A Disorder That Affects The Endocrine System Medical Essay

A Disorder That Affects The Endocrine System Medical Essay The patient chosen to partake in this project is a 54 year old male of Asian origin, diagnosed 8 years ago, at 46 years old suffering from Type II Diabetes. Health Issue Diabetes Mellitus is a disorder that affects the endocrine system, as it is this system that controls and regulates the hormones (chemical messengers) release into their target cells. Therefore, diabetes is caused by irregular levels of insulin in the bloodstream. There are two types of the disease diabetes, type I and type II. Type I diabetes is diabetes that occurs because the beta cells (those that produce insulin), of the pancreas are destroyed. It is known to be an autoimmune disease, initially recognised in patients under the age of 40, however, the disease can develop with age. The only treatment and method of survival for this type of diabetes is to be solely dependent on insulin. Type II diabetes is caused by either insulin deficiency or body resistance to the insulin. As time progresses, extrinsic insulin treatment will be required to ensure the regulation of glucose in the bloodstream. Type II diabetes is most common in older people, especially those people that are obese and are of Asian nationality. In a normal healthy person, when food is eaten it is digested and broken down into molecules of glucose which is absorbed into the bloodstream and into the cells that require it for energy. However to do this, insulin, a chemical messenger produced by the beta cells in the pancreas, is required to act as a key, complementary to the receptors on the plasmalemma of the glucose requiring cells. However, people suffering from diabetes may be producing the insulin required, yet the receptor becomes less responsive to the insulin or resistant to the insulin produced. Additionally, receptor downregulation occurs which is a process whereby, in a patient that eats unhealthily there is extreme levels of glucose in the bloodstream so the body trys to maintain and regulate homeostasis, so in a process of positive feedback, receptor downregulation occurs which increases the amount of glucose in the blood which is toxic. Furthermore, the body may start producing less insulin than required which prevents glucose entering the cells. Therefore, there is an accumulation of glucose in the bloodstream which leads to hyperglycaemia. The main symptoms of the disease are: Fatigue usually occurring because the patient is unable to use the glucose for energy. Polyuria which is passing urine as the body tries to excrete the excess glucose from the body. Nocturia, passing urine at night. Blurry vision or decreased vision. Slow healing of any cuts and wounds. Polydipsia which is increased thirst. Unusual weight loss as the body is unable to use the glucose for energy so the body breaks down the stored fat and proteins instead. Itching, thrush or any urinary tract infections as generally the infection rate will increase as there are high levels of glucose in the blood stream. Walker et al (2002): Clinical Pharmacy and Therapeutics, page 632 describes that the diagnosis of diabetes should not be based solely on one reading on a prick reading as they should be only used to identify people who may be at risk of diabetes such as screening. Diagnosis is usually established via a venous blood sample verified by thorough lab testing. TALK ABOUT NICE GUIDELINES HERE for blood glucose levels for diagnosis of diabetes Treatments The treatments that are generally used to control blood sugar levels are: Lifestyle changes the patient should be advised to introduce an exercise regime and suitable diet (there is no strict diet for diabetic patients, so patients are advised to eat healthily). However, if this cannot control the blood sugar levels then patients require oral antidiabetic drugs. Oral Antidiabetic Drugs Campbell, Ian (Jun 2007) Oral Antidiabetic Drugs: their properties and recommended use, Prescriber Volume 18 Issue 6 page 58 outlines the use of each antidiabetic drug. First-line Drug Therapy Sulfonylureas Types of Sulfonylureas include gliclazide, glibenclamide, glipizide and glimepiride, which work by stimulating the release of insulin into the bloodstream. As stated in the BNF (March 2010), Sulfonylureas must not be given to obese patients or overweight as these drugs can encourage weight gain. Also there is a very high risk of hypoglycaemia as some Sulfonylureas drugs (glibenclamide) are long acting and should NOT be prescribed to the elderly. Side effects include; nausea, vomiting, diarrhoea and constipation. Biguanide Types of Biguanide include metformin which improves insulin action. BNF (March 2010) describes that Metformin works differently to the Sulfonylureas drugs as it decreases the action of gluconeogenesis, therefore, limiting the amount of glucose being produced by substrates such as amino acids, glycerol etc. Metformin is usually given first priority to people who are overweight, so unlike Sulfonylureas drugs can be given to the elderly. Another benefit of this drug is that it does not lead to hypoglycaemia but has many more side effects including abdominal pain, anorexia and