The Factors that Contribute to Effective Use of iPads with PMLD Pupils The WritePass Journal

The Factors that Contribute to Effective Use of iPads with PMLD Pupils Introduction The Factors that Contribute to Effective Use of iPads with PMLD Pupils . Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. The Factors that Contribute to Effective Use of iPads with PMLD Pupils 1. Introduction The Factors that Contribute to Effective Use of iPads with PMLD Pupils ) recently published an article outlining the role of interactive technology in the SEN classroom, describing pupils as most engaged and motivated when applications were visual and contained sound, music and rewards. An important contributor to the field has been the tablet device, specifically the Apple iPad, a slim, lightweight and multi-touch device for downloading, accessing and interacting with a vast range of applications. To date, little empirical evidence of the effectiveness of the iPad in supporting learning in pupils with PMLD has been conducted and reported, although case studies published by schools that use iPads to support such learners are beginning to emerge. For example, the deputy head teacher at Topcliff School has reported that iPads have had a positive impact and response from their special needs pupils and teachers alike, as the iPad is easy to use, accessible and allows the user to access many well-designed applications, a sentiment shared by the head of music at Mary Elliot Special school, who described the technology as easy to use allowing teachers to feel confident in using ICT, with cheap yet engaging applications. In a blog written by ‘Jwinchester25’ (20 12), a head of year in a generic special school for pupils with a range of special educational needs, the iPad is described as a device that enables and allows learning at any time, with a wealth of sensory applications that are ideal for learners working between p1 and p2, owing to the visual impact and instant feedback provided by its applications. Undoubtedly, the iPad has several factors that are advantageous in supporting the learning of PMLD pupils, including the range and value of its applications, its sleek and easy to use design, and use of touch technology, which can help overcome barriers for pupils facing issues using the traditional mouse and keyboard (Bean, 2012). However, such advantages come with important caveats; teachers must ensure that the device is both adequately positioned and mounted to optimise both vision and interaction (Watson Hyatt, 2010; Rahman, 2012). 2.4. Conclusion Pupils with PMLD have greater difficulties in learning and have additional impairments in functioning and needs that can create barriers to learning. Practitioners and teachers can support pupils to overcome such barriers by providing a learning environment that is stimulating to the senses, and promotes motivation and engagement. The world of technology can augment such learning by enabling pupils with PMLD to communicate and engage with the world around them. However, in order to maximally support such learners, technology must be tailored to the specific and individual needs of each pupil, requiring a thorough and accurate assessment of each pupil’s needs. It would appear that the Apple iPad has great potential to act as a tool for learning for pupils with PMLD, however there remains a gap in the empirical literature regarding the factors that might influence successful use of the iPad in such a teaching environment. 1. Methodology The following chapter discusses the research methodology chosen for the present study and provides the rationale underpinning its selection. As action research was selected as the prime research strategy, this chapter will discuss and explain what action research entails and also provide a brief explanation of the data collection methods that will be employed. Furthermore, the chapter will discuss the technique of sample selection and sample size proposed. The chapter will conclude with a discussion of the research instruments that will be utilised to gather the primary data. 1. Research Strategy According to Lewin (1946), action research is â€Å"a comparative research on the conditions and effects of various forms of social action and research leading to social action (using) a spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action†. It involves a practical approach to research inquiry in a social institution (Waters-Adams, 2006), and is perhaps more interactive than other research methodologies, as it balances data collection and analysis with problem solving action in the field. This is advantageous as it allows the researcher to derive predictions regarding change within the research site (Reason Bradbury, 2002). It is conceptualised as a collaborative process between the researcher and the research site and population, so it allows not only for observation and reflection, but also action and improvement of practice (Mills, 2006). Action research was particularly appropriate in this context. The author of the present study is an ICT coordinator, and was keen to discover how new technology purchased by the author’s school could be most effectively used with PMLD learners. Action research is often used when a new initiative is about to be implemented, in the absence of knowledge regarding the best method to do so. It allows for the discovery of practical solutions that are directly derived from the specific circumstances of the research site. However, as action research does not involve the objective measurement of phenomena, it can suffer from researcher bias (Mills, 2006). However, all researchers bring a degree of subjectivity shaped by individual experience, and it is the action researcher’s challenge to recognise such bias and build a critical reflexivity into the research process accordingly (Herr Anderson, 2005). Action research can be time consuming, and difficult to conduct in tandem with normal classroom activities. For this reason, Mills (2006) advoc ates developing a timeline of enquiry. The timetable for the current study is as follows: Phase 1 (July 2012): Develop research questions. Phase 2 (August 2012): Conducted critical review of relevant literature. Phase 3 (September 2012): Conduct classroom observation. Disseminate questionnaire to second school. Phase 4 (October 2012): Conducted semi-structured interviews with teachers. Phase 5 (November – December 2012): Data collation and analysis Phase 6 (Early 2013): Review, question and action. Disseminate research findings to interested parties. 