Critique of published work Essay Example | Topics and Well Written Essays - 2000 words

Critique of published work - Essay Example In certain aspects, the article did a great job helping to fully explain the effects of advertisement positioning, but it left much more to be answered. While it did answer many questions, like whether earlier placement of an advertisement makes it more memorable, and why they are more memorable (primal retention 1). But, the study seemed centered around college students, which although are part of the largest group of television viewers, they arent always the ones who pay the most attention to television advertisements 2. Many advertisements are geared towards teenagers but its generally those in their thirties and forties who make most of the purchases which are advertised on television. Thusly, more studies should be shown how these advertisements effect the main product purchasers, because Im fairly sure that many companies have thought of the overall "man with the money". Also, authentic recordings of actual television shows with commercials already in them, although they might be a loose control 3, they could help to provide a more authentic view of how past approaches have worked. In this way, it could be possible to understand how advertisements wholly effect the entire consumer body, not just a particular group, but Im getting ahead of myself here. We should discuss the research processes used and the idea behind the whole study. The group of scientists used various methods to help research the effects of advertising in television. Basically, they used a simple but effective strategy which mixed the use of two separate lists of fifteen second commercials, and two lists of thirty second commercials. They then brought in various groups of college students to sit through the commercials, and without telling them, asked them to write down all of the brands which they remembered throughout the experiment. This was only the first experiment however. With the second and third,

Summary Essay Example | Topics and Well Written Essays - 250 words - 84

Summary - Essay Example Current activities in the business world make communication skills the utmost vital thing in doing business. Most employees believe that communication skills may boost their value in business which may eventually enhance production. Communication courses may further introduce skills that are beneficial to the individual employee and even for the management (Belohlov, Popp & Porte 53-59). Industries always attempt to achieve the most effective and efficiency in all aspects of communication particularly from people who have graduated with communication skills course. Most firms would therefore strive to recruit employees based on their communication skills since the skills play significant role in determining future success of the company. It is undeniable that businesses have recognized the benefits of communication skills (Belohlov, Popp & Porte 53-59). However, after selection and recruitment, companies do very little to ensure continuous training for their employees. Both learning institutions and businesses should ensure an improvement in communication to avoid communication challenges faced in the current business Summary Essay Example | Topics and Well Written Essays - 750 words - 5 Summary - Essay Example Therefore, prejudice should only be redefined for proper regulation and people should not think of totally eradicating prejudice. Prejudice is amongst some of the currently prohibited aspects in the society and especially in the United States. Prejudice is associated with hate speech and has similar magnitude of regards. The general public has expressed its concern against prejudice as well as the hate speech related to race, gender or both. Individuals such as Francis L. Lawrence have been expressed to the stipulations shunning prejudice due to his utterance. Francis L. Lawrence once expressed that blacks were the most disadvantaged and lacked genetic hereditary to merit any higher advantage. Craig Rogers also filed an expensive case about her lesbian professor of psychology for leaving her feeling rapped and also trapped. Learning institutions have formulated strategies to ensure no tolerance to prejudice of any manner ranging from racism to Christian bashing. This has been impleme nted to ensure that the society is favorable to the perceived minorities. By resisting every element of prejudice, it does not depict that the racial aspect does not exist in every individual. Nonetheless intellectual pluralism should be embraced to permit respect of expression of every individual. "Only when racism and other forms of prejudice are expunged," The suppression of prejudice targets the time when there will be a total belief among individuals in the society that there is no difference in human origin, a provision that is even doubted still. The author states that, â€Å"I doubt such a day will ever arrive.