taste disturbance. Second-line Drug Therapy Glitazones (given with biguanides or sulfonylureas drugs as double therapy) Types of glitazones include pioglitazone and rosiglitazone Glitazone drugs work to reduce the insulin resistance and improve the sensitivity to insulin. However, taking these drugs increases the risk of cardiovascular disease and many other side effects including reports of liver toxicity, alopecia, anaemia etc. Prandial glucose regulators Regulators include repaglinide and nateglinide. These second-line therapy drugs can be used as monotherapy or used with metformin. Sexton, John et.al (2006): Pharmaceutical Care made Easy, page 66 describes how these drugs work differently to the Sulfonylureas drugs, by stimulating the increase of insulin using different receptor sites. Side effects of this drug include abdominal pain, diarrhoea, vomiting, constipation and nausea. Insulin There are three types of insulin that can be administered to treat diabetes. Fast-acting insulin is insulin that is said to be neutral because they are soluble, working to reduce the glucose in as little as ten minutes but only work for a few hours so are suitable for patients that require insulin after a meal. Intermediate-acting insulin is insoluble insulin which takes about one to two hours to work effectively. To cover a whole day this insulin has to be injected twice daily. Long-acting insulin is insulin that lasts a whole day and so does not to be administered more than once each day. Diabetic Complications Diabetes MUST be controlled to prevent serious microvascular and macrovascular complications which deter the health of the patient further. Microvascular Diseases Peripheral Neuropathy this is when there is impairment or damage to the nerves, especially on the feet, leading to vibrations and muscle pain, eventually the patient will not be able to feel the feet at all. Nephropathy this is when the kidneys become swollen and larger than normal, because of excess fluid in the kidney and can be discovered by testing on urine for a certain chemical called albumin. If high amounts of this substance are found in the urine, then the patient is suffering from nephropathy which can lead to kidney failure. Retinopathy blindness in diabetic patients is common, therefore, regular screening is undertaken. Control over blood sugar can prevent retinopathy, and if detected early, the eyesight can be recovered by laser eye surgery. Macrovascular Diseases Cardiovascular Disease Walker, John et.al (2002) page 636 discusses that the risk of someone with diabetes having a myocardial infarction is the same as someone without diabetes having a second myocardial infarction. This highlights the importance of controlling diet and advising patients to stop smoking. Peripheral Vascular Disease this is when the blood vessels near the heart or around the heart are affected which increases the risk of suffering from a myocardial infaction or suffering from cardiovascular problems such as hypertension. Microvascular and Macrovascular Diseases Diabetic Foot Ulcers this is the combined result of having many of the diseases above such as neuropathy, peripheral vascular disease and not controlling the amount of glucose levels in the bloodstream. Therefore, this leads to glucose deposits on the toes of the feet which become prone to infection. Therefore, patient education is of utmost importance to prevent ulcers appearing. Social/Psychological Impairment and Management of the disease The patient found coping with the disease very difficult, soon after diagnosis lost his job, unable to cope with the physical requirements and unable to drive the patient felt vulnerable and insecure, lost confidence and a sense of independence. Therefore, the patient fell in depression and financial worries increased .The family also felt that learning to manage the disease was difficult. However, education available provided the information required to deal with diabetic emergencies most common being hypoglycaemia which could lead to coma. Furthermore, the patient suffered from retinopathy which is a microvascular diabetic complications Therefore, in order to correct the patients eyesight the patient had to undergo a few laser treatments. Medicines/Treatments Role of Pharmacist The pharmacists first and most important priority is the patient; hence the pharmacist initially must follow a certain care cycle and criteria to ensure maximum contribution to proper care of the patient. Therefore the patients care began with a broad assessment, gathering the information to identify symptoms, all problems and complaints and potential problems. This was when many of the symptoms of the patient were recognised as diabetic symptoms such as fatigue, passing urine excessively etc. The pharmacists role at this point is to prioritise the patient and to advise and explain to the patient to see the patient as soon as possible. Once the patient was diagnosed the pharmacist was able to think about the outcomes of care and how to achieve the desirable outcomes. To do this, the pharmacist counselled the patient in accordance to the severity of the diabetes. The pharmacist at this point discussed lifestyle changes, such as moderate