Prevelence of Inguinal Hernia in Men Caused by Mosquito

Prevelence of Inguinal Hernia in Men Caused by Mosquito PREVELENCE OF INGUINAL HERNIA IN MEN CAUSED BY MOSQUITO VECTOR IN TANGA COAST LAND CASE STUDY MUHEZA STUDENT NAME: BARABARA JOHN   Contents (Jump to): INTRODUCTION Background information Literature Review Problem Statement Objectives Specific Objectives General Objectives Research questionnaire Significance of the Study Study Area and Site Sampling and Sampling Techniques Data collection Data Analysis Conclusion References INTRODUCTION Hernia is defined as the protrusion, swelling or exit of an organ the body wall that normally contains it. The inguinal hernia occur when the protrusion occur through the inguinal canal (Onuigbo WIB, et al 2016). This problem most of the time face men because of the inherent weakness of the abdominal wall in the area spermatic cord passes through the inguinal canal (National Center for Health Statistics,1960) Hernia usually involve two things, First is imperfection itself, known as the size and the location of the imperfection, another thing is the hernia sac (pouch) which contain abdominal contents such as omentum, small intestine, colon or bladder, or the sac may be empty (SD, Sharma VM, et al 2013). There are many types of hernia but most occurring hernia is groin hernias also other hernias it involve hiatus hernia, incisional hernia and umbilical hernia. (SD, Sharma VM, et al 2013) The inguinal hernia occur at the time when the tissues pushes though a weak area in the scrotum, this phenomenon result to rounded swelling which distort a flat surface of the scrotum(groin).this swelling may hurt or may burn sometimes. Inguinal hernia occur in the scrotum where there is the deposition of the fatty tissues or intestinal tissues pushes through the inguinal canal. The inguinal canal resides at its lower part, both males and females have the inguinal canal. In men, the testes usually are situated downward through this tubular duct shortly before birth. In women, the tubular duct is the location for the uterine ligament. If a hernia is in this area, it results in a protruding swelling that result into a painful during movement. Most of the inguinal hernia occur because an opening in the muscle wall do not close as it should be before birth, this result to a weak area in the front part of the human trunk muscles, Pressure on the weak area can result tissue to push through and swell out. A hernia can occur soon after birth or after some time in the life depending on the various factors that individual can be subjected with during the life time. People with more weight are facing more risk of get a hernia. Hernias are more common in men. A woman may get a hernia while she is pregnant because of the pressure on her belly wall. SYMPTOMS The main symptom of an inguinal hernia is the swelling in the groin or scrotum in case of men, the swelling feels like a compact mass with an irregular shape. This swelling may form over a period of weeks or months or it may appear all of a sudden after been lifting heavy weights, coughing, bending, straining, or laughing. The hernia can be painful, but some hernias makes a swelling with no pain. Other symptoms include; pain when coughing, exercising, or bending over burning sensations sharp pain a heavy or full sensation in the groin Types of Inguinal Hernias There are two main types of hernia, which are, direct hernia and indirect hernia. The direct inguinal hernia is most occurring one and it is usually occur in premature birth at the time before the inguinal canal is fully developed, also it might happen any time during the life time and it is most occurring in males. A direct inguinal hernia most often occurs in adults. The popular belief is that weakening muscles during adulthood lead to a direct inguinal hernia. According to the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), this type of hernia is more prevalent in men. Inguinal hernias can also be incarcerated or strangulated. An incarcerated inguinal hernia happens when tissue becomes stuck in the groin and cant go back. Strangulated versions are more serious medical conditions that restrict blood flow to the small intestine. Strangulated hernias are life-threatening and require emergency medical care. EPIDEMOLOGY Inguinal hernia occur in both male and female, but are more common in males than in female and are more in whites compared with non-whites, it affect all ages but the more risk of inguinal hernia increase with the increase in age. With respect to the sex, females become apparent at the later age between the age of 40 to 60 years and from 60 to 79years .while in men it occur 10 years earlier. (Onuigbo WIB, et al 2016) BACKGROUND INFORMATION Hernias are among of the oldest recorded problem that cause illness in mankind and they are most seen in the groin or scrotum. (Onuigbo WIB, et al 2016). The first report of hernia was published in 1853 by Bowditch. The discovery of artificially insensitive to pain drugs or induced by the admistration by the gases before the surgical operation(anesthesia) and the development of drugs which prevent the disease causing microorganisms(antiseptic) methods in the mid of 19th century change fundamentally the practice of surgery. The development of these techniques including anesthesia techniques in the 1860s allowed more invasive methods to be used in the treatment of non-complicated inguinal hernias. The concluded method for the treatment of inguinal hernia is the surgical repair method regardless of its origin or its type (Onuigbo WIB, et al 2016). HERNIA REPAIR APROACHES OPEN ANTERIOR HERNIA REPAIR APROACH In the late 19th century Trait introduced the basic surgical management of scrotum hernias that he used a trans- abdominal approach to suture the defect this technique used the row of stiches holding together the edges of wound or a surgical incision where by a thread or wire is used. This approach fell from favor when Eduardo Bassini in 1887, introduced the first true anatomical repair of the inguinal hernia Henry O Marcy (1837-1924), a surgeon from