Friday, April 10, 2020

The Association between Dust Incidents and Respiratory Diseases in Abu Dhabi

Introduction The climate’s peculiarities of the Middle East make the population of the countries in the region suffer from a lot of dust incidents every year which occur frequently in relation to the definite season. Summer is the period with the most intensive dust storms in the United Arab Emirates (UAE), Iran, Syria, and Iraq.Advertising We will write a custom research paper sample on The Association between Dust Incidents and Respiratory Diseases in Abu Dhabi specifically for you for only $16.05 $11/page Learn More The population of the countries with the similar weather conditions such as Lebanon and Israel observe the most drastic dust storms in spring. Dust storms are typical for the climate of Egypt not only for springs but also for winters. The problem is in the fact that such dust incidents as dust storms have a lot of negative effects not only on the environment and economy of the countries but also on their population’s health. Researchers state that it is possible to examine the direct dependence of the development of respiratory diseases among the population of the Middle Eastern countries on the dust storms’ frequency (Akbari, 2011; Kutiel Furman, 2003). Moreover, the possibility of frequent dust storms as the characteristic feature of the region’s climate negatively affects the development of such chronic diseases caused by the sandstorm dust as asthma and chronic obstructive pulmonary disease (COPD). The purpose of this research is to examine and describe the possible correlation between such dust incidents as dust storms and the prevalence of respiratory diseases in the Middle Eastern region with references to the situation in Abu Dhabi. The climate conditions of Abu Dhabi are characterized by frequent dust and sand storms which negatively affect the population’s state of health and cause different respiratory diseases which are often discussed as chronic ones (asthma and COPD). The Nature and Impacts of Dust/Sand Storms in the Region of the Middle East The causes of dust/sand storms in the UAE are the same ones as in any country of the Middle Eastern region. The sand storms are caused by the forces of wind and the prolonged droughts contribute to the development of the process. Thus, the wind affects the vibration of sand particles which later begin to saltate. Akbari states that then the particles of sand â€Å"repeatedly strike the ground, they loosen smaller particles of dust which then begin to travel in suspension† (Akbari, 2011, p. 228). The Persian Gulf region â€Å"suffers from considerably more dust storms than the other regions. The averaged maximum occurs in the summer during which for more than 30% of the time there is a level of airborne dust that reduces visibility to below 11 km† (Akbari, 2011, p. 229). Moreover, dust incidents can also occur in spring and winter when the percentage of their frequency is rather low. Dust storm s are characterized by a lot of negative impacts which can be discussed as rather severe for the countries’ environment, economy, and social life of the population in relation to the increase of health problems, especially a development of the respiratory diseases.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Kutiel and Furman, with references to the investigations of the other researchers, determine such negative effects of dust and sand storms in the region as the reduced soil fertility and possible damage to crops which are harmful for agriculture. It is also possible to observe the extreme reduction of solar radiation, and the consequences of this process are the efficiency of solar devices. Sand storms can destroy telecommunications and other mechanical systems. They result in the dirt, air pollution, and the increase of respiratory diseases (Akbari, 2011; Kutiel Furman, 2003). Why are sand storms so risky for the environment and population of the UAE? Akbari pays attention to the fact that â€Å"a sandstorm can move whole sand dunes. Dust storms can carry large amounts of dust, so much so that the leading edge of one can appear as a solid wall of dust as much as 1.6 km (1 mile) high† (Akbari, 2011, p. 228). The effects of this phenomenon can be dangerous for the territory where the process is the most intensive. To prevent the negative effects of dust and sand storms which are observed in the region during the whole year, it is necessary to concentrate on examining the peculiarities of these dust incidents, accentuating the factors which contribute to their development. Moreover, it is also important to work out the system of effective decreasing the consequences of the drastic sand storms. The economists pay much attention to overcoming the impacts of sand storms on the agriculture, the ecologists concentrate on protecting the envir onment from these severe processes, and doctors develop the ways to reduce the negative effects of dust and sand storms for people who suffer from asthma and COPD. The problem of dust storms is also typical for the territories which have different climatic conditions in comparison with those ones in the UAE. In their research, Shao and Dong focus on the methods to cope with dust storms effectively at the territories of China, Korea, and Japan (Shao Dong, 2006). The researchers’ conclusions about the effectiveness of monitoring dust storms and modeling systems to predict the consequences and overcome the impacts can be effective for analyzing the aspects of the problem in the UAE because the negative effects of dust storms on the quality of the people’s life, their health, and social activities can be considered as comparable for these countries.Advertising We will write a custom research paper sample on The Association between Dust Incidents and Respiratory Disea ses in Abu Dhabi specifically for you for only $16.05 $11/page Learn More The Problem of Respiratory Diseases in the World and in Abu Dhabi The increase of the amount of people who suffer from the respiratory diseases which have the chronic form can be observed every year. Moreover, chronic respiratory diseases become the cause for increasing the level of mortality in the definite countries. According to the data presented at the meeting of Global Alliance Against Chronic Respiratory Diseases (GARD), asthma and COPD caused the death of 250 000 persons in 2005, and this number increases every year with taking the third position of causing the people’s death globally (WHO, 2008, p.1). According