Free College Essays - Displays of Light in Paradiso :: Dante Paradiso Essays

Paradiso – Displays of Light Dante's ascension throughout the entire Divine Comedy, namely that of his last book, Paradiso, is notedly marked by the variant displays of light and how it effects the poets. Quintessential to the purpose of this entire poem is the depiction of Paradise as a realm of light that exists in nine spheres, whose proximity to God varies directly with their merit, shown by the first three lines, "The glory of Him who moveth everything /Doth penetrate the universe, and shine/ In one part more and in another less." (Dante, 293) In the closer spheres with the lesser radii, Dante notes the soft glowing lights, but as he approaches the centermost sphere, he attempts to describe the inexpressible gleaming of the vision of divinity, thus the recurrence of the theme of light running throughout the poem. The first appearance in the sequence of lighting occurs in Canto I where he refers to Paradise as "all that hemisphere was bathed in light/ The other dark." (Dante, 294) As he first enters heaven, he notes that its luminescence irradiates everything else around it, leaving it in total darkness. As he continues "Already did I rest content/ From great amazement; but am now amazed/ In what way I transcend these bodies light." (Dante, 297) But this would only be the beginning of the amazement. This central theme of light again appears in Canto XXIII, where Dante contemplates the symbolism of Christ as light. "Outshining myriad lamps beheld I then/ one Sun who kindled each and all, as ours/ kindles the stars that throng his high domain;/ and through the rays, poured down in living showers,/ the radiant substance, blazing on me, tried/ my mortal vision beyond my mortal powers." (Bergin, 111) Thus, Dante realizes that has been enlightened far beyond the length of what reason can describe. The final instance in the recurring sequence of lights occurs at the very end of the poem where he, "by a lightning flash my mind was struck/ And thus came the fulfillment of my wish.

Teaching of Morals in Public Schools :: Free Essays Online

From the age of five until the time they graduate in their eighteenth year the children of America are compelled to attend school. Everyone agrees that we need compulsory education, but no one really agrees why our children need it. Some, like Jonathan Kozol, feel that the purpose of education is to turn a child into a good person through a series of moral and ethical lessons. The other school of thought is that school is a place for a general education of facts and figures and that morals have no business in the classroom. This is a question of vital importance because, with the vast majority of American youths in public school, it could truly change the face of America. The first twenty years of a human being's life have more to do with making up who they are than genetics and the other fifty-odd years of their life combined. Because of this there is a definite need for children and young adults to have a forum to learn about morals and ethics. In this respect Jonathan Kozol's ideas from The Night is Dark and I am Far from Home are true, but, is the right place for a child to learn ethics a public school of the United States? An individual's moral beliefs are one of the most personal and complex pieces of his/her psyche. One must deal with the question of whether or not they want this nation's youths to all be taught the same morals. If teachers were able to impose their own personal beliefs while teaching history and English, imagine what they could do to impressionable minds while teaching ethics. There is absolutely no way to teach morals objectively. If a teacher were a Christian fundamentalist, could she ( I, like Kozol, use "she" because a majority of elementary teachers are female) help a student make an informed, unbiased decision about abortion? If that teacher had to teach a child to make up his or her own mind, or if that teacher had to tell the student to be pro-choice (the law of the nation) she would be teaching something she didn't believe. The abortion example brings up the question, "Whose morals are we going to teach our youth?" If you allow a class in ethics, whose do you teach? The teacher's, the schoolboard's, or the nation's? Whose ever morals you do teach them would probably be drastically different from what they would come up themselves or what their parents would teach them. Teaching of Morals in Public Schools :: Free Essays Online From the age of five until the time they graduate in their eighteenth year the children of America are compelled to attend school. Everyone agrees that we need compulsory education, but no one really agrees why our children need it. Some, like Jonathan Kozol, feel that the purpose of education is to turn a child into a good person through a series of moral and ethical lessons. The other school of thought is that school is a place for a general education of facts and figures and that morals have no