3.2. Data Collection According to Mills, â€Å"the importance of data collection is to challenge yourself to explore every possible angle to try to find patterns and seek out new understanding among the data† (2006: 122). The selection of data collection methods forms a fundamental step in the research process and should be underpinned by the concepts of reliability and validity. Reliability relates to the accuracy of the data and urges the researcher to consider whether the data they have collected presents an accurate representation of the reality under study. Validity refers to the essential truthfulness of the data; an assertion that the data collected actually measures the reality under study. Producing high quality research is of particular concern to the action researcher in schools, as the teacher researcher has an additional obligation to their students, and to add to the professional knowledge base (Sagor, 2000). One method of enhancing the quality of research is to triangulate data coll ection; to use more than one source of data during more than one point in time. The present study included questionnaires, observation and semi-structured interviews. The approach therefore was mainly qualitative, although the inclusion of some closed-ended questions in the questionnaire allowed for some limited quantitative enquiry. Questionnaires The questionnaire was designed and will be disseminated via Survey Monkey, an online research resource which allows users to design surveys and collect and analyse data easily. The questionnaire contained both open-ended and closed-ended questions to enable respondents to both answer the specific research questions, and also provide their own responses to add richness to the data. Invitations to participate in this part of the research will be made to members of staff from a different school to the research site, and respondents will be invited to complete the questionnaire via an online link. The questionnaire has been designed specifically to investigate how other schools are integrating iPads into their work with PMLD learners. The main advantage of the questionnaire method is that it potentially allows the researcher to collect a large amount of information in a relatively short amount of time (Mills, 2006). However, the method is notorious for returning lower response rates. Gen erally speaking, postal survey methods have an average response rate of below 10%, whilst typical response rates for online surveys are a little higher, at 20 – 30% (SurveyMonkey, 2012). Observation The observations will be conducted only at the primary research site, and will be participatory in nature, as this allows for more focused naturalistic observation (Bell, 2005). In the present study, observation will take place with four pupils with PMLD as they use iPads as part of normal teaching and learning activities. The observations will be guided by the use of the Engagement Profile (SSATrust, 2010) which will enable the researcher to observe exactly which factors involved in the use of iPads engage pupils. For an example of the Engagement Profile observation sheet refer to Appendix A. Interview The aim of the interview is to elicit information about participant’s attitudes, opinions and perspectives in order to form a meaningful understanding of the phenomena under study (Hannan, 2007). Specifically, this research will include the use of semi-structured interviews, which allow researchers to have a set of specific questions to discuss, but allows for some flexibility on the respondents’ behalf. One interview will be conducted with the class teacher, and will address the ways in which iPads are incorporated into teaching activities with PMLD learners. 1. Sample Size and Sampling Techniques For questionnaire completion, sampling will follow the snowballing technique, a non-probability sampling technique whereby participants in turn recruit future participants from among their acquaintances. In this instance, the link to the online survey will be sent to the target population, with a request that it is passed on to other interested parties. As the likely response rate is as yet unknown, the link will be sent to all possible study participants. The return rate will determine whether any quantitative data analysis will be conducted on the closed-ended survey items. The observations will be limited to four pupils, who will be identified as appropriate for participation via the researcher’s own knowledge of the pupils within the research site, and via discussions with classroom teachers. Only one interview will be conducted with the classroom teacher. Methods were selected that drew upon small samples to provide an in-depth exploration of the area under study, the num ber of observations and interviews was restricted to maximise the effectiveness of such in-depth exploration (see Kruger Casey, 2009 for a discussion regarding sample size when using qualitative methods. 4. Ethical Considerations Of prime concern to any researcher, are the ethical considerations and implications of their work. A full understanding of research ethics, and adherence and accountability to an ethical framework can provide a solid base for the research work in order to achieve completion of said research successfully (Willis, Inman and Valenti, 2010). Adherence to ethical considerations in research promotes the aims of research; prohibiting the falsification of results avoids error. Ethical norms ensure that the researcher remains accountable to the public and can prevent harm; therefore prior to the commencement of any piece of research, it is essential to consider all the ethical implications that may present themselves throughout all stages of the study. Central to research ethics is the issue of consent. The proposed study will provide interview participants with a Participant Information Form (PIF) detailing exactly the aims and processes of the research, and the contact details of the resear cher. A consent form will be given with the PIF for both the participant and researcher to sign. The form will detail the participants’ right to refuse to participate, and right to withdraw consent at any point during the research, without penalty. As the pupil observations will be conducted as part of normal teaching and learning activities, it is not necessary to seek permission from parents. In a dissertation work, keeping the personal details of the respondents secured is a prime ethical