to the results of Hajat, Harrison, and Shather’s research, respiratory diseases take the sixth position as the cause of deaths in Abu Dhabi. That is why, respiratory diseases are discussed as the influential factors for causing the persons’ deaths w ith references to non-communicable diseases (Hajat, Harrison, Shather, 2012). (Hajat, Harrison, Shather, 2012). The situation in the UAE can be compared with the situation in the countries with the similar climatic conditions. It is stated in researches that respiratory diseases is the main causes for the population’s deaths in Egypt, Syria, and Lebanon (WHO, 2006). According to Nuwayhid, Youssef, and Habib, â€Å"rainfall decrease and increase in temperature will increase air pollution and consequently cause an increase in respiratory illnesses among urban populations, particularly in Egypt, Lebanon and the United Arab Emirates† (Nuwayhid, Youssef, Habib, 2009, p. 90). The development of these diseases is correlated with the frequency of dust incidents.Advertising Looking for research paper on environmental studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More It is possible to determine such causes for developing the chronic respiratory diseases as the intensification of the air pollution caused by increasing the level of dangerous substances in the air. Breathing the extremely polluted air as a result of the industries’ development, a lot of people over the world suffer from the reduced lung function, different symptoms of asthma and COPD, and from chronic bronchitis. However, the situation in the UAE is more complicated because of the fact the majority of symptoms of the respiratory diseases depend on the high level of presence of the sand and dust particles in the air. Thus, the professors who presented their reports at the GARD meeting stated that the percentage of the morbidity and mortality caused by asthma and COPD is comparatively high in the Middle East, and the risky situation continues to develop (WHO, 2008). In spite of the fact the main cause for the development of the chronic respiratory diseases is determined by the researchers as the climatic peculiarities and the frequent occurrence of dust and sand storms, the aspects of ‘civilization’ also significantly influence the prevalence of the respiratory diseases in the region. According to Hajat, Harrison, and Shather, the increase of chronic diseases in Abu Dhabi, including respiratory diseases, is connected with the growth of the region’s status and its intensive development (Hajat, Harrison, Shather, 2012). The definite aspects of the western way of life such as the growth of industries and transport can cause the people’s suffering from non-communicable diseases. The rapid growth of industries â€Å"is causing air quality to become poor in the large cities due to motor vehicles and industrial emissions. The health impact can be seen by the fact that the incidence of respiratory diseases has increased in the past 10 years† (WHO, 2006, p. 44). The next important factor is smoking. Thus, the quality of the air decreases, and the peculiarities of the climate in Abu Dhabi contribute to complicating the situation. Nevertheless, the researchers are inclined to associate the problem of respiratory diseases in the UAE, and Abu Dhabi in particular, with the peculiarities of the region’s hot and dry climate. Thus, occasional violent sand and dust storms can cause a lot of damage, reduce visibility, and contribute to worsening the health of those persons who suffer from different respiratory diseases. In their investigation, Zaabi and the group of researchers concentrated on the connection between the development of COPD in Abu Dhabi and smoking. The researchers concluded that there are no direct connections between the health problems and smoking because of the fact there are a lot of the other factors which stimulate the worsening of the population’s health state in Abu Dhabi and the increase of the amount of people with chronic respiratory diseases such as COPD (Zaabi et al., 2010 ). Thus, the question of more risky factors for developing respiratory diseases remains open because the situation in Abu Dhabi can be discussed as caused by the combination of the negative impacts of breathing the chemically polluted air, smoking, breathing the air with the particles of sand and dust storms. Salvi and Barnes also focus on examining the possible correlations between the fact of active or passive smoking and the development of COPD, and they conclude that chronic asthma and chronic obstructive pulmonary disease depend not only on the fact of smoking or the effects of biomass fuel but also on the combination of the definite socio-economic factors, and the peculiarities of the certain nations’ development (Salvi Barnes, 2009). The results of the research are significant for analyzing the role of such factors as, for instance, smoking and breathing the air polluted with the sand and dust particles for the development of the respiratory diseases. It is possible t o conclude that the prevalence of respiratory diseases in the UAE and Abu Dhabi is based on such significant factors as the progress of the life according to the definite western patterns, the industries’ growth, the development of the unhealthy habit to smoke, the pollution of the air with the sand and dust particles which is caused by the occasional sand storms. Chronic respiratory diseases are the causes for a lot of deaths in the region, and the frequency of sand and dust storms can be discussed as the negative factor for changing the statistical data in relation to the issue. The Connection between Dust/Sand Storms and Respiratory Diseases in Abu Dhabi Today, a lot of people who live in Abu Dhabi suffer from coughing and wheezing, such chronic respiratory diseases as asthma and COPD. Mahboub, Santhakumar, Soriano, and Pawankar conducted the complex research to examine the peculiarities of asthma in the UAE, concentrating on the factors which stimulate its development and on the ways of the effective treatment (Mahboub, Santhakumar, Soriano, Pawankar, 2010). The problem is in the fact chronic respiratory diseases are often caused by the combination of negative factors among which it is necessary to focus on smoking and the climatic peculiarities of the region. Thus, dust and sand storms are discussed as the most influential aspects for developing the people’s shortness of breath and worsening their chronic respiratory diseases. Kwaasi (as cited in Nuwayhid, Youssef, Habib, 