Literacy and Young People Essay Example for Free

Literacy and Young People Essay The opportunity to apply for a specialist responsibility in supporting literacy development has arisen in your educational environment. For your interview you have been asked to prepare information to show that you can: Literacy means the ability to read and write. Only recently has the word ‘literacy’ been applied as the definitive term for reading and writing, mostly since the introduction of the National Literacy Strategy in schools. The skills of reading and writing complement each other and develop together, it therefore makes sense to use the term ‘literacy’. Reading and writing are forms of communication based on the spoken language. Effective speaking and listening skills are essential in order to develop literacy skills. The progression of literacy skills is a vital aspect of development and learning. Without the ability to read, write and listen children and young people may not be able to function effectively in school, college, university or at work or communicate with others about their ideas and participate fully and safely in the community. Literacy enables children and young people to express themselves creatively and productively. The majority of jobs and careers rely on an element of basic literacy (and numeracy) skills. Literacy is required in our everyday lives, to keep us safe by being able to read signs and follow instructions, read directions, reading newspapers, recipes, food labels, dealing with household finances. Literacy also enables us to progress with technology by being able use computers competently, surfing the internet and being able to read and write emails. As the heart of all learning lies the two key skills, literacy and numeracy. Literacy is possibly the more important of both skills as children and young people need literacy in order to access further curriculum areas, e.g in order to approach a numeracy problem, the question needs to be read and  understood before the answer can begin to be found. The development of literacy is important from an early age for all children and young people. As Teaching Assistants it is likely that we will be supporting children and young people with communication difficulties or other Special Educational Needs which could have an impact on their literacy skills, a situation may also arise where English is not the first language. It is important that children and young people are encouraged to explore the way the English language works, e.g phonics for vocabulary, reading, writing and spelling. This will enable children and young people to gain knowledge to be able to read, write and spell confidently. The learning objectives are associated to 12 strands in literacy to demonstrate progression in each strand. The strands are as follows:- Speak and listen for a wide range of purposes in different contexts 1. Speaking 2. Listening and responding 3. Group discussion and interaction 4. Drama Read and write for a range of purposes on paper and on screen 5. Word recognition: decoding (reading) and encoding (spelling) 6. Word Structure and spelling 7. Understanding and interpreting texts 8. Engaging and responding to texts 9. Creating and shaping texts 10. Text structure and organisation 11. Sentence structure and punctuation 12. Presentation Within my setting we aim to encourage children and young people to be able read and write with confidence, fluency and understanding, to be able to orchestrate a full range of reading cues (phonic, graphic, syntactic, contextual) to monitor their read and be able to correct their own mistakes. To understand the sound and spelling system and use this to read and spell accurately, have fluent, legible and cursive handwriting. To have an interest in words and their meanings and a growing vocabulary. To know, understand and be able to write a number of genres in fiction and poetry,  understand and be familiar with some of the ways in which narratives are structured through basic literacy ideas of setting, character and plot. The ability to understand, use and be able to write a range of non-fiction texts, plan, draft, revise and edit their own writing, have a suitable technical vocabulary through which to understand and discuss their reading and writing. Children are encouraged to be interested in books, read with enjoyment and evaluate and justify their preferences. Develop their own powers of imagination, inventiveness and critical awareness through reading and writing. In the Foundation Stage (Nursery and Reception) Children and young people should be given the opportunity to speak, listen and represent ideas in their activities. Use communication, language and English in every part of the curriculum and to become immersed in an environment rich in print and possibilities for communication. All Key Stage 1 (Years 1 and 2) – Children and young people should learn to speak confidently and listen to what others have to say. They should begin to read and write independently (using phonic knowledge) and with enthusiasm. They should be using language to explore their own experiences and imaginary words. All Key Stage 2 (Years 3-6) – Children and young people should learn to change the way they speak and write to suit appr opriate situations, purposes and audiences. They should read a range of texts and respond to different layers of meaning in them. They should explore the use of language in literary and non-literary texts and learn how the structure of language works. Intervention groups are offered in speaking, reading, writing and listening to those children and young people who are under-attaining and booster groups for the more able. Where the pupils performance is significantly below average we will seek specialist provision such as speech therapy, EAL programmes and reading recovery will be accessed as needed. In Key stages 1 and 2, English sessions use the National Strategy unit plans (our own versions) focusing on shared reading, shared and guided writing and producing sustained outcomes. Further lessons are also used for focused activities in phonics, guided reading and comprehension. In Key Stage 1 there is a daily phonics session, daily guided reading and English lesson. There is one discrete handwriting session each week. In additi on to this, there is also a slot used for the development of speaking and listening and the class story. In lower Key Stage 2 there is also a daily phonics session, four guided reading sessions and a daily  English lesson. There is one discrete handwriting session every fortnight. Additionally there is also a slot used