† The feeling of segregation is recurrent in human and should be suppressed every time. If a total freedom exists, people will be legitimate in their diverse thoughts such as insanity of the homosexuals, their barrier to reproduction and the doubts they impose on people. Moreover, as the efforts are geared towards doing away with the prejudice it is realized tha t no much achievement are attained and as a result the conditions worsen. Therefore, it would be wise to start thinking and implementing the facets of prejudice at the expense of eliminating them. Prejudice has caused much confusion in the society and bad habits in the society such as homosexuality benefit from the policies and opposing homosexuality is a prejudice to the group. For instance the student arraigned before the senate for hate speech against the homosexuals by outlining that it can be treated by a therapy. In this case it is not easy to determine who is right neither is it necessary but proper direction and modification of prejudice to be useful to the society is critical. According to Rauch, "eradicating prejudice" is so vague a proposition as to be meaningless.† Science is the rationale behind impartiality in alleviating prejudice. In spite of the capability of science to be factual and unbiased, the scientists are equally biased and would engage their biases in reasoning hence influencing the results. Therefore, the rationale posed by science is vulnerable to the least influences beginning by emotions that supersede their love for truth. There is a predominant belief that for a system to attain an unprejudiced condition, individuals responsible for its formulation must be unprejudiced in their life and work. However there is much confusion experiencing by understanding that prejudice led to the discovery of the Auschwitz gas

To Eat or Not To Eat Essay Example for Free

To Eat or Not To Eat Essay Hello, my name is Dr. Rachel Green. I am an eating disorder counseling specialist. Today I would like to talk with you about two forms of eating disorders, obesity and anorexia nervosa. In our discussion, I would like to be able to give you a new perspective on food, hunger and satiety hoping that it may benefit those who live with these disorders. Obesity is defined as when a person has maintained a body mass index (BMI) of 30 or higher. People with obesity have many health risks which include hypertension, Type 2 diabetes, heart disease, bone health problems in addition to many other health complications and illnesses. Anorexia nervosa is defined as a mental illness because it refers to individuals who refuse to keep their weight within 85% of the standard weight for their age and height. Those who live with anorexia express deep anxiety about gaining any weight in addition to their body image being dramatically distorted. These individuals refuse to eat and have a habit of going on eating binges, which they follow with vomiting. Their excuse for this is that they have to do this to keep what they view as an acceptable weight. This illness is very severe and is life threatening in most cases. It can result in heart failure, kidney failure and damage to the brain. Both anorexia and obesity are studied in depth. Several new theories have brought new light to the treatment of these conditions. We will also discuss numerous hunger and satiety myths as well as facts about  the maintenance and development of these disorders. We will have a chance for QA in the later part of the program. There are a wide variety of theories that attempt to address why we choose to eat or not to eat. Hunger and satiety have bio-psychosocial factors that are detailed in theories relating to obesity and anorexia. From an evolutionary perspective, we can see that periods occurred in which shortages existed in our food supplies. These may have contributed to obesity as a part of our genetic predispositions as a means of storing food when it became available so that those calories would be available to us later for our use when food supplies became scarce. This relates also to the desire to eat great quantities of high calorie foods. Consumption of high calorie foods leads to fat storage of that food’s energy. We also know that we require at least 3 solid meals daily to maintain our normal weight. This social connection to normality can be carried forward into social interactions that take place when consuming foods that are more palatable due to high fat content or high sugar content. This carries forward into our understanding of the motivations for eating. Such factors do influence our eating patterns. Additional factors play into the choices that we make that may conflict with our ability to maintain a healthy and ideal body weight. Calories are burned during exercise and if we do not balance our caloric intake well with our exercise levels then we will not be in balance. People also have different rates of metabolism, which affects their ability to burn or store fat. Thermogenesis, which is a non-exercise activity where energy is dissipated, is also relevant to this discussion. Studies in Biopsychology have shown that we do not eat due to the need to fuel the body, but eat because of our learned, embedded responses. Studies show that people tend to eat larger quantities