alcohol intake, maintaining a healthy diet, and introducing a sufficient exercise regime and the variety of antidiabetic drug therapy treatment options. Once the suitable drug therapy was identified for the patient, the pharmacist was able to provide and support the patient, by creating a rapport with the patient, providing and establishing self-confidence and asking questions. The pharmacist also counselled the patient by discussing each and every drug in an Medicines Use and Review (MUR) service which taught the patient how to administer i nsulin properly and effectively, the most common side effects, how to take medication and when to take medication (such as medication that must be taken with a meal or medications to be taken only in the morning etc.), and generally talking about how the patient is coping with the disease. The patient was also advised to join a diabetic clinic so that the patient and patients family could attend to receive important information about how to identify when a person is in a state of hypoglycaemia (eg. tremors, sweating, palpitations, drowsiness), and also giving details on how to avoid serious diabetic complications. In general, the pharmacist has a duty of professional conduct to act in a way to benefit the patient which is publicised in the seven MEP Guidelines (YEAR). 1. 2. 3. 4. 5. 6. 7. Area for Improvement Reflection

Phonics and Whole Language Essay -- essays papers

Phonics and Whole Language A great debate whether the phonetic approach or whole language approach should be used in the classroom has been occurring since the early nineteen thirties, and there has not been a definite decision on which approach should be used to teach in the classroom. To understand this debate, one must first understand the differences between whole language and phonics learning. The Definition of Phonics Many people are confused by the term phonics, because the term can literally have two meanings. As Miriam Balmuth explains, â€Å"in the historically earlier sense, the phonics of written language are the letters and spelling patterns of that language’s alphabet and the speech sounds they represent—put very simply, the sounds that the letters make (Balmuth, 1982). This explains the fact that many different written languages have different phonics systems. Some letters are used the same in different languages, but the letters are assigned different speech sounds. The second definition of the term phonics is what most people attribute to the word. The historically more recent definition of phonics refers to a technique of reading instruction (Balmuth, 1982). According to Charles Fries, â€Å"Phonics in this sense means the practices in the teaching of reading that have aimed at matching individual letters of the alphabet with specific sounds of English pronunciation ( Fries, 1963). The first definition might date back further than the second, but both are used in the instructional reading techniques today. The Definition of Whole Language The whole word approach has been often referred to as the â€Å"look and say† approach, and has dated back to the eighteen hundreds. Balmuth defines the whole word approach as â€Å"an approach that consists of first presenting a block of written language, rather than single letters, and then breaking down the clock into its components (Balmuth, 1982). Whole language is a process that teaches children to guess at words by looking at pictures on a page, memorizing a few words, and skipping over words that are not familiar. A familiar form of the whole language approach is illustrated in the books of â€Å"Dick and Jane† by publisher Scott Foresman (Chall, 1983). These books were brought about by the publisher sending out slick salesman to every school district to demonstrate how easily children could be ta... ...iography: 1. Balmuth, Miriam. (1982), The Roots of Phonics: A historical Introduction. New York: McGraw-Hill. 2. Chall, Jeanne. (1983), The Great Debate. New York: McGraw-Hill. 3. Cunningham, A.E., Explicit Instruction In Phonological Awareness, The Journal Of Experimental Child Psychology, 1990, v. 50, pp. 434-435. 4. Fries, Charles C. (1963) Linguistics and Reading. New York: Holt, Reinhart, and Winston. 5. Hayes, R.B., Three Approaches to Beginning Reading, the Reading Teacher, 1976, v. 20, p. 694 6. McKewon, M.G., Learning Vocabulary: Different Ways for Different Goals, Open Publishing, 1988, pp. 42-43 7. Peterson, O. Program for Stimulating Phonological Awareness in Preschool Children, Reading Research Quarterly, 1988, v. 23, pp. 265-268 8. Vail, Priscilla. (1991), Common Ground: Whole Language and Phonics Working Together, New Jersey: Modern Learning Press Articles 1. Holgate, Karen. (1998) Phonics vs. Whole Language: What’s the Big Deal? 2. Schafly, Phyllis. (1996) The Phyllis Schafly Report. Vol. 29, No. 12, July 1996. 3. Unknown. Right to Read Report. Nov/Dec, ’94

Attending a Reading by Leon Dash :: Rosa Lee Leon Dash