for the development of speaking and listening and the class story. In upper Key Stage 2 there is a daily phonics/spelling session, four guided reading sessions and a daily English lesson. There is one discrete handwriting session every fortnight. Additional there is a slot used for the development of speaking and listening and the class story. The monitoring and evaluation of the English policy is the responsibility of the English co-ordinator who is responsible to the head teacher and the governors for the development of English throughout the school. This is to be achieved in a variety of ways: Regular discussions with staff concerning the progress of groups and individuals Involvement in long and medium term planning across the school in English Regular classroom observation and working alongside colleagues to help identify strengths and weaknesses, to provide support to individual staff where appropriate Regular monitoring of resources, planning and children’s work Reviewing of assessment outcomes and data to evaluate the quality of learning in English throughout the school. Checking that within a key stage there is coverage of the full English curriculum in line with national curriculum requirements, the early learning goals and current National Primary Framework objectives (where used) Checking that appropriate opportunities to raise multicultural and gender issues are created and taken Ensure that the time spent on the teaching of English is meeting our pupils needs  Literacy Lessons are the same time each day, afte r morning break time. They are broken down into phonics and spelling, guided reading and English. The lesson starts at 10.45 and finishes at 12.30pm. The children start by gathering on the carpet area to be given an overview of what is happening in the day’s lesson. As a Teaching Assistant a discussion would have taken place with the Class Teacher prior to the lesson taking place to establish the lesson plan and what is expected of you for the lesson. Some Teaching Assistants may have been involved with elements of planning a lesson and able to give their own ideas as to how is the best way to carry out activities. It may be that you work with a designated group of children who have development issues and require more attention. It is important that  the Teaching Assistant works together with the class teach to monitor the progress of pupils in all areas of literacy development. This will usually ensure that the children and young people are focused and able to meet the learning objectives. Some pupils will require more encouragement to participate than others through the use of praise and feedback, whilst identifying any concerns or problems they may have. Monitoring of the children and young people also involves the relaying of information to the Class Teacher in respect of learning objectives and feedback as to how the tasks were managed and how to achieve their goals going forwards. We also carry out intervention activities in my setting where a group of children are taken out of the lesson by a Teaching Assistant to carry out some additional literacy activities to concentrate on tasks such as sounds of letter groups, reading sessions and basic spellings to help improve their literacy development. There are also groups of children who are taken out of lessons 3 times a week to carry out additional reading activities to help improve their reading skills. In our classrooms, we also use a ‘working wall display’ to show the key learning objectives for the terms activities and the pupils are able to use this to assist with their learning independently. Within my setting we also have a reading partners lesson on a Thursday morning where year groups visit other class rooms and read with each other, e.g Year 4 read with reception, Year 3 read with year 1 and year 2 with year 5. This gives children and young people to the chance to gain confidence in reading and speaking in front of other children who are of a different age and more developed. Bibliography Textbooks: Textbooks: Burnham,L, Baker,B (2010) Level 3 Diploma Supporting Teaching and Learning in Schools (Primary). Harlow. Heinemann part of Pearson Burnham,L(2002) Brilliant Teaching Assistant. Prentice Hall Kamen, T (2008) 2nd Edition Teaching Assistants Handbook NVQ SVQ Levels 2 3. Maidstone. Hodder Education Primary School Literacy Curriculum Policy overview

Personal Experience that Changed my Life Essay Example for Free

Personal Experience that Changed my Life Essay America may be experiencing the worst financial crisis this year. People may worry about losing jobs and missing opportunities for bigger earnings. But at age eighteen and fresh from high school graduation, I am all hopes and all set to start the best years of my life. Just a few years back, I was enjoying the comforts of home in Wooster, Ohio, simply unconcerned about my future. My parents were worried about my lagging interests so they decided to send me to a boarding school in Ashtabula called Grand River Academy. The school was noted for its effective programs built especially for struggling students. My parents’ decision was not in vain. I blended so easily in my boarding school and felt at home. I was smoothly able to realign my perspectives and developed the motivation to accomplish many things. Grand River Academy provided just the right push that I needed. While in the academy I developed computer skills and vast knowledge in computer networking. Soon an unexpected opportunity came that changed my destiny. Read more:Â  An Experience That Changed My Life The director of Grand River Academy offered me a workload in one of the special projects for community extension. The project aimed to develop a computer system for the school specifically for the programs involving the school’s beneficiary communities. I was tapped to be part of the team to develop the system. For the first time I was depended on and trusted that I could make a difference for the academy. It was an experience that changed me and made my vision of the future clearer and attainable. The high school project experience was significant to earn me a $6,000 scholarship and college admission into one of the best universities in the country: Ashland University in Ohio. It is a dream-come-true for me. I give special gratitude to the Grand River Academy community for my ample preparations and being part of my achievements. Participating in the project team earned me this scholarship privilege and the key to my college education. No amount of financial crisis or global recessions can stop me now because I am determined to succeed.