requirement, therefore, another major ethical consideration of the proposed study relates to anonymity and confidentiality. Conducting any research within the workplace could raise concerns among participants; therefore the interviews and Engagement Profiles will be anonymised and assigned codes rather than names. Surveys will be conducted anonymously via SurveyMonkey, access to data will be strictly limited to the researcher, and all participants will have the right to access their own information. References Bean, I. (2012) A helping hand. SEN Magazine, February 2012. Available at: https://www.senmagazine.co.uk/articles/856-how-can-we-make-computers-more-accessible-to-all.html (accessed 13.08.2012). Boote, D.N. Beile, P. (2005). Scholars before researchers: On the centrality of the dissertation literature review in research preparation. Educational Research 34 (6): 3 – 15. Carpenter, B., Egerton, J., Brooks, T. Durdle , R. (2011). Engagement in Learning. Available at education.gov.uk/complexneeds/modules/Module-3.2-Engaging-in-learningkey approaches/All/downloads/m10p080c/Special_Children_Engagement_in_Learning_201_June-July_2011_pg40-42.pdf (accessed 29.08.2012). Condie, R., Munro, B., Seagraves, L. Kenesson, S. (2007). The impact of ICT in schools – a landscape review. Becta. Cunningham, J. (2010). Profound education: learning and PMLD. SEN magazine, January 2010. Available at: senmagazine.co.uk/articles/496-profound-education-learning-for-those-with-pmld.html (accessed 29.08.2012) Davis, P. Florian, L. (2004). Teaching strategies and approaches for pupils with special educational needs: A scoping study. Department for Education and Skills. Available at education.gov.uk/complexneeds/modules/Module-1.1-Understanding-the-child-development-and difficulties/All/downloads/m01p010c/II.teaching_strategies%20including_aspects_of_II.pdf. (Accessed 03.08 2012). Department of education and early childhood development. (2010). iPads in special education. Available at: ipadsforeducation.vic.au (accessed 05.08.2012). Department for Education and Skills (2004). Research Report Number 578: Inclusion and Pupil Achievement. DfES Publications, Nottingham. Florian, L. Hegarty, J. (2004). ICT and Special Educational Needs (Learning Teaching With ICT). 1st Edition. Open University Press. Foyle, A. (2012). Switched on to education. SEN magazine, January 2012. Available at: senmagazine.co.uk/articles/378-switched-on-to-education-the-use-of-ict-in-sen.html (accessed 29.08.2012) Hannan, A. (2007). Interviews in education research (online) University of Plymouth. Available at: edu.plymouth.ac.uk/resined/QUESTS/index.htm (Accessed: 03.08.2012). Healy, D., Noonan Walsh, P. (2007). Communication among nurses and adults with severe and profound intellectual disabilities: Predicted and observed strategies. Journal of Intellectual Disabilities 11(2), 127-141. Herr, K. Anderson, G. (2005). The Action Research Dissertation: A Guide for Students and Faculty. Sage Publications, CA. Iovannone, R., Dunlap, G., Huber, H. Kincaid, D. (2003). Effective educational practices for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities 18: 150 – 166. jwinchester25 (2012). iPad in a SEN Environment: Some of the uses. Available at: http://senclassroom.wordpress.com/2012/03/17/ipad-in-a-sen-environment-some-of-the-uses/ (accessed 15.08.2012). Kuh, G., Cruce, T., Shoup, R., Kinzie, J. Gonyea, R. (2008). Unmasking the effects of student engagement on first-year college grades and persistence. Journal of Higher Education, 79 (5): 540–563. Krueger, A., and Casey, M. (2009) Focus groups, a practical guide for applied research (4th edition) Sage, Los Angeles. Lacey, P. (2009). Developing the thinking of learners with PMLD, PMLD Link 21 (2): 15-19. Lacey, P. (2011) A profound challenge. Available at: senmagazine.co.uk/articles/396-designing-a-curriculum-for-pmld-a-profound-challenge.html (accessed 29.08.2012). Lewin, K. (1946) Action research and minority problems. Journal of Social Issues 2(4): 34-46. Longhorn, F. (1998). A Sensory Curriculum for Very Special People. London: Souvenir Press Ltd. Mary Elliot School (ipad case study, apple site) Available at: apple.com/uk/education/profiles/mary-elliot/ (accessed 04.08.2012). Marlow,W., Wolke, D., Bracewell, M. Samara M. (2005). Neurologic and developmental disability at 6 years of age following extremely preterm birth. New England Journal of Medicine 352 (1), 9-19 Mcniff, J. (2003) Action research for professional development: Concise advice for new action research (3rd Edition). Available at: jeanmcniff.com (Accessed 03.08.2012). Mills, G. E. (2006). Action Research: A Guide for the Teacher Researcher (3rd Edition). Prentice Hall. Ofsted (2004a), Report: ICT in schools – the impact of government initiatives: School Portraits – Eggbuckland Community College. London: Ofsted Ofsted (2005,) Embedding ICT in schools – a dual evaluation exercise. London: Ofsted. Piaget, J. (1977). Gruber, H.E.; Voneche, J.J.. eds. The Essential Piaget. New York: Basic Books. Qualifications and Curriculum Authority (2007). Marker Training 2007. National curriculum assessments monitoring report. QCA/07/3421 Rahman, S. ( 2012). Getting started: pads for special needs. Rahman Publishing. Reason, P. Bradbury, H., (2002). The SAGE Handbook of Action Research. Participative Inquiry and Practice. 1st Edition. London: Sage Sagor, R. (2000). Guiding School Improvement with Action Research. Association for Supervision and Curriculum Development, UK. Sparrowhawk, A. Heald, Y. (2007). How to Use ICT Effectively With Children With Special Educational Needs. Edition. Learning Development Aids. Waters-Adams, S. (2006). Action Research in Education. Faculty of Education Plymouth. Watson Hyatt, G. (2010). The iPad as an affordable communicator. Initial review May 15. Available at: doitmyselfblog.com/2010/the-ipad-as-an-affordable-communicator-initial-review/ (accessed 29.08.2012). Williams, P (2005), Using information and communication technology with special educational needs students: The views of frontline professionals. Aslib proceedings: new information perspectives 57 (6): 539–553. Willis, J., Inman, D. Valenti, R. (2010). Completing a professional practice dissertation: a guide for doctoral students and faculty. IAP. Wright, J, Clarke, M, Donlan, C, Lister, C, Weatherly, H, Newton, C, Cherguit, J and Newton, E (2004). Evaluation of the Communication Aids Project (CAP). London. Available at: DfES. dfes.gov.uk/research/data/uploadfiles/RR580.pdf (accessed 14.08.2012).

