Ethics in the Classroom Essay Example for Free

Ethics in the Classroom Essay Assessments have been in existences for many years; however schools have implemented various technology programs due to changes which have occurred in the educational system. Technology has become an innovative way to document, record, and to expand student’s learning. Teachers have access to software and hardware which is used to teach students required information as well as prepare them for the world outside the confines of a classroom. This plan will explain how software is used to support assessment in the classroom, such as formative and summative assessment and how technology may be used to support these two assessments. The plan will take a glimpse into the pros and cons of using technology and the teachers’ use of technology in the classroom. Although this plan is not intended to be a required plan for any teacher, it offers a suggestive approach to the use of technology based assessment in the school system. Teachers use assessments throughout their teaching careers to help evaluate a student’s learning process. Assessments also help to gather information for others to view such as; information pertaining to the schools in their school district, the students serviced (demographics) and test results. In a recent article online, Formative and Summative Assessments in the Classroom, Ehringhaus Garrison state â€Å"Assessment is a huge topic that encompasses everything from statewide accountability tests to district benchmarks or interim test to everyday classroom tests† (2012, p2). The two types of assessments teachers used are formative and summative, which â€Å"being creative with formative and summative assessment can seem a daunting task, but technology can assist with this and give students accessible ways to widen both ideas about assessment and kinds of assessments that students took†(Senate Office on Assessment, 2012,p1). Formative assessment is used to gather information that can be used to improve the teaching and learning of students. The main difference amongst formative and summative assessment would be how the information would be used. â€Å"When it comes to improving instruction and learning, it’s not the quantity of the data that counts, but how information is used† (Harris, Lewis, Muoneke Times, 2010, p. 1). Although formative assessments can be done daily, weekly, or when needed, the information may be used to create a lesson plan which meets the needs of the students in his/her classroom. The summative assessments are done at the end of a course or semester; however they may contain other information such as age, race or gender and may cover general information taught over the course of a school year. The use of assessments in technology can also be challenging for some teachers and students. Therefore, educators should compare the pros and cons of using technology in the classroom and assessment of students. Technology has increased in the classroom, and with the change in technology there is a change in the way assessments are done. Usage of technology to help assess students can benefit in many ways, it can enhance the learning process of students by â€Å"help(ing) students visualize problems they may encounter and reach students with different learning styles, including visual, auditory, and experiential learners† (Teaching with Technology, 2012, pg. 3). On the other spectrum of technology it can be costly to school district depending if the schools request wired or wireless hardware. Regardless of the use of technology in the classroom or for assessments, teachers must assess their students to help understand and implement the needs of the students. Software to Support Assessment Assessments have been in existences for many years; however schools have implemented various technology programs due to changes which have occurred in the educational system. Technology has become an innovative way to document, record, and to expand student’s learning. Teachers have access to software and hardware which is used to teach students required information as well as prepare them for the world outside the confines of a classroom. This plan will explain how software is used to support assessment in the classroom, such as formative and summative assessment and how technology may be used to support these two assessments. The plan will take a glimpse into the pros and cons of using technology and the teachers’ use of technology in the classroom. Although this plan is not intended to be a required plan for any teacher, it offers a suggestive approach to the use of technology based assessment in the school system. Teachers use assessments throughout their eaching careers to help evaluate a student’s learning process. Assessments also help to gather information for others to view such as; information pertaining to the schools in their school district, the students serviced (demographics) and test results. In a recent article online, Formative and Summative Assessments in the Classroom, Ehringhaus Garrison state â€Å"Assessment is a huge topic that encompasses everything from statewide accountability tests to district benchmarks or interim test to everyday classroom tests† (2012, p2). The two types of assessments teachers used are formative and summative, which â€Å"being creative with formative and summative assessment can seem a daunting task, but technology can assist with this and give students accessible ways to widen both ideas about assessment and kinds of assessments that students took†(Senate Office on Assessment, 2012,p1). Formative assessment is used to gather information that can be used to improve the teaching and learning of students. The main difference amongst formative and summative assessment would be how the information would be used. â€Å"When it comes to improving instruction and learning, it’s not the quantity of the data that counts, but how information is used† (Harris, Lewis, Muoneke Times, 2010, p. 1). Although formative assessments can be done daily, weekly, or when needed, the information may be used to create a lesson plan which meets the needs of the students in his/her classroom. The summative assessments are done at the end of a course or semester; however they may contain other information such as age, race or gender and may cover general information taught over the course of a school year. The use of assessments in technology can also be challenging for some teachers and students. Therefore, educators should compare the pros and cons of using technology in the classroom and assessment of students. Technology has increased in the classroom, and with the change in technology there is a change in the way assessments are done. Usage of technology to help assess students can benefit in many ways, it can enhance the learning process of students by â€Å"help(ing) students visualize problems they may encounter and reach students with different learning styles, including visual, auditory, and experiential learners† (Teaching with Technology, 2012, pg. 3). On the other spectrum of technology it can be costly to school district depending if the schools request wired or wireless hardware. Regardless of the use of technology in the classroom or for assessments, teachers must assess their students to help understand and implement the needs of the students. To help facilitate the ongoing assessment of student’s learning; teachers may require students to do assignments outside of school. This could include visiting educational sites to help support the content taught in class. Teachers may also allow students to do presentations, such as writing papers, finding information on the web and also interactive sites. Also to help parents stay informed about their child’s learning process; parent sites are also available to view their student’s grades and testing scores. Assessments can help to oversee the progression of students, and incorporating the use of technology to help with assessment can help to relieve the stress of keeping up with many forms and paperwork, but over usage can become mundane for students. However, â€Å"as good as technology-based assessment and data systems might be, educators need support in learning how to use them. (U. S. Department of Education, 2012, p1). Information on proper use of technology should be administered to teachers before they can teach the information to their students. The introduction of hardware such as Promethean boards allows the professional development department to develop courses which have become a requirement of the teachers’ certification process. This ensures teachers have received instruction on how to implement te chnology in the classroom and the use of software to support assessment. Teachers should not rely solely on the use of technology as a form of assessment due to inaccuracy of data information. Sometimes human errors may cause problems with a students? grades or information. Over usage of technology can also obscure the information with students who may learn in a different manner. Technology can help assess students using formative and summative assessments, which can increase the learning process of students by continuing ongoing assessments to help facilitate the learning process.