Rosa Lee and Leon Dash The Reading Brown Series hosted a reading by Leon Dash at the YMCA. Professor Dash was born in 1944 in Massachusetts, but he grew up in the Bronx of New York. He worked as a writer from 1966-1968 for the Washington Post. He was also in the Peace Corp shortly after traveling throughout Africa. He later went back to the Washington Post and has since done studies on various things. I had a hard time trying to find out exactly where the reading was going to take place as I walked around the YMCA. I finally got the guts to walk up to someone and ask for help, the male phenomenon. The event took place in a back room behind the kitchen. The room had four tables put together as to look like two. There were many chairs and few people to fill them as I walked in. There were a handful of people in the room and most seated around the tables set up in a V-shape from the podium. The room slowly started to fill as it came closer to twelve o’clock. As I looked around the room, I saw the â€Å"bleacher section†, a set of 12 chairs to the side of the room away from the speaker nearly filled. Most of those seats seemed to be occupied by students who appeared to be taking notes. The rest of the room had an odd accumulation of people. For a reading based around the commemoration of the Brown vs. Board of Education case, there was only one African American in the room besides the speaker. There were many older white people who gave the impression that they were faculty. A few of them and others brought lunch in on a tray or in a bag, presumably on their lunch break. The room looked as if it was split fifty-fifty between students and faculty. I would guess that there were around 20 to 25 people in the room. The room was large enough and had enough seating to make it seem as if the people were very spread out. There was very little interaction between the people before and during the event. It seemed as though everyone was just eager for the reading to start and finish.

Resisting Negative Peer Pressure Essay -- Peer Pressure Essays

"God made you so you can be your own individual. You shouldn't be anyone else." -- Wyclef Jean "Everything don't mean a thing if it ain't the thing you want. Express Yourself!" -- Charles Wright Remember when you were first taught the concept of peer pres ­sure back in elementary school? Your teachers educated you on the value of respecting yourself and others around you and to nev ­er force someone to do something that they do not want to do. As we get older, the lessons of peer pressure go on without much to say. We experience life and learn from our mistakes. We think that we carry our wits about us every ­where we go when we are with groups of people. We may think that we, as older students, are not subjected to peer pressure, but it happens more times than we think. As students from high school transition into college, times can be rough. They have to get used to their new environment and adapt to any changes that come their way. Someone who was not into the party scene in high school might wind up living on a floor that is wild and crazy, and they will have to adapt to their environment in order to fit in with everyone else. Next thing they know their whole persona changes. They be ­gin to think differently, dress differently, and act differently just to fit in with a group of people. It is crazy to think that a group of peo ­ple can have such a massive influence on one person, but someone’s lifestyle can be changed drastically just by conforming and adopting to other people’s values and actions as they forget about their own. However, peer pressure does not only relate to the party scene. Students can experience peer pressure when it comes to doing well in their classes. If every ­one else is stressing out, you are... ... to dress a certain way or act a certain way, just so that I could fit in with them. I think now is the perfect time to say, â€Å"ain’t no body got time for that!† And that’s just it. Ain’t no body got time for that. Nobody should have time to conform to other people’s wants and needs. We should be surrounding ourselves with people who are accepting us for what we have to offer. However, for some people, they succumb to the peer pressures in college. In college it is all about finding your nitch; what you are good at, establishing a group of friends, and participating in activities and organizations you want to be a part of. College is not about seeking approval from others, it is about seeking approval from yourself. You are the only person that is standing in your way to be successful, so do not let anyone pressure you to do something that will dull your sparkle. Resisting Negative Peer Pressure Essay -- Peer Pressure Essays "God made you so you can be your own individual. You shouldn't be anyone else." -- Wyclef Jean "Everything don't mean a thing if it ain't the thing you want. Express Yourself!" -- Charles Wright Remember when you were first taught the concept of peer pres ­sure back in elementary school? Your teachers educated you on the value of respecting yourself and others around you and to nev ­er force someone to do something that they do not want to do. As we get older, the lessons of peer pressure go on without much to say. We experience life and learn from our mistakes. We think that we carry our wits about us every ­where we go when we are with groups of people. We may think that we, as older students, are not subjected to peer pressure, but it happens more