in social settings than when alone. This factor alone would be a significant contributor to obesity if we correlate socializing with food. Satiety has shown to be related to the types of food we eat. We need certain nutrients and minerals. Candy doesn’t include these nutrients and minerals, and so our bodies do not feel satisfied or full when we eat them. Meals that contain the proper mix of nutrients and minerals yield a more complete satiety. Some foods contain more of the nutrients required to allow us to actually feel full. Anorexia includes some of the same issues of social factors that influence our views of acceptable healthy weight and eating. The inclination to eat in social situations can be skewed in the opposite direction for some individuals. They can be so insecure that they do not meet their body’s needs due to their feelings about others’ perceptions of them. Anorexia involves a great fear of weight gain and the individual displays starvation habits of eating or alternate binge and purge cycles of eating. These patterns are learned eating behaviors. Binging is an aspect of anorexia that can help us to see how hunger and satiety are related to mind over matter because the mind is overtaking the body’s need for nutrition in this disease. The binge is meeting the body’s need, but the purge that follows is catering to the corrupted ideal as the individual sees it, so satiety no longer has a positive value. The start and development of anorexia is specific to the individual because external factors contribute to the development and beginning of this disease. The most common onset factor is dieting. Dieting is generally undertaken in response to socially perceived and abnormal expectations. There seems to be a connection between weight gain and food intake that defies the positive motivation that is normally connected to satiety and healthy eating habits. The value of the food incentive is lost in the negative contribution of feelings for weight control. In this discussion today we have reviewed a number of myths and facts relating to these two diseases. What questions do you have about anorexia or obesity? Question 1: I want to know if my parents’ obesity is the cause of  my own obesity. Answer: Your parents’ obesity may have given you a genetic predisposition that affects your ability to maintain an ideal weight but isn’t the only factor. The Bio-psychosocial theory gives us the evidence to understand that you have the willpower to control your own weight in a healthy manner. You can learn to rehabilitate yourself with regard to your expectations and eating behaviors. This will give you greater satiety and a healthier prognosis. Exercise is also a critical factor in controlling your weight. A proper, regular practice can help you to burn calories. The combination of proper intake and proper exercise can give you a healthy weight. Overeating is not the response to need, but is a continuance of values and habits about food that are not healthy. Question 2: I eat the same foods and amounts as my girlfriend, but she does not gain weight and I do. What makes this happen? Answer: This would be because her basal metabolism and differs from yours significantly. She has a higher rate allowing her to digest foods more efficiently.Consumption is not the only factor in weight gain. You have to look at your own physical activity/exercise levels as well. Question 3: My family feels that I have become anorexic in response to my exposure to women’s images as portrayed in magazines and on TV. This may be true, but I do not have any cravings for food. Why would that be so? Answer: It may be true that you initially learned to connect extreme thinness with success and beauty and you chose to work toward that slanted ideal. Your dieting then contributed to this skewed viewpoint when you were able to lose weight in the beginning of your new eating patterns. You may have found yourself more beautiful due to the exposure to such idealized images and then failed to recognize later the health problems that this began to cause for you. I would attribute the feeling that you do not crave food at all to the negative value this skewed view placed on food. You look at food as a negative element in your life since you connect it only with weight gain instead of with nurture and health. Rehabilitation of your mind and body require you to nurture your body with healthy foods and exercise. It is possible to re-establish healthy eating patterns that can give you back your desire for and enjoyment of food. Question 4: I feel sick each time I eat, so I have taken to not eating. Can you tell me why this is? Answer: I believe this relates to incentive values of food. You may have taught yourself that food will make you gain an unhealthy amount of weight and now you connect food only with negative things. If you begin by eating foods that you know are healthy for you then you can begin to view food as a positive thing again. Eating healthy foods and staying away from high sugar and high fat foods is a way to let your body respond well to what you eat. If your focus is on weight control rather than on health, you will be punishing your body for eating even healthy things. Citations Pinel, J. P. J. (2011). Biopsychology. (8th ed.). Allyn Bacon. To Eat Or Not To Eat. Anti Essays. Retrieved November 10, 2012, from the World Wide Web: http://www.antiessays.com/free-essays/95995.html