business in the classroom. This is a question of vital importance because, with the vast majority of American youths in public school, it could truly change the face of America. The first twenty years of a human being's life have more to do with making up who they are than genetics and the other fifty-odd years of their life combined. Because of this there is a definite need for children and young adults to have a forum to learn about morals and ethics. In this respect Jonathan Kozol's ideas from The Night is Dark and I am Far from Home are true, but, is the right place for a child to learn ethics a public school of the United States? An individual's moral beliefs are one of the most personal and complex pieces of his/her psyche. One must deal with the question of whether or not they want this nation's youths to all be taught the same morals. If teachers were able to impose their own personal beliefs while teaching history and English, imagine what they could do to impressionable minds while teaching ethics. There is absolutely no way to teach morals objectively. If a teacher were a Christian fundamentalist, could she ( I, like Kozol, use "she" because a majority of elementary teachers are female) help a student make an informed, unbiased decision about abortion? If that teacher had to teach a child to make up his or her own mind, or if that teacher had to tell the student to be pro-choice (the law of the nation) she would be teaching something she didn't believe. The abortion example brings up the question, "Whose morals are we going to teach our youth?" If you allow a class in ethics, whose do you teach? The teacher's, the schoolboard's, or the nation's? Whose ever morals you do teach them would probably be drastically different from what they would come up themselves or what their parents would teach them.

Effective Teaching and Learning Environments Essay

This assignment will discuss effective teaching and learning environments. According to Brophy (2004) there are twelve principles contributing to effective teaching; a supportive classroom environment, the opportunity to learn, curricular alignment, establishing learning orientations, coherent content, thoughtful discourse, practice and application activities, scaffolding students, strategy teaching, co-operative learning, goal orientated assessment and achievement expectations. All these principles contribute to the active involvement of the student and attaining effective learning environments. For this assignment we will focus on three of the main principles and discuss its effectiveness in my own learning and influences it will have on my own teaching. Supportive learning environment Teachers modelling personal attributes such as approachability, friendliness, emotional maturity and sincerity towards individuals as well as learners create an environment of cohesiveness and support. Educational content can be developed to connect and build on students’ prior knowledge and experiences whilst also encouraging understanding of learning outcomes in a positive collaborative environment. As a tertiary student I find these qualities very encouraging in allowing me to pursue my education without fearing to contribute and asking questions without being chastised or frown upon. An example of a non-supportive environment was observed at a high school where a teacher humiliated a student for failing a math test. The teacher made the student stand in front of the class and then called him ‘stupid’ leaving the student distraught and traumatised. Needless to say this was an extremely negative experience and could have detrimental effects on the student or all the students’ motivation for learning. A supportive environment is one where the students can be interactive with the teacher, other peers and lesson content. A recent excursion to the Attadale foreshore with the aides of workbooks and precise teacher instructions allowed the students to engage and explore the lesson by utilising their senses and the natural environment. This effective teaching method succeeded in building and supporting group collaboration and expanding their knowledge. Opportunity to learn The opportunity to learn greatly depends on the how much time is spent on participating in lessons and learning activities. Being an effective teacher is to be prepared and organised, using allocated class time efficiently for accomplishing activities and achieving instructional goals. Teachers need to articulate clear expectations and a sense of purpose that can be processed easily by the students in regards to general behaviour and engagement especially during lessons. Teachers can give clear and consistent expectations through modelling or direct instructions. Effective teachers instruct strategies and procedures for students to manage their own learning, elaborating content allowing students to respond and form their own interpretations. An example observed in a classroom setting lead to unenthusiastic results. A student needed clarification of an assessment, the teacher had instructed the whole class although as an observer I noticed that not many students understood what was required. The teacher approached the one student and admonishes him with a â€Å"why don’t you know anything!