times than we think. As students from high school transition into college, times can be rough. They have to get used to their new environment and adapt to any changes that come their way. Someone who was not into the party scene in high school might wind up living on a floor that is wild and crazy, and they will have to adapt to their environment in order to fit in with everyone else. Next thing they know their whole persona changes. They be ­gin to think differently, dress differently, and act differently just to fit in with a group of people. It is crazy to think that a group of peo ­ple can have such a massive influence on one person, but someone’s lifestyle can be changed drastically just by conforming and adopting to other people’s values and actions as they forget about their own. However, peer pressure does not only relate to the party scene. Students can experience peer pressure when it comes to doing well in their classes. If every ­one else is stressing out, you are... ... to dress a certain way or act a certain way, just so that I could fit in with them. I think now is the perfect time to say, â€Å"ain’t no body got time for that!† And that’s just it. Ain’t no body got time for that. Nobody should have time to conform to other people’s wants and needs. We should be surrounding ourselves with people who are accepting us for what we have to offer. However, for some people, they succumb to the peer pressures in college. In college it is all about finding your nitch; what you are good at, establishing a group of friends, and participating in activities and organizations you want to be a part of. College is not about seeking approval from others, it is about seeking approval from yourself. You are the only person that is standing in your way to be successful, so do not let anyone pressure you to do something that will dull your sparkle.

Shoe market

The up market for shoe industry refers to that segment of the market that prefers to buy expensive luxurious goods because they believe that they deserve quality and experience goods. This market is characterised by the need to buy quality products, the consumers in this up market believe that the high price of a brand of shoe is a sign of quality and therefore they will buy expensive goods.The prices in this kind of market is not determined by the cost of production but by the firm producing the market, the prices are higher than in the other shoe market and therefore consumers spend more on one pair of shoes and therefore the firms in this market will gain more from the consumer surplus they tap.In this market there are a variety of brands and consumers can choose their required product, these shoes are also stylish product in that they are made for consumers who are high income earners and therefore a firm in the industry will only need to market its brand and gain consumerâ€℠¢s attention.  This is a competitive market because of the existence of 15 markets in the industry however ony a few firms have introduced branding and pricing strategy aimed at those high income earners and therefore competition is high in the shoe industry, there is however free entry and exit by firms into the industry.Monopolistic competition:In a monopoly type of market there is only one firm in an industry and there exist barriers to entry and exit into the industry, the firm is also a price maker and not a price taker. In monopoly competition there exist several firms but the firms have little control over prices, there exist many firms in this type of market and each firm commands a small share of the market and therefore the prices are still determined not by demand and supply but by the firm.In the short run in the Greson case the firm will make abnormal profits but in the long run equilibrium this will not be possible as shown by the monopoly competition long run and sh ort run equilibrium:  The diagram below shows a monopoly competitive firm in the short run:  In the short run the firm price is far beyond the average cost and for this reason the firm makes abnormal profits.In the long run in a monopoly competition the equilibrium is as follows:  In the long run the price is equal to the average cost and therefore the firm does not make any abnormal profits, however the assumption underlying this diagram is that the industry has no barriers to entry. Similar essay: Homemade Shoe Polish From CharcoalReferences:Philip Hardwick (2004) Introduction to Modern Economics, Pearson Publishers, New YorkStratton (1999) Economics: A New Introduction, McGraw Hill Publishers, New York

Embarking Patriotic Immortality: Rhetorical Analysis