Effectiveness of Video Assisted Teaching for Medical Student

Effectiveness of Video Assisted Teaching for Medical Student CHAPTER IV DATA ANALYSIS AND INTERPRETATION This chapter deals with analysis and interpretation of data collected to evaluate the effectiveness of video assisted teaching programme regarding successful ventilation with the I-gel and Laryngeal mask Airway among the paramedical students. The purpose of the analysis is to reduce the data as manageable and interpretable form, so that the research problem can be suited and tested. The collected data are tabulated, organized and analyzed by using descriptive and inferential statistics. Section–A: Distribution of paramedical students according to their selected demographic variables. Section-B: Distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Section-C: Distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Comparison between the pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Comparison between the pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Area wise comparison between the pretest and the posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Area wise comparison between the pretest and the posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Comparison between the pretest and the posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Section-D: Effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Relationship between pretest and posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables. Section A Distribution of paramedical students according to their demographic variables. Table 4.1: The frequency and percentage distribution of paramedical students according to their selected demographic variables. n=50 S.No Demographic variables f % 1 Age in years 17-19 20-22 23-25 22 23 5 44 46 10 2 Gender Male Female 34 16 68 32 3 Religion Hindu Muslim Christian Any other 31 12 7 0 62 20 18 0 4 Category of course of study B.Sc Critical care B.Sc physician assistant 31 19 62 38 5 Previous knowledge Yes No 40 10 80 20 6 If yes how did you obtain information By attending classes By attending airway management courses Through television Through internet 22 7 9 2 48 16 22 14 Table-4.1 Table 4.1 describes that distribution of paramedical students according to their demographic variables. According to their age most of the paramedical students, 22(44%) are in the age group of 17-19 years, 23(46%) are aged between 20-22 years and 5(10%) are aged between 23-25 years. Among 50 paramedical students according to their gender, majority of the paramedical students 34(68%) are male and 16(32%) of them are female. Among 50 paramedical students according to their religion, majority of the paramedical students 31(62%) are Hindus and 12(20%) of them are Muslim. 7(18%) paramedical student is Christian and none of the paramedical students belong to other religion category. Paramedical students according to their category of course of study, 31(62%) of them studying in Bachelor of Science in Critical Care, 19(38%) of them studying in Bachelor of Science in Physician Assistant. Paramedical students according to their previous knowledge regarding airway management, more than half of the paramedical students 40(80%) has previous knowledge regarding airway management and 10(20%) of paramedical students do not have previous knowledge regarding airway management. Paramedical students according to their previous knowledge regarding airway management, among 40 paramedical students, who have previous knowledge regarding airway management, more than half of them 22(48%) have gained knowledge by attending classes, 7(16%) have gained knowledge by attending airway management classes, 9(22%) have gained knowledge through television, 2(14%) of them have gained knowledge through internet. Section-B a) Distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.1: Percentage distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows that 34(68%) paramedical students have inadequate knowledge, 16(32%) paramedical students have moderately adequate knowledge and none of them have adequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. b) Distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.2: Percentage distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows, among 50 paramedical students none of the paramedical students have good skill, 15(30%) paramedical students have average skill and 35(70%) of them have poor skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. Section: C a) Distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.3: Percentage distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows that 42(84%) paramedical students have adequate knowledge and 8(16%) of them have moderately adequate knowledge regarding I-gel and Laryngeal Mask Airway. None of them have inadequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest. b) Distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.4: Percentage distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows, among 50 paramedical students none of them have poor skill, 7(14%) of them have average skill 43(86%) of them have good skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest. c) Comparison between the pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Figure: 4.5 Percentage distributions according to their pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students The above bar diagram shows that 34(68%) paramedical students have inadequate knowledge, 16(32%) paramedical students have moderately adequate knowledge and none of them have adequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest, Where as in post test, 42(84%) paramedical students have adequate knowledge and 8(16%) of them have moderately adequate knowledge, none of them have inadequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway when compared with pretest. Hence it highlights that there is a significant improvement in the knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway is improved compared to pre test. d) Comparison between the pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Figure: 4.6 Percentage distributions according to their pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. The above bar diagram shows, among 50 paramedical students none of the paramedical students have good skill, 15(30%) paramedical students have average skill and 35(70%) of them have poor skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. Where as in the posttest, none of them have poor skill, 7(14%) of them has average skill 43(86%) of them have good skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest and compared with posttest. Hence it highlights that there is a significant improvement in the skill regarding successful ventilation with I-gel and Laryngeal Mask Airway was improved in the posttest, when compared to pre test. e) Area wise comparison between the pretest and the posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.2: Mean, standard deviation, mean percentage and difference in mean percentage of pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest. n=50 Area wise Maximum score Pretest Posttest Difference in mean % Mean S.D Mean% Mean S.D Mean % General information 9 5.9 1.55 65.5 8.08 0.71 89.7 24.2 I-gel 9 3.78 1.65 42 6.54 1.51 72.6 30.6 Laryngeal Mask Airway 12 5.26 1.77 43.8 8.96 1.29 74.6 30.8 Overall 30 14.94 4.97 151.3 23.58 3.51 236.9 85.6 The above table shows that, in area of general information the pre test mean score is 5.9 ±1.55 and mean percentage is 65.5, where as in the post test mean score is 8.08 ±0.71 and mean percentage is 89.7. This reveals that the difference in mean percentage is 24.2. In the area of I-gel the pre test mean score is 3.78 ±1.65 and mean percentage is 42, where as in the post test mean score is 6.54 ±1.51 and mean percentage is 72.6. This reveals that the difference in mean percentage is 30.6. In the area of Laryngeal mask airway the pre test mean score is 5.26 ±1.77 and mean percentage is 43.8, where as in the post test mean score is 8.96 ±1.29 and mean percentage is 74.6. This reveals that the difference in mean percentage is 30.8. In the pretest, the overall mean score is 14.94 ±4.97. In the pretest, the highest mean score is achieved in the general information with the score of 5.9 ±1.55. It reveals that difference in mean percentage is 24.2. In the post test, overall mean score is 23.58 ±3.51. The highest score is achieved in the Laryngeal Mask Airway with the score of 8.96 ±1.29. The overall difference in mean percentage is 85.6. The mean difference reveals that there is significant improvement in the knowledge in post test. f) Area wise comparison between the pretest and the posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.3: Mean, standard deviation, mean percentage and difference in mean percentage of pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest n=50 Area wise Maximum score Pretest Posttest Difference in mean % Mean S.D Mean % Mean S.D Mean % I-gel 14 7.08 1.03 50.5 12.08 1.33 86.2 35.7 Laryngeal Mask Airway 16 7.82 1.19 48.8 13.54 1.43 84.6 35.8 Overall 30 14.9 2.22 99.3 25.62 2.76 170.8 71.5 The above table shows that In the area of I-gel the pre test mean score is 7.08 ±1.03 and mean percentage is 50.5, where as in the post test mean score is 612.08 ±1.33 and mean percentage is 86.2. This reveals that the difference in mean percentage is 35.7. In the area of Laryngeal mask airway the pre test mean score is 7.82 ±1.19 and mean percentage is 48.8, where as in the post test mean score is 13.54 ±1.43 and mean percentage is 84.6. This reveals that the difference in mean percentage is 35.8. In the pretest, over all mean score is 14.9 ±2.22. The higher percentage of the pretest is achieved in the Laryngeal Mask Airway, where the mean score is 7.82 ±1.19 with the difference in mean percentage of 35.8. In the post test, the overall mean score was 25.62 ±2.76. The highest mean score is achieved in