Long Bone Fractures in Children: IN Fentanyl Treatment

Long Bone Fractures in Children: IN Fentanyl Treatment Introduction The clichà © that states children are just small adults is certainly not true in the case of long bone fractures. A childs experience of long bone fractures is dramatically different from that of an adult on account of their rapidly developing physiology (Wood et al 2003). This rapid development results in biochemical and physiological differences between a childs and an adults skeleton, the mechanisms of fracture and healing, are an important component of their treatment needs and consequently crucial part of emergency care management (Bonadio et al 2001). In addition, children, from infancy through to adolescence, have common fracture patterns related to their stage of development. The structural differences between the bones of a child and an adult enable childrens bones to endure greater forces and to heal quicker a childs remodeling potential supports full recovery with limited or no long term side effects from long bone fractures (Lane et al 1998). Injuries of all types are the second leading cause of hospitalization among children younger than 15 years (Landin 1997). Musculoskeletal trauma, although rarely fatal, accounts for 10% to 25% of all childhood injuries (McDonnell 1997, Landin 1997, Lane et al 1998). Boys have a 40% risk and girls a 25% risk of incurring a fracture before the age of 16 years (Landin 1997, Ritsema et al 2007). The most common site of fracture is the distal forearm which accounts for 50% of paediatric fractures. The rates of fracture increases with age as children grow; peaking in early adolescence. Fortunately, most fractures in children are minor greenstick and torus fractures constitute approximately 50% of all fractures in children (Landin 1997, Lane et al 1998, Gasc Depalokos1999, Richards et al 2006) and only 20% require reduction. Thus, the management of paediatric fractures is often straightforward. Without exception children will experience pain at the time of injury, attending the accident and emergency department and during recovery. The most common pain management strategies involve a multi-modal approach that includes both pharmacological and non-pharmacological components delivered via the least invasive technique (Worlock et al 2000). In practice this includes oral medication, such as oramorph, paracetamol, and NSAIDs, inhaled entonox, intranasal diamorphine (IND) or intravenous opioid where necessary and distraction with age appropriate devices, such as interactive books, bubbles, music and computer games in older children. Notably, IND is currently embraced as the key route of opioid delivery for children attending AED with fracture pain in the UK British Association for Accident and Emergency Medicine (BAAM E 2002). Parents and guardians of children frequently seek care in AED for the relief of pain from traumatic injuries and as a result the field of emergency medicine has assumed a leadership role in paediatric pain management. However, despite this the literature suggests the provision of pain relief for children attending AED remains suboptimal when compared to adults with the same injuries. Further discrepancies are reported between paediatric accident and emergency departments (PAED) and district general accident and emergency departments (DGAED) (Emergency Triage 2004). One reason suggested for these differences is the geographic distribution of specialised services, which are predominantly located in large cities where they are affiliated with universities. However, a recent audit by the British Association for Emergency Medicine (BAAEM 2005) of their guideline for the management of pain in children shows inconsistencies in provision of analgesia particularly for fracture pain throughout the country with no measurable difference between PAED and DGAED. A key feature of this guideline is the algorithm which advocates the use of IN diamorphine for acute moderate to severe pain in children over the age of one year (see appendix 1). The whole topic of analgesia in the paediatric population is complex and still imperfect especially in acute moderate to severe pain requiring urgent treatment in the emergency department (Schechter et al 2002). The road to pain free suffering is still paved with impediments such as failure of pain recognition and methods of delivery of analgesia (Murat et al 2003). Oral administration can be inadequate in an emergency situation with particular limitations in potential choice of drug and delay in gastric absorption and gastric emptying. Intramuscular (IM) and intravenous (IV) administration can be distressing to children and have been shown to influence future response to painful procedures (Gidron et al 1995, McGrath et al 2000, Fitzgerald et al 2005, Walker et al 2007). Rectal administration has limited acceptability given unpredictability of onset together with occasional problems of consent (Mitchell et al. 1995). By contrast, the efficacy and safety of the IN route has been well documented for desmopression acetate (DDAVP), insulin, antihistamines, midazolam and calcitonin (Jewkes et al 2004, Loryman et al 2006). In contrast, intranasal administration has a number of advantages. It is technically straightforward, socially acceptable and demonstrably effective. The nasal mucosa is richly vascular and administration by this route avoids the first-pass metabolism phenomenon Summary Studies in the 1990s such as Yearly Ellis (1992) have also demonstrated the efficacy of administration of intranasal medication via a nasal spray rather than drops in adults, although the efficacy of this application in the paediatric population remains to be proven. Intranasal administration is possibly the ideal route of analgesic administration in children. Currently, within the accident and emergency department (AED) of Bristol Royal Hospital for Children (BRHC) intranasal diamorphine is used as the first rescue analgesia in the paediatric population presenting with acute moderate to severe pain, most frequently in patients with long bone fractures who do not require intravenous access for resuscitation. Diamorphine is a semi synthetic derivative of morphine with a number of properties that render it a desirable analgesic agent for administration via the nasal route. It is a weak base with a pKa of 7.83 and is water soluble allowing high concentration to be administered in small volume (Rook et al 2006). Unfortunately the legal use of diamorphine is limited to two European countries i.e. United Kingdom (UK) and Sweden. Furthermore periodic problems with its availability during the past few years (with further shortfalls in availability predicted by the NHS purchasing and supply agency) have resulted in an alternative efficacious analgesia being sought for this population. Fentanyl, however, is a short rapidly acting opiate has several qualities that render it useful as an IN analgesia and a potential candidate to replace IN diamorphine in the AED for acute facture pain management in children. It has a very high lipid solubility, potency and diffusion fraction, and unlike diamorphine it is not a prodrug and does not cause histamine release (Reynolds et al 1999). Assessment of a patients pain experience is not directly accessible to others, collecting and analyzing information about the processes of pain relief and pain prevention is not straightforward and presents significant challenges to health care professionals. In children, this task is further complicated by their varied stages of physical and cognitive development. Recent research by Bruce Frank (2004) however, has shown that the ability to measure pain in the paediatric population has improved dramatically and that today there now exists a plethora of age appropriate pain assessment tools for acute pain in children ranging from pre-term infants to adolescents, the majority claiming validity (strength and robustness) and reliability (consistency). However, most clinical research into pain management strategies continue to rely on the gold standard self report and visual analogy score tools (mostly 0-10) (Chalkiadis 2001, Walker et al 2007). Although these tools are reliable they are not always adapted appropriately for a childs stage of development. Childrens understanding of pain and their ability to describe pain change with increasing age in a developmental pattern consistent with the characteristics of Piagets preoperational, concrete operational and formal operational stages in cognitive development (Smith et al 2003). The quality or int ensity of the pain can be difficult to determine in children, as most tools rely upon a patients relative judgment between the intensity of present pain versus a patients worst pain experience (Murray et al 1996). These tools can therefore be unreliable where a childs age of development means they have limited or no memory of pain experience. Stevens et al (2002) recently described a conflict of understanding that resulted in a study bias and an insignificant reported power of (p=0.6). In the study an 8 year old boy had chosen the VAS (0-10) but frequently reported his score as 10, although he understood the increasing value of the scoring system further questioning identified he perceived 10 of 10 to be a good score and 0 of 10 to be poor. The boy was at a stage of development that limited his understanding of less is more. This case highlights the importance of utilizing a pain assessment technique that reliably accounts for a childs age of development. A preliminary search of literature suggests there is currently exists limited research to support for the use of intranasal diamorphine or intranasal fentanyl for the management of acute pain in long bone fracture in children as evidenced based medicine. Despite this lack of evidence it remains a key strategy within paediatric AED for the pain management of long bone fractures and is anecdotally reported as a gold standard for paediatric pain management. Therefore; its lack of availability could profoundly compromise pain management for this population. Thus, this extended literature review will examine the efficacy of intranasal fentanyl as an alternative to intranasal diamorphine for traumatic fracture pain in children attending accident and emergency departments. However, in these days of evidence based medicine, it clearly needs