Design of Interventional Biomedical Devices

Design of Interventional Biomedical Devices 1. Neurovascular Catheters and Engineering Design 1. Case Study 1. The following catheter found in the cathlabdigest written by Gill Laroya discusses the advancement of the design of interventional biomedical devices from an engineering perspective and how engineers enhance the design of catheters to prevent problems such as kink. The article discusses areas such as the history of biomedical devices, the materials involved, design challenges and the interface. It discusses a specific example in terms of catheters and their use. If a catheter must travel a long distance within the neurovascular anatomy, the engineer designing the product might decide to incorporate a shaft support component, such as a stainless steel braid in order to enhance the micro catheters kink resistance. The down side of incorporating the stainless steel braid is its ability to travel within tight sections and irregular shaped bends within the neurovascular system. In order to solve this problem a stainless steel coil support is added to the distal end of the catheter, the ad dition of the coil support enhances lateral flexibility and adding hoop strength to even better the kink resistance of the micro catheter. Also, the engineer can add a lubricous hydrophilic coating to the catheter to improve axial and rotational handling of the device and reduce trauma on the walls of the veins and arteries. The study shows us how we can design micro catheters to prevent problems such as kink occurring. Cathlabdigest.com. (2016). The Design of Interventional Devices: An Engineers Perspective | Cath Lab Digest. 2. Neurovascular Catheter Design The following article was posted in Medical Tubing Types by Shana Leonard on December 12, 2014. Form the article it is predicted that by 2020 the neurovascular market will reach $600 million, according to iData Research. A key factor contributing to the growth of this sector is down to the various advancements of the biomedical device. The design goal for minimally invasive surgical devices is to strive towards engineering the smallest possible outside diameter for a micro catheter device without compromising any of the performance characteristics. Designing neurovascular catheters to meet these constraints must take into account the intricate neurovascular anatomy. Mddionline.com. (2016). Key Considerations for Designing Neurovascular Microcatheters | MDDI Medical Device and Diagnostic Industry News Products and Suppliers. According to Steven W. Berhow, president of Rogers, MN-based Biomerics Advanced Catheter, he believes that upon designing neurovascular catheters they must contain the following traits; Good torque within the shaft from the proximal to distal end. Flexibility in the distal portion of the catheter. Kink Resistance. Visibility under fluoroscopy. Low Stretch. High Pressure. Good guidewire movement. These 7 traits stand as basic constraints when it comes to designing intricate, complicated neurovascular minimally invasive devices. Figure 2. Neurovascular Catheter Design.   Mddionline.com. (2016). Key Considerations for Designing Neurovascular Microcatheters | MDDI Medical Device and Diagnostic Industry News Products and Suppliers. 3. Advanced Catheters The first thing you need to know is what an advanced catheter is. So according to Bill Alexander, Director of Business Development at Biomerics Advanced Catheter, an advanced catheter is a minimally invasive medical device that typically consists of a thin walled, braid reinforced tube or shaft with multiple durometers. An advanced catheter has the ability to navigate through the neurovascular anatomy and deliver implants and devices such as coils, heart stents etc. The difference between advanced catheters and traditional catheters can be mainly seen when it comes to manufacturing the product. A little error in the materials used in an advanced catheter can lead to larger errors as the specific wall thickness requirement of an advance catheter are very strict to ensure optimal performance. Characteristics such as pushability, trackability, torqueability and kink resistance are crucial for the advanced catheter design. Traditional catheters and advanced catheters are not mutually exclusive and can be used to benefit each other and improve patient surgical results. (2016). Advanced catheters What you need to know about this growing medical device market. Figure 3 Advanced Catheters and Traditional Catheters.   (2016). Advanced catheters What you need to know about this growing medical device market. Advanced catheters have the ability to incorporate new technologies and have a more complex design than traditional catheters. 2. Human Neurovascular and Cardiovascular Anatomy 1. Cardiovascular System The cardiovascular system consists of the heart and blood vessels along with blood itself. It transports oxygen, nutrients, hormones and more and is powered by the heart. The heart consists of 2 circulatory loops, the pulmonary circulation loop and the systematic circulation loop. The pulmonary circulation transports deoxygenated blood from the right atrium and ventricle to the lungs. The systematic circulation carries oxygenated blood from the left atrium and left ventricle to all around the body. The cardiovascular system consists of blood vessels, coronary circulation (hearts own set of blood vessels), hepatic portal circulation (veins of stomach and intestines) and the blood itself (red blood cells, white blood cells, platelets and plasma). An understanding of the complex network and its physical structures are important when designing non-invasive medical devices. System, C. (2016). Cardiovascular System. InnerBody.   