the area of laryngeal mask airway with the score of 13.54 ±1.43. The overall difference in mean percentage is 71.5. This reveals that there is significant improvement in the post test on skill than the pretest. g) Comparison between the pretest and the posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.4: Comparison between the mean, SD, mean difference of pretest and the post test scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway Among the paramedical students. n=50 S.No Variables Maximum score Pretest Posttest Difference in mean % Mean S.D Mean% Mean S.D Mean % 1 Knowledge 30 14.94 2.99 49.8 23.58 2.50 78.6 28.8 2 Skill 30 14.9 1.72 49.7 25.62 2.31 85.4 35.7 The above table shows that in pretest, the knowledge mean score is 14.94 ±2.99 and the mean percentage is 49.8%. Where is posttest, the knowledge mean score is 23.58 ±2.50 and the mean percentage is 78.06%. The difference in mean percentage between the pretest and the posttest was 28.8%. In pretest, the skill mean score is 14.9 ±1.72 and the mean percentage is 49.7%. Where is posttest, the skill mean score is 25.62 ±2.31 and the mean percentage is 85.4%. The difference in mean percentage between the pretest and the posttest is 35.7%. It shows that in posttest there is significant improvement in knowledge and skill when compared to the knowledge and skill in pretest. Section D a) Effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.5: The mean, SD and ‘t’ value on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest. n=50 S.No Variables Maximum score Pretest Posttest Paired ‘t’ value Df Mean SD Mean SD 1 Knowledge 30 14.94 2.99 23.58 2.50 15.74 49 2 Skill 30 14.9 1.72 25.62 2.31 30.63 *significant at p≠¤0.05 level Table value: 2.02 The above table shows the pre test knowledge Mean score is 14.94 ±2.99 and the posttest knowledge mean score is 23.58 ±2.50. The Skill mean score in the pretest is 14.9 ±1.72 and the posttest skill mean score is 25.62 ±2.31. The Obtained‘t’ value for knowledge and skill is 15.74 and 30.63 respectively, which is significant at p≠¤0.05 level. Hence the hypothesis H1 was retained. Thus it becomes evident that Video Assisted Teaching Programme is effective in improving the knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the paramedical students b) Relationship between pretest and posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students Table – 4.6: Correlation between the pretest and the post test scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the paramedical students. n=50 S.No Group Knowledge Skill ‘r’ Mean SD Mean SD 1 Pretest 14.94 2.99 14.9 1.72 0.41 2 Posttest 23.58 2.50 25.62 2.31 0.65 The above table shows that, in the pretest mean score of knowledge and skill is 14.94 ±2.99 and 14.9 ±1.72 respectively, ‘r’ value was 0.41. The posttests mean score of knowledge and skill is 23.58 ±2.50 and 25.62 ±2.31 respectively, ‘r’ value is 0.65. This reveals that there is positive correlation between the pretest and the posttest knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Hence the formulated hypothesis H2 was retained at p≠¤0.05 level. c) Association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables. Table – 4.7: Chi Square test on the knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among the Paramedical Students with their selected Demographic Variables. n=50 S.No Demographic variables à ¯Ã‚ Ã‚ £2 Df Table value 1 Age 2.76 2 5.99 2 Gender 0.06 1 3.84 3 Religion 2.21 3 7.82 4 Category of course 0.001 1 3.84 5 Previous knowledge 0.023 1 3.84 6 If yes how did you obtain information 1.60 3 7.82 *significant at p≠¤0.05 level The above table shows that there is no association between pretest score on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables such as Age, gender, religion, category of course of study, and previous knowledge. Hence the research hypothesis H3 was rejected at p≠¤0.05 level. Table – 4.8: Chi square test on the skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among Paramedical Students with their selected demographic variables. n=50 S.No Demographic variables à ¯Ã‚ Ã‚ £2 Df Table value 1 Age 0.27 2 5.99 2 Gender 0.63 1 3.84 3 Religion 1.04 3 7.82 4 Category of course 0.03 1 3.84 5 Previous knowledge 0.59 1 3.84 6 If yes how did you obtain information 1.18 3 7.82 *significant at p≠¤0.05 level The above table shows that there is no association between pretest score on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables such as Age, gender, religion, category of course of study, and previous knowledge. Hence the research hypothesis H3 was rejected at p≠¤0.05 level. Summary: This chapter deals with the data analysis and interpretation in the form of statistical values based on the objectives, frequency and percentage on the knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables analyzed. The‘t’ test is done to evaluate the effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among Paramedical Students. The chi-square analysis is used to find out the association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the Paramedical students and the selected demographic variables.