to be established beyond all reasonable doubt. In view of that only research into paediatrics will be included increasing the credibility of its applicat ion to practice. SEARCH STRATEGY A range of complimentary search techniques were used to capture key research including a systematic electronic literature search of the Cochrane library, Embase, CINAHL, Proquest, Medline, PubMed since 1990 up to 2009 (this has to be to year of submission). The scope of the search was extended beyond the recognised five years of current research so as to include the empirical work into the development of IN analgesia in children. Key words used included the following: pain, acute pain management, intranasal diamorphine, intranasal fentanyl, procedural, accident and emergency, emergency department, child, pediatric, paediatric, child and fracture pain, as well as various combinations. In addition, in order to ensure the completeness of the search, an internet search was completed using the Google search engine, IASP, Pain Journal, Paediatric Nursing, BAAEM, NICE, Medline, EBM; the RCN was also utilised. Backward chaining of references found was also performed to ensure all relevant papers were identified. Although this review identified twenty seven citations it should be noted that historically there are fewer Randomised Controlled Trials (RCT) in children compared to adults possibly due to problems gaining ethical approval and consent. Additionally even experienced researchers will be unable to find all relevant papers and much research is not submitted for publication. The studies identified were divided into the three modalities of IN route, IN diamorphine and IN fentanyl with the majority presenting evidence for the IN route. All papers were critiqued using a tool published by the Learning and Development Department within the Public Health Resource Unit of the NHS (www.phru.nhs.uk/casp). The tool facilitated critiquing different forms of quantitative research and is based on work by Sackett (1986), Sackett et al (1996) and Phillips et al (2008) (see appendix 2). The results of the critique process for each paper and level of evidence applied in line with the modalities they address informed understanding of current practice and development of a research proposal. STRUCTURE OF THE LITERATURE REVIEW This literature review will focus on determining whether IN fentanyl is an effective alternative to IN diamorphine for the management of long bone fracture pain in children attending an AED. The scope of the literature review considers literature from 1990 onwards although occasionally earlier research has been referenced. Given the limited available evidence on the topic the following review structure has been selected. Chapters 1, 2 3 will present the evidence sourced on each theme intranasal route, intranasal diamorphine and intranasal fentanyl with a short summary to conclude each chapter. Chapter 4 will present an in-depth discussion and conclusion on the utility of the evidence, its application to practice and the requirement for a multi-centred comparative randomised control trial to improve the credibility of the evidence base for this field of treatment. Finally chapter 5 will present a research proposal for a comparative study of these modalities. Intranasal (IN) route of medication delivery in children. Nasal administration of drugs has been reported as having several significant advantages over current practice which are predominately oral, IM, IV and rectal (Williams Rowbotham 1998). It is emerging as a low-tech, inexpensive and non-invasive first line method for managing either pain or other medical problems (Wolf et al 2006). Nasal medication delivery takes a middle path between slow onset oral medications and invasive, highly skilled delivery of intravenous medications. The nose has a very rich vascular supply, IN facilitates direct absorption to the systemic blood supply due to increased bio-availability of the drug by missing first pass metabolism, It avoids the potentially technically difficult of sterile intravenous access, is essentially painless and is considered acceptable to children when compared to other routes of administration (Shelly Paech 2006) (see table 1). a theory which will be considered when reviewing the studies within this chapter Therefore suggesting th e IN route will result in therapeutic drug levels, effective treatment of seizures and pain without the need to give an injection or a pill, furthermore; it is quite inexpensive, an advantage in this era of increasingly expensive medical technology (Shelly Paech 2006). Additionally given the complexity of the developing child and the known consequence of poorly managed pain on the future responses to pain the IN route does, if it is as efficacious and as safe as suggested offer one of the most acceptable, definitive forms of analgesia delivery in children. The degree of accuracy of the previous statements will be established within this chapter by critically reviewing the 16 studies identified on IN medications other than intranasal diamorphine or intranasal fentanyl in the paediatric population (see table 2) as these agents are considered individually in later chapters. The rigour of the studies will be addressed within this chapter and reflect the level of evidence applied according to Sackett (1986) criteria (see appendix 3). Most studies reviewed were randomised clinical trials and in some cases compared against a placebo Conversely, this does not concur with the trials discussed earlier (Lahat et al 1998, Al-rakaf et al 2001, Fisgin et al 2002, Mahmoudian and Zadeh 2004 and Holsti et al 2007) where significant dosing was applied or in Wilson et al (2004) who retrospectively studied 30 children age 2-16 years receiving 0.3mg/kg at 5mg/1ml INM and 13 patients receiving rectal 0.2mg/kg diazepam for seizures. The authors report equal efficacy for both routes. Success of these agents was considered on cessation of seizures, no reported complication and not needing to attend A+E. A total of 27/30 families who had used INM found it effective and easy to use. Although 20/24 (83%) who had previously used rectal diazepam still preferred it mostly due to the coughing and the volume of liquid administered via the IN route. Given it is generally considered that the optimum IN dose as stated above is 0.1- 0.2 ml per nostril, all but the studies discussed so far were using drug concentration and dosing regimes whic h resulted in large volumes of liquid being dripped in to the nasal cavity. This is particularly poignant in Wilson et al (2003) who compared buccal to IN midazolam in 53 children aged 3-12 years experiencing seizures lasting > 5 minutes attending AED. A key feature of this study is the mean age of the children (age 9 years), mean weight (24kg) the study drug concentration as with previous studies was of 5mg /ml. IN dosing was at a dose of 0.3mg/kg. Given these figure the average dose would have been 7.2mg = a volume of 1.4ml being administered. Since the comparative route of administration for this study was buccal there is a possibility that part of the IN dose was buccally absorbed therefore creating a flaw in this study methodology, raising questions over why this comparative route was chosen and suggesting the only real conclusion to be taken from this particular study is buccal midazolam is effective and safe in children. Furthermore although this is described as a blind RCT and the authors claim the time to cessation of seizure was quicker for the INM group 2.43 (SD 1.67) to 3.52 (SD 2.14) for buccal route there is little detail on the blinding process or data collection procedure suggesting the rigour of the study maybe flawed therefore the efficacy and safety claimed for the IN route should not be embraced without further study. On the other hand Fisgin et al (2002) and Hardord et al (2004) compared the INM with rectal diazepam. In Fisgin et al (2002) in an unblinded RCT equivalence study the authors compared INM with rectal Diazepam to ascertain the safety and efficacy of INM for the development of a clinical protocol in the management of prolonged seizure in children attending the AED. Forty five infants and children age 1 month -13years experiencing prolonged seizures > 10 minutes were either given INM 0.2mg/kg or rectal diazepam 0.3mg/kg. The authors report proven efficacy (p Intranasal Diamorphine (IND) The delivery of opioids via the IN route is perhaps one of the most valuable indications for IN medication delivery. Acute pain is a frequent experience for children whether attending an AED, hospital and hospice setting (Hamer et al 1997). Furthermore it is not unusual for them to experience frequent episodes of breakthrough pain which requires additional support from fast acting analgesic agents. Owing to the developmental and physiological difference in the paediatric population there is a need for a variety of effective treatment option from which to select and individualise the patients therapy to meet their needs. IN opioid is simply one such option available which may be useful in children. It has been suggested that the delivery of medications via the IN route results in rapid absorption with medication levels within the cerebral spinal fluid (CSF) being comparable with (IV) administration (Chien and Chang 1997). Diamorphine hydrochloride is a semi-synthetic derivative of morphine. It is extremely hydrophilic, which makes it ideal to use when preparing in high concentrations in solution, thus allowing high doses to be administered in smaller volumes via the intranasal route (Kendall Latter 2003). However, this route of administration can be a painful process as reported by adults (Henry et al 1998). Despite this the intranasal route is considered more acceptable to children and their parents and is thought to lessen the opioid side effect profile seen in IV administration (Stoker et al 2008). This concept has been well recognised throughout the UK and many centres already use intranasal diamorphine for acute pain in children, following the guidelines by the British Association for Accident and Emergency Medicine Clinical Effectiveness Committee (2002) (BAAEM). Although the administration of intranasal diamorphine is now a first line choice for moderate to severe acute pain for children atten ding AED, as is the case within our institution, there is very limited research to