the USA and a disciple of the English surgeon Joseph Lister, give a detailed account of two cases of incarcerated hernia that he treated surgically in 1871. Marcy, using Listerian antiseptic techniques, performed the standard operation of the day on these two patients: he divided the hernia ring in the usual way with the hernial knife and reduced the incarcerated hernia. Also Marcy went more and more extensive with the hernia technique then in vogue, Rather than open the hernia sac, he reduced it and repaired the defect by closing the constricting ring with carbolized catgut suture. LAPAROSCOPIC APPROACHES Introduced by Ger in 1982 into the armamentarium of hernia repairs ,since its introduction it have undergone considerably changes and it has been are source of most prolonged dis agreements. With the appearing of long and distinct period of history of laparoscopic surgery, some surgeons had been suggested to apply this new technology (prosthetic material) on the laparoscopic hernias surgery because it (the laparoscopic surgery) fulfils all the primary and secondary points for the perfect hernia surgery. The very important point that is provided by laparoscopic surgery that it dealt with the hernia at the point of its origin exactly within the abdominal cavity at the level of the scrotum holes, and not at the inguinal canal, where the hernial sac follows its way. Laparoscopic inguinal hernia repair technique was initiated in early 1990s and build on the originally championed by Renà © Stoppa (open preperitoneal approaches). Also Ger in 1982 made effort to archive a minimal access groin hernia repair by closing the opening of an indirect inguinal hernial sac using Michel clips. In 1989, Bogojavlensky reported filling an indirect hernia defect with a plug of polypropylene mesh followed by laparoscopic suture closure of the internal ring. In 1990, Phillips and McKenna developed totally extra peritoneal (TEP) technique with or without peritoneoscopy. In 1991 Arregui give a detailed information about transabnormial preperitoneal (TAPP) approach with full exposure of the inguinal floor and placement of a large preperitoneal prosthesis. Toy and Smoot in 1991 give a detailed informationabout a technique of intraperitoneal on lay mesh (IPOM) placement, where by an intraabdominal piece of polypropylene or e-polytetrafluoroethylene (ePTFE) was stapled over the myopectineal orifice without opening of the peritoneum During the same period, Phillips and McKernan gave a detailed account on TEP technique of endoscopic hernioplasty (where an instrument was introduced into the body to view its internal parts) where the peritoneal cavity is not breached and the entire dissection is performed bluntly (without sharp edge instruments) in the extraperitoneal space with a balloon device or the tip of the laparoscope itself The advancement of the knowledge of human anatomy in inguinal region is vital importance in the surgical skills of the disease. Once the dissection is complete, a 15 ÃÆ'- 10 cm mesh is stapled in place over the myopectineal orifice(most common now days). In all of the rapairs the mesh is in physical contact fascia of the transversalis muscle in the preperitoneal space, allows tissue ingrowths leading to the fixation of the mesh (as opposed to being in contact to the peritoneum as in IPOM repair where it is prone to migrate). The two techniques (TAPP and TEP) proved more effective and emerged as the most popular. These repairs approach the myopectineal orifice posteriorly, similar in anatomical perspective to the open preperitoneal approaches. A clear understanding of the anatomy from this perspective is crucial to avoid a number of complications, mainly vascular and nerve injuries. Laparoscopy provides a clear view of the entire myopectineal orifice, and repairs of both inguinal and femoral hernias can be performed LITERATURE REVIEW Although the incidence and prevalence of inguinal hernias worldwide is unknown, it is estimated, that in the United States, approximately about 4.5 million people have inguinal hernia while in Jerusalem, it was documented as 18 per 100 men aged 25 and over. Less is known about epidemiology of inguinal hernia in resource poor setting, according to the currently research it shows that in Tanzania the inguinal hernial prevalence in adults is 5.36% and approximately 12.09% of men live with hernia. While in Great Britain about 7000 repairs are performed each year, this indicate that about 0.14% of the whole population suffer from hernia (Onuigbo WIB, et al 2016). PROBLEM STATEMENT Inguinal hernia is common surgical problem in both developed and developing countries. Sometimes it can present a surgical misunderstanding even for the skilled surgeon when the swell contain unusual contents, surgery is the only way to deal with abnormal contents raised in the swelling (Onuigbo WIB, et al 2016). The surgery is the basic care for an individuals suffer from inguinal hernia (groin hernia) which is most common problem. About 96% of all scrotal hernias are regarded as inguinal hernias and the remaining 4% are formal. Surgical practice of inguinal hernia is most common operations performed now days .inguinal hernia is the one of the most important problem in a public health, also another problem of hernia is that it can it can present a danger problem even for a skilled surgeon because many disease infection can be regarded as hernia (Onuigbo WIB, et al 2016). Inguinal hernia is disease that affect most people in a coastal area (case study Tanga) that cause the inflammation and pain full in the testes (scrotum), according to the previously research shows less has been done to prevent the spread of the disease and to improve the awareness of individuals towards the disease also he improvement of medication and repair system has to be improved. OBJECTIVES OF THE STUDY Specific objectives 1. To assess the number of individual who are living with the disease 2. To assess the number of individuals who are in a risk of being infected by the disease 3. To assess the availability of diagnosis and the treatment of the disease