essay In the case of Chemistry 4, the professor was the banker, or person who had large amounts of information which needed to be passed on to the students. He used the banking concept in order to increase the information transfer rate. The students also played a vital role in the Chemistry 4 class. We (the students) were the ones who were supposed to be absorbing the given information and using it later both on the tests, and further on in the laboratory. It was the job of the student in this banking concept class to absorb as much of the information being hurled toward them as humanly possible, remember it, and then use it again later, even though they were never really informed as to how to utilize it. There was never a time in class where we could openly and conveniently ask the professor questions during the lectures. We were required to ask him at a later time, such as after the lecture and class were finished. In this case, the students were the receptacles to which all the information the banker (professor) was depositing information into for future use, such as in a depository. Although there are many downfalls to the banking concept of education, there are also a few strong points which should be highlighted. First of all, the rate at which information is transferred from on person to another is extremely high. A very large amount of information can be transferred using the banking concept due to its dictating nature. The banking concept is also easier for the teacher because the do not have to worry about answering questions, or discussions getting out of hand, or students not comprehending all of the needed information, because they just keep on lecturing, which relieves a great deal of stress for the teacher. Also, the teacher is less likely to get off track when using the banking concept of educating as opposed to the problem posing concept. They do not have to worry about students–whether on purpose or by accident–derailing the teachers train of thought and spending time on worthless subjects which do not relater to the present class. The banking concept is a more efficient, mechanical, and precise form of education than the problem posing form of education. As with anything, the banking concept also has its flaws. For instance, the constant lecturing of a professor/teacher can become very monotonous, and perhaps even boring, which can retract from the learning of the needed information. Lectures also tend to move along rather quickly, which can pose a problem with all students being able to keep up with the rapid pace of the lecturer. Furthermore, the banking concept is not user friendly, because it forces all students to conform to one standard and one style of learning, regardless of whether or not it is an effective style of learning for every student. In fact, many students can feel rather alienated by the whole depersonalization of the banking concept of education. There is also little opportunity for interaction between students and the teacher, teacher and the students, and students with students. The banking concept is a very individualized method of learning, where a person is responsible for their own learning, and whether or not why are able to remember and process the information is solely up to them. Whereas, the problem posing form of education was designed with the student in mind and allows them to interact with other students, as well as the teacher. In the long run, the problem posing form could prove to be more effective, because it helps students to grow not only educationally, but also as people who are capable of interacting and learning from other people. .u39f20d5c777bc3c13c38420ba82e2c88 , .u39f20d5c777bc3c13c38420ba82e2c88 .postImageUrl , .u39f20d5c777bc3c13c38420ba82e2c88 .centered-text-area { min-height: 80px; position: relative; } .u39f20d5c777bc3c13c38420ba82e2c88 , .u39f20d5c777bc3c13c38420ba82e2c88:hover , .u39f20d5c777bc3c13c38420ba82e2c88:visited , .u39f20d5c777bc3c13c38420ba82e2c88:active { border:0!important; } .u39f20d5c777bc3c13c38420ba82e2c88 .clearfix:after { content: ""; display: table; clear: both; } .u39f20d5c777bc3c13c38420ba82e2c88 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u39f20d5c777bc3c13c38420ba82e2c88:active , .u39f20d5c777bc3c13c38420ba82e2c88:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u39f20d5c777bc3c13c38420ba82e2c88 .centered-text-area { width: 100%; position: relative ; } .u39f20d5c777bc3c13c38420ba82e2c88 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u39f20d5c777bc3c13c38420ba82e2c88 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u39f20d5c777bc3c13c38420ba82e2c88 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u39f20d5c777bc3c13c38420ba82e2c88:hover .ctaButton { background-color: #34495E!important; } .u39f20d5c777bc3c13c38420ba82e2c88 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u39f20d5c777bc3c13c38420ba82e2c88 .u39f20d5c777bc3c13c38420ba82e2c88-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u39f20d5c777bc3c13c38420ba82e2c88:after { content: ""; display: block; clear: both; } READ: The Gods Must Be Crazy Essay The problem posing form is closer to the reality of the real world than the banking concept because it allows people to interact among each other, just like in life. It helps them to work out problems and learn from people all at the same time instead of dampening their people skills, such as is done in the banking concept of education. Although it is not the solution to every classroom situation, the banking concept of education is not the worst system either. It helps peoples minds to develop on their own and to be able to personally apply and use given information in a useful way. Not everyone is capable of effectively learning all information by means of the banking concept, but it is by far not the most ineffective way. Many people learn best from the banking system, and oftentimes it cannot be avoided, such as in the Chemistry 4 class which I took. There was virtually no other way in which the class could have been effectively or efficiently operated. All of the information for the class was basic factual information, such as it is unsafe to run in a laboratory. There is no way to really discuss something as factual as that. So, in the case of Chemistry 4, and the many other similar classes, there is no other way than the banking concept in which to effectively transfer the information from the banker (teacher) to the receptacles (students) in the short class time which has been allotted. In the end, there is no way to eliminate the banking concept of education without also eliminating education all together. Bibliographynone