substantiate this practice although as noted above it has been readily accepted by the BAAEM for acute pain management in children and very successfully used within our institution A recent shortage of diamorphine evoked the search for an equally effective and acceptable alternative. Early research in animals and adults reported pharmacokinetics of nebulised inhalation and intranasal administration of diamorphine as detected morphine in plasma at six minutes (Masters et al 1988, Kendall 2001). Despite the age of this research and the fact that the later study was in adults, it is still quoted as creditable evidence to support this practice in paediatrics. However the legitimacy of this should be questioned, due to children not being just small adults but have physiological differences intrinsic to their age and stage of development which may affect the bodys absorption and level of toxicity in different ways to adults. The extensive literature search highlighted four randomized controlled trials (RCT) that demonstrate IND to be clinically superior to intramuscular morphine and inferior to IV morphine particularly in the management of acute pain in children, a case study of an 8 year old boy and clinical audit of IND for pain relief in children attending AED (see table 3). The key methodology in the RCTs by Wilson et al (1997), Kendall et al (2001), Brennan et al (2004) and Brennan et al (2005) suggest these are superiority studies where the authors hypothesised improved pain management with the IND when compared to a variety of routes. The rigour of the studies will be discussed later in the chapter. Although while the critiquing process takes place it is fundamentally accepted that RCT are considered level 1 or 2 evidence as opposed to case study or audits at Level 3b and therefore generally sourced to Latest published clinical evidence to support the use IND in the paediatric population is presented in an audit by Gahir Ranson (2006) of 54 children whose care was managed by the use of an integrated care pathway for acute pain management while attending the local AED. This integrated care pathway focused strongly on the use of IND. Data collection was on a one page performa and included consent, date, patient demographic, pain score and side effect profile. Data collection was retrospective and data analysis illustrated limited recording of side effect profile but improved pain scores. However only 60% of patients have this information documented so data collection was difficult. Despite this lack of hard evidence no clinical incident, including the side effect profiles, were reported. Thus suggesting the practice of IND for acute fracture pain management in children could be safe, effective and more acceptable to children than the more painful alternative of IM or IV administration. However there is limited strength in an audit, other than a review of practice (Bowling Ebrahim 2005) and in this case a key feature for review should be the documentation process in the department as there were facets in the care pathway administration documentation missing. Therefore this audit suggests that IND is safe and effective pain management for children, but this conclusion can not be categorically drawn from the limited data available. The potential outcome of this audit could be education on documentation, to do a more rigours prospective audit of practice. Unfortunately at this point it only offers an insight to their clinical practice which is favourable for this agent and route. Albeit as noted before IND has improved childrens pain management and over all experience of acute care in our PAED additionally as with the results of the audit we have experienced no side effects or complications, further highlighting the importance of seeking an alternative to IND which offers equally efficacy. Intranasal Fentanyl (INF) Monitoring of the usual observations and pain scoring in the child was recorded prior to the administration of fentanyl (20 micrograms for 3-7 year olds and 40 micrograms for 8-16 yrs) and continued at 5 minute intervals for the 30 minute period. Additional doses of fentanyl (20  µg) were available if required at 5 minute intervals. Pain assessment was achieved with two validated pain assessment tools, the visual analogue scale (VAS) in older children and the Wong-Baker Faces (WBF) for younger children. Both are reliable and known to support consistency in pain assessment. Though there was no mention of training for those assessing this primary end point using these tools in the paper therefore this should be considered in the overview of the standard of evidence produced by this study. Additionally although forty five patients were randomized following consent unfortunately no details on the randomization process was disclosed in the paper either. This may not be significant, but when reviewing the credibility of the authors claims these obvious omissions could be responsible for a flaw in this study and remains to be established. On the other hand, the methodology that has been disclosed in the paper appears sound as it addresses key areas of sample calculation (power of the study) as a superiority study with the sub groups size adequate to detect a significant difference (Greenhalgh 2004); demographics, blinding of the drugs, assessors and appropriate statistical analysis of the data therefore supporting the validity of the results claimed and the application of the results to the age of patient targeted that this literature review is aiming to find an analgesic alternative to IND for. The results concluded by Borland et al (2002), are a reduction in pain score at 10 minutes to 44.6 mm (95% confidence interval) 36.2-53.1 mm from 62.3 mm 53.2-69.4 mm (95% confidence interval) at assessment using the VAS and 2.2 (95% confidence interval 1.3-3.1) at 10 minutes from 4.0 (95% confidence interval 3.3-4.7) at assessment in 16 children using WBS. Visual analogue pain scores demonstrated clinically significant reductions in pain scores by 5 minutes that persisted throughout the entire study (up to 30 minutes) for both INF and IV morphine. The second primary end point of this study (side effect profile) showed no significant change in physiological parameter of the childrens pulse or respiratory rate, blood pressure or oxygen saturations, interestingly the side affect profile chosen for monitoring such as pulse and blood pressure are not considered to be one of the primary side affects of morphine, however nausea and vomiting which are was not assessed. Ultimately, there wer e no negative side-effects and the sizeable reduction in pain scores (compared to baseline assessments) was accomplished in children using INF by 10 minutes and maintained throughout the 30 minute period with the mean INF dose at 1.5 µg/kg and ranging from 0.5-3.4  µg/kg. Interestingly 35.5% of children in the INF group only required one dose. Given the clinical equivalency of these two agents and routes the authors conclusion that INF offers the benefits of a simple painless technique for treating acute pain is substantiated. These benefits suggest that the IN route could be a valuable technique not only in an AED but also for breakthrough pain by offering a fast onset of pain control in moderate to severe painful conditions. It could also provide pain relief and allow topical anaesthetics to take effect on the skin prior to IV establishment. Therefore this may be a suitable alternative to IND. A similar and more recent double blinded RCT trial by Saunders et al (2007) claimed efficacy of a larger dosing regimen with a mean dose of 2 µg/kg INF (50 µg/ml) for pain reductions in paediatric orthopaedic trauma compared with IVM at 0.1mg/kg in 60 3-12 year old children. This study reports positive outcome for INF following both patients and carers reporting very effective pain management and satisfaction using this treatment method. However there is little information in the paper of methodology and results are given in percentages rather than a P value or NTT which should be expected in a rigorous creditable RCT of two agents (Bowling Ebrahim 2005) reducing the level of evidence applied to the paper to L3. Even supposing the results are an accurate reflection of the efficacy and safety of INF, particularly the fact that no significant difference in pain score or side effect profile and INF is a way forward, the lack of detail the randomisation process and analysis of data in the study methodology merely implies that these results maybe flawed. Interestingly given the concentration of fentanyl 50 µg/ ml a dosing volume for a 25kg child would have required one ml = 0.5ml per-nostril therefore suggesting some of the administration may have been oral rather than IN and present the issues of bad taste which is put forward as a possible study limitation by the authors. Then again there are no complications or reports on taste presented in the results and the authors conclusion on the efficacy of INF for acute pain management in children may be founded. However, without sourcing more details from the authors it cannot be considered evidence to inform this dissertations aims but merely an ex ample of poor research or appropriate omission by publishers. Further suggesting there remains a requirement for more research on the topic within double blind, equivalence, RCT focused on INF efficacy and dosing with sound methodology that is transparent in publication to answer the dissertation question. Conversely an older and more rigorous study which also looked at dose related analgesic effect between routes of administration is by Manjushree et al (2002). The authors demonstrated the clinical efficacy of INF in a cohort of 32 children (aged 4-8 yrs) in a postoperative situation and with a double blind level 1 RCT. The study design gives the impression of sound methodology as blinding, assessment and analysis of data was appropriate and available for scrutiny in the paper, particularly the analysis of both nonparametric and nominal data. The only weakness is possibly the sample size of 32 patients. Although the authors performed a power calculation which identified 40 patients to show a significant affect, they only recruited 32 patients, furthermore, this appears to be an equivalency study where the authors hypothesised INF would be equal to and not inferior to IVF therefore would have needed a larger sample to de