Figure 4 Cardiovascular System. Slideshare.net. (2016). Circulatory system PowerPoint Blood vessels are the road network by which blood transports around the body and returns back to the heart again. This intricate tiny transportation system of blood vessels has a major part to play when engineering advanced catheters and ensuring problems such as kinking dont occur. 2. Structure and Functions of Blood Vessels Blood vessels consist of arteries and veins. Arteries bring blood away from the heart. As the arteries are brought away from the heart they eventually become smaller and are broken down to the smallest arteries called arterioles which further branch into capillaries where gases and nutrients are excreted or exchanged. Veins have a larger structure and bring blood back to the heart again. As can be seen below in figure 4, the cardiovascular circuit can be seen where two main circulatory systems occur. The pulmonary circulatory system and systematic circulatory system. Each providing their own different structural differences that engineers must take into account when designing minimally invasive medical devices. Philschatz.com. (2016). Structure and Function of Blood Vessels  · Anatomy and Physiology. Figure 5 Structure of Blood Vessels. ] Philschatz.com. (2016). The structure of blood vessels can be seen below. The artery and the veins vary in thickness as can be seen from the micrograph in figure 6. From figure 5, it can be seen that Arteries have a thicker Tunica media than Veins but veins have a larger tunica externa than arteries. Figure 6 Arteries vs Veins Structural differences. Philschatz.com. (2016).  Ã‚   Figure 7 Micrograph showing the relevant difference in thickness. Philschatz.com. (2016). As can be seen in figure 6 and 5, vein walls are considerably thinner than Artery walls meaning veins withstand a much lower pressure of blood passing through them. Table 1 Appearance of Arteries and Veins. Philschatz.com. (2016). Arteries Veins General Appearance Thick walls, small lumen Rounded appearance Thin walls, large lumen Flattened appearance Conor Patrick Goold, DME4. 7 3. Shapes of Catheters in the Neurovascular Anatomy 1. Guide Catheters and shapes in the Neurovascular system. The following is an example of a Stryker neurovascular catheter called the DAC catheter. From figure 8, it can be seen that the DAC catheter accesses the distal neurovasculature. It achieves this by providing enhanced stability through a braided shaft and this in turn also provides resistance to ovulation. Preventing shapes such as snaking and reducing friction against the blood vessel walls. Stryker.com. (2016). Neurovascular Intervention DACâ„ ¢ Catheter: Stryker. Figure 8 Catheters, Shapes and Uses. Stryker.com. (2016). Neurovascular Intervention DACâ„ ¢ Catheter: Stryker. 2. Neurovascular Catheters in the Brain. The following images are obtained through a technique that requires the use of a minimally invasive advanced neurovascular catheter. What these images do is they give a visual understanding of the intricate nature in which the catheters must travel within the cardio vascular system. To do this the catheter is guided under x-ray guidance through neurovascular and cardiovascular system. The catheter for this procedure is usually brought to a blood vessel located in the neck and a non-ionic x-ray contrast agent is injected into the blood vessels which then in turn travels through to the brain. Prior to this procedure the catheter is then removed through the groin and the bleeding is stopped through direct manual compression or by using a vascular closure device. Neuroangio.org. (2016). Introductory Brain Angiography | neuroangio.org. Figure 9 ICA Internal Carotid Artery. Neuroangio.org. (2016). Introductory Brain Angiography | neuroangio.org. In order to reach such distances in the neurovascular system, many advanced catheters are used to travel so far. The deployment of a large support catheter through the groin goes first and then a variation of other smaller catheters are deployed through the larger catheter in order to reach the required location and deploy medical devices such as coils and stents. Figure 10. CT scan of Brain. Neuroangio.org. (2016). Introductory Brain Angiography | neuroangio.org. 3. Neurovascular Catheters in the heart. Figure 11 shows the placement of a pacemaker into the heart by the deployment from a minimally invasive advanced catheter. The catheter enters the body through the collar bone on the left hand side of the heart and enters through the veins to place an electronic or mechanical pacemaker into the heart to overcome heart problems such as tachyarrhythmias, which occurs when your heart beats too fast or bradyarrhythmias, which occurs when your heart beats too slow. System, C. (2016). Cardiovascular System. Figure 11 Advanced Catheters in the Heart. System, C. (2016). Cardiovascular System. From figure 11, the C shaped position of the catheter can be seen. A number of issues can occur from an engineering perspective when a catheter must bend into the shape of a C. Kinking can occur at the maximum area of stress and strain. Engineers must design their advanced catheters in order to prevent kink from occurring and so a reinforcement braid is usually added to increase the hoop stresses of the catheter and the addition of this braid also provides better torqueability and pushability of the medical delivery device to allow it to bend to the required positions to deploy a pacemaker in the heart. 