2009, p. 92) pays attention to the fact that sandstorm dust is a â€Å"prolific source of potential triggers of allergic and nonallergic respiratory ailments†. Such dust incidents as sand storms in the UAE are the environmental risk factors which cause the prevalence of asthma, pneumonia, allergic rhinitis, pulmonary tuberculosis, and COPD in the region. The periods which can be considered as the seasons of dust/sand storms in Abu Dhabi are characterized by the pat ients’ frequent complaints about their chronic respiratory diseases or allergic rhinitis. That is why, it is important for people to stay indoors when the violent sand storms occur in order to avoid the deterioration of the physical state of those persons who suffer from asthma or COPD. Nowadays, many researchers agree that it is possible to observe the direct correlation between the development of asthma, COPD, and the other respiratory diseases and the frequency of dust and sand storms in the UAE because the particles of sand influence the respiratory system, causing its allergic reactions or worsening the chronic diseases (Nuwayhid, Youssef, Habib, 2009). From this point, the climatic and weather peculiarities of the region such as the vast desert area and the changes in temperature provoke dust incidents which cause a lot of respiratory diseases, and this logic chain ends with the high percentage of mortality affected by the development of respiratory diseases in the UAE (Hajat, Harrison, Shather, 2012). In spite of the fact dust/sand storms are dangerous for the people’s health in Abu Dhabi because of the peculiarities of this weather phenomenon, the situation can be complicated with the persons’ habit to smoke. Breathing the air polluted with the sand particles and gases, people increase the risks of worsening their physical state and developing chronic respiratory diseases. The researchers pay attention to the fact that dust and sand storms can provoke the development of the respiratory diseases such as pneumonia and allergic rhinitis and can prolong the patients’ suffering from COPD and bronchial asthma (Zaabi et al., 2011). It is important to note that the seasons of dust and sand storms in the UAE are the periods of the hot and windy weather when the percentage of the patients’ complaints about their health and respiratory diseases is extremely high, and it can be very low during the other seasons of a year. Thus, dust and sand storms are directly associated with increasing the level of respiratory diseases in the UAE, and in Abu Dhabi in particular. It is rather difficult to find the ways of prevention from developing allergies and worsening asthma during the seasons of dust and sand storms because of the necessity to go outdoors and continue the everyday activity. That is why, doctors draw the patients’ attention to the importance of following some rules among which the avoidance of smoking and covering their nose and mouth while being outdoors. Some easy forms of the respiratory diseases caused by the dust and sand storms which are typical for the region of the UAE can develop into asthma, lung diseases, and even trachea and bronchus cancers. From this point, the problem of respiratory diseases and its association with the frequency of dust incidents in Abu Dhabi is important for examining by the researchers because respiratory diseases are the cause for the premature deaths of the population in the region. Conclusions The high level of mortality from respiratory diseases in the UAE, and in Abu Dhabi in particular, is based on the peculiarities of the climate in the region when the hot and dry windy weather influences the dust incidents which cause the persons’ problems with the respiratory system. Dust/sand storms affect the situation when millions of sand particles are distributed with the help of the wind and provoke the development of the allergic reactions. Dust and sand storms are frequent in summer and spring, and these seasons are characterized by the extremely high percentage of the patients’ complaints about asthma, COPD, and allergies. To avoid the negative effects of dust incidents, it is necessary for people to stay predominantly indoors and protect their nose and mouth when they are outdoors. It is possible to conclude that the prevalence of asthma, COPD, and other respiratory diseases in Abu Dhabi is directly associated with dust storms in the region because these dust incidents provoke the negative stimulation of the people’s respiratory system, contributing to the development of a lot of symptoms such as coughing and problems with breathing. Living in the UAE, people have to adapt to the climatic peculiarities in order to avoid the health problems, and respiratory diseases caused by these peculiarities can be discussed as characteristic for the population’s health in Abu Dhabi. References Akbari, S. (2011). Dust storms, sources in the Middle East and economic model for survey it s impacts. Australian Journal of Basic and Applied Sciences, 5(12), 227-233. Hajat, C., Harrison, O., Shather, Z. (2012). A profile and approach to chronic disease in Abu Dhabi. Globalization and Health, 8(18), 1-24. Kutiel, H. Furman, H. (2003). Dust Storms in the Middle East: Sources of origin and their temporal characteristics. Indoor Built Environ,12, 419–426. Mahboub, B. H. S. H., Santhakumar, S., Sorian o, J. B., Pawankar, R. (2010). Asthma insights and reality in the United Arab Emirates. Annals of Thoracic Medicine, 5(4), 217–221. Web. Nuwayhid, I., Youssef, R., Habib, R. R. (2009). Human health. In M. K. Tolba N. Saab (Eds.) Arab environment. Climate change: Impact of climate change on Arab countries (pp. 88-98). Beirut, Lebanon: AFED. Salvi, S. S. Barnes, P. J. (2009). Chronic obstructive pulmonary disease in non-smokers. Lancet, 374, 733-743. Shao, Y. Dong, C. H. (2006). A review on East Asian dust storm climate, modelling and monitoring. Global and Planetary Change, 52, 1–22. World Health Organization (2006). Health system profile: The UAE. Web. World Health Organization (2008). Global Alliance against Chronic Respiratory Diseases (GARD). Web. Zaabi, A. A., Asad, F., Abdou, J., Musaabi, H. A., Saiari, M. B., Buhussien, A. S. M., Nagelkerke, N., Soriano, J. B. (2011). Prevalence of COPD in Abu Dhabi, United Arab Emirates. Respiratory Medicine, xx, 1-5. This research paper on The Association between Dust Incidents and Respiratory Diseases in Abu Dhabi was written and submitted by user Malice to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Tuesday, March 10, 2020