Essay --

INTRODUCTION Diabetes is a chronic disorder that affects a large segment of the population and is a most significant public health problem. Diabetes is a metabolic disorder affecting the Langher islets of pancreas affecting the insulin and glucoagan production and consecutively affecting the sugar (glucose) metabolism which in turn affecting the overall metabolism the disease may be classified into type I diabetes mellitus and type II diabetes mellitus. Type I diabetic mellitus is previously known as insulin- dependent diabetic mellitus. Type II diabetes mellitus is characterized by hyperglycemia due to an individual’s struggle to insulin with an insulin secretory defect (Papanas and Maltezos, 2007). The changes are primarily the consequence of the low insulin glucagons ratio. The effects of insulin on carbohydrate lipid and amino acid metabolism have been demonstrated in diabetic Mellitus all these effects are overturned (Varaiya et al., 2008). Diabetes and foot problems are in the order of synonymous. A recent WHO report designates that India has the biggest diabetic population (19 million in 1995) that is predictable to rise to 57 million by 2025 (Mayhfield et al., 1998). Kahn (1999) reported that a commonly accepted definition of foot infection is the incidence of systemic signs of infection (e.g.,fever and leucocytosis) or purulent secretions or two or more restricted symptoms or signs (redness, warmness, indurations, pain, or tenderness). Viswanathan et al. (2002) reported that 25% of diabetic individuals is predictable to expand brutal foot problems at some point in their lifetime that frequently end with amputation. Diabetic foot infections are more ruthless and more complex to treat than infections in non-diabetics. ... ... AIM AND OBJECTIVE 1. Study on socioeconomic status- includes Age category, Gender, Literacy Status and Economic Status (Annual income) of diabetic patients with foot ulcer at the different private laboratory at Sankari and Edappadi 2. Study on diabetic related factors include duration of diabetes mellitus, random blood sugar at the time of questionnaire, associated disease along with foot ulcer, history of previous amputation, type of treatment at the time of questionnaire and foot care maintenance of diabetic patients with foot ulcer at the different private laboratory at Sankari and Edappadi 3. Study on isolation and identification of Pseudomonas aeruginosa from diabetic foot ulcer. 4. Study on antibiotic resistance pattern of Pseudomonas aeruginosa from diabetic foot ulcer. 5. Effect of essential oil against Pseudomonas aeruginosa from diabetic foot ulcer.