Priestly and Yahwist Views of Creation Essay Example

Priestly and Yahwist Views of Creation Essay How many people have ever noticed that there are two stories of creation in the Bible? The sources of the Genesis story, which I will analyze below, is that of the Priestly (P) source and of the Yahwist (J) source. Upon hearing there are multiple accounts, various sources, etc. it is tempting to automatically assume there are contradictions and discrepancies. This does not have to be the case. As such, I will describe differences between the two sources below and how one can read these accounts through theological and pastoral eyes. The two creation stories give different kinds of information, without a doubt, but this can be quite complimentary to one another. The P source is concerned with reflecting the order and structure of Gods plan for the world – an almighty God full of power and authority. In the P source of Genesis 1, we read Gods name as Elohim, which is the generic name of God giving off a connotation of a powerful being. This source of the creation story, reveals God as majestic and transcendent, where all events occur according to His will. The differences between the P and the J source is that in the former, God creates the Heavens and earth and humanity by mere words where as in the former, God is like a potter molding and shaping humanity using the dust from the ground. Humanity is favored in that it has been created in the image, the likeness of Elohim. Furthermore, the P source only mentions humanity at the end as the final creation in the likeness of God. When we review the J source of the creation story, no longer is God called Elohim but now, the Lord is called Yahweh meaning â€Å"He is†. Between the P and J source, we can recognize the ladder as giving a more personal account related to human beings – a God seriously invested in the affair of mankind, His creation. How do we conclude such a thing? The J gives name much more personal detail in that we learn of the names of Adam and Eve, we are given a mor We will write a custom essay sample on Priestly and Yahwist Views of Creation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Priestly and Yahwist Views of Creation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Priestly and Yahwist Views of Creation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

The Purposes of Per

The Purposes of Per The Purposes of â€Å"Per† The Purposes of â€Å"Per† By Mark Nichol Per (from a Latin word meaning â€Å"by,† â€Å"by means of,† or â€Å"through†) is widely employed in English, but it or a phrase in which it appears isn’t necessarily the best option. Here’s a guide to using (or not using) per. In popular usage, per is appropriate in relation to figures (â€Å"65 miles per hour,† â€Å"24 points per game,† â€Å"three items per person,† and so on). It can also, alone or preceded by as, mean â€Å"according to,† as in â€Å"Per your instructions, I deposited the check† and â€Å"She complied as per the usual procedure.† Per is also an adverb synonymous with apiece; though its use in this form may seem like dialect in which the final word of the sentence is dropped (â€Å"I’ll let you have them for five dollars per†), it’s standard usage. In its most common function, however, it is sometimes easily replaced by a, as in â€Å"The position pays $75,000 a year† rather than â€Å"per year† or â€Å"I exercise three times a week† rather than â€Å"per week.† Per as part of a set phrase taken directly from Latin is usually pedantic in popular usage; see the list below for recommendations about the use of such phrases: Per annum: This is an unnecessary substitution for the perfectly useful phrases â€Å"a year,† â€Å"each year,† or even â€Å"per year.† Per capita: This direct borrowing of the Latin phrase meaning â€Å"by the head† is commonly employed in financial and demographic contexts, but â€Å"per person† is better in general. Per centum: The Latin precursor of the semiabbreviation percent more clearly signals the original meaning (â€Å"for each hundred†) but is obsolete. Per contra: This phrase, meaning â€Å"in contrast to,† is best reserved for legal contexts and only technical ones, at that. Per diem: The translations for this phrase are â€Å"by the day† or â€Å"for the day,† and except in reference to a daily stipend, there’s no reason not to use daily (especially as an adjective). Per mill: In this phrase, mill is from the Latin term mille, meaning â€Å"a thousand,† so the term is akin to percent but spelled as two words. It’s appropriate only in technical usage, however. Per se: Outside of legal usage, this term sometimes misspelled â€Å"per say† by those who mistakenly assume that it refers to the act of speaking means â€Å"in itself,† as in â€Å"I don’t object to the idea per se.† (Note that, unlike as is the case when the English form is used â€Å"I don’t object to the idea, in itself† no punctuation frames the term.) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Punctuating â€Å"So† at the Beginning of a SentenceHow to Pronounce Mobile8 Great Podcasts for Writers and Book Authors