Strategic marketing Case analysis Essay Example | Topics and Well Written Essays - 2000 words

Strategic marketing Case analysis - Essay Example In fact, the brand value of Haagen-Dazs has become the top-ranked ice cream all over the world. Another strong point of Haagen-Dazs is its decision to penetrate the global countries particularly in Japan, the United States, Canada, London, France, Germany, Holland, Belgium, Sweden, Taiwan, and South Korea. Reaching out for the global market contributes to a bigger global share for Haagen-Dazs. A good marketing strategy was used by the company in terms of their decision to penetrate the five-star hotels and high-class restaurants. The said marketing promotion by giving the customers who purchase at least a 500ml tub of Haagen-Dazs ice cream products would receive a free voucher which entitles them for a discounted meal for two among the participating restaurants. This strategy was effective in encourage the spread of word-of-mouth which creates a brand awareness Lastly, the company uses a massive marketing distribution such as the retail stores, supermarket chains, delicatessen, cinemas, convenience stores, bakeries up to video stores, etc. Considering the good quality product, store outlets were carefully chosen by the marketers. Unlike in other multi-national companies that manufacture ice-cream products, Haagen-Dazs is focused only in producing luxury ice-cream. This makes Haagen-Dazs lose some market shares who prefers product that ranges between economy to standard quality ice-cream. When other competitors started to follow the foot-step of Haagen-Dazs in terms of producing an extra luxury ice cream at a much lower price, Haagen-Dazs was no where to go but to shred of some of their market shares with the competitors. The only way for Haagen-Dazs to be able to win back its market share is by producing a much better quality ice cream at the same price or produce a lower quality ice cream at a much lower price. I believe that the strongest quality that Haagen-Dazs was able to create is

Project Learning Plan Essay Example | Topics and Well Written Essays - 5250 words

Project Learning Plan - Essay Example Additionally, the decisive factor gained from my own personal and professional experiences are by establishing parameters and determination to learn initiatives within those boundaries at being the most effective as a professional in my career. Furthermore, my Master of Professional Studies will be based on my studies that I achieved throughout my career along with my reflections from those experiences. â€Å"With these skills† I am able to relate to projects that are endeavoured to undertake in my business as a Safety Professional with Qld/NT BCM Boral Ltd. The Company operates as a Global and National Construction and Materials company. I am responsible for ensuring that all Queensland sites include the effective safe management and support mechanisms in regard to safety of employees throughout the organisation. My role increasingly places me as an internal leader with my peers. By providing the use of effective interpersonal skills in the provision of leadership, advice and support, I maintain the standards of the principles in performance and standards that I have established as a role model within the safety team. In order to continue my inclinations to succeed, I must essentially set my own conclusions of focus settings within my organisation and externally. Additionally, I must continue to be adaptable in all situations of this position and everyday life experiences. Therefore, by employing and utilising my strategies of project management within the Company and researching the best practices outside the industry, my planned learning methodology will align with the Company’s business objectives and be an active role model of the team. In my Professional Masters, I will be directing my studies into all aspects of my Company: 1) Researching methods and techniques, while drawing on comparisons within the industry; 2) Utilising frameworks and structured approaches to solving project orientated areas; 3) Develop and implement the best practices and procedures within the industry; 4) Work towards managing risks of my organisation to function effectively with these projects. Furthermore, my Professional Masters studies will forward my professional standings within the industry and grading as a Fellow of the Safety Institute of Australia as a proven leader in my profession. In summary, of my Masters, the remaining subjects to finalise this qualification include: WBL 8000: Learning Plan: 1 Unit WBL 8020: OHS Safety Management System National Implementation Project – two Units (submitted). I am currently self-sponsoring my degree in my Masters. However, early indications that these projects have the full support of the Company in regard to time and resources for project completion are assured. Moreover, my mentor in the company has considerable expertise learning in all aspects of my projects, which will greatly expand my existing knowledge to his standard. As I extend my journey, my University lecturer will lead me thro ugh the system by having extensive

Clinical Applications of Cone Beam Computed Tomography

Clinical Applications of Cone Beam Computed Tomography Abstract The present article evaluates various clinical applications of Cone Beam Computed Tomography (CBCT). Among scientific articles, a research was conducted by PubMed on dental application of CBCT, containing many articles in general, among which most of them were clinically about dentistry and its related analyses. Different functionalities of CBCT, including oral and maxillofacial surgery, root treatment, implantology, orthodontics, temporomandibular joint dysfunction, periodontics, and forensic dentistry have been indicated in a study. This review article illustrates that different CBCT indicators have been used concerning the need for certain discipline of dentistry and the kind of conducted procedure. Introduction Two-dimensional imaging techniques in dentistry have been employed since the first intraoral radiography was created in 1896. Since then, dental imaging techniques have evolved by the advent of tomography and panoramic imaging. While tomography makes it possible to divide the desired levels from an X-ray range, panoramic imaging provides a comprehensive observable image of maxillofacial structures(1). Recent developments of digital diagnostic imaging has been dealing with lower radiation doses and faster processing times, without affecting the diagnostic quality of intraoral and panoramic images. Two-dimensional images, however, have their own natural limitations (including enlargement, distortion, and folding images), which cause the structures to appear erroneously(1). Cone Beam Computed Tomography (CBCT) is capable of producing 3D images, which leads to effective diagnosis, treatment, and further advances. By introducing dent alveolar imaging in 1998, CBCT could produce lower-cost and lower absorbed dose 3D data in comparison to conventional CT(2). CBCT imaging technique is based on a cone-beam X-ray, gathered on a two-dimensional recognizer, with the privilege