† statement. The students in the class have since stopped asking clarifying questions and continue to struggle in their lessons. The learning opportunities for students in this setting were limited. A more positive approach to teaching is to allow all students at different abilities a chance e.g. a grade 5 class spelling test had the teacher separating students into small literacy groups according to their abilities. Attention was focused on the struggling students whilst the more capable students had clear instructional goals to work towards. Curricular alignment The curriculum components are used as assistance in creating constant instructions and learner outcomes from K-12. The curriculum has been designed to assist students in their attainment of knowledge, understanding, appreciation and life applications in preparation for students to participate in adult roles within society. Teachers need to instil appreciation for learning into students, the why and because of learning and knowing that there are good reasons for learning that leads to life applications where what they have learned can be used when needed in other contexts. When I was in high school (Brunei Darussalam) I was taught using textbooks and to memorize random information available in the texts. Assessments were based on the amount of information memorized. This type of learning was not productive to me or the local society as it did not allow for the development for curiosity beyond textbooks. Students were passive and were not permitted to query anything other than content of lesson. Information was not related to daily matters in life. The difference in the education system here is that teachers motivate and encourage analytical thinking with questions and guidance. I was found lacking in understanding curricular concepts involving thinking ‘beyond’ the textbook although the push to ‘think outside the box’ was something that I relearned and appreciated over time. Finally, although these three main ideas; a supportive classroom climate, opportunity to learn and circular alignment have been highlighted individually, each idea should be applied in conjunction with the other nine principles mentioned by Brophy for attaining effective teaching and learning environments. All twelve principles are meant to be aligned as a measure of assisting students in accomplishing intended curricular outcomes. These main ideas influence my teaching by motivating the creation of an understanding and cohesive classroom by modelling and being supportive to the personal, social and academic well being of all students; by being prepared and ensure that lesson plans are stimulating, challenging and that the diverse learning abilities of the students have been taken into account to further maximise their opportunities to learn; and with curriculum guidance be able to achieve specific outcomes geared towards students being able to function socially and adapt to the adult world.

Qing China and the consequences of the golden age Essay

Introduction The â€Å"Prosperous Age† was a period where Qing China experienced a drastic increase in population, flourishing trade and commerce, and a remarkable level of social and political stability during the reign of Emperor Kangxi, Yongzheng and Qianlong. However, its brilliance was overshadowed by its subsequent consequences and China was soon at its breaking point in the 19th century. This essay would then evaluate on the implications of the â€Å"Prosperous Age† and how the long-term consequences proved to be more negative in the 19th century due to a string of crisis, and subsequent problems that continued even in modern China of the 20th century. Negative Unanticipated Long Term Consequences Reversal of Trade Fortunes with Britain During the 18th century, there was mounting European demand for Chinese goods (Hung, 2011). Britain in particular, had strong liking and demand for Chinese goods especially tea. Hence, it led to the outflow of British silver into China, but little inflow of silver back into the British economy resulted in China enjoying a trade surplus (City University HK, 2007) while Britain suffered from a trade deficit. To redress this deficit, Britain began to smuggle and sell opium in China (City University HK, 2007). China’s attempt to prohibit opium then resulted in the Opium Wars and suffered a tragic defeat. The defeat in the Opium War led to the signings of unequal treaties . Upon signing of the unequal treaties, much Chinese marked it as the beginning of a century of shame and humiliation. Although China was never formally colonized, the lack of ability to defend its basic sovereign rights and ability to govern its own country made it look like a like semi-colonized state of Britain. Consequently, the Qing government was seen as weak and