In Defense of Hylas and Support of Locke Essays -- Philosophy essays

In Defense of Hylas and Support of Locke I wish to defend and support John Locke's "The Causal Theory of Perception" because it is a logical argument with many useful applications. Primarily, this argument allows us to make more objective judgments about the world we perceive - it allows us to more accurately see reality by telling us how to separate the object itself from our own opinions or qualitative value judgments about the object. However, just the fact that a particular theory is useful does not mean that the theory itself is correct, even though that might be the motive for trying to prove its correctness. Therefore, I must also address George Berkeley's argument, put forth by his character Philonous in Three Dialogues Between Hylas and Philonous, that "to exist is to be perceived." To tackle Berkeley's argument, I will take Hylas and Philonous's Tree Argument. This is a nice variation on the common riddle of "If a tree falls in the middle of a forest, and no one is there to hear it, does it make a sound?" Philonous is trying to prove that everything that exists is perceived, and therefore exists only in the mind. If this is true, then nothing exists without the mind, and it is therefore pointless to distinguish between primary and secondary qualities as Locke does. Philonous challenges Hylas to conceive of any sensible object that exists without the mind. Hylas responds with the idea of a tree existing by itself, independent of, and unperceived by, any mind whatsoever. Philonous then points out that this is a contradiction - conceiving a thing that is unconceived. However, these two riddlers are failing to take into consideration one crucial element - time. Now, I intend to prove that ... ... Locke gives another good illustration with his flame example. A flame can have a definite temperature - a primary quality of something that exists. It can also have warmth - a secondary quality that we see in the object that is closely related to the primary quality, but is a value judgment. And there can be the perception of pain - an idea which exists only in the mind, independent of the flame, even though associated with it. If one accepts these ideas, one has a useful tool to help oneself be objective about a certain thing. If we remember these distinctions, then we can identify and separate from each other those qualities which exist in the object itself, those judgments we make about those qualities, and those ideas we have independent of an object. Separating primary qualities from secondary qualities allows us to more accurately perceive reality. In Defense of Hylas and Support of Locke Essays -- Philosophy essays In Defense of Hylas and Support of Locke I wish to defend and support John Locke's "The Causal Theory of Perception" because it is a logical argument with many useful applications. Primarily, this argument allows us to make more objective judgments about the world we perceive - it allows us to more accurately see reality by telling us how to separate the object itself from our own opinions or qualitative value judgments about the object. However, just the fact that a particular theory is useful does not mean that the theory itself is correct, even though that might be the motive for trying to prove its correctness. Therefore, I must also address George Berkeley's argument, put forth by his character Philonous in Three Dialogues Between Hylas and Philonous, that "to exist is to be perceived." To tackle Berkeley's argument, I will take Hylas and Philonous's Tree Argument. This is a nice variation on the common riddle of "If a tree falls in the middle of a forest, and no one is there to hear it, does it make a sound?" Philonous is trying to prove that everything that exists is perceived, and therefore exists only in the mind. If this is true, then nothing exists without the mind, and it is therefore pointless to distinguish between primary and secondary qualities as Locke does. Philonous challenges Hylas to conceive of any sensible object that exists without the mind. Hylas responds with the idea of a tree existing by itself, independent of, and unperceived by, any mind whatsoever. Philonous then points out that this is a contradiction - conceiving a thing that is unconceived. However, these two riddlers are failing to take into consideration one crucial element - time. Now, I intend to prove that ... ... Locke gives another good illustration with his flame example. A flame can have a definite temperature - a primary quality of something that exists. It can also have warmth - a secondary quality that we see in the object that is closely related to the primary quality, but is a value judgment. And there can be the perception of pain - an idea which exists only in the mind, independent of the flame, even though associated with it. If one accepts these ideas, one has a useful tool to help oneself be objective about a certain thing. If we remember these distinctions, then we can identify and separate from each other those qualities which exist in the object itself, those judgments we make about those qualities, and those ideas we have independent of an object. Separating primary qualities from secondary qualities allows us to more accurately perceive reality.