The Death Penalty Unconstitutional and Morally Wrong essays

The Death Penalty Unconstitutional and Morally Wrong essays The death penalty as currently structured and administered is morally wrong and violates the beliefs of most religions and the American constitution, a document that was implemented to protect the rights of Americans. As an alternative to protection these laws are being interrupted to justify taking the lives of criminals. Although the legality of capital punishment has been justified countless times by countless courts, and is supported by an overwhelming majority of Americans, it is morally wrong. Capital punishment which dates back to the beginning of time breaks the fifth commandment, one of the oldest rules governing the human race. To kill is to rob man of the great privilege reserved for God alone. Only God has the right to judge when the physical must end. (Moses) Capital punishment is not only an unacceptable punishment because it is immoral, it is also unconstitutional. Capital punishment was found to violate the Eighth Amendment's "prohibition against cruel and unusual punishment," and the Fourteenth Amendment's "guarantees of equal protection of the laws and due process" (Litardo 1). In 1972, the Furman vs. Georgia trial caused the Supreme Court to cancel hundreds of scheduled executions and to declare the death penalty unconstitutional. However, in 1976 in Gregg vs. Georgia , the Court reinstated the death penalty stating, "It does not invariably violate the Constitution if administered in a manner designed to guard against arbitrariness and discrimination." After this decision, several states reenacted the capital punishment laws. However, capital punishment indeed violates the Eighth Amendment which became a part of the United States Constitution in 1789. Capital punishment is both a cruel and an unusual punishment. No punishment can be crueler than death, especially if it is applied to an innocent person. Murdering to stop murderers is too cruel! Wendy Kaminer, in her book, It's All the Rage , verb...