inefficient to combat against the foreigners and much Chinese lost faith in the Manchurian Qing government. As a result, this gave rise to the Boxer Rebellion (1899-1901) where violent revolts and attacks were targeted against foreigners as a sign to resist their influence. Boxers,  supported by China, suffered a yet another defeat and were forced to sign yet another unequal treaty: Boxer Protocol, where the reparations drastically crippled the Chinese economy till the mid 20th century (Zheng, 2009). Thus, we can see that the initial trade surplus, a sign of â€Å"Prosperous Age† resulted in British to redress the situation by selling opium to the Chinese led to the Opium Wars and the unequal treaties which greatly weakened Qing China internally and externally in the 19th century. China’s failure to counter foreign influence led to their continued defeat in the Boxer Rebellion at the end of 19th century, where another unequal treaty continued to cripple her till mid 20th century , thereby demonstrating the long term consequence of the â€Å"Prosperous Age† was indeed negative in the long run, especially since the consequences did not confine just to the 19th century but even stretched to the 20th century. Reforms did not keep up with population boom During the â€Å"Prosperous Age†, China’s population tripled from less than 150 million to over 400 million (Perkins, 1969). Civil Service Exam however continued its strict quota for passing (Bentley & Ziegler, 2003) and that meant a lower ratio of scholar to population passes. The frustration of students led to the rise of influential leaders like Hong Xiuquan who sought for reforms which led to the Taiping Rebellion . Coincidentally, the backbone of his rebels were the poor peasants who were forced out of arable lands and were socially upset and frustrated, which was also due to the consequence of the population boom. The consequence of the Taiping Rebellion led to a weakened Qing as they were forced to decentralize power to provincial elites to deal with the crisis and this power was never fully recovered even after the rebellion was suppressed (Sng, 2011). Provincial elites who did not return the power were a growing sign of defiance and could have the possibility of rising up against the imperial court. The unneeded civil unrest caused by Taiping Rebellion also served to exacerbate subsequent crisis like the Northern Chinese Famine (1876-1879) where the government was severely blamed for not providing sufficient aid. The excess unrest and loss of power proved to be detrimental in the 19th century as it  crippled China and the country with no official political bloc stepping up to assist with the problems and crisis. In short, China was in a total disarray and chaotic. Lack of technological advancement Qing China favoured political and social stability over technological innovation which they feared would lead to unsettling changes. Furthermore, the vast population available to firms was a cheaper alternative to increase output, rather than investment of new technologies which was costly (Bentley & Ziegler, 2003). This proved to be adverse in the 19th century when China engaged in wars. In the Opium Wars, the Qing military was no match against the British who utilized better technology to triumph (Tanner, 2010). The first defeat resulted in Treaty of Nanjing which ceded Hong Kong to Britain. Subsequent wars like the First Sino-Japanese War (1894-1985) had China suffering a crushing defeat against a more superior and modernized Japanese army. China then ceded Taiwan, Penghu and the Liaodong peninsular to the Japanese. It clearly implied that China could not defend its own sovereign ground and indicated how backward the Chinese army. It questions the right of China to even claim rights over those territories if she could not even defend it properly. The problem gets exemplified into the 20th century when China continued to suffer several defeats to the Japanese in the Second Sino-Japanese War . Even with the Self-Strengthening Movement (1861-1895) which was embraced to modernize China was insufficient. The subsequent defeats to Allied forces in the Boxer Rebellion and Japanese in the Sino-Japanese Wars marred the success of the movement. Especially significant was the defeat in First Sino-Japanese war as for the first time in over 2000 years of history, regional dominance in East Asia shifted from China to Japan (Johnson, 2010). Coupled with the defeat, China’s international and regional standings were challenged and staged subsequent revolutions that led to other problems and the eventual demise of Qing. Positive Long Term Unanticipated Consequences Building a new foundation based on common people The end of Taiping Rebellion inspired nationalists (Del Testa & Lemoine & Strickland, 2001) to fight for the betterment of Chinese. It was because of the consequence of the â€Å"Prosperous Age† that led to the decisive rise of nationalist to seek for reforms. An example would be the decentralizing of power, which meant many parties