of achieving more radiation. In contrast to the conventional CT, a parallel change from the recognizer system is not required during the spinning, which brings about a more efficient use of tube power(3). Being compared with the resultant slideshow images of the conventional CT, the cone shaped radiation spins around a certain object once (in this case was the patients head and neck) and is capable of producing hundreds of 2D images from a certain anatomical volume(4). Then, using different kinds of algorithms that are made by the Feldkamp in 1994, the images are reconstructed in a 3D observable data set(5). Compared to a common 2D radiography, CBCT has various advantages, including no folded images, measuring ratio of 1:1, no geometric distortion, and 3D demonstration. It is worth mentioning that, by using a relatively low ionic radiation, CBCT provides a 3D representation from hard tissues along with little information from soft tissues(6). Common CT systems have similar advantages (in addition to providing information on soft tissues), however, they create the image call with higher levels of ionic radiation and longer scanning time. In total, larger CT units will cause them to be a weak alternative for the Dental offices(7). Applications in oral and maxillofacialsurgery The resultant 3D CBCT images have been used to investigate the right place and the maxillofacial pathology area, as well as assessing the final impact or the additional tooth and its link with vital structures(8-23). These images have been utilized to look into the bone graft space, before and after the surgery and osteonecrosis of the jaw changes (such as those who were exposed to bisphosphonates), as well as the pathology and/or paranasal sinus defect(24-28). Moreover, CBCT technology was applied to assess patients with obstructive sleep apnea to adopt an appropriate surgery method (if required)(29). Since CBCT units were available extensively, dentists have made use of this technique increasingly to investigate maxillofacial injuries. In addition to preventing form folded images, which appear in panoramic images, CBCT made it possible to precisely measure the surface intervals, as well(30, 31). This distinct advantage caused CBCT to become an established method for the evaluation and management of mid-face lesions and orbital fractures, assessment of fracture, observation of maxillofacial bones engaged in surgery, and routing during operation along the processes that are related to gunshot(32-37). CBCT is widely used in orthognathic (orthodontic surgery) and orthmorphic surgeries, in a way that the details of intraocclusalrelationships and the display of tooth surface are vital for adding a 3D skull model. Using advanced software, CBCT made it possible to slightly observe the soft tissues and enable the dentists to control posttreatment beauty, as well as assessing the outline of lips and bone area of the palate in patients with palatal split(38-43). Applications in root treatment While several studies have shown that high contrast CBCT images could be used to distinguish between apical granuloma and apical cysts with measuring dental trauma, yet CBCT imaging is an applicable tool for the diagnosis of periapical injuries(44-46). Other scholars use CBCT as a useful tool to classify the origin of damages, including root or non-root origin, which indicates another period of the treatment(47). The reliability of theses labels (root or non-root) are doubtful. Consequently, they are the foundation of demand on (more) non-invasive techniques for the diagnosis of damages that are usually detected through non-invasive processes. Several clinical sample reports have concentrated on using high resolution CBCT images to diagnose the vertical fractures of the root(45, 46, 48, 49). CBCT is considered a salient technique for periapical radiographs in diagnosing root vertical fractures, measurement of dentin fracture depth, and detecting the root vertical fracture(50, 51). CBCT imaging has made the early diagnosis of inflammatory root resorption possible, which is slightly detectable by 2D radiography(52, 53). As well as detecting the root and cervical root resorption (internal and external), CBCT is also capable of recognizing the extent and progress of the injury(54-58). CBCT could be used to identify the number and morphogenesis of roots and their related canals (both main and supplementary), and also determine the functional length, type, and angle size(54-56). CBCT performs a more accurate evaluation of root canal resorption than 2D imaging(48). It also applies in identifying the extent of pulp in talon cusp and the position of damaged tools(59, 60). Due to its simplicity and precision, CBCT is utilized in canal preparation with different tool techniques, as well(61, 62). CBCT is a pre-operation tool for figuring out the proximity of tooth to the adjacent vital structures, make the surface anatomy right size and cause extent determination to become possible(63-65). In emergency cases after the injury, in which it is vital to recognize the desired tooth status, CBCT images could help dentistry with a selection of the best treatment methods(66, 67). Applications in dental implants As the need for dental implant, as an alternative to the lost tooth, increased helping the treatment plan and avoiding the damage to vital adjacent surfaces during the operation requires for a technique to get the right cavity and measure the position of implant. Previously, such measurement was generally provided by 2D radiographs (in special cases) that was obtained through conventional CTs. CBCT, however, is an appropriate option for dental implant, which in comparison with 2D images, provides more precision in measurement and lower radiation dose at the same time(68-80). The new software lowers the chance of improper settling of accessories and damaged anatomic structures(81-84). CBCT decreases the implant failure by providing information on bone density and cavity shapes, as well as the height and width of the proposed implanting space for patient(85, 86). CBCT does not calculate the Hounsfield scale accurately; hence, the number of bone density through this technique could not be vertical through a group of CBCT units or patients. However, the effect of CBCT in measuring and evaluating the cavity shapes has brought about the selected improvements. By a prior notice about the complications, which could occur during a proposed treatment, the plan can be designed in a way that resolves them or results in an alternative treatment. CBCT is usually used in post-operation evaluation to assess the bone graft and implant position in the cavity(79). Orthodontics applications Orthodontics, in introducing qualitative software of evaluation such as Dolphin (Dolphin ]maging Management Solutions) and In Vivo Dental (Anatomage), enables the dentists to fully exploit the CBCT images for cephalometric analysis. Moreover, it is an appropriate tool for investigating the amount of facial growth, age, function of respiratory tract, and disrupting the destruction of tooth(87-92). CBCT is a reliable tool to evaluate the amount of damaged tooth proximity to the