Computer Ethics Essay -- Ethics Morals Morality

As of September 2003, there were approximately 70 million Americans or about 62 percent of the American population had at least one home computer. Another statistic is that about 55% of people also have internet on there home computers. In everyday life it is important for a person to have good ethics; this is also true about computer usage. Due to the fact that more then half of the American population owns computers, computer ethics are a growing concern in a rapidly changing society. Computer ethics can be broken down in to many topics including piracy, hacking, viruses, spam, phishing, and responsibility of use of software, cyber porn, and invasion of privacy and the use of the computer in the work place. Also there are many issues both moral and professional that a person who uses a computer might face. Piracy which by definition is reproduction, distribution and use of software without permission of the owner of copyright, poses some serious ethical problems. The free exchange of copyrighted materials is piracy as it undermines the ability of copyright holders (and their representatives) to control the sale and distribution of goods to which theyÂâ€"and only theyÂâ€"own the rights. Probably the best known and most widely practiced form of piracy is the distribution of copyright protected music files via popular file sharing programs such as Kazaa and Limewire. As bandwidth increases, the "sharing" of movies and television shows on the Internet is likely to increase as well. Although file sharing is quite common, that does not mean it is okay. Another ethical problem with computers is hacking. Hacking is the computer equivalent of breaking and entering. A computer hacker uses his or her skills to gain unauthorized access t... ...rious consequences could surface which could ultimately lead to a loss of ones job. There are certain times and places were looking at different websites is ok and other times were it is just not acceptable. As previously mentioned, computer ethics in some peoples eyes greatly changed based on were the computer you are on is located. There is a completely different set of ethics for work computers. Not only do ethics come into play in workplace with computer use but so do morals. It is very important for a person to be able to know the fine line between what is ok for work and what is not acceptable. This can vary from harassment through things like email to just visiting the wrong kinds of site. In my research I have found that many companies are actually coming up with ethical commandments for the work place to further define the line between right and wrong.

5 minute speech on a famous person: Bill Gates Essay

Who would like to make $250? What about $250 an hour or $250 a minute? How about $250 a second? How would you like to buy a product for $50,000 and then later sell it for millions? Do you know anyone who has done this? I do. His name is Bill Gates. Who is Bill Gates? Through his programming skills, competitive business practices, and ability to spot innovative products, Bill Gates has been the richest person in the world for the last 12 years. Bill Gates’ success would not be possible without his programming genius. Back when computers were a luxury, Bill Gates was already discovering the mysteries of programming on his high school’s only computer. Later, he was accepted to Harvard University in computer science, but after two years, he left to start his company Microsoft. With his knowledge of programming Bill began making a profit by selling his programs to computer manufacturing companies. He was already making enough money to expand his company to the hundreds. But it was not Gates genius alone that made him become the richest person today. Gates was a good business man and had the ability to spot the next upcoming products. When IBM, the computer industry leader, asked Microsoft to help develop an operating system for its computer, Bill acted quickly. He search around and was able to buy an operating system called DOS for $50,000. Gates then talked IBM into letting Microsoft retain the rights, to market MS DOS separate from IBM. Because of this, Microsoft was able to license its product to all of IBM’s competitors and it made millions. Gates also bought Xerox’s idea of a mouse and made even more millions. But Gate’s ability to spot upcoming would be useless without his competitive business practices. Bill Gate’s a great business man who knows how to create a PC market in his favor. With the release of DOS, it made Microsoft the standard for operation systems. Gates then released Windows, an almost identical copy of Apples graphic operation system, which helped him make his billions. Gates eliminated all other programming competition by including programs such as Microsoft word, excel, PowerPoint, publisher, and internet explorer in windows. Not only that, but he also bought hotmail and WebTV, which are not called msn hotmail and msnTV. In conclusion, Bill Gates was not born rich. With his programming skills, competitive business practices, and ability to spot innovative products, Bill Gates has been the richest person in the world for twelve years straight.