Specific questions on avionic regulations, certifications and Essay

Specific questions on avionic regulations, certifications and standards - Essay Example gnificant in the overall performance of the plane, for instance, light bulb; however, such items may also affect the safety of the aircraft since they are connected to other major parts, i.e. the light bulb, for example, is part of the electrical channel of the aircraft (Transport Canada 22). Reason: The type certificate clearly and precisely gives a definition of the requirements of the changes and modifications that have to comply with the stipulations of airworthiness; this is also a requirement of the change product rule. Reason: An AFM supplement is provided in the case of any change that may tamper with the regulatory data that may be contained in the Fundamental AFM. Regulatory data contained in the supplemental manual is confirmed by the TCCA (Delegation and Engine Design ppt). The correct answer is (c): Continuing Airworthiness is achieved in part by the development, issuance and distribution of Airworthiness Circulars and the Approval of the Alternative Means of Compliance. Reason: The issuance of Airworthiness Circulars and the approval of the Alternative Means of Compliance form part of the requirements needed to obtain a Certificate of Continuing Airworthiness which is later approved by the Minister (Transport Canada 10). Reason: The approval of Alternative Means of Compliance or exemption to AD requirements is given by the Airworthiness Directives Department of Transport Canada and not the Airworthiness Certification Department (Transport Canada

Pageants for toddlers and young girls do not create a healthy body Essay

Pageants for toddlers and young girls do not create a healthy body image - Essay Example 244). This paper seeks to give a critical analysis of the claim that healthy image issues are not brought about when young girls and toddlers participate in pageants. Critical analysis on the impact of pageants’ on young girls and toddlers in terms of health and body issues created My first supporting statement is:  sexualization is experienced by the young girls and toddlers as a result of participating in pageants. This is an example of a fact. I will need to provide the following backing to convince readers that my support is valid:   There are many ways through, which sexualization occurs, when the young girls and toddlers participate in pageants. Most times, the contestants become aware of themselves and this is usually in a negative manner. They tend to ‘sexy’ practices and behaviors, which are witnessed in adult contestants. These can be through putting on fake lashes, having on excess make up, as well as putting on high heels, among other things (Neuma rk-Sztainer & Paxton & Hannon & Haines, 2006. 246). The young participants are harmed by the culture that is extremely sex saturated at the various pageants. In turn, they develop negative psychological thoughts and behaviors concerning their body. According to studies done, in the future, such children are prone to have weight issues in the future. Often, they try every means possible to ensure that they have bodies, which resemble that of others participating in other pageants’. They can even go to extreme measures to ensure that they achieve the ideal weight by taking dangerous slimming pills, going on unhealthy diets, among others (Neumark-Sztainer & Paxton & Hannon & Haines, 2006. 249). My second supporting statement is: Self-image issues are raised as a result of the young girls and toddlers participating in pageants. This is an example of an Interview. I will need to provide the following backing to convince readers that my support is valid:  I once was lucky to obta in the opportunity to meet a six year old girl, known as Ashley, who regularly participates in beauty pageants. According to her parents, enrolling her into the pageants is a mistake that they regret (Jones, 2011. 1). This is because their daughter has become excessively obsessed with her appearance and in particular her body appearance. It has reached a point whereby, she does not attend school because she sometimes wakes up feeling ‘fat. ‘Ashley frequently watches beauty pageant shows and even at school, she is known for being excessively concerned with her body and self-image. Attempts to take Ashley to a children’s counselor have not yielded any efforts, as she is still obsessed with her body image. Indeed, it is true that pageants are causing young girls and toddlers problems related with their bodies. They seem to grow up knowing that being skinny is the in thing and if one is not, they are considered as being outcasts. My third supporting statement is  me ntal and physical health issues. This is an example of a cause/effect prediction. I will need to provide the following backing to convince readers that my support is valid:  It is true that people who are obsessed with their weight and self-image have a type of psychological problem. Since the young girls and toddlers are obsessed with appearing a certain way, they will often be