Saturday, February 22, 2020

Critical Theory of International Relations and Neorealism Essay

Critical Theory of International Relations and Neorealism - Essay Example Neorealism show the triumph of social control and structure in defining international relations. The international structure provides a constraint on state actions and although essentially the international structure is decentralised and anarchic, states strive for survival, security and balance of power (Dougherty 2001). Neorealism thus emphasises structural constraints over social perceptions and collective motivations and is more constrained in its explanations of IR. On the other hand, critical theories of international relations would focus on a critical study of IR which would emphasise on origin, development and nature of historical structures of IR. Critical theories of international relations are oriented to critiquing and changing society considering wide perspectives derived from Kantian and Marxian traditions which aim to consider historical and social perspectives within a theory. According to Marxist theories, capital accumulation and explanation of international systems on the basis of such integrated capiatlist approaches is at the focus of socialist concerns. Marxist theories see colonialism as a method of capital accummulation as captive markets show new forms of dependence on more developed countries. Marxist theories suggest that developed countries penetrate developing countries with missionaries, military power, multinational companies and political advisors to integrate these economies into a larger capitalist system. Within the context of developing societies being exploited considering their markets, natural resoruces and raw materials, Marxist theories also use the concept of social class with individuals comprising of the higher class of society being exploitative of the lower class using the sole aim of capital accumulation (Linklater 1990, Burchill 1996). Another critical theory would be social constructivism which gives an epistemological dimension to postpositivist theories and lies in between positivist and postpositivist perspectives. Social constructivism focuses not on the economic aspects, unlike Marxism but on the theory of social ideas or perception showing that international structure constitutes identities and interests of state. The focus of social constructivism is on the state and actions of the state and as constructvism suggests that views and ideas are constructed, social constructivism deals with human experience and social perception. Social constructivism is of the contention that all knowledge of reality including race and gender are actively created by social relationships and interactions and that all meaning are derived from social structures (Brown, 2001, Taylor 1978). The emphasis is thus on society, social meaning and social activity giving meaning to social interactions and reality. Critical constructivism would argue that all proof or fact as seen in empirical research as in natural sciences could be considered as a social or

Thursday, February 6, 2020

Attitudes toward Inclusion among general education Teachers at the Essay

Attitudes toward Inclusion among general education Teachers at the Elementary Level - Essay Example This study explores general education teacher experiences, attitudes and beliefs regarding inclusion in an elementary classroom setting, based on Bandura’s theory of self-efficacy. The interview format of the study allows general education teachers at the elementary level to express their experiences, attitudes and beliefs regarding inclusion. Broadly, participants were asked, â€Å"How do you (general education elementary teachers) feel towards inclusion of students with disabilities in your classroom?† The research design is non-experimental, eliciting data on existing attitudes from elementary school teachers. The study population consists of elementary school teachers in Fort Bend, with a sample size of fifteen general education elementary teachers from six public schools. The study’s research methodology draws upon structured, prearranged interview questions and participant’s reflection on their personal experiences. Data was analyzed using a coding system to identify common themes. When teachers in Fort Bend elementary schools learned their campuses would be implementing inclusion of students with disabilities in general classrooms, they expressed many different emotions about the idea, including worry about how they would accomplish this and still keep their excellent teaching levels high. Even if a particular teacher had a positive attitude about inclusion, he or she had many questions and concerns. This study was designed to delve deeply into teacher attitudes regarding inclusion to discover what lies underneath the general comments and discussions this researcher has heard anecdotally. Administrators and other educators beginning to implement inclusion can benefit from knowing how this particular group of educators thinks and feels, and their beliefs regarding inclusion. When the subject of this study was presented to the teachers in Fort Bend, some teachers immediately volunteered to be interviewed.