General objectives 1.To motivate the government and non-governmental institutions to assist the diagnosis and treatment of the disease 2.To understand the magnitude of the disease in Tanzania especially in Tanga coast land QUESTIONNAIRE Question. What is an inguinal hernia? Indicator; inguinal hernia is a swelling of scrotum Question. What causes an inguinal hernia? Indicator; is the defect that individual born with it, also may be infection Question. What are the symptoms of an inguinal hernia? Indicator; swelling and pain full in the scrotum during caught or lifting heavy objects Question. Why do most of people suffer from the disease do not get treatments? Indicator; because most f people inherit the weakness that cause the disease from their parents Question; is the treatment for the disease enough to fight the disease? Indicator; the treatment may vary according to the area where individual lives, other areas are with high social services but others are not Question; Do you understand how the disease is transmitted? Indicator; 7. Question; Do you know what organism transmit the disease? Indicator; SIGNIFICANCE OF THE STUDY At the end of this research the community awareness towards the disease will increase hence the prevention measures will increase and the number of individuals who are at risk of being infected will be reduced. Also the diagnosis and treatment will be improved so as to fight the disease STUDY AREA The research shall be conducted in Tanga coast land case study Muheza SAMPLING AND SAMPLING TECHNIQUES Sample shall be selected from the population randomly in order to avoid biasness and obtain the accurate data for the problem of inguinal hernia DATA COLLECTION       Data in this research shall be collected using research questionnaires that will be provided to the individuals member of community and answer the provided questions concerning with the inguinal hernia, case study Muheza Tanga coast land. DATA ANALYSIS The obtained data from the questionnaire will be analyzed using various data analytical methods such as SPSS and SAS CONCLUSION All in all the research that will be conducted aim to improve the community awareness towards the disease among the individuals member of the community in Muheza influence the government and individuals to take the concern towards the disease and also to improve the community ability to fight against the disease. REFERENCES   Debas HT, Donkor P, Gawande A, et al. 2015 Essential Surgery: Disease Control Priorities, Third Edition (Volume 1). editors, Washington (DC) The International Bank for Reconstruction and Development / The World Bank; Apr 2. Fitzgibbons RJ, Richards AT, Quinn TH WS, Mitchell P, Fink MP, Jurkovich GJ, Kaiser LR, Pearce WH, Pemberton JH, Soper NJ, 2002. Open hernia repair. In Souba, editors. ACS Surgery Principles and Practice. 6th ed. Philadelphia, U.S.A: Decker Publishing Inc. pp. 828-849 H. ABRAMSON, J. GOFIN, C. HOPP, AND A. MAKLER Journal of Epidemiology and Community Health, 1978, 32, 59-67J. Department of Social Medicine, the Hebrew University-Hadassah Medical School and Hadassah University Hospital, Jerusalem Harvinder Singh Pahwa, Awanish Kumar, Prerit Agarwal, Akshay Anand Agarwal. World Journal of Clinical Cases, Department of Surgery, King Georgee Medical University, Lucknow 226003, Uttar Pradesh, India National Center for Health Statistics (1960). Hernias Reported in Interviews: United States July 1957-June 1959. Health Statistics from the US National Health Survey, Series B. No. 25, pp. 6-7. US Department of Health, Education and Welfare: Washington DC Onuigbo WIB, Njeze GE (2016) Inguinal Hernia. A Review. J Surg Oper Care 1(2): 202. doi: 10.15744/2455-7617.1.202 SD, Sharma VM. J Med Res Rev 2013, Retrospective analysis of inguinal hernia repair by various methods in a teaching institute. Int;1(5):240-244 Venditti D, Rossi P, Lisi G, et al 2015. Anew prosthesis in inguinal hernia repair: results of a pilot study. Surgery Res Open 2(2): 66-71.

Examining Juliets Response in Act 3, Scene 5 :: Papers

Examining Juliet's Response in Act 3, Scene 5 Juliet is very sad, extremely worried, by the time she is with her parents again. Romeo is going to leave Juliet after spending their wedding night together. This thought is unbearable for Juliet. Romeo has to go before day comes because otherwise, he will get caught by Juliet's kinsman and might be killed. Romeo uses a contrast and very direct simple language to explain his situation to Juliet 'I must be gone and live, or stay and die.' The stress and emotional anxiety caused by this deep situation impacts on Juliet's response to her parents. She is worried and scared. She is crying when her lady Capulet comes in. Lady Capulet comes in and sees Juliet is crying and thinks she is crying for her loss of cousin, Tyblat. 'Evermore weeping for your cousin's death?' then Juliet responds 'yet let me weep for such feeling loss.' Her mother assumes Juliet's loss is Tybalt, because she does not know she is completely in love with Romeo. This use of dramatic irony because the audiences know that Juliet's loss means Romeo but Lady Capulet thinks her loss is Tybalt. Juliet is misleads her mother by answering her questions in a tricky way. Shakespeare uses it to shows she is intelligent and artful. She also says to her mother 'indeed I never shall be satisfied with Romeo, till I behold him - dead, notice when she speaks this sentence there is a pause before she says dead. This means she does not want Romeo dead. The reason that she says that is to mislead her mother. She answers her mother's question skilfully, and she is playing on words. When Lady Capulet tells Juliet that they have arranged her marriage for her with Paris, She refuses to marry him. She says 'I will not marry yet. And when I do, I swear it shall be Romeo, whom you know I hate, rather than Paris.' At this point Shakespeare uses another effective dramatic irony. She does not want to marry Paris because she

The Relationship between Gods and Mortals in Mythology Essays -- Paper