would be involved in decision-making process, rather than just the monarch government. This would ensure that concerns are taken into deliberation before decision-making that will benefit majority of the Chinese, rather than the imperial court only. The nationalist dream then culminated in the 1911 Revolution in the early 20th century, where the Qing was overthrown and the Republic of China was established. Nevertheless, the dream of the nationalist was short-lived due to a power struggle within. Even though election was scheduled for 1913, but it soon became clear than Yuan Shikai wanted to establish his own power base. Sun Yat Sen was then forced into exile after he stepped down as head of the newly formed Kuomintang (Foster, 2007). The new government was then monopolized by Yuan and led to decades of political division and warlordism, including monarchy restoration (Blecher, 2010). Therefore we can see that the perceived benefits from the consequence of â€Å"Prosperous Age† in the 19th century did not fully materialize in the 20th century. Monarchy restoration was attempted and defeats the purpose of the promised sharing of power with the people initially. Political and social unrest persisted even with the new government which culminated in the May Fourth Movement (1919). Hence, we can see that China did not become better even with the end of Qing. It would be judgmental to argue that the initial rise of nationalists had resulted in a better China. It would be fairer to argue that the initial rise of nationalists led to more power struggle and dissident movements like the Chinese Warlord Era (1916-1928) as there were no strong political forces to enforce stability and order until the Chinese Communist Party (CCP) came in 1949. Conclusion Hence, we can see that the consequences of the â€Å"Prosperous Age† proved to be more negative. The severity of the negative consequences shed light on the  crises in the 19th century which crippled China internally and externally. The impact of the consequences was so overwhelming that it even snowballed to the 20th century and further crippled modern China. In contrast, the perceived positive consequences was that it built the foundation but the problem was that the foundation was weak and unstable which in turn led to more problems which culminated in more movements and revolutions. Furthermore, problems like sovereign issues were not solved by reforms or China’s surge in military strength but rather treaties that returned territories to her under imminent conditions . Thus, we can see that the long term consequences were more negative in the 19th century as it continued the crippling of China economically, socially and militarily and as well as set the stage for the movements and revolutions in the 20th century which did not necessary bring about stability and communal power amongst its people until the CCP came into power in 1949. References – Hung, H.F. (2011), Protest with Chinese characteristics: demonstrations, riots, and petitions (p24-26). USA: Columbia University Press – Qian Long Emperor’s Letter to George III, 1793, retrieved from Sanders & Morillo & Nelson & Elleberger (2005), Encounters in World History: Sources and Themes from the Global Past, Volume 2 (p289). McGraw-Hill – Sng, T.H (2011, Oct 4). Size and Dynastic Decline: The Principal-Agent Problem in Late Imperial China 1700-1850. –  City University of HK Press (2007), China: Five thousand years of history and civilization (p109). Hong Kong: City University of HK Press – Perkins, D.H. (1969). Agricultural development in China, 1369-1968. Chicago: Aldine – Bentley & Ziegler (2003). Traditions and Encounters (p724-740). New York: McGraw-Hill – Tanner, H.M. (2010), China: From the Great Qing Empire through the People’s Republic of China 1644-2009 (p77). USA: Hackett Publishing Company, Inc. – Del Testa & Lemoine & Strickland (2001). Government leaders, military rulers and political activist (p86). Greenwood Publishing Group – Foster, S (2007). Adventure Guide China (p18-19). Hunter Publishing, Inc. – Blecher, M.J. (2010). China against the tides: restructuring through revolution, radicalism, and reform (p205). Continuum International Publishing Group – Johnson, R.E. (2010). A Global Introduction to Baptist Churches (p267). Cambridge University Press – Zheng, J.G. (2009). Historical dictionary of modern China 1800-1949 (p32). USA: Scarecrow Press

The Advantages Imparted By Resin Addition To Conventional Glass Ionomer Outweigh The Disadvantages