The Desire for Intoxication Leads to Destruction Essay -- Marijuana Dr

The Desire for Intoxication Leads to Destruction Through time, people all over the world have looked for ways to feel intoxicated and alter their consciousness for different reasons. One of the most ancient ways people have reached this state of intoxication has been through the popular marijuana plant. Today this plant has become so widely accepted that it has been legalized in a few states and will most likely be legalized in other states, such as California and Maine, even though it is prohibited by federal law. Advocates claim it has medicinal properties, and that the drug may actually be beneficial to people’s health. But even though many people argue that feeling intoxicated relaxes them and alleviates their pain, research and past incidents have proven that the desire to be intoxicated has more damaging effects than positive ones. In his book The Botany of Desire, Michael Pollan looks at four different desires: beauty, control, intoxication, and sweetness, each represented by a plant . Each plant has either evolved or has been modified to fulfill a desire craved by human beings. Pollan shows us how the desire for sweetness is represented by the apple, beauty by the tulip, control by the potato, and the desire for intoxication by marijuana. In this book, Pollan explains how marijuana became modified through time to fit the different needs and expectations of consumers worldwide. Putting it in Pollan’s own words, â€Å"cannabis had to do two things: it had to prove it could gratify a human desire so brilliantly that people would take extraordinary risks to cultivate it, and it had to find the right combination of genes to adapt to a most peculiar and thoroughly artificial new environment†( 130). Marijuana was here to stay... ... A. Kallen. San Diego: Greenhaven Press, 2006. At Issue. Gale Opposing Viewpoints In Context. Web. 26 Nov. 2010. Pollan, Michael. The Botany of Desire. New York: Random House Trade Paperbacks, 2002. Print. Works Cited Hadly, Scott. â€Å"CHP Officer remains in critical condition. Ventura County Star. 21 Dec. 2007. Web. 29 Oct. 2010 Huff, Charlotte. "A risky decision: with marijuana, your good judgment may go up in smoke." Current Health 2, a Weekly Reader publication Feb. 2010: 20+. Gale Opposing Viewpoints In Context. Web. 29 Oct. 2010. Marijuana Policy Project. "Medical Marijuana Should Be Legalized." Legalizing Drugs. Ed. Stuart A. Kallen. San Diego: Greenhaven Press, 2006. At Issue. Gale Opposing Viewpoints In Context. Web. 26 Nov. 2010. Pollan, Michael. The Botany of Desire. New York: Random House Trade Paperbacks, 2002. Print.

Face-to-Face versus Online Socialization Essay

Imagine how much human social interaction has been affected since the introduction of online communication. It has redefined the concept of socialization. Socialization is being with and a part of other people. It is enjoying and sharing other’s company, confiding in them, and working together towards common goals. There are two kinds of socialization methods. The first is face-to-face socialization, which includes going to church, joining a club, or hanging out with friends. The second method of socialization is online communication. This includes chatting on line, text messaging, communicating with e-mail, playing online games, or other virtual communications. Socialization banishes feelings of loneliness and promotes the sense of safety, belonging, and enjoyment that helps people to feel secure. Although face to face socialization and online socialization are competing to fulfill these goals, there are noticeable differences between them in the amount of real world experience they deliver, in how they are implemented in the teaching and learning process, in the level of threat they pose to teenagers, and on their size of geographical area coverage on socializing. Face-to-face socialization provides deeper personal connection to the real world than online socialization. In their entire life, people go through different types of face-to-face interaction with their families, friends, and other people around them. As they engage themselves in the community they live in, they communicate through their speeches, body languages, and facial expressions. The lesson they take from these interactions gives them the necessary knowledge to grow from childhood to adolescence and adulthood. For example, when a child makes mistakes, he comes to know what he does is wrong through the responses others give to his mistake. These responses are not limited to speech. They include body languages, facial expressions, and actions. He learns not only what is wrong but also how to correct them by observing the corrections others make to his mistakes. This makes the learning process fast and easy. The repetition of this learning process helps him in passing through the stages of human development to be a matured adult. On the other hand, online socialization depends on the virtual world, which represents what exists in the real world in a digital format. However, it is not possible to represent every aspect of society’s activity digitally. Society’s activities are full of feelings, emotions, and actions that are difficult to be expressed in speech or writing. The digital world is restricted to recorded information on a media. This makes it difficult for online socialization to provide all the social interactions that exist in the real world. For example, the feelings one gets while sitting with a lover cannot be totally substituted by text messaging or online chatting. These technologies transmit the written letters but not the feelings and emotions, which are easily expressed in the body languages and facial expressions. As a result, the transmitted message is not complete. In addition, online socialization has a negative effect on children’s maturity. Many children use inappropriate words in their online communication because no one is there to correct them. Hence, children who are entirely dependent on online communication sometimes behave out of the socially accepted norms and lack the necessary knowledge to pass through the natural process of maturity. It is also important to see how these two types of socialization are implemented in the teaching and learning process. Online classes and face-to-face classes are created for different reasons and administered differently. In face-to-face classes, instructors and students meet in a physical class room at scheduled time. This creates favorable conditions for transferring ideas. Instructors give lectures. Students comment or ask questions, interact with others in verbal discussion at any time in the class. Instructors provide feedback vocally, with body language or writing. By contrast, in online learning students have varied personal schedules and don’t necessarily need to be online at the same time with their instructors. In a typical online class, the instructor provides the necessary instructions in written and students follow the instructions to do what is expected from them. Writing is the primary form of communication in online classes. If students need explanations, they need to write their questions and wait for hours or even days to get a reply. If the reply is not clear, they need to go through the process again. For this reason, online students are expected to refer to more books and do most of the learning part independently. This is what makes face-to-face classes more favorable than online classes in most cases. Online classes, however, are more comfortable for adult working students who do not have the time to attend face-to-face classes. In addition, online classes are also good options for students with physical disabilities and for those students who are not comfortable with the face-to-face interactions for different reasons. The other major point for consideration in socialization is the threat associated with it on teenagers. In recent years, the effect of online predators on teenagers has become a serious issue for many parents. It generates unwelcome situations in to the teenager’s life that may have long lasting impact. Teenagers are more vulnerable because they are highly motivated to participate in online communities and are not mature enough to protect themselves. Online socialization is seen as a source of this threat because it gives access to the predators to gain the trust of vulnerable teenagers. In addition, controlling their children’s online communication is not an easy task for many parents since they communicate from their bedrooms at any time of the day. In contrast, face-to-face socialization doesn’t have much associated threat to teenagers because it is visible and more restricted to small geographical area by its nature. Hence, it is possible for parents to control their children’s communication easily. In general, in face-to-face socialization, parents can get to know their children’s friends, and how they spend their time together. The other main point for comparison is the geographical area coverage on socializing. It is possible to say that there is almost no geographical area limitation for online socialization. It goes across borders, oceans, and continents in an electronic speed. For example, a 13 years old girl from Pennsylvania can have an intimate friend in India. She may know what is going on in India more than what her parents know. In contrast, in face-to-face socialization we are practically restricted to the geographical area we live in, most probably, to the city. This unlimited geographical access, however, has both its own advantages and disadvantages. Even though it helps people to get more information and coordination to tackle community level problems, such as preventing the spread of a new computer virus, it also allows the spread of false and counterproductive information. Currently, face-to-face socialization and online socialization are the two competing available options for socializing. Most people are attracted to one option or the other. Competing School advertisements for face-to-face and online classes are common everywhere. Face-to-face socialization uses speech, body languages, facial expressions, and actions in the communication process, and it has deeper personal connection to the real world. On the other hand, online socialization is a new method based on technological advancements on specific methods of communication, such as written or voice. It is revolutionary, as it has eliminated many restrictions that are inherent in the traditional face to face socialization. However, it has also brought new concerns to our society. Thus, it is possible to say that the two socialization methods have noticeable differences. They are both needed to address different social problems. As technology advances, online socialization has got wider acceptance; however, like any other technology, it has its own inherent limitations.