Tuesday, January 28, 2020

Determine Domain and Range Essay Example for Free

Determine Domain and Range Essay the graph by going to the graph window, clicking on File, scrolling down to copy to clipboard and clicking on copy to clipboard. In your opened Word document click on Edit/Paste. Below the pasted graph, answer the following questions. Express your answer using inequalities or interval notation. (1) What is the domain of ? The domain of is the set of all real numbers. (-? , +? ) (2) What is the range of ? The range of is the set of all real numbers greater or equal to zero ( ). [0, +? ) B. On the same graph in Winplot, repeat the procedure above for a new function and add the graph to the previous graph. Copy and paste the new graph into the Word document. Below the new graph, answer the questions below. Express your answer using inequalities or interval notation. (1) What is the domain of ? The domain of is the set of all real numbers. (-? , +? ) (2) What is the range of ? The range of is the set of all real numbers greater or equal to two ( ). [2, +? ) C. Again, on the same graph in Winplot that contains the other two functions, graph a third function . Copy and paste the graph into the Word document. Below the graph answer the questions below. Express your answer using inequalities or interval notation. (1) What is the domain of ? The domain of is the set of all real numbers. (-? , +? ) (2) What is the range of ? The range of is the set of all real numbers greater or equal to minus three ( ). [-3, +? ) D. By observing the answers you have submitted for parts A, B, and C, make a general statement about the domain and range for a function of the type: , for a 0 and also for a 0. The domain of is the set of all real numbers. (-? , +? ) The range of is the set of all real numbers greater or equal to a ( ). [a, +? ) 2. Graphing a Linear Function A. Use Winplot to graph the following linear functions on the same graph. See problem one for how to graph in Winplot and paste the graphs into Word. Copy and paste the graph into the Word document. Below the graph answer the questions shown below. (1) Of the three equations, which has the steeper graph? What is its slope? Of the three equations, has the steeper graph. The slope of is 7/4. (2) What point do all three lines have in common? (Express as an ordered pair. ) All three lines have point (0, 0) in common. B. Use Winplot to graph the following three linear functions on the same graph. Copy and paste the graph into the Word document. Below the graph answer the questions shown below. (1) Compare the graph of the first equation to those of the other two equations. What effect does adding the +1 (second equation) and then the -2 (third equation) have on their graphs as compared to the original graph (first equation )? The graph of equation is parallel to graph of equations and . Adding the +1 to the original graph of , moves graph up by 1 unit. Adding the -1 to the original graph of , moves graph down by 2 unit. (2) Complete the following sentence: The word which best describes the three lines in the graph is _Parallel__. (choose one: perpendicular, intersecting, or parallel. ) (3) What is the slope of each of the three lines? The slope of each of the three lines is ?. (4) What is the y-intercept for each line, respectively? Give the ordered pair for each. The y-intercept for lines , , and are (0,0), (0,1), and (0, -2), respectively. C. Using Winplot, graph the functions y = 3 and y = | x | on the same graph. Copy and paste the graph into the Word document. Below the graph answer the questions shown below. (Enter y = abs(x) into Winplot to graph the second equation). (1) Describe the shape of the graph y = | x |. The shape of the graph is similar to ‘V’. Since y = |x|, therefore the value of y will be always positive and the graph will be represented by equations of two line that forms ‘V’ shape at (0,0). (2) What orientation (horizontal or vertical) does the line y = 3 have? The line y = 3 have horizontal orientation. (3) List the ordered pairs of the 3 points which form a triangle in the picture, (-3, 3), (0,0), and (3,3) (4) Using the formula A = ? bh, what is the area of the triangle pictured? A = (1/2)bh = (1/2)*6*3 = 9 square units. 3. Match the Graph of a Function with its Equation A. Copy and paste all six graphs shown below into your Word document. Label each graph with the appropriate equation from the following list. Use Winplot to help determine the correct match of equation to the given graph.