Daniel Aubertine Dr. Viera 10/11/2011 Final Draft Embarking Patriotic Immortality: Rhetorical Analysis of the Gettysburg Address The Gettysburg address was given on the grounds of a historical battlefield in Gettysburg Pennsylvania during the American Civil War on November 19th, 1863 by the late President Abraham Lincoln. The brief, powerful speech that he delivered to fifteen to twenty thousand people is regarded as one of the greatest in American history. It is considered the turning point of the Civil War, helping preserve the union and keep America together.Lincoln’s famous war-time speech, given on the graves of fallen soldiers, uses remarkable pathos along with an astonishing endowment to the history of American speeches through diction and patriotic passion. Following the three-day bloodbath that occurred in the fields of Gettysburg Pennsylvania in early July, thousands of bloody corpses rotted in the summer’s scorching heat. Pennsylvania Governor Andrew Curtin a ppointed David Willis, a prominent Gettysburg lawyer, to oversee the project. An interstate commission was formed, money was raised, and seventeen acres of land at the battle site was purchased.The federal government provided the coffins. By November the cemetery was ready for dedication (Hay). The event was set-up so that orator Edward Everett would be the main speaker of the day. Lincoln sought to speak at this event because it would be a prime opportunity to boost the Union’s war efforts. Crowds of fifteen to twenty thousand citizens and soldiers gathered around the stage and listened to Everett speak for nearly two hours (Borade). Lincoln then rose and spoke for just under two minutes, and the crowd was speechless (Hay).Throughout the speech Lincoln uses the pathos to make the audience feel emotionally invested in the speech through guilt and courage. The audience is standing six feet above their fellow citizens who died in battle on their behalf, and to preserve the Amer ican way of life. Lincoln uses the location of the speech as emotional leverage on the crowd. Many of the members in the audience were either soldiers or citizens who lost loved ones in the battle of Gettysburg. Lincoln uses the guilty conscience of the audience members as persuasion into his main idea that the union cannot give up the fight.Lincoln states in his address, â€Å"We have come to dedicate a portion of that field, as a final resting place for those who have gave their lives that that nation might live. It is altogether fitting and proper that we should do this. † He effectively uses pathos as a transition into a strong initiative that America should fight for the soldiers who lost their lives. The feeling of guilt is also intertwined and overcome by a feeling of courage in Lincoln’s speech. He makes the citizens who are opposed to the war feel guilty, and the citizens who are for the war, and the soldiers who are fighting, feel courage.The courageous compo nent of the speech that is felt by the audience is inspired by reminding them how heroic the soldiers who died on this field were. An example of this is when Lincoln states,†Ã¢â‚¬ ¦ that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion†¦Ã¢â‚¬  They faced terrifying situations with courage and, in the end, gave their lives for what they believed in. The soldiers’ courage is the source of the courage for the audience. The inspiration though emotion that Lincoln delivered was the driving force of this inspirational speech.The incredible diction used by the president is the factor that set this historical speech apart from all the rest. Not once in his 272 word speech did the president use the word â€Å"I† or â€Å"me†. Lincoln was not that kind of man; he was unselfish and never distinguished himself from the audience. Another key aspect of Lincoln’s speech that is used very o ften in all types of writing is the use of repetition. He doesn’t repeat large memorable phrases; he repeats small words that seem to have great power. Throughout the speech he uses the words â€Å"we† and â€Å"us† a total of twelve times, referring to himself and the audience.Also, he often says the word â€Å"here† referring to the hallowed ground of Gettysburg to further associate himself with his audience (Zimmer, 4). This heavy use of plural first person tense creates a strong sense of unity with the audience and himself. Additionally he utilizes a strong vocabulary throughout the speech. He employed many complex sentences for an overall intelligent-sounding speech. For example, â€Å"Four score and seven years ago†¦ † is very poetic and elegant, much more dignified than simply saying â€Å"Eighty- seven†. Lincoln uses his words to dig deep into the udiences hearts and pull out every sense of patriotism that he can get. Each one o f the 272 words that he spoke that day was to bring out the American passion that is needed for victory in the Civil war. He begins by mentioning our forefathers and how they created this nation built on equality and liberty. Then he proceeds to tell that the principles on which the nation was founded are under attack. This immediately gets the audience in the mood for being inspired to act, because soon after this he hits them with pathos, the emotions of guilt and courage.But he ends the short speech with a powerful conclusion, â€Å"It is rather for us to be here dedicated to the great task remaining before us — that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion— that we here highly resolve that these dead shall not have died in vain— that this nation, under God, shall have a new birth of freedom — and that the government of the people, by the people, for the people, shall not pe rish from the earth. † Lincoln’s powerful closing words left the audience in muted shock.The short powerful speech is one of the most patriotic in American