4. Research into Existing Test Methods 1. Simple existing Test methods The following is the most basic of test methods implemented by physicians when no Standard test method is available and time is of the essence. This method was applied when surgeons were experiences kinking in catheters when deployed into patients. In order to predetermine kink from happening the physicians used a simple bending technique to test for the kinking limit of catheters. If the catheter kinked, the unit was rendered useless, if not it was determined safe to use. This method is clearly not an optimal solution so further investigation into the kinking limit of catheters had to be researched and developed. Beamer, J. and French, G. (2016). A simple method for testing for the kinking epidural catheter. Figure 12 Simple Test Method No kink LHS and Kinked RHS. Beamer, J. and French, G. (2016). A simple method for testing for the kinking epidural catheter. 1.1 Simple existing test methods The catheter bends around the pin, having a predetermined diameter, D. The diameter can range from a number of different values, 5mm 50mm. The catheter is bent around the template and contacts the template at 2 tangential locations, to generate a curve and predetermine L = D. Figure 13 Kink resistance Test Method. Anon, (2016). 2. Guidance for Industry and FDA Staff Non-Clinical Engineering Tests and Recommended Labelling for Intravascular Stents and Associated Delivery Systems The following FDA guidelines outline the standards to abide by when dealing with stents and associated delivery systems. It details how the content and format of test data should be summarised in a report as well as detailing the test reports and test protocol procedures to carry out. For this test method, a review of the non-clinical engineering section was undertaken focusing on the section B (Stent Dimensions and Functional attributes) of the non-clinical engineering test, part 16. Part 16 gave FDA guidelines in kink resistance. The significance of outlining FDA guidelines for stents which are delivered by advanced catheters, it to prevent kink occurring when the normal body is in motion such as an elbow joint flexing and to ensure that no deformation to the stent occurs. This also applied to the stent delivery system when the physician deploying the stent into the human anatomy as the advanced catheter must be engineered to prevent kink from occurring upon deployment. The recommended outcome to prevent kink from happening, according to the FDA guidance document, is to determine the smallest radius of curvature that the stent can withstand and recover to its original shape and size. The test carried out to determine the smallest radius of curvature must replicate the area to which the stent will be deployed i.e. the femoral arteries. This recommended advice for implementing stents to the human body can be tailored towards the stent delivery systems also i.e. the advanced catheters. Therefore these guidelines will be taken into account when developing a test method to determine the kinking limit of catheters. See appendices for further detail regarding the FDA guidance documents discussed. Fda.gov. (2016). Guidance for Industry and FDA Staff Non-Clinical Engineering Tests and Recommended Labeling for Intravascular Stents and Associated Delivery Systems. 3. Standards and guidelines ProtomedLabs provide a list of standards and regulations that relate to flexibility and kink resistance test methods. Information on the state of the art available testing equipment is provided such as the interventional device testing equipment (IDTE) from MSI which will be discussed further in part 4 of this section (MSI Catheter testing equipment). The ProtomedLabs provide information on flexibility kink resistance regarding applicable standards, related tests and test method descriptions. Applicable standards such as the FDA guidelines discussed in heading 2 above as well as ASTM standard guide for three point bending of balloon expandable vascular stents and stent systems which will be further discussed in section 5 of the literature review. Protomedlabs.com. (2016). Flexibility Kink Resistance Protomed Labs. 4. MSI Catheter testing equipment State of the art interventional device testing equipment (IDTE), compares tests and analyses performance catheters, quantifying the data of each catheter being tested. The PC allows for simple and repeatable tests with instantaneous feedback on design changes of the catheter. The IDTE was designed taking into account several different standards and test regulations such as ISO standard 25539-1 which covers cardiovascular implants endovascular devices and ISO 15539 Cardiovascular implants Endovascular Prostheses. The product is the most state of the art catheter testing equipment available right now and differentiates itself from the rest of the market by having the ability to test catheters in extremely realistic and challenging conditions. MSI. (2016). Catheter Testing MSI. Figure 14. IDTE Test Equipment. MSI. (2016). Catheter Testing MSI. The IDTE has a high temperature range with ambient temperatures of 50oC, a water bath with a temperature accuracy of +/- 2oC. It has auxiliary load cells of 100g and distal load cells of 1kg. It has the ability to test track force which is the force needed to advance a catheter, push efficiency which measures the amount of force being measured from the proximal end to the distal end, flexibility, torqueability a measure of the rotational response, retractability a measure of the amount of force required to withdraw a catheter and the crossability which measures the ability of a catheter to cross the abnormal narrowing of a passage in the