The Relationship between Gods and Mortals in Mythology The relationship between gods and mortals in mythology has long been a complicated topic. The gods can be generous and supportive, and also devastating and destructive to any group of humans. Mortals must respect the powers above them that cannot be controlled. The gods rule over destiny, nature, and justice, and need to be recognized and worshipped for the powerful beings as they are. Regardless of one's actions, intentions, and thoughts, the gods in Greek myth have ultimate power and the final decision of justice over nature, mortals, and even each other. Justice is a very important ruling power for both gods and mortals. For instance, in Sophocles' tragedy, Antigone, justice prevails over king Creon's actions. He sentences his own niece to death for giving her deceased brother, a pronounced enemy of Thebes, a proper burial. In return for his rigid ruling he loses his wife and son to tragic deaths. Creon puts his own city?s justice before the determined justice of the gods, and pays dearly for it. Antigone also receives justice for her actions even though she dies. She did go against the law of her mortal king, but did obey the law of the gods, and therefore died a hero and martyr. The laws of the gods gives dishonor to those who do not properly respect their family members. In order to keep her honor and self-respect, Antigone had to break her city?s law, even if it meant death. ?Justice? can also be associated with the goddess of Earth, Justice. Antigone follows the laws of the gods that will live on forever, not Creon?s mere proclamations of power. Antigone will not let her sister die with her because Justice does not allow people to die heroes if ... ...re ancient Greek world and culture. References Consulted Grene, D., and Lattimore, R., eds. ?Antigone? and ?Prometheus Bound.? Greek Tragedies: Volume 1. The University of Chicago Press: Chicago, 1991. 178-232, 65-106. Grene, D., and Lattimore, R., eds. ?The Bacchae.? Greek Tragedies: Volume 3. The University of Chicago Press: Chicago, 1991. 195-262. Powell, B.B. Classical Myth. Prentice Hall: New Jersey. 459-462. Bibliography: References Consulted Grene, D., and Lattimore, R., eds. ?Antigone? and ?Prometheus Bound.? Greek Tragedies: Volume 1. The University of Chicago Press: Chicago, 1991. 178-232, 65-106. Grene, D., and Lattimore, R., eds. ?The Bacchae.? Greek Tragedies: Volume 3. The University of Chicago Press: Chicago, 1991. 195-262. Powell, B.B. Classical Myth. Prentice Hall: New Jersey. 459-462.

Customer Service and Company Essay

1. Is it easy to become enamored with a company when it has enjoyed so much success over the years? What are Wal-Mart’s weaknesses? Becoming enamored with a company should not depend on the amount of success it may or may not have had. I like a company that I can stand behind and support. The question isn’t whether a company is successful or not, it should be how did the company get to the level of success it is at. Wal-Mart’s name has recently been synonymous with controversy. Wal-Mart’s founder was known for his charismatic style, emphasis on customer service, and high esteem for Wal-Mart employees; however it can be argued that none of these exist within the company today. From personal experience, I can attest that there is no longer an emphasis on customer service, and employee morale is low. The company also has a negative corporate image amongst potential customers partially due to the controversy around the treatment of employees and the conditions under which many of their products are manufactured. Because of these factors, it is difficult for me to become enamored over a company who has had as much success as they have had. 2. Does Wal-Mart’s new neighborhood store format run counter to the cost-cutting emphasis that is at least partially responsible for the success of its traditional stores? Explain. Wal-Mart’s new neighborhood store format do not run counter to the cost-cutting emphasis responsible for the success of its traditional stores. Wal-Mart still offers the same low cost products at these neighborhood stores, with the only difference being they offer groceries in addition to their other low cost products. This new store format makes it more convenient for customers in the vicinity to shop at their stores versus local mom and pop shops offering products at higher costs.

Love and Arrange Marriage

There is always a thought in mind that love marriages don't last much or they are the best because of the couples understanding built before entering marriage. But it is nothing related to the marriage type when it comes to knowing each other and understanding levels. The understanding can be built if you have faith and trust apart from flexibility among the couple. Love marriage has the same benefits as arranged ones. Due to the time duration of knowing each other, couples have understanding which develops during their love affair. Because of this reason, many arrange marriage couples feel the lack of time duration which forms a base for developing understanding levels. But it is nothing like that to think about. They too develop good understanding which can be better than love marriage couples. Love and marriage are inseparable from each other in any kind of marriage. Just the time factor can't be the major reasons behind the success of marriage. Arrange marriage couples also have success in their marriage and comparison is just a way to deteriorate your own relationship. Be confident of your love and never let the thought of comparing love among these two marriage types enter your mind. If the proximity, understanding and love is low in any of these marriages, then it will end gradually and the reason should not be the type of marriage. Marriage like two sides of a coin comes with advantages and disadvantages. These are not dependent on the marriage types but the partners. So married couples, stop comparing love marriage vs arrange marriage and search for new ways to develop relationship with your spouse and not sticking to the question of which type of marriage is best for you. Leave the love marriage vs arrange marriage fight.