history. Lincoln’s famous war-time speech given on the graves of fallen soldiers uses remarkable pathos along with an astonishing endowment to the history of American speeches through diction, and patriotic passion. The brief, powerful speech that he delivered to fifteen to twenty thousand people is regarded as one of the greatest in American history. It is considered the turning point of the Civil War, helping preserve the union and keep America together.The inspirational, patriotic, persuasive speech given by Lincoln shows just how good a speech can be from effective use of pathos, diction and patriotism. Works Cited Borade, Gaynor. â€Å"Summary and Significance of the Gettysburg Address. † Buzzle Web Portal: Intelligent Life on the Web. N. p. , n. d. Web. 17 Oct. 2011. . Hay, John . â€Å"Lincoln's Gettysburg Address, 1863. † EyeWitness to History – history through the eyes of those who lived it. N. p. , n. d. Web. 17 Oct. 2011. .

John Dewey’s Education Essay

The future of our civilization depends upon the widening spread and deepening hold of the scientific habit of mind. ~John Dewey Science as Subject-Matter and as Method The salient and noteworthy features that highlight the significance of educational significance from 1880 through 1920 in regards to progressive education and pragmatism can best be described as engaging not only the students in an era of academic discipline but also on the levels of teachers and administrators. The lesson of cooperation is one that is a shared in each academic approach; progressive and pragmatism thus the development of education at the turn of America’s twentieth century entailed a refreshed focus on the individual student. The following paper will analyze the commonalities and differences of progressive education and pragmatism and how progressive education has many ties with other philosophies such as humanism and liberalism. Thus, the two main but subtle theorists who will be discussed in this paper are Dewey and Plato. Although structure of Dewey’s belief of progressive education over pragmatic education is different from Plato’s pragmatism and humanism the paper will seek to show how these philosophies are shared in education but how progressive education is needed in order for the student to learn how to adapt to certain situations as well as to find their own route of learning. Education at the turn of the twentieth century must be approached through the achievement of common goals; not through students’ learning alone, but by teachers and administrators. As such, typical classroom schematics that have in that past previous to the concepts of progressive education pointed towards competition, and independent work ethic must be overruled by the more efficient cooperative small group learning dynamic which is one definition of pragmatism. Pragmatism is similar to the concept and theories involved with child psychology prevalent today. The student then with regards to pragmatism is viewed as learning by their own set of standards and by relating current progress to past mistakes. Thus, in the discipline of pragmatism, a student is judged and allowed to learn at their own pace. While other disciplines heightened learning through an array of tests and were exclusively subject oriented, pragmatism guided the student at the early turn of the twentieth century through a varied education in several genres which would ultimately be considered a type of social studies education; combining subject matter into a common arena of education. Schools that have focused on working to deprive others through competitive classroom activities initiate a win/lose strategy that only heightens the disappointment in the kids that lose instead of pointing towards the positive aspects of learning new materials that kids should be excited to learn which was the interest of other schools of thought instead of the curriculum evolution presented by pragmatism. Although pragmatism did present new ideas about citizenship, social conduct, and evolution into the classroom, there was still hesitation on the part of the American about its utilization in the classroom. Progressive education teaches that every child learns differently and must be treated as an individual, and it is through pragmatism that the individual is taught in a scientific fashion to explore their surroundings. No child learns in the same manner and thus, progressive education was essential in the split from America’s past that education was singular in nature and disconnected. Cooperation, however, is the key by which a progressive education was being presented and it is truly through cooperation that progressive education takes it role. It is thus through the individual observation of the world that pragmatism was developed in an educational way. Learning goals in regards to pragmatism can only be realized if consensus is constantly challenged. That is what is meant by ‘Do not block the way of inquiry’. By generalizing education into separate genres the sociology and interrelated issues of each subject become a chaotic discord. Through this type of group learning, individuals learn that nothing is related and that one subject cannot breach another subject. This limits the