body. The machine itself weighs 250kg with a height of 1372mm, width of 1194mm and a depth of 940mm. the output data of each tested is outputted onto a computer where numerical or graphical results can be formulated. MSI. (2016). Catheter Testing MSI. 5. Current Test Methods available to determine Kinking Point 1. ASTM F2606 Standard guide for three-point bending of balloon expandable vascular stents and stent systems The three point bending of stent system guidelines provide a test method that can be used to compare the flexibility of different advanced catheters by comparing load deflection curves and by comparison of calculated slopes of the curves. The test method uses a simple 3 point bending test. The upper single load applier and the two static load supporters as seen below in figure 14 must have a radius of 6.35mm. Another requirement of this test is that both the upper load applier and the two bottom static load supporters must be made of a material with a low friction coefficient so that they do contribute to the results outputted from carrying out this experiment. This test method can also be carried out in a bath of 37oC, which replicates the ambient body temperature and realistic conditions, if this application is necessary, the fixtures can be made from stainless steel or other materials that will not rust. Figure 15 Example of a three point bending test. YouTube. (2017). Catheter Bend Test at Anecto. This test has many benefits as it can many advanced catheters can be used with this method and it is applicable to many different products. It does not cause damage to the product prior to testing and can test the kinking limit along different material junctions. The test method ASTM F2606 uses a tensile tester to output its results to a computer in numerical or graphical form. Instron.us. (2017). ASTM F2606 Three-Point Bending Balloon Expandable Vascular Stents and Stent Systems Instron. 3. BS EN 13868 Catheters test methods for kinking of single lumen catheters and medical tubing This standard test method looks at the kinking of catheters being used for short term or long term uses. The short term use determines the kinking limit of a catheter being used less in than an hour and the long term is above an hour. The tube is defined as being kinked when the flow meter (Labelled 4 in figure 15 below) is outputting a reading 50% lower than the original reading. The original reading is read when the kink tools (Labelled 7) are either 50mm, 100mm or 200mm apart, depending on the users required starting distance. When the kinking tools are being compressed by the tensile tester (Labelled 7) the mass flow rate of the water flowing from the beakers (Labelled 2) will begin to reduce. Once the mass flow rate reduces to 50% of its original the catheter is said to be kinked and the test is complete. The results are outputted to a computer which gives numerical and graphical results. This test method is very beneficial as it is convenient, safe and fit for purpose. Difficulties may arise when using this test method when it comes to the fittings of the flow meter with the different sized catheters. As all catheters vary in sizes, the universal fitting of the flow meter may be difficult to mate with the distal/proximal ends of the various advanced catheters. See Appendices for more detail regarding BS EN 13868 kinking of single lumen catheters. European Standard, (2002). Catheters Test methods for kinking of single lumen catheters and medical tubing. BS EN 13868:2002. Figure 16 Short Term (LHS) and Long Term (RHS) Test methods for kinking single lumen catheters and medical tubings European Standard, (2002). Catheters Test methods for kinking of single lumen catheters and medical tubing. BS EN 13868:2002. 6. Proposed Mathematical Methods for Determining Optimal Test Method significant factors. 1. Analysis of Variance (ANOVA) Testing. The analysis of variance method determines if groups (related or unrelated) are statistically significant to each other. In order to carry out an ANOVA test, a hypothesis must first be determined. A hypothesis is a standard procedure about testing a claim about a property of a population. First a null hypothesis is formed. The Null hypothesis will test the significance of the hypothesis by either rejecting or failing to reject the claim of the null hypothesis. The Null hypothesis will claim that no difference exist between the population and the alternative hypothesis will claim that a difference exists between the populations. The alternative hypothesis will state that one or more of the parameters involved in a population will differ from the null hypothesis. The next step in an ANOVA test is to determine if the null hypothesis should be rejected or is it better to fail to reject the null hypothesis. In order to do so, an understanding of a type 1 and type 2 error is needed. A type 1 error is when the null hypothesis is rejected when in fact it should be accepted. The symbol ÃŽ ± is used to represent a type 1 error. A type 2 error is the mistake of failing to reject the null hypothesis when in fact it is false. The symbol to represent a type 2 error is ÃŽ ². In order to determine when the results are statistically significand and when the null hypothesis should be rejected, then p < ÃŽ ±, therefore the result is statistically significant and the null hypothesis should be rejected. If p > ÃŽ ±, then the null hypothesis should fail to be rejected and the results are statistically insignificant. Lacey, S. (2017). Mathematics for Engineers 402. 