Curriculum-based Pedagogy

Every educator across levels has their own understanding and views about curriculum and pedagogy and these may be based from personal and theoretical knowledge and from their own experiences both as a student and educator. An educator in the conduct of his or her profession in actual practice would be guided by his or her perspective on what curriculum is and should be. Curriculum studies and development had become abstract and highly theoretical and curriculum inquiry is a difficult and perplexing area of study which many educators are not comfortable with.However, the beauty of curriculum inquiry is that it enables educators to come to terms with their own beliefs and interpretation of curriculum. The exercise can be quite painful and revealing to educators as it makes them realize their biases and preconceived notion on what education should be and how lacking or adequate their approaches and philosophies are. It is in this context that I begin the process of self-reflection on my own beliefs and perspective on curriculum-based pedagogy and the theories and personalities that have influenced me as an educator.I do not intend to justify my beliefs or educational philosophies but rather I attempt to expound on what I think are effective practices and curriculum theories that I have embraced in my profession as an educator. I know that theories are not infallible and some may generate more questions and criticisms than answers but I do believe that it is still a good practice to anchor one’s beliefs in a certain theory or perspective as it provides a guide and substance to what I do as educator.In this paper, I try to make sense of my own realities and how it has affected my work and my personal life. There are two kinds of educators, those who follow curriculums strictly and those who adopt curriculums to their own realities and learning environment (Eisner, 1998). I would like to think that I belong to the latter. I had always thought of curriculum as a guide, as a framework and as an evaluative tool in how I conduct my teaching. I do not adhere to a specific curriculum nor do I force curriculum to a learning environment if it is not suited.I have nothing against those who use curriculum religiously because I have seen it to be effective in some schools however, in a diverse learning environment, one has to adopt and adjust the curriculum to meet the needs of all learners. I still see this approach as curriculum-based because I follow the instructional models that the curriculum provides; the changes I make are still based on the given curricula and basically teach the same thing and arrive at the same learning goals but in a slightly more appropriate way for my set of learners.I may not always interpret and apply the lessons and approaches provided for by the curriculum accurately, but I always see to it that every lesson is a learning experience for my students. There are different reasons for adhering to a curriculum approach, one can be an implementer, a developer or a maker and the choice would be dictated by one’s personal experience and perspective.I view education as a complete process that mirrors life and teaches students the skills and knowledge that they need to live this life. On the other hand, I also acknowledge the great impact of learner characteristics to the effectiveness of education, thus, curriculum-based pedagogy should not be viewed as a narrow and constricting approach to instruction but as a democratic and deliberate artistry that will lead to a more practical and appropriate learning process (Feden & Vogel, 2003).I know of some educators who had adhered to the curriculum they had been trained to use and apply for the longest time, they were experts in that certain curriculum and have produced learning and knowledge for their students to absorb and assimilate, but they had refused to learn anything else. I don’t blame them, comfort and familiarity is a much safer terr ain than change and innovation. At a certain point in my profession, I had also gravitated towards curriculum fidelity wherein I did everything by the book and relied on what curriculum experts deemed as true and correct and most effective.However, when one immerses oneself in the filed and puts the curriculum to practice, it is a different story. There were instances when I was left hanging and felt inadequate about my teaching even when I did everything that was asked by the curriculum, I thought I was not being a good teacher, I took me some time to realize that the curriculum I was using was not meeting the needs of my students.The curriculum was not at fault, nor was my teaching the problem, the problem was that I restricted my creativity and artistry in interpreting the guides given by the curriculum; I was not confident in my own abilities but relied on what was prescribed and suggested. The obsession with following curriculum guides, lessons and content led me to become a cu rriculum transmitter. I was focusing on what was in the book, in the unit lessons and had very few attempts at augmenting the lessons through additional research or innovative strategies.The lessons I was teaching was only based on the prescribed textbook and I followed it unit by unit even though I noticed that some units were not relevant or applicable and that some units were not in the right order of presentation. I thought I was being a good teacher by following closely what was demanded of me based on the curriculum. My principal and supervisor approved of my teaching and the system that I followed, it was in those times when curriculum was the be all and end all of pedagogy.Why would it not be, when it was assumed that the prescribed curriculum was the best and that the teaching strategies and unit lessons covered all the things that students are expected to learn? Moreover, the curriculum was designed by curriculum experts who were knowledgeable about student learning and ef fective instruction. As I gained experience as a teacher, I begun to notice things, that sometimes the content covered in the curriculum was not developmentally appropriate because students were not absorbing it, that sometimes the lessons were too long for something that was easy and sometimes it was too short for a difficult concept.It was at this point that I became more aware of my students needs and how the prescribed curriculum was not really bringing out the desired learning from the students. I started slowly, at first I felt guilty about skipping some units but then I found out that the amount of learning students gained was not affected by the skipped units.I also tried little by little to introduce new information from other books or materials and made use of different strategies in presenting the lessons and student became more interested, in the past I was labeled as a boring teacher, but when I made the changes, I became a little popular and students started greeting m e in the hallways. But I did get in trouble for those changes, my principal was alarmed at why my previously quiet classes were becoming noisy, and why were my lesson plans not in accordance with the content in the book.I was told to revert to my old teaching strategies and to continue using the prescribed textbook only. And as I was an obedient teacher then, I did as I was told, however the seed was planted. I was wondering whether other schools followed the curriculum closely and whether there was some other way of teaching the same content. This is when I decided to find answers to my questions and I pursued higher education to augment my knowledge and understanding of educational practices and curriculum. I guess I have gone back to school full of idealism and the hope of finding the answers to my questions.When I went back to school I was eager to prove my supervisors wrong and that I was correct. It was only when I had started reading the course materials and the papers given to us in class did I realize that curriculum-based pedagogy is more than an approach, more than a theoretical concept. At first I had difficulty reconciling the fact that there are a number of curriculums that different schools adhered to and that effectiveness is often measured in terms of student outcomes and achievement of learning goals. At best the course was an eye opener, but sadly