possibilities of science, math, art, etc. By interrelating subjects, one student who is not interested in a certain genre may see how their study of choice hinges upon another subject such as math calculations to art (i.e. M.C. Escher’s tessellation). Dewey brought to the foreground of early American pragmatism in the 1900’s that teachers should teach according to how the student learns. Thus, the teacher must know the interest of the student, and therefore, the student will make an effort to learn if it is something for which they already have a propensity. Unlike Herbart, Dewey taught that a teacher cannot force a child to learn or even been interested in a subject, it is something the student has to choose. There are five components by which progressive education has worked: positive interdependence, promotive interaction, individual accountability, interpersonal and small-group skills, and group processing. Each of these components teaches students and teachers that learning is not achieved through route memorization but through actively taking part in lessons and developing independent thought. Active learning should be a base by which each classroom is structured. In analysis, active learning simply means that students aren’t spoon-fed the correct answers but instead they question the subject and come up with their own hypothesis and then are allowed to check to see if it is correct: They are not handed the answers and taught to memorize but instead are taught to actively engage in each school subject and come to their own conclusions through proper problem solving techniques (this is applicable in any genre). In active learning, questions are just as important as the answers. Plato highlighted that learners need to think as well as learn for themselves and take what they learn in a classroom setting as a guideline to real life as is stated in his forms. Teachers then are given the duty of making sure they engage students in becoming active learners. Through formal and informal learning, this accomplished. Progressive education in American History is then implemented in the learning strategy of all classrooms together. Cooperation means learning with a group and giving succor to everyone participating in that group. A school then, is merely a larger extension of the classroom group which in turn is an extension of the smaller learning groups within the classroom. The focal point of pragmatism then become the welding of Fine Arts in education. That is, fine arts as the fusion between art, math, history, languages and science. It is with Dewey’s definition of pragmatism that art is a bases by which teachers teach (he considered teaching an art) and how students learn (also an art form) and thus, subject matters were understood through art concepts. Â  Congruency is a term that permeates both progressive education and pragmatism, for the students and teachers. With the diverse relation of subject matters implemented in progressive education Dewey came to identify the hands on experience, thus Dewey believed that learning was manipulative in which the learner abided by the laws of situation in order to be properly stimulated and it is through this that Plato’s system of inquiry is found. In a progressive education then, the common and ultimate goal of the entire system is to improve learning, and the avenues by which material is learned by the students. Progressive education also entailed elements of Humanism as thought of by other philosophers and educators of the time period. In the concern for the individual that pragmatists exhibited, it was only natural that Humanism be involved in the philosophy. Humanism is the value of each person and that feeling extended throughout the human race. Dewey as well as Plato’s belief in humanism was only part of the interdisciplinary status of progressive education. Another strong element within the understanding of progressivism was liberalism. That is to say that liberalism combined with progressive education formed a cohesion of social justice and advocacy consent. Progressive education should be understood within a social context, and not be misguided by ideas pertaining to Constructivism which is similar but models itself towards pupils gaining their knowledge based purely and solely on individualistic efforts, instead of the hands on experience involved with pragmatism. Progressive education, as it is involved with the education system of America from the 1880’s throughout the 1920’s was a system in which pupils were encouraged to challenge themselves with their own knowledge paired with the knowledge they gained in a classroom. Pragmatism was about finding new solutions to old problems and continually challenging those solutions to find better answers. The combining of all subjects through fine arts application was essential to the development of pragmatism in the classroom and enabled students to find interest in areas which would otherwise be off limits because of their lack of attention in subjects which they were not interested. Progressive education has its origins in pragmatism and the separation of the two is problematic to the understanding of American education during the specified time period.