vital structure, which could interrupt the orthodontic procedure(93, 94). When the mini-implant[1] is required as a temporary holder, CBCT provides the observable guidelines for accurate and safe installation and thus, accidental and fatal injuries could be avoided(95-97). Accordingly, the evaluation of bone density before, during, and after the treatment indicates that whether or not the injury has decreased or remained unchanged(98, 99). CBCT illustrates different aspects of maxillofacial complications in one scan. In addition to 3D structure of skeleton bones, it enables the dentist to access anterior, crowns, and axial images. These images could be turned to allow the dentist to observe patterns and various angles of the image, including those that are not available in 2D radiography(100, 101). CBCT images are capable of auto-correction for enlargements and creating vertical images by measurement ratio of 1:1. Consequently, CBCT is more accurate than panoramic and conventional 2D images(102). Applications in TMJ disorders TMJ (temporomandibular joints) diagnostic images are vital for to accurately detect diseases and joints malfunction. According to Tsiklakis et al., though CT is easily available, it is not prevalent in dentistry due to high required costs and doses. Examining the right linking space and position of condyle in the cavity has been made possible by CBCT, which is a tool for showing probable dislocation in a connecting disk(103). CBCT precision and lack of folded images make the measurement of the roof of the glenoid fossa and observation of soft tissue around TMJ possible, which can provide a practical diagnosis and eliminate the need for MRI(104-106). According to Tsiklakis et al., MRI â€Å"is one of the most useful tests since it provides images from both soft and bone tissues†(103). While MRI is recommended for evaluation of TMJ soft tissues, CBCT has lower radiation dose. However, it is emphasized that CBCT technique, unlike CT and MRI, does not reveal the details of soft tissues. The aforementioned advantages made the CBCT the best imaging tool for incurred injuries, fibrous ankylosis, pain, dysfunction, cortex erosion of Cortical condyle, and cyst(107-109). Applications in periodontics As Vandenberghe et al. believe, 2D radiography is the most prevalent imaging used in the bone morphology, such as a defect in periodontal bones. The limitations of 2D radiography, as a result of probable errors and misconceptions in indentifying reliable reference anatomic points, forced dentists to estimate the amount of lost or existing bone(110). These findings approve the observations achieved by Misch, in which the 2D radiography is for identification of alterations in bone level or the architecture of inefficient bone defect(111). CBCT provides an accurate measurement of intrabony defects, by which doctors are able to assess the amount of rupture, valve defects, and periodontal cyst(112-114). While CBCT and 2D radiography are compatible with revealing interproximal defects, it is only the 3D images, such as CBCT, that are able to illustrate the buccal and lingual defects(115). To obtain the details of morphologic of bone features, CBCT is used with precision as the direct measurement with a periodontal probe(110, 111). Moreover, CBCT could be utilized to express the performance derived from periodontal defects and enable the doctors to assess the results of post-periodontal surgeries(115). Application in forensic dentistry Age estimation is one of the significant aspects of forensic dentistry. In this process, is it vital for doctors to be capable of estimating the age of every person in a legal system (including those who have passed away). This is one of the specific cases in Europe and as Yang et al. declared in 2006, â€Å"every year thousands of under-aged people flee over the all European countries with no formal ID card to find a shelter and protection. On top of this, most of the crimes are committed by people, who seem to be under-aged. In either case, it is necessary to determine the chronological age and fill them in documents, similar to those we have seen in Belgian that are under-aged and want to enjoy ethnic and social benefits.† The text of the present article was published for age estimation in line with the relationship between tooth change and age. The tooth enamel, beyond a natural cover, is extremely safe against such major alterations. However, as the age raise the pulp com plex (dentin, cementum, and pulp) illustrates the physiological and pathological changes(116). Usually, the extraction and section cut is required to identify morphological changes, which are not always observable. Nevertheless, CBCT is a non-aggressive alternative. Discussion Since late 1990s, when this method entered dentistry, CBCT scanners have shown substantial advances in medicine and maxillofacial imaging(117). This review article indicated that recent articles were conducted on CBCT, most of which were designated to clinical applications. Most of these articles are about oral and maxillofacial surgery, root treatment, dental implant, and orthodontics. CBCT has limited functionality in restorative dentistry, which is due to its higher radiation dose than 2D radiography and its incapability in providing additional diagnostic information. Moreover, these researches are mostly in the field of restorative dentistry for exploring various privileges of CBCT. Although this review did not assess any related articles to prosthetic applications of 3D scanners, yet the standard surveillances that were conducted in prosthetic treatment could be contingent to the use of CBCT with other dental specialties. For instance, dental implant prosthetic, maxillofacial prosthetic, and TMD evaluation are applicable, which in turn by unifying the resultant data of patients with treatment plan can increase the success of prosthetic treatment. CBCT images embrace issues with medical complications, especially in cases that several teeth and bone levels should be evaluated. New CBCT systems can be utilized in specific dentistry applications. They have higher resolution power, as well as lower exposure and cost in comparison to the prior existing systems. While CBCT has various advantages over 2D radiography, there are natural limitations to this technique that require more precise consideration in the selection of criteria and indices. For example, CBCT is sensitive to removable dentures (including removable dentures peculiar to CT technology) and stiffener bars around a compact object. Overall, CBCT has low contrast and limited strength in viewing internal soft tissues. Most modern CBCT units have flat panel detectors, which are mostly inclined to the bar of stiffening artifacts and are able to provide more information. However, due to the lack of compatibility between artifacts, CBCT is not capable of precise HU measurements; therefore the bone density measurement is not reliable. We believe it is vital to take the principle of â€Å"As Low As Reasonably Achievable†, (ALARA), into consideration. The belief should not be mistakenly interpreted as a reason to avoid the use of high dose CBCT units, which