2. Analysis of Variance (ANOVA) Examples. To show how the ANOVA method can be applied to the parameters involved in determining the kinking limit of catheters and which factors attribute to the kinking limit the most i.e. which are statistically significant or insignificant, an example where an experiment was undertaken to test the effect of temperature and bar size on the UTS of a weld. The results from the experiment are show below in figure 16 and analysis of variance was carried out in order to determine the level of significance each parameter had on the strength of a weld. Lacey, S. (2017). Mathematics for Engineers 402. Figure 17 Analysis of Variance Example Dr. Sean Lacey, 2016, Mathematics for Engineers 402. Figure 18 Analysis of Variance Example Dr. Sean Lacey, 2016, Mathematics for Engineers 402. Figure 19 Analysis of Variance Example Dr. Sean Lacey, 2016, Mathematics for Engineers 402. Figure 20 Analysis of Variance Example Dr. Sean Lacey, 2016, Mathematics for Engineers 402. 7. Material Properties of Neurovascular Catheters Advanced catheters are engineered to perform an increasing number of minimally invasive surgeries. They must be able to guide their way through the intricate pathways of the neurovascular, cardiovascular and other anatomies. In order to achieve these demands, using ultra small catheters of 0.5 mm, the design must be near perfect and material selection for this design is key. Catheters consists mainly of 3 layers, the liner, the braiding and the outer sheath. They can be made up to lengths ranging from 900mm 1200 mm. the best material for use in catheters are fluoropolymers such as PTFE and FEP due to their biocompatibility and lubricous properties. PTFE is the most lubricous polymer on the market today followed by FEP. The materials can undergo secondary processing steps such as etching and cutting, along with post extrusion expansion such as heat-shrinking. The liner layer mainly is made from PTFE for it lubricity, ability to maintain a thin wall and have a small diameter. The braid reinforcement layer is mainly made from Type 304 or 306 stainless steel. This layer increase is strength and rigidity without kinking the catheter. It increases the rigidity at the proximal end with a smaller pitch between winds and decrease rigidity at the distal end with a larger pitch between winds. This is done to provide greater torque transition from the proximal to distal tip of the catheter. The coil provides a greater kink resistance to the catheter along with reinforcing the catheters liner against ovalization by maximising the hoop stress. The outer sheath is made up of high performance materials such as Pebax, FEP, PTFE, ETFE, polyurethane, polyethylene and nylon. Mddionline.com. (2016). Think Extrusion and Beyond for Optimal Catheter Design | MDDI Medical Device and Diagnostic Industry News Products and Suppliers. Figure 21 Material layers of a Neurovascular Catheter. Mddionline.com. (2016). Think Extrusion and Beyond for Optimal Catheter Design | MDDI Medical Device and Diagnostic Industry News Products and Suppliers.

Magical and Sublime Characteristics of A Very Old Man With Enormous Win

Magical and Sublime Characteristics of A Very Old Man With Enormous Wings      Ã‚  Ã‚   "A Very Old Man With Enormous Wings" is a short fiction story written by Gabriel Garcia Marquez in 1955. It has both characteristics of magical realism and of the modern sublime. Therefore, Magical Realism and the Sublime seem to be related in many ways depending on how a person looks at a story. From all of the research I have read, magical realism and the sublime help to explain the characteristics of one another. This story definitely meets the criteria for magical realism and the sublime because of the many elements described. The very old man with wings, the unusual miracles, the woman spider, and the crab infestation, represent elements of the sublime and magical realism. Marquez makes these magical elements seem like the natural thing to occur. Angels, miracles, crabs, spiders, and money -making events are very real, but in this story he makes them sound so real and normal, whereas in real life they would be crazy and hard to believe. I discovered that that this story is based on a spiritual subject rather than something that is just completely not able to be related to some certain thing or place. Longinus talks about different authors stating that "the import of the sublime is clearly that it plumbs the depths of natural, visible reality to evoke an aesthetic and psychological experience of its hidden and invisible dimension of mystery, magic, and spirituality"(461). Sublime, having spirituality as a characteristic, and magical realism, having magic as a characteristic, are mixed in the story. The very old man with wings is sublime and magical because of its spirituality and the magic he made as he lived in the town. It is a r... ...all based on opinion. I know that there will be many people will place the two genres in different categories based on what they see. When a magical element is given, not everyone gets the same view out of it. I stand by my point, though; magical realism and the sublime are more alike than different. Works Cited Arensberg, Mary. The American Sublime. Ed. Mary Arensberg. Albany; N.Y.: State University of New York Press, 1986. 1-5. Faris, Wendy B. "Magical Realism : Post Expressionism. "Magical Realism: Theory, History, Community." Ed. Lois Parkinson Zamora and Wendy B. Faris. Durham; N.C.: Duke UP, 1995: 163-190. Longinus. On the Sublime. Cambridge. Harvard UP, 1995. Shopenhauer, Arthur. The World as Will and Idea! Philosophies of Art and Beauty. Eds. Albert Hofstadter and Richard Kuhns. Chicago: University of Chicago Press, 1976. 448-468.   