Monday, January 20, 2020

Gentoo Install Guide :: essays research papers

Gentoo Gentoo-http://www.gentoo.org/ Gentoo is a distribution that has 3 different install methods. You can just install from the CDs known as stage 3. You can install the base system from CD known as stage 2 and then custom compile the rest of the OS from scratch to bring it to stage 3. This makes the system faster and more responsive but takes some time. Last is the stage 1 install where EVERYTHING is built from scratch. This makes for an EXTREMELY customized and streamlined system. However this method can take DAYS depending on the speed of your computer. A broadband connection would be recommened for a stage 2 or 1 install. Gentoo does all this with what is called Portage. you can basically type "emerge nameofprogram" and it will download, configure and compile the software for you. This makes maintaining the system very easy. Gentoo also has a great support base and is available for the MAC platform as well. install guide Note-The following guide is EXACTLY what I did for my install and it was adapted from the official gentoo installation handbook here.-http://www.gentoo.org/doc/en/handbook/index.xml 1. Download and burn the x86 minimal ISO and boot from the CD. 2. You will see a boot prompt where you can choose different kernels or view other options. We'll just hit enter since we don't need anything special. 3. You will then see a splash screen with a purple cow and the system will boot in the background. 4. When it's done you will have the standard linux command prompt. You will do everything for the install from here. No GUIs for you . 5. For this guide I will use an internet connection for everything. It is possible to install from CDs as well but including that info here would make it WAY too long. As such we need to maek sure networking is working correctly. To check use the "ifconfig" command. There should be an entry for eth0. If so run this command "dhcpcd eth0" that will request an ip address from the router. If you don't see anything with ifconfig try "ifconfig -a" if there is no ethx entry then the network card did get the correct driver loaded at boot. You will have to look up what kind of network card you have and find the appropriate module (driver) and load it using the modprobe command. I had to do this myself "modprobe pcnet32" to load the correct driver.

Sunday, January 12, 2020

Education Field Observation Report Essay

I have learned a lot about the teaching profession this semester. My dream has always been to become an Elementary teacher. I had the opportunity to observe many classrooms, especially at the Elementary grade levels. Through field experience, I was able to imagine my own classroom and teaching methods. I observed both student-based classrooms and teacher-based classrooms. I even had the opportunity to learn about teaching special education classes, which I never considered teaching until now. This field experience has made me question the level that I want to teach, the methods of instruction I should choose, and the content area on which I should focus. Although my task was to observe for five hours in elementary, five hours in middle school, and five hours in high school, I observed more teachers and classrooms at the elementary level. Starting out, my goal was to teach only grades kindergarten through fifth, but I had the realization that I would not mind teaching at middle grade levels. In some of the student-centered classrooms, I noticed that group work made some of the quieter students feel comfortable speaking in class and engaging in activities. An example is the fourth grade class that worked in groups and rotated stations every few minutes. They enjoyed the subject content more since they had the opportunity to work together. This is something I want to bring to my classroom. I got to see teacher-based classrooms, too. However, I did not enjoy observing these classes as much. I felt like the students were not as engaged, and they just did not want to be there. All of the teachers that I observed this semester welcomed me to their classrooms. They even invited me to visit again. In most of the classes, I noticed that the students felt comfortable around the teacher. One teacher engaged in conversation with her students about their spring break. She was inspiring to watch. She was teaching math while I was there, and every student was engaged. She made the children comfortable yet she had their full attention during the math activity. I am glad I had the opportunity to observe the interactions between the students and teachers, because I was able to realize the importance of the students comfort in class. This was especially true in the co-taught special education class that I observed. For example, the students were allowed to sit on the floor and take their tests to reduce test-anxiety. I was given the chance to really think about how student behavior is influenced by the teacher’s behavior. Before obtaining field experience, I believed that middle school students would be unruly and frustrating to teach. I feel differently now that I have seen the middle grade teachers in action. All of the teachers were helpful and explained their philosophies to make me understand how they have well-disciplined students. Behaviorism was a topic discussed in our textbook, and I was able to see different theories first hand. For example, most of the elementary teachers have reward systems set up to endorse good behavior. Others, start the school year out being very strict and then loosen up as the year unwinds. I want to have a good behavior model for my classroom, so I was glad to observe various techniques. Some of the teachers gave me copies of the lessons the students were doing at the time of my observation. I found these activities useful as they made me think about the curriculum that is used. This was important to me since we learned about curriculum and how it is determined, as well as by whom it is determined. Most of the classes that I observed were my favorite subjects, English, Language Arts, and Math. However, I now feel more comfortable at the thought of teaching other content areas, grade levels, and even special education. I was given the chance to observe an English as a Second Language class at the tenth grade level. When first learning about ESL classes this semester I thought I would never want to teach this type of class. This is one of the classes that I am most interested in now. I enjoyed watching the teachers and students interactions, but I did not care for the method of instruction. Although, the teacher used student-centered instruction, it seemed as though he was unable to relate the vocabulary of the activity to some of the students because of the language barrier. I imagined various technology and resources that the instructor could have used. This is an area that I hope to observe more in the future. I thoroughly enjoyed every minute of observation time in the field this semester. I have realized that I am on the right track to a rewarding career. I am still inspired and more determined to become an educator. I am thankful that I had the opportunity to learn from other teachers. Mostly, I was inspired by their patience, innovation, determination, and their compassion for each individual student.