provide us with credible information. There is no tough protocol concerning when the technology must be used and every dentist, oral radiologist and neuroradiologist, must actively assess his/her operational protocols. Image resolution needs an extensive knowledge of anatomy in the fields, which are commonly the domain of dentistry and neuroradiology. Accurate knowledge and experience is required for the clarification of scanned data that determines why imaging is needed. Also the clarification of implicit findings is illustrated, which are explicit in the scan beyond the common scopes of dentistry, including disorders that can be observed in any adjacent area. The fact that CBCT promotes the specialized knowledge and improves the standards of dental care is something that dentists must define case by case. Such an evaluation calls for continuous training and education for dentists and scholars. The recent upsurge in the popularity of CBCT caused many units with low variation (sometimes important though) to be resulted in uncontrolled and unobserved report of the radiation amount. This unapproved report could be due to the limited technological knowledge of medical imaging apparatus in the new units. In response, the academy of European dentistry and maxillofacial radiography has established basic principles for dental applications of CBCT. Summary Based on what has been proposed in this article, most dental CBCT applications are for oral and maxillofacial surgery specialists, root treatment, dental implant, and orthodontics. CBCT test should not be taken unless it is necessary and do more good than harm. While using this method, the whole image dataset (which is a radiology report from a dental surgeon, neurologist, or a general radiologist familiar with the head and neck anatomy) should be assessed completely to maximize the resultant clinical data and make sure that every significant implicit finding were reported. Further researches should be concentrated on the resultant accurate data regarding doses of CBCT systems in which they comprise of a size detector and a background, limited from the scanned volume and sight. CBCT systems with larger background and less metal artifacts for orthodontic and orthognathic surgeries are not available yet. Further evaluations are required for better determination of CBCT applications in forensic dentistry. [1] Implant with less than 3 millimeter diameter

The Cause of Aggression is Social Structure and Child Rearing :: Parenting Raising Children Society Social Status

The focus of this paper is to determine why certain societies are violent, judging from the way their society is structured to the psychological aspects of the individuals. The structural roots of internal and external conflict differ by most factors that were researched. Internal violence derives from weak cross-cutting ties, strong localized male groups (in uncentralized societies) and polygyny, whereas external conflict is seen in societies that are high on socioeconomic complexity, and low in polygyny and as cross-cutting ties. From the 186 societies, only a handful of them fell into the category of the variables this paper is centered upon high ext. vs. int. war were the Yanomamo, Comanche, Maori, Jivaro, and Somali. In Ross's article about conflict and violence, a measurement of internal and external violence was done using 44 variables for the 90 societies. The areas of interest for the table are those measuring internal and external violence. The factor loading is determined by the sum of the scores of each society for each variable and is weighted individually for each society. The six variables in the internal violence and conflict scale, in descending order of importance, are/:/./ The severity of conflict between different communities of the same society (v767), the acceptability of violence when directed against members of the same society outside the local community (v782), frequency of internal warfare (v773), the same severity of conflict within the local community (v764), the extent to which physical force is used as a mechanism for the dispute settlement (v770), the acceptability of violence when directed against members of the local community(v781) and degree of compliance wit h community norms and decisions by members of local communities(v775). Societies that scored high on this end of the scale, for example Jivaro or Somali, frequently engaged in violence and internal warfare both within and between communities of the same society. Societies that fell into the middle of the scale engaged in regular conflict, but internal warfare and violence in local disputes occur less frequently than the previous category of societies. The 3 variables that compose the external warfare and conflict scale are frequency of external warfare(v774), degreee of hostility(v780), and the acceptability of violence directed to people in other societies(v783). The Maori, Comanche and Jivaro are societies of the high end of the scale. From the large amount of research done on violence and conflict, there exist 3 characteristics of societies that are agreed upon by the majority.

Life Imitates Art, Movies Imitate Life Essay

Imagine a world where clothes were non-existent, and it did not matter if your outfit was the current flair, or if your shoes were the latest style. Our culture would halfway cease to exist. The western culture puts so much emphasis on fashion, our lives begin to move and mold themselves around it. Fashion is like art on the body, and making a masterpiece out of what you wear. â€Å"From the materials employed in clothing manufacture to the process by which our garments are made to the social values that dictate what we â€Å"should† look like, fashion has surrounded us and consumed us for generations. (Shmoop Editorial Team 2008) A perfect example of popular culture can be revealed in American Fashion. This is impeccably displayed in the motion picture, based on the novel written by Lauren Weisberger, produced by Wendy Finerman, The Devil Wears Prada. The basic plot of the movie and novel is about a plain jane, just out of college, smart, not fashion savvy, woman (Andrea Sachs) who applies for a job as junior assistant to the editor-in-chief (Miranda Priestly), at a fashion icon magazine â€Å"Runway†, in New York and gets it. She is told repeatedly â€Å"a million girls would die for [her] job† (Finerman, 2006) and if she lasts a year, she will be able to get a job at any magazine. Andrea, in her own way is a counterculture of the people at Runway magazine in the movie. She deviates from the norm of the fashion and mainstream subculture. She tolerates their demanding ways, and demeaning comments of her diet and style, until she breaks and gives in and asks for help. She is given a makeover, by the art director, Nigel, and her new style and job begin to strain her relationship with her boyfriend and her friends. The few scenes that depict her break down and her makeover, is when people begin to notice her, and treat her better once she is wearing the latest fashion. Her hair was cut and styled, she started to watch what she ate, and shaped herself into a fashionista. She began