after two courses I decided to go back to teaching full time.I thought that I could better apply my curriculum perspective in real classrooms and students than simply learning it in class. I decided to become a curriculum developer in the sense that I would try to adjust and modify the curriculum I was working with. I guess I was too adamant for my own good, because I found myself half-baked, wondering whether the strategies I was using was correct or not and not knowing how to derive feedback from my colleagues or my students on the quality of my teaching. I found myself using one strategy after a nother that often left my students confused instead of gaining understanding.I begun to read about curriculum theorists and I was enlightened by their conceptions of what curriculum should be and how it is applied in actual teaching. However, some were too theoretical for me, it was too abstract and complex that naturally I gravitated towards the theories that were more practical, more realistic and more applicable to my present reality as a teacher. But I knew that whatever practical understanding I have of those curriculum theories, I was sorely lacking in the theoretical aspect and could not distinguish one from the other.Thus, I knew I had to go back to school, this time with a more open mind and a desire to learn. In the next part of the paper, I will outline the different perspectives of the curriculum theorists and educational figures that have impacted my own professional life as an educator and how they contributed to my own conception of deliberate artistry. John Dewey and the Social Curriculum John Dewey is one of the pioneers of curriculum development and in his pedagogic creed he outlined the nature of education and what its subject content should be (Dewey,1897).I read Dewey’s creed as part of our course readings and I readily found his perspective to appeal to my own sense of educational focus. Dewey argued that children develop through social interaction and the social environment that the child is situated in. Thus, to him education should reflect the social life of the child, he pointed out that schooling should be a life itself and not as a preparation for future life (Dewey,1897). I think what Dewey was arguing was for educators to make their lessons and instructions mirror reality and actual life relationships and processes instead of some abstractions.It is very easy for us to teach mathematical concepts and relationships in algebra and trigonometry without placing those relationships in actual experiences or realities. In this cas e, the teacher should be able to make the connections between algebraic relationships to objects and concepts that are real to the student. Who would have ever thought that mathematical concepts could be used to predict the number of baseball homeruns? Math becomes more real to the student when it is explained in terms of baseball, a sport that most students play or know about and are very real to them.Dewey also said that there are two aspects of education, psychological and social, wherein the intellect and development of the child’s psychological processes serves as the starting point for which education and learning should be based (Dewey,1897). Dewey recognized that the child in the course of his or her development has the capacity to make sense of his or her social interactions and will learn from it. The sociological aspect of education is to place into context the psychological attributes of the child and to ascribe meaning to his or her capacities in relation to his or her social reality.It is important for both the psychological and sociological aspect of education to be aligned as it would benefit the child and lead to optimum learning. For example, providing psychological stimulation without social meaning will result to superficial learning while focusing on the sociological without considering the psychological would result to developmentally inappropriate content and instruction. In this respect, Dewey advocated that education for it to be effective; it should be cognizant of both the intellect and development of the child and the social environment of the child.It makes perfect sense to me that Dewey strived to communicate such practice because we now know that learning and instruction must be synchronized and aligned for effective learning to occur, but he was ahead of his time. At present, the curriculum standards of most states dictate that at a certain grade level and age, a child must be able to master and learn a set of skills and information that are appropriate for their age. However, what is problematic about these so called standards is that it does not take into account the variation of human development; some children develop faster while others appear to lag behind.On the other hand, children who do not perform at par with the given standards are labeled slow learners or have learning disability which strip them from their self-confidence and diminishes their self-worth. In an age where we know more about cognitive development than ever before, we fail at incorporating that knowledge to the social institution that is responsible for educating our children and our future. Dewey was correct when he said that education should be focus on the total development of the child or student in relation to his or her social activities.But this is easier said than done, when accountability issues and achievement scores dominate the educational system, it is very difficult to honor Dewey’s recommendations. De wey postulated a curriculum that would allow for the social development of the child, for schools to become social institutions and for educational content to become the social life of the child (Dewey,1897). In this way, the child becomes more in touch with his or her nature and the social context in which he or she engages in a daily basis and which constitutes his or her life. This would imply that lessons taught should be through the experiences of the child.For example, a kindergarten teacher who wishes to introduce her students to counting and numbers would be more effective if she uses blocks, balls or candies that children are familiar with and have come across it through their social interaction. On the other hand, it would not make sense to teach a historical event to students without connecting it to their present realities. For example, if I teach children about some ancient civilization and not connect it to the present realities in our society and culture, then I would have failed to impart to them information that had mattered and that would have shaped their own learning.In terms of curriculum content, Dewey had said that every lesson, concept and skill should be taught in the view of the social activities of the child. He had identified a number of subject matters that should be taught to children and this includes the arts, literature, language, culture and science as it encompasses the essence of human life. However, he cautioned on the mere teaching of science as an objective subject as it limits the experience of students in terms of how social lie is shaped by scientific developments.Dewey also stressed the importance of literature and language studies as the expression and cultivation of life experiences (Dewey,1897). It is important to study literature as it provides children with an unrestrictive medium of self expression as well as an understanding of the social realities of the past and the present. Language should not be taught only as a series of sounds, phonetics words or even grammar but as a form of communicating and the medium wherein knowledge is transmitted, ideas are shared and emotions are expressed.The problem with being too curriculum oriented is that we tend to rely on what is prescribed and live out our own creativity. Language instruction should first focus on the expression of experiences, the learning of grammar rules, tenses and subject-verb-agreement would then follow because the student has found that language is an effective agent of expressing ideas and experiences. In the classroom, this would mean that importance should be placed on developing students’ language skills such as speaking and then motivating them to become more effective communicators through the learning of correct grammar and pronunciation.