India; vernacular architectures

IntroductionIndia is huge in civilization and traditions, nature, faiths, linguistic communications rich with historical memorials with common architectures. Taj Mahal is one such wonderous memorial constructions built by ShahJahan as grave in memory of his idolized married woman, Mumtaj Mahal. Taj Mahal is renowned for its glorious Indo-Islamic architectural presence in manner, form, colour, location of the memorial and stuff used to build it. It is one of the 8th admiration of universe ‘s celebrated memorials and appreciated by its visitants ‘ involvements for their penetration into its civilization, clip and history of the memorial. Therefore, Taj Mahal architecture can be renowned as the largest theoretical account combination of the derived function of Byzantine, Persian, Indian and Islamic architecture. The Indo-Islamic architecture takes live in signifier with the slave dynasty in India. It is credited to Mughal dynasty in Pakistan and India, the field of humanistic disciplines and architecture who gave particular attention to raise historical memorials in India. The earliest memorials what we find in India are the recycled stuff of the bing Jain, Buddha and Hindu memorials. The Islamic architecture was so fostered by the Delhi Sultanate and achieved excellence by the Mughal parts.The Background of Islamic Architecture in IndiaThe Iranian dynasties dating back to 500 BCE has seen many Islamic religion dynasties. Throughout the opinion dynasties, Persia ( modern Iran ) has modeled as centre for many art, architecture, poesy and doctrine. Persia is good known for its trade since pre-historic times. The Silk Route acts as span between distant lands for trade, spiritual and material civilization. The concern besides spread to chief lands of cardinal Asia, including Armenia, Georgia, an d India. Persia has besides seen developmental foreparts in architecture which spread many Asiatic states as did concern excessively. The clime, the influence of people, â€Å" available stuff, spiritual intent and peripheral civilizations, and frequenters besides played a of import function in the development of architecture † ( Mehraby ) .The brilliant architectural edifices take inspiration from the landscape, snow-capped mountains, vales, and broad polishing fields which conceived and accomplished fresh thoughts for edifice artefacts while mountains serve both physical and mental beginnings of inspirations in Persian architecture.Thus, Beauty is regarded Godhead for ancient Iranian civilisations.The Architectural Intentions of the Taj MahalTaj Mahal traces its architecture as rooted with Islamic speculations. Though the Persian or the Islamic civilisation was non the first to concentrate their architecture on spiritual subjects, it was a strong characteristic among Byzantine design ers. The Byzantine Architecture records the spiritual edifices and their designs as accomplishments of the Byzantine Empire. The most singular illustration at Constantinople is Hagia Sophia, a Christian church at Constantinople ( the present Istanbul ) is a monolithic and cosmetic church represents the glorification of the Byzantine Empire. The architectural purposes besides note the power factor in Islamic architecture. The Islamic dynasties believe in distributing Islam and laud to God by jointing through mosques, unmatching historical memorials and castles of first-class beauty. To accomplish this, they desire and get power to patronage architecture. The Islamic architecture spread every bit far as Egypt and North Africa, Spain, and Persia. Then, they developed their alone manner by uniting the humanistic disciplines of the Byzantines, the Copts, the Romans, and the Sassanids. This alone manner specializes in blending the native design elements with imported 1s. Taj Mahal suffices this stance. The memories of Mumtaj Mahal are spread all over the universe typifying his love for her. The singularity of this memorial is its dome construction which is characteristic of Byzantine architecture. The abstract designs are notable of Iranian architecture, the flowered designs and picture goes to Safavid manner, the location of the edifice is besides an of import factor which wholly reiterates the presence of head Iranian architecture. Communicating spiritualty is yet another position attributed to Islamic Architecture. This position has been practiced among sages, philosophers, poets, and religious Masterss of Islamic states. The adherent of proliferating Islamic jurisprudence through the chase of cognition, contemplations on world of nature beyond visual aspect, disciplined supplication is besides reflected on their architecture. The rock flowers of the Taj Mahal gives a image of pragmatism intriguing â€Å" the visitant with their grace and colourful freshness † , ( Okado and Joshi ) . The Taj Mahal ‘s reference to â€Å" paradise can be seen in the motive of flowers carved on the funerary Chamberss of the mausoleum, every bit good as on the pedestals of the interior iwan † , where flowers and roses symbolize the Kingdom of Allah, ( Bin and Rasdi ) . The Byzantines ‘ architecture besides followed similar organizing rules. Whereas the Christian spiritual worship topographic point and its design corresponds to the faith. Therefore, symbolism besides played a important function in the development of the signifier of the memorials. During the Byzantine period the Church itself became a symbol of the religion. The maestro piece of Indo-Islamic Architectural manner, the beauty of the Taj Mahal, inspires legion creative persons from all over the universe. To this, Okada and Joshi ( 1993 ) relates to the four canals to the four rivers of Paradise referred in the Holy Qur'an. The symbolic nature of the garden and the canals at Taj Mahal is considered the sepulchral nature of the memorial and the Quran lettering located on the southern entryway wall of the chief Gate gives undeniable credibleness to the comparing of the Taj Mahal with the Garden of Paradise, this lettering says: ( It will be said to the pious ) : Oxygen ( you ) the one in ( complete ) remainder and satisfaction! Come back to your Lord, — well-pleased ( yourself ) and well-pleasing unto him! Enter you, so, among My esteemed slaves, And enter you My Eden! The Holy Qur'an,Surah Al-Fajr: 89:27-30 Therefore, it is noteworthy to see the pupils of Islamic architecture digesting Taj Mahal as an uncomparable memorial in Iranian beginning.The Architecture, Structure of Taj MahalThe Byzantine and Islamic architecture portion a common manner of architecture, the dome. The Dome of the Rock in Jerusalem is in response to the Islamic architecture which shows the influence of Byzantine architecture imparted as the dome manner passed on to the Islamic architecture. It is besides known as ‘Persian dome ‘ . Today, it is called the Onion Dome. This architecture promotion of the usage of dome is accredited formed a new manner in planetary architecture. The most famed illustration is the Taj Mahal ( A.D. 1630 ) built by Mughal Dynasty in India. But, this is non new to Indian architecture. The good known Buddhist Stupa at Sanchi, India 4th to 1st century BCE is â€Å" a commemorating memorial associated with preserving sacred relics. Not merely these, the Mauryan land ( c. 321-185 BCE ) in India besides fortify their metropoliss with Stupas, Viharas, and temples were constructed, † ( Kumar ) . The Taj Mahal consists of 16 Chamberss, eight Chamberss each on two degrees that contain the octangular funerary chamber overcome by a surbased inner dome. The funerary chamber consists of the grave of Mumtaj Mahal and Shah Jahan together, adorned by â€Å" a baluster of finely perforated marble and studded with semiprecious rocks, † ( Okado and Joshi ) . Iranis focused their attempts on reexamining their architecture in barrel vaulting, crenallated roofs, conelike squinches, large bricks, egg-shaped arches and different designed brick work or now and once more platerworks over bricks. Though the architecture is traced to 3000 old ages, the design elements of Iranian architecture like â€Å" high-arched portal set within a deferral, columns with bracket capitals, columned porch or talar, a dome on four arches, a huge egg-shaped arch in the entryway, a four iwan courtyard, early towers making up toward the sky, an interior tribunal and pool, an angled entryway and extended ornaments † display their typical structural designs, ( Mehraby ) .The StructureThe intended grave is made of big white marble construction standing on a square plinth beam consisting of a symmetrical edifice with an iwan ( arch-shaped room access ) presented with a big dome and finial at the top. Fran & A ; ccedil ; ois Bernier noted how â€Å" the Centre of every arch is adorned with white marble slabs whereon are inscribed big Arabian characters in black marble. † This construction titling reflects Iranian architecture. The base is multi-chambered regular hexahedron with chamfered corners making an unequal octagon of about 55 metres on all the four long sides. On each of these sides, a monolithic pishtaq, or a domed archway, frames the iwan with two likewise shaped, arched balconies stacked on either side organizing a symmetrical form on all sides of the edifice. There are four minarets frame the grave and the chief chamber houses the false Gravess of Mumtaz Mahal and Shah Jahan. The existent Gravess are located at a lower degree. The top of the dome is fancily decorated with a Nelumbo nucifera design. â€Å" The columned bases open through the roof of the grave and supply visible radiation to the inside. Tall cosmetic steeples ( guldastas ) extend from borders of base walls, and supply ocular accent to the tallness of the dome. The dome and chattris are topped by a aureate finial, which mixes traditional Persian and Hindu cosmetic elements, † ( Wiki ) . Even the term of office of Byzantine architecture, the find of pendentives and dome on pendentives changed the expertness for building churches and eased the process during the Byzantine period. The bronzy brand of Moon and its horns indicating upwards, the heavenward in trident form clearly indicates the commixture of Persian and Hindu ornaments. The symbolic significance can be derived as Hindu symbol of Shiva. â€Å" The minarets are 40 metres tall ; each minaret spliting into three equal parts by two working balconies surmounted by a chattri that mirrors the design of a Nelumbo nucifera design topped by a aureate finial, † ( Wiki ) . The subsequent Islamic architecture in India signifies in the signifier of Mosques and graves ‘ frontage beautification is the chief signifier. The development of the dome manner as called the basic regular hexahedron and hemisphere nomenclature in past architecture was subsequently brought into excellence at some phase in the Mughal Period. The experts say that Taj Mahal replicates Humayun ‘s grave before the design for Taj Mahal was formed. The best illustrations for the Indo-Islamic Architecture are the Gol Gumbaz at Bijapur, Agra Fort, Buland Darwaza, Qutab Minar and Safdarjang Tomb. Hambly ( 1964 ) writes the architecture of Taj Mahal to be of Safavid manner in his ‘Cities of Mughal India ‘ which accounts the astonishing factors of Mughal dynasty. Safavid is yet another dynasty which ruled Persia during 1499-1722 B.C.E. Safavid has great trade of finest plants of metal art works like weaponries, armour, candle base, helmets, imbibing vass, and wine bowls. Ruggiero notes the events during â€Å" the Safavids, webs of caravanserais were constructed † to ease transit and promote trade since Persia was concern centre for many states so, ( Hambly ) . The penmanship on the big pishtaq is definite work of Safavid. Anon says, the Mughal emperor Shah Jahan conferred â€Å" Amanat Khan † rubric for his work for his eye-popping virtuosity. This lettering from the Qu'ran can be found underneath the interior dome are the lettering, â€Å" Written by the insignificant being, Amanat Khan Shirazi. † . Not merely this, the penmanship found on the marble grave is attended in item and delicate.Historical, Societal and Cultural Importance of Islamic ArchitectureHaider ( 2002 ) surveies the Islamic architecture along the quadruple phenomenon activity of social deductions viz. , the brooding jussive mood, the functional jussive mood, the constructive jussive mood and aesthetic jussive mood ; these rules besides project our images, outlooks, definitions, and review of Islamic architecture. Functional importance of any edifice under this architecture marks as symbolic or a marker or an icon or a monument fundamental to continue the yearning recollections and hence, indicate significance of a society. If we can traverse these social manifestations against the architectural purposes, a more focussed and fecund treatment can be formed. Our survey on Taj Mahal is one such productive consequence of these traversing. If we can see Islam as faith and as historical discernible fact of power and backing and inclined to seek the aesthetic jussive mood and symbolic look in architecture, the focal point is more likely on Taj Mahal.DecisionThe Mughal tribunals established in Pakistan and India were occupied by poets and penmanship creative persons from Persia who took flight from their really small place state to fortune gaining in India. The buildings what we see of Mughal dynasty is the work of these Persians who were the particular counsel of the Mughal Empire who gave attending for really item to raise memorials for the populace to praise the Islamic architecture. The Islamic architecture holds its generousness in assorted memorials found largely in India. They portray their love for art and inturn to God. Their push to distribute the celebrity is noteworthy. We see every dynasty or the imperium have their ain set of values, civilizations and traditions. These impacts are besides good noticeable in their architectures. Therefore, the Islamic architecture is symbolic of the architecture they produce.Work CitedBooksAmina Okada and M.C. Joshi. ( 1993 ) . Taj Mahal. Abbeville imperativenessGuido Ruggiero. ( 2002 ) . A comrade to the universes of the Renaissance. Wiley-BlackwellRoger Savory. ( 2008 ) . Iran Under the Safavids. Cambridge University PressFran & A ; ccedil ; ois Bernier ( 1996 ) . Travels in the Mogul Empire 1656-1668. Asiatic Educational Service Raj Kumar. ( 2003 ) . Essaies on Indian art and architecture: History and civilization series. Discove ry publication houseJournalMohamad Tajuddin Bin and Haji Mohamad Rasdi. ( 2008 ) . Reconstructing the thought of Muslim architecture: reconstituting the academic model and design attack within the position of the Sunnah. The Journal of Architecture, 13:3 ( 6 ) . pp 297 – 315.Online BeginningsMehraby, Rahman. hypertext transfer protocol: //www.destinationiran.com/Architecture.htmOkado and Joshi. hypertext transfer protocol: //www.islamicart.com/library/empires/india/taj_mahal.htmlBin and Rasdi. hypertext transfer protocol: //www.islamicart.com/library/empires/india/taj_mahal.htmlAnon. â€Å" The Taj Mahal † . Islamic architecture. Islamic Arts and Architecture Organization. Accessed on 25 Nov 2009. hypertext transfer protocol: //www.islamicart.com/library/empires/india/taj_mahal.html.General Information about Persian Architecture. Accessed on 25 Nov 2009. hypertext transfer protocol: //www.destinationiran.com/Architecture.htmIntroduction of Islamic architecture to India . Accessed on 27 Nov 2009 hypertext transfer protocol: //www.india9.com/i9show/Taj-Mahal-19777.htmByzantine Architecture. Accessed on 25 Nov 2009. hypertext transfer protocol: //library.thinkquest.org/C005594/Medieval/byzantine.htmhypertext transfer protocol: //en.wikipedia.org/wiki/Indian_architecture