to adapt to their standards, and dressing. She sticks with the job and increasingly spends more time working, whilst climbing the career ladder. This is set perfectly with our commercial culture and the ideology of humans and how our world works. Andrea was a non-conformist in the beginning and frowned upon because she did not wear the latest fall fashion. Once she started to wear the clothes, and shoes, she became well liked. She ultimately conformed to the fashion world. While at a benefit, Andrea ends up being Miranda’s saving grace and is offered to take the other assistants (Emily) spot to Paris. Andrea refused at first, in fear of hurting Emily’s feelings, and is forced to give in because if she does not go, Miranda will terminate her. Before leaving for Paris she takes a break from the relationship with her boyfriend. During her trip to Paris, she has relations with another writer she had met through her work and finds out about a plot to ruin her editor-in-chief. She tries to warn her and ends up finding out Miranda knew the whole time. Miranda ends up fixing her situation by double-crossing her art director, Nigel, and giving a job promised to him to someone else to save her job. Andrea is floored and cannot believe Miranda would do that to her friend. Miranda points out to Andrea that she already did, she did it to Emily. Right there Andrea quits, and leaves it all behind. Once Andrea returned to New York, she reunites with her boyfriend. In the conclusion, she is at a job interview when she is told her previous employer stated â€Å"she was by far her biggest disappointment, but that he would be an idiot not to hire her. † (Finerman, 2006) Throughout the entire movie Andrea is immersed in the fashion world. In the beginning of the movie there is a scene where the art director, Nigel, gives Andrea a pair of black, sling back stilettos. She at first refuses and says â€Å"I don’t think I need these. Miranda hired me, she knows what I look like. He responds â€Å"Do you? † (Finerman, 2006) This one scene indicates a perfect example of ideology. Nigel is setting the social order, because it is the norm of which the people in their occupation wear. I believe it is best stated by Shmoop University, â€Å"From our underwear to our Levi’s to our sneakers, what we wear has, for centuries, spoken volumes about who we are, what we do, and what we want. Whether Americans have dressed to make a political statement, to assert their class status, or simply to be irreverent, every style has carried a certain social meaning. (Shmoop Editorial Team 2008) The entire movie is immersed in popular culture and culturalism. In every scene there is examples of mass culture, commercial culture. It can even be said that ethical egoism is also expressed in the film. Ethical egoism, in short, is the view that perhaps not all persons seek their own self-interest but all should do so (Lee Archie and John G Archie, 2003). This is best represented when Miranda betrays Nigel in the end, in order to retain her job. She may not have had ill intentions and most likely did not want to make that decision, but in the end for her own self-interest, she made someone else sacrifice for her. The film reflects attitudes of our American Society. It depicts how simple a dress can make and transform a woman. Another movie and television series that is popular and uses fashion to influence, is â€Å"Sex in the City. † The show would emphasize certain brands, names, and styles and it caused a massive explosion of commercial paraphernalia. It clearly articulates how fashion matters in our day to day lives. Some people would like to disagree, but we even base our terms and language on fashion. â€Å"Terms like â€Å"white collar† and â€Å"blue collar† connote not just a line of work but a person’s class status, and remind us that we tend to make assumptions about a person’s income, line of work, and social position based on the way he or she dresses. † (Shmoop Editorial Team 2008) Regardless of your gender, sexuality, race, religion, pop culture exists in your life more than you know.

Ethical dilemmas in social work and theories - 1832 Words

ETHICAL DILEMMA in social work This essay will address the ethical dilemmas faced by social workers and how they address these ethical dilemmas when working with service users and carers. It will be illustrated that codes of practice and codes of ethics are of paramount importance when dealing with these dilemmas as they are ones that guide social workers as to how they should try and solve these dilemmas. Social workers encounter ethical dilemmas every day during their work. Banks, in her explanations says these are occurrences whereby a social worker encounters two unwelcoming situations and there is a conflict of moral values, and there is no clear choice as to which decision to make.(Banks, 2006).To elaborate on this , Banks implies†¦show more content†¦Utilitarianism is one common one used, whose idea is based on the idea that ‘the greatest is good for the greatest number’ (Beckett, Maynard, 2005).This theory was formulated by Jeremy Bentham (1748-1882), Bentham s principle of happiness was to always do what will result in happiness of the majority (Clark, 2000). Postmodernists think there is no single truth therefore ethics are not at all relevant in modern society.as they do not replicate modern society and tend to ignore individualism, and ignore cultural diversity but reinforce the oppressive and dominant voices of those in power (Bowles, 2006)Bowles argues they are rarely used so they are not relevant at all Ethical theories are however debatable and usually mean different things to different people. It is therefore essential for social workers not to base their decisions solely on these theories, but make use of Codes of practice when faced with ethical dilemmas. Codes of practise are there so service users and carers are informed and know what to expect from social workers and hence there will always be trust between service user and client. According to Banks, values are regarded as those beliefs people regard as worthy or valuable (Banks, 2012).Some values are personal, yet some are culturally/ societally shared. Our personal values form during personal and social development; also past and present experiences influence them. Ethics is that which society considers as right, yet values areShow MoreRelatedEthics And Morals Of Social Work Practice1068 Words   |  5 PagesTopic: Ethics and Morals of Social Work Practice. Our everyday interactions are underpinned by ethics. Social work in its sectors deals with people in multiple and complex situations. Social workers largely work with people that are affected by different life aspects such as ethnicity, disabilities and culture. The fundamental concern for social work is to understand how these aspects affect the individuals. Applying normative ethical theory, processes of ethical analysis. Virtue ethics concernedRead MoreEthical Issues Of Social Work Practice1093 Words   |  5 PagesUnit 17: Topic: Ethical issues in Social Work Practice. Our everyday interactions are underpinned by ethics. 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