Understanding HIV and AIDS :: health, virus, medicine

HIV/ AIDS HIV/AIDS is an epidemic that effects both men and women of all ages. It has an impact on many people's lives either by themselves being infected, knowing someone who is infected, or being a health care worker. HIV is a virus that attacks the body's immune system. It also effects the blood cells (lymphocytes) and cells of the organs (bone marrow, spleen, liver, and lymph glands). It effects the lungs, central nervous system and gastrointestinal system. People begin with having the HIV virus. An HIV infected person is likely to stay fit and well for a long time. In time, however the infected person develops rare illnesses or cancers because their immune system is weakened. When this happens, the person now has AIDS. Some people live for several years once they have AIDS, but it is always fatal. HIV is diagnosed with a blood test known as an HIV antibody test or HIV test. If the test shows that HIV is present, the person is referred to as HIV positive. It may take up to 6 months after contact to show up. The number of women with HIV and AIDS in the United States is steadily rising. From 1985 to 1996, the proportion of reported US AIDS cases occurring among women increased from 7-20% (Women and AIDS). An analysis from the National Cancer Institute estimates that between 107,000 and 150,000 women on the U.S. are living with HIV infection (many of whom have not developed AIDS (Women and AIDS) AIDS presents a great worry for women. It is the third leading cause of death among women ages 25 to 44 and the leading cause of death among African-American women of the same age group. (Women and AIDS) Although AIDS cases are reported in all 50 states, the highest rates in 1996 were in New York, New Jersey, Florida, Maryland and Delaware (Women and AIDS) HIV may not produce any initial symptoms. However, as this disease progresses, symptoms begin to appear. Among them are: fatigue, unexplained weight loss, night sweats, fever, diarrhea, recurrent respiratory and skin infections, swollen lymph glands throughout the body, genital changes, enlarged spleen and mouth sores. Vaginal yeast infections, common and easily treated in most women, are harder to treat in HIV infected women. Bacterial vaginosis and common STDs such as gonorrhea, chlamydia trichomoniasis, and pelvic inflammatory disease are more common and aggressive in HIV-infected women.

Childrens Books and Popular Myths about the First Wave of Feminism :: Essays Papers

Children's Books and Popular Myths about the First Wave of Feminism What is the First Wave (1) of Feminism? How is it portrayed as a â€Å"suffrage† movement? Does the average study of First Wave feminism look at issues outside of suffrage: consent laws, marital rape, education, women’s right to own property, divorce rights, and so on? I wanted to look at the portrayal of the â€Å"heroes† of the first wave – Elizabeth Cady Stanton and Susan B. Anthony – as well the movement itself, through books aimed at children. Children’s books seem like an obvious way to look at how the movement is popularly seen and understood. If we set aside condescending ideas of needing to â€Å"dumb down† ideas to introduce them to children, or needing figures to be purely heroic. Then, we assume that most people, who do not actively pursue it later in life, receive the bulk of their information on the First Wave of feminism from kindergarten through high school history education. The Book Choosing Process The sources cover a variety of age ranges and publishers. There was no science in the selection, they were simply the easiest to find at the downtown public library in Syracuse, New York (2), which to me indicates they are the most likely to be picked up by a student doing a report or reading for enjoyment. The sources are not supposed to represent the â€Å"worst† by any standards – they are children's history books, all of which do in depth studies of suffrage. These are not coloring books or propaganda, which, perhaps, is why the information is so dangerous. Brill, Marlene Targ. Let Women Vote! Brookfield: Millbrook, 1996. (aimed at ages 9-12), Davis, Lucille. Susan B. Anthony. Mankato: Bridgestone, 1998. (aimed at ages 4-8), Nash, Carol Rust. The Fight For Women’s Right To Vote in American History. Springfield: Enslow, 1998. (aimed at ages 9-12) Parker, Barbara Keevil. Susan B. Anthony: Daring to Vote. Brookfield: Millbrook, 1998. (aimed at ages 4-8) Five Major Questionable Facts About the First Wave in Children’s History Books 1. Women Asked For Rights. â€Å"This cartoon shows Elizabeth [Cady Stanton] speaking to the New York legislature. She asked [emphasis added] legislators to give women equal rights.† (Davis) 2. Susan B. Anthony Is the First Wave of Feminism. â€Å"Susan had prepared other women to work for women’s rights. They took up the fight. In 1920, the 19th amendment was passed. Many people called this law the Susan B.

Homeschooling and Family Education

Homschooling is the education of children at home, rather than other formal settings of public or private schools. Homeschooling can affect a child negatively in some cases. Some of the effects include lack of social interaction, too much protection from the parents and limited exposure to extra curricular activities. One of the negative effects of homeschooling is that it decreases the ability of the child to interact socially with others. As stated by John 2012, â€Å"homeschooling do not teach homeschoolers how to interact with peers and authoritative figures†. Homeschoolers are less exposed to other poeple compared to those who get a formal setting of education. Also, they lack of communication skills with children from different backgrounds (Mead 2009). Other than that, homeschoolers get too much protection from their parents, making it hard for them to adapt in real life situations without their parents protection. Parents must realize they cant protect their children forever ( Family Education 2012). According to Schroeder 2011, real life situations are introduced at schools such as bullying, teasing and public humiliation are a part of life. Children from homeschools may suffer from culture shock when dealing with real life situation (Family Education 2012). Next, another negative effect of homeschooling is the limited exposure of homeschoolers on extra curricular activities. Homeschooled children lack the diverse enrichment activities(Mead 2009). They are also not exposed in group works such as team sports amd performing art clubs as mentioned by Family Education 2012. In conclusion, there are many disadvantages of homeschooling that could have a negative effect on children. Therefore, parents should think wisely before sending their children to homeschools because it lacks of social interaction, too much protection from parents and has limited exposure to extra curricular activities.