Glass Ionomer Cements (GIC) is created when ion-leachable calcium alumino-silicate glass powder that contains fluoride reacts with polyalkenoic acid. Recently, the use of GIC has been extensive in dentistry as it can be modified by combining it with several substances and the properties can be further enhanced. GIC cement was initially developed by Wilson and Kent in England in the year 1972 (Graig, 2002). When created earlier, the GIC was not an aesthetic material and did not have any translucency. It was utilized to full only small class V abrasive lesions.It was slowly modified and can be used in several clinical processes such as luting, as a lining and a base, etc. GIC has certain unique properties that may not be present in any other material. It helps to conserve the tooth structure and it directly bonds with the tooth. The GIC cement directly bonds to the dentine present in the tooth. It helps to remineralise caries and hence can be utilized by preserving the tooth material. The GIC cement slowly releases fluoride over a long-period. This property of GIC can also be utilized in caries prevention and in patient’s having a high-risk of developing caries (Mount, 1998).The powder present in the resin-modified GIC cement is somewhat similar to the conventional GIC’s. The liquid contains monomers and polymers to ensure the strength of the GIC cement is increased (Graig, 2002). The GIC cement has usually two components, a powder and a liquid. The powder is a ion-leachable alumina-silicate glass. The liquid contains polymers and copolymers of acrylic acid dissolved in water. During the setting reaction Aluminium ions and calcium ions are released by the glass and polymers release acid groups.The setting reaction takes place slowly and results in the formation of a cross-linked gel matrix. Aluminium ions may be exchanged slowly in the gel matrix which helps to strengthen it. This process occurs very slowly until the final set. The calcium present i n the gel matrix may combine with the exposed GIC cement bonds using both diffusion an the adsorption phenomenon (Mount, 1998). When the freshly cut tooth surface is smeared with GIC, the polyalkenoic acid plays a very important role in initiating adhesion. The carboxyl ions present in the acid displaces the phosphate ions present in the apatite crystals.The Calcium phosphate-polyalkenoate crystalline complex formed at the interface of the tooth surface and the GIC material plays a very important role in bonding. This phenomenon is frequently-known as diffusion based adhesion (Mount, 1998). When the intermediate complex phase is subjected to acid etching, it was more resistant to etching than the other portions of the tooth. When forces were applied to debond the restoration to the tooth, the complex phase formed was left behind. The carboxyl group of the polyacid of the GIC combines with the collagen molecules of the dentin to form a bond.The strength of this bond may be increased by using conditioning agents such as citric acid and hydrogen peroxide which help to remove the smear layer. However, polyacrylic acid is the best material in removing the smear layer and improving adhesion. Polyacrylic acid helps to remove the smear layer, but does not interfere with the dentinal plugs that block the entry into the dentinal tubules. This helps to prevent the development of hypersensitivity following restoration. This solution can also be utilized remove the smear layer (Mount, 1998). The Cement so formed may have a lot of limitations which may restrict use.GIC cement is slightly more soluble in the saliva compared to several other dental cements especially the resin containing cements. However, GIC cement is more resistant to solubility than other cements such as silicate cements. Another problem of GIC cement is that it may begin to disintegrate in the oral cavity when certain problems such as zerostomia or Sjogern’s syndrome are present. This is because th e GIC cement tends to lose its moisture in the oral cavity. In such a circumstance, GIC restorations have to be replaced every few months or maximum on an annual basis.Frequently, the cement has to be covered by a composite resin lining to ensure that the GIC cement does not face the ruthless environment of the mouth, especially in Sjorgren’s syndrome (Mount, 1998). Resin modified GIC cements helps to make the material more resistant to both excessive solubility in the oral cavity and excessive destruction from unfavourable conditions present in the mouth such as Sjogren’s syndrome (Mount 1998). GIC cement tends to shrink slowly with time. The shrinkage on an average basis (volumetrically) is about 3 %.This shrinkage develops slowly over a period of time. On the tooth side of the restoration, as the GIC combines with the collagen and the tooth surface to form a bond, the shrinkage may not be much to result in debonding of the restoration from the tooth. The stress rela xation is not much on the tooth side of the restoration. When the cement tends to set slowly, it usually absorbs water and also dissolves slightly more in the saliva. Slowly setting cements overall do not have good mechanical properties but anyway shrink less than the faster setting GIC’s.A cavity varnish or a Composite Resin may have to be applied to the surface of slow-setting GIC cement in order to protect if from the oral environment during the initial stages following setting. In resin-modified GIC cements, even if the resin content is about 5 %, it would result in reduced amounts of shrinkage at the time of placement. The