Oscar Wilde the Happy Prince and Other Stories Essay

Oscar Wilde was an Irish poet, novelist, author of short stories as well as playwright, and it was his comedies which made him famous. In spite of that, it looks like his works remain only a reflection of his great mind. He was always fascinated by the public – for his work he needed immediate reaction. Probably he was a better storyteller than writer. Nevertheless, Oscar Wilde was a very talented student, with great memory. He studied at Trinity College in Dublin and later on in Oxford. He decided to go to London to make some money and, especially, become famous. In order to get respect of the upper classes, he had a perfect plan. Being aware of the fact that it was necessary to entertain or shock people to be noticed, he started to wear extravagant clothes. And this became his image.. Despite the fact that he got married and had two sons, he fell in love with a young, not very talented poet. As it was illegal to have a homesexual relationship at his time, he was found guilty and sent to prison. As he mentioned later on, there were two important events in his life: going to study to Oxford and being sent to prison. After being released from prison, he never returned to London. He lost joy to write (he wrote only one ballad and letters) and his health was very poor, too. Eventually he died in Paris, abondened with a smile on his face saying: „I have lived above my circumstaneces and it seems I will die above my circumstances as well. â€Å" Oscar Wilde is well-known for his plays, for example A Woman of No Importance, Salome (French and English version), An Ideal Husband, or The Importance of Being Earnest. Oscar Wilde was also a great poet, known for his Poems, Ravenna, The Sphinx, or The Ballad of Reading Gaol (his last work written in prison). Nevertheless, the most of his works is prose – for example The Canterville Ghost, Lord Arthur Savile’s Crime and Other Stories (novel, which was like a prediction of his future), The Picture of Dorian Gray (very famous novel), De Profundis (a letter to his friend from prison), The Letters of Oscar Wilde (letters written at the end of his life), or the Happy Prince and Other Tales (fairy tales), which are so beautiful that I would like to desribe them more. The Happy Prince and Other stories is a book of fairy tales which consists of the following stories: The Happy Prince, The Nightingale and the Rose, The Selfish Giant, The Devoted Friend, The Remarkable Rocket, The Young King, and The Star-Childe. Despite the fact that the first two fairy tales are Oscar Wilde’s best-known fairy tales, my favourite ones are The Devoted Friend, The Young King, The Star-Childe, and especially The Selfish Giant. In my opinion, these stories are not only naive and sad, but give us also a moral lesson, which makes them a little bit more positive. The Happy Prince is a fairy tales about a statue of prince that sees all things happening in the city. One day a swallow passes by, he asks her to take some brilliants from his coat and bring them to the poor people who need it. Every day they work together. But as winter approaches, the swallow has no more time to leave and dies as it is already so cold. In consequence, the prince’s heart breakes. The statue already looking ugly is being torn down in the end. As we can see, the world is sad and not even a statue can bear all this sadness. Whoever decides to improve this horrible situation, ends up very badly. The world around us is superficial and very cruel. Whoever has nothing else to offer is forgotton and taken off. People care only for things that shine. People care for surface, not inner heart. In such world, people with sensitive hearts die, without understanding. The Nightingale and the Rose is a story about a student who longs for dancing with a beautiful girl. She demands a flower for that. The Nightingale sees the student sad and wonders why. After the students explains his situation, the nightingale decides to help the student, but in order to make a flower red it needs to color it with its own blood. And so he bird sings the most beautiful song till the dawn, when the flower gets finally red. For the rose, the nightingale gave up its life. But when the student appears with the rose, the girl throws the flower away saying she has already a different boyfriend to dance with as he brought her a nice gift. The student walks away – he does not believe in love anymore and returns back to his studies. The Nightigale knew the beauty of life. It was living it every day. Just people are so spoilt, they are so blind that they do not recognize what is important in life – gifts, books, etc. – this is what give a meaning to their empty lives. The Nightingale knew Love and for Love it gave up its life. People not knowing Love cannot appreciate it though. That sad world is.. (again). The Selfish Giant is a little bit different fairy tale as it also brings a moral lesson. The Selfish Giant lives alone in a beautiful garden. Once he leaves for a visit out of town. After his return he notices children got used to play in his beautiful garden, which is only his. He throws children out of his garden. And winter comes, but it seems it will never go away. It is already sunny everywhere, only his garden is still covered with snow. He wonders what happened, but one day he hears beautiful music outside. When he looks out, he sees spring has eventually come to his garden, too. He notices the children got into his garden as well. And suddenly he realizes how foolish he has been. He wants to welcome children in his garden and let them come to his garden anytime from now on, but frightened kids run away. Only the smallest boy stays alone in the corner of the garden, where the ground is still covered with snow. The Giant puts the litte boy up into the tree and falls in love with him. But this little boy comes back to his garden nevermore. Nobody knows where he is from. The Giant is very sad and wonders every day why the boy never appears again. One winter day he sees him eventually in his garden. It is very strange because he stands in the same corner, but this time under the tree full of blossoms. The Giant runs to the little boy and aks why his hands are wounded and the little boy answers these are the wounds of love. His last words are: „You let me play once in your garden, today you shall come with me to my garden, which is Paradise. â€Å" In my opinion, this is a very impresssive story as it works with a picture of Christ. It also contains Christ’s words and legacy. It shows us how to live, it shows us how to love – it tells us what love it, it even gives us hope that Paradise exists and, moreover, it shows us how to get there. All good deads are not lost. Good deads and love just open the door to the universal (never-ending) love. The