Example Spanish Essay - Free Essay Example

Sample details Pages: 5 Words: 1613 Downloads: 8 Date added: 2017/06/26 Category History Essay Type Cause and effect essay Did you like this example? What affect did the Islamic invasion have on the history of Spain? THE IMPACT OF THE ISLAMIC INVASION ON SPAIN The history of Spain reflects the effect of certain cultures and religions on Spanish population, language, traditions and style of life. In the Middle Ages (about 411 AD) Spain was occupied by the German tribes and further the country was conquered by the Visigoths (416 AD) (Collins, 1995). However, the aim of this essay is to analyse the impact of the Islamic invasion on Spain, as the Muslims has had a considerable effect on the country up to the present day. In 711-714 the Umayyad dynasty seized the Spanish area near Cordoba (Rahman, 1989); forty years later Abd al-Rahman I created an Umayyad Emirate. But it was in the tenth century under the ruling of Abd al-Rahman III (912-961) that the Muslims managed to intensify Spains prosperity and wealth (Goodwin, 1990). Abdal-Rahman III united some areas of al-Andalus and improved military, tax and law systems. In the eleventh century the Emirate was divided into several kingdoms with unique cultures and traditions. After the decay of the Umayyad dynasty, other Islamic dynasties took control over Spain, such as the Almoravides, the Almohades and the Nasrids (Taha, 1989). At the end of the fifteenth century the Christian rulers seized the power in Granada and put an end to the Muslim ruling. Other Spanish places, such as Seville and Cordoba, were liberated from the Muslims by Ferdinand of Aragon and Isabella of Castile in the thirteenth century. But the Islamic influence has preserved in Spain till nowadays, though Isabella made everything to destroy Islam and eradicate any traces of the Muslims. The Islamic invasion positively affected many areas of life in Spain, such as culture, education, religion, economics, science, society and family. Al-Andalus, as the Muslims called Spain, had acquired the central position among other civilizations of the ancient world since the conquest of Cordoba by the Umayyad dynasty (Chejne, 1974). In particular, the Muslims created about two thousand public baths and mosques for different social groups and implemented some schools for poor children in Cordoba. Although some Spanish regions opposed the Muslim ruling, industry and trade were considerably advanced by the Umayyads (Harvey, 1990). Spanish libraries contained more than 400,000 books and the streets of Cordoba were illuminated, unlike such European capitals as Paris and London. As Hillenbrand (1999) puts it, Cordobain its prime had no peer in Europe for the amenities of civilized life. Its houses were bountifully supplied with hot and cold running water, its streets were lit at night (p.175). Different religious groups, such as Christians, Muslims and Jews, successfully interacted with each other. According to Ghazanfar (2004), there existed no separation between science, wisdom, and faith; nor was East separated from the West, nor the Muslim from the Jew or the Christian (p.2). Such religious tolerance can be explained by th e fact that the Muslims did not act as oppressors, but, instead, they tried to improve the living conditions of all social classes in Spain. As a result, Christians and Jews occupied the leading positions during the Muslim ruling (Hopfe, 1998). This peaceful co-existence of three religions had continued till the fifteenth century (Thomson, 1989), contributing to many aspects of life in Spain. For instance, in the eleventh century Arabic language was utilised in Spanish science and literature, while Spaniards began to learn the Muslims language to acquaint with Arabic writings (Shubert, 1992). Some Christians and Jews borrowed Arabic culture and religion, gradually transforming into Mozarabs, people who were Arabized (Watt, 1965). Many illiterate Spanish people learned to read and write, calculate and navigate (Houston, 1964). As the Muslims preserved some Roman and Greek literary works, Spanish Christians served as translators for these crucial manuscripts. Architecture, philosophy, mathematics and other sciences also prospered under the ruling of the Umayyad dynasty due to their belief in Allah and the laws of the Quran, the holy book of the Muslims that accentuated the power of knowledge (Fakhry, 1983). As the Muslims made attempts to understand God, they also tried to uncover the truth about human nature by conducting different researches and scientific investigations (Saud, 1994). For instance, the Muslims substituted the Roman number system existed in Spain for the Arabic number system that has been widely utilised in algebra, arithmetic and business since then. In addition, astronomy, medicine, biology and chemistry began to thrive in Spain after the Islamic invasion (Lewis, 1993). Among the most famous Spanish philosophers, writers, artists and scientists of the Muslim era are Al-Kwarizmi, Ibn Rushd, Ibn Zuhr, Al-Razi and Ibn Sina (Chejne, 1974). Ibn Sinas medical treatise Al-Qanun had been studied in many European educational estab lishments for about three hundred years and had been regarded as one of the best medical works (Vernet, 1992). One of the greatest Muslim scholars of Spain was Abu Zakariyah al-Awwam Ishibili who created a procedure of grafting and gave names to more than five hundred plants (Ghazanfar, 2004). Pedro Alfonzo, a Spanish Muslim scholar who was interested in astronomy, claimed that his wish was to raise once more to life the knowledge of that science which is in such a deplorable state among those educated in the Latin manner (Hermes, 1977, p.72). Due to such an advanced stage of scientific development, many European scientists arrived to Spain to receive knowledge in various sciences and to interpret Latin texts. In regard to economics, the Muslims created the silk industry in Al-Andalus, gradually transforming Spain into one of the largest countries for silk production. The country was also engaged in the production of satin, cotton, pepper, furs, clocks, paper, maps and soap s. Further Spain contributed to the fine fabrics manufacturing in Europe. Agriculture was poorly developed in Spain because of a primordial irrigation system (White, 1970; Semple, 1971); but the Muslims substituted this old system for a new improved irrigation method that resulted in the prosperity of orchards and the increase of rice crops in such areas as Granada and the Valenican huerta (Dickie, 1968). The Muslims utilised the method of Syrianization to improve agriculture of Spanish towns, especially Valencia and Seville (Burns, 1973). The new system allowed Spaniards to intensify crops with the help of artificial water supply (Smith, 1966, p.442). Up to the present day this irrigation system has been controlled by an old Muslim tribunal (Tribunal of the Waters); today this Tribunal is held once a week and is aimed at solving disputable agricultural issues. Due to these improvements, Spanish people began to cultivate various plants and trees, such as oranges, lemons, ar tichokes, apricots, olive and implemented an advanced system of nature protection (Imamuddin, 1965, p.84). Before the Islamic invasion, Spanish grew winter crops, but the Muslims managed to implement Indian crops that were grown in a frost-free season. As a result, many Arabic words were introduced in Spanish language to reflect different aspects of the irrigation system; for instance, alberca-al-birka means a pool and acequia-al-saqiya means an irrigation ditch. Nowadays some flowers bear the Arabic names, such asbellota-balluta for acorn, alazor-al-asfur for safflower and al-fasfasa foralfalfa. Other words reflect the impact of the Muslims on farming: tahona-tahuna (flour-mill), aldea-al-days (village), and rabadan-rabb al-dan (head-shepherd). As the Muslims were obsessed with nature, they utilised their artistic skills to create splendid gardens and buildings that have attracted attention of people till nowadays (Blair Bloom, 1994). Such unusual places as the Alhambra of Granda, the Mosque of Cordoba and the Alcazar of Seville are the visual legacy of the Muslims in Spain (Barrucand Bednorz,1992; Ettinghausen Grabar, 1987). These splendid architectural buildings clearly reveal the Muslims innovations in the fields of architectural design and style(King, 1978; Grabar, 1978; Rodriguez, 1992). Unfortunately, almost all Islamic architectural monuments were destroyed at the end of the fifteenth century; only the Alhambra remained undamaged (Fletcher, 1987). Many famous writers and artists depicted the Alhambra in their works (Ching, 1979). For instance, Washington Irving created Tales of the Alhambra when he visited this place in Spain. Despite the destruction of many Islamic buildings (Barrucand Bednorz, 1992), a new Islamic mosque for Spanish Muslims hasbeen recently built in Granada as a result of Islam renewal in 1989. The Muslims are able to pray in the mosque and receive education in such sciences as medicine and law. Today the number of the Muslims in Spain approaches to onemillion people who strongly defend their rights and their faith. Some Spanish Muslims continue to live in the Albaican quarter in Granada, where the Muslims lived in the 10-15 centuries. However, the tensions between Spanish Muslims and Spanish Christians are rather complicated, although Spanish government realises that it is crucial to improve the relations between these two religious groups. Analysing the impact of the Islamic invasion on the history of Spain, the essay suggests that the Muslims considerably affected such areas of Spanish life as economics, culture, science, architecture, art and religion. They managed to improve the countrys agriculture and manufacturing, contributing to its prosperity and wealth; they implemented many advanced systems based on scientific findings, especially Arabic number system of calculation, the illumination system and the irrigation method. The Muslims transferred their knowledge in medicine, a lgebra, chemistry, astronomy, architecture, art, nature and technology to Spanish people who further imparted these valuable data to other European countries. Thus, the Islamic invasion on Spain paved the way for the period of Renaissance in Europe; as Ghazanfar (2004) puts it, Muslims not only occupied Spain but planted the roots of European Renaissance through unparalleled transfer of knowledge in almost every field known (p.11). Today the Islamic influence is especially obvious in many Spanish words that reflect the Arabic roots, as well as in architectural monuments, literature, sciences, legal laws and cultural traditions. Although Islam was officially renewed in Spain at the end of the twentieth century, the Muslims continue to experience serious racial prejudices from the side of Spanish Christians. Don’t waste time! Our writers will create an original "Example Spanish Essay" essay for you Create order

Strategic Management Apple Inc. Case Study Essay

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