purest love is to give and not to expect – just enjoy the love from giving. The message is so pure and clear that it needs no other explanation. I think there can’t be a better, nicer ending, as this is the nicest end of all ends. The Devoted Friend is a fairy tale with a moral message, again. It desribes a relationship between little Hans, who lives in a garden with beautiful flowers, and a Miller, who declares to be a friend of Hans, but he just stops by when he needs some flowers. All winter long Hans does not have his flowers and for that reason even a source of income, but the Miller never stops by – he explains his wife, who admires him, that people when feeling bad should be left alone. Once the Miller decides to help Hans and give him his old wheelbarrow as a present. Afterwards, the Miller starts to ask Hans to do different kinds of work saying that friends should help each other. Hans feel obliged to help the Miller, which brings Hans his death eventually. I think this story is very important for several reasons. First, it is a psychological analysis – it desribes different kinds of characters and shows consequences of certain actions. While Hans is a nice boy who believes in good nature of people, the Miller is a selfish man who uses everybody around him for his own benefit. A good man ends up badly while a bad man lives on without any harm. Second, the story has a philosophical aspect. While Hans follows his feeling, the Miller follows his reason. Philosophers may contemplate about the proportion of feeling and reason needed for healty life. Third, it brings us a moral message, again. It is actually Hans’s fault that he ends up so badly. If he could say no to the Miller, he could live on. If we let ourselves be used and manipulated, other people will do so. Fourth, the story shows us a relationship between the exploiter and the exploitee, so we may actually capture functioning in the capitalistic world. The Remarkable Rocket is a story about a rocket that thinks it is very special, despite the opinion of the surroungings. It should be used for the king’s wedding, but it not even fired in the end. The Rocket ends up in mudd, still persuaded about its importance. After meeting with a Frog, the rocket still believes it is very important and nobody understands it. In the end, some people find it and throw it in the rubbish. In this fairy tale, we can see different kinds of characters, again: the Rocket, the Cathrine Wheel, the Roman Candle, the Crackers, the Bengal Lights. Let us look how they quarrel over Romance, for example: „But love is not fashionable any more, the poets killed it. They wrote so much about it that nobody believed them, and I am not surprised. True love suffers, and is silent. Romance is a thing of the past. â€Å" „Romance never dies. It is like the moon, and lives for ever. â€Å" As we can see, Oscar Wilde is a master in comparisons and metaphores. Oscar Wilde is a very good psychologist, too (thanks to his fine eye), but now I would like to mention a different aspect that is very typical for his work. The Rocket is a representative of hypocrytical society. There are many examples of hypocrytical behaviour in this story. Of course, Oscar Wilde makes fun of it. The problem occurs when the Rocket meets the Frog – the same people meet. The Rocket sees itself like in a mirror, but it does not change anything about its behaviour. Let us look at some excellent perceptions and remarks (on this topic as well as others): „Arguments are extremely vulgar, for in good society everybody holds the same opinions. â€Å" „If you say the same thing over and over a great many times, it becomes true in the end. â€Å" „Travel improves the mind wonderfully, and does away with all one’s prejudices. â€Å" Oscar Wilde is well-known for his citations, which are included in his works. Sometimes he offeres us even definitions – for example the definition of imagination, which we can find in this story as well: Why, anybody can have common sense, provided that they have no imagination. But I have imagination, for I never think of things as they really are – I always think of them as being quite different. â€Å" Another fairy tale is called The Young King. The Young King appears to be back in the palace after his mother’s death. He grows up in the country where he was sent as a little boy as his mother had him with a foreigner of not acceptable position. Being the only child, he is brought back to become a king. He loves beauty so much. But later on has three dreams which reveal him the truth about being a true king. He refuses all jewellery for his coronation, but people do not want to accept him being a king without showing wealth. In the end, lights from the windows „sewâ€Å" him the nicest dress of all. And he is forgiven and accepted as a true king. In this fairy tale, I appreciate the importance of our dreams. Dreams give us answers to our questions many times. The future king has seen the lives of poor people working for him and so he feels responsible for them. He wants to be a good king in his heart, on the other hand he loves beauty so much, too. He fights this contradiction in his dreams. But in the end he follows his inner voice and gives up all unnecessary things to become a true king. The last fairy tale is called The Star-Child. It is a fairy tale about a little boy that is found left alone in the woods. He is covered in an expensive cloth, but nobody is found around him. So one good man decides to take him home despite the fact that he already has a big family. As the little boy grows up, he becomes very beautiful, but also very proud. Not knowing his parents, he believes they must be very special. Once a very ugly lady comes along and stares at him. Suddenly she says he is her son – she has travelled all the world to find him. But the little boy is so disappointed and sad that he refuses her saying he cannot be her son. At once, his appearance changes. Everybody laughs at him and so he decides to travel round the world to find his mother and apologize to her. He can’t find her anywhere, but while travelling he becomes a better man. After a lot of suffering, he gets into the city where his parents live and finds out his parents are the king and the queen and he is the future king. I find this story very impressive. It shows us that only through suffering we become good people, moreover, at the end of our road we are crowned kings, which is a parallel to Jesus, again. A difficult road through life brings us eventually the biggest reward, which we have not even dreamt about. Outer beauty is here to confuse us while inner beauty is the one that matters. Oscar Wilde became a symbol of sensitivity, knowledge and humour. And I am happy his extravagant clothes enabled him to become famous and capture his excellent ideas.