shrinkage that develops over a period of time occurs much more slowly. The adhesion formed between the tooth surface and the GIC helps to limit shrinkage to some extent (Mount,1998). GIC cements are weak material and lack rigidity.They are susceptible to fracture compared to other materials such as dental amalgams and composite resins. Those restoratio ns with GIC prepared in high stress bearing areas, having high occlusal load, usually fail within a short period of time. However, research suggests that the resin-modified GIC cements have a better strength compared to the conventional GIC cements. The transverse strength of resin-modified GIC cement is almost twice that of conventional GIC cement (Graig, 2002). They also have higher fracture resistance, almost comparable to micro-filled composite resins.On an average, the compressive strength of conventional GIC cements is about 70 to 220 MPa, and that for luting GIC cements is about 10 to 150 MPa. The compressive strength for a resin-modified GIC cement is about 110 to 220 MPa. The tensile strength for conventional GIC cements is about 12 to 16 MPa and that for luting GIC cement is about 6 to 15 MPa. The tensile strength of resin -modified GIC cement is about 15 to 16 Moa. The Shear strength of the conventional GIC cement is about 30 to 40 MPa and for the luting GIC cement is abo ut 20 to 25 MPa.On the other hand, the resin-modified GIC cement has shear strength of about 60 to 70 MPa. During the early days, the GIC cements did not have a good compressive and tensile strengths. However, nowadays due to advancements in the materials, the compressive and tensile strengths of conventional GIC is approaching that of resin-modified GIC and also the microfilled composite resins (Mount, 1998). However, the resin-modified GIC cements should only be utilized in low –stress bearing areas. They can be utilized in patients having a high-caries rate as the GIC cement has anti-cariogenic properties (Graig, 2002).Many dental practitioners consider using cermets cements or sliver-impregnated GIC cements in load-bearing areas as they would feel that it helps improve the facture toughness of the GIC. However, this is a wrong perception as cermets cements only help to improve the abrasive resistance. Conventional GIC cements have a reasonable amount of resistance to abra sion. They may be susceptible to abrasion during the initial stages following placement (Mount 1998). Self-curing GIC cements may have moderate translucency, but this may take several days to develop.Self-curing GIC cements tend to be affected by the presence of water during the initial period following setting. Hence, self-curing GIC cements may have to be carefully sealed during placement for at least 24 hours until some amount of translucency is achieved. The technique of placement plays a very important role in the case of conventional GIC. Resin-modified GIC cements show a much better translucency compared to the conventional GIC cements. The translucency is achieved immediately following curing with light. The translucency may slightly worsen over the next few days following placement, but this may not be perceived to the eye.Following this, the translucency improves again and sometimes it even achieves a greater amount of translucency compared to that obtained following curin g (Mount, 1998). HEMA (about 15 to 25 %), certain polymerisable groups (1%) and a photo-initiator are present in the liquid component of the resin-modified GIC cement. The light –activation of the GIC enables polymerization of the resin, and the chemical reaction between the liquid and the powder components of the GIC goes on as in an auto-curing system. The final setting of the resin-modified GIC cement is the same as that of conventional cement.As HEMA is present in the liquid component of the resin-modified GIC cement, using thinly consistency cements would bring about a higher HEMA content in the final set mixture. A thick mixture would contain 4. 5 % HEMA, whereas thinly-mixed GIC cement would contain about 15 % HEMA. The HEMA is capable of drawing water from the oral environment and degrading. Further, HEMA is released into the dentin. The presence of certain trace elements in the GIC cement brings about an oxidation-reduction reaction and ensures that the HEMA is not l eft behind. Hence, water is not absorbed from the environment by the GIC cement.During the setting of the resin-modified GIC cement, two basic reactions occur between the powder and the liquid. The first is the acid-base reaction between the polyalkenoic acid and the glass powder. Two separate matrices are formed, one is a hydrogel of the ionomer salts and the other is a poly-HEMA matrix. When these two matrices are formed, the interactions prevent the acid-base reactions from completing. The HEMA particles will begin to set following activation by light, and will prevent the auto-curing GIC cement from absorbing water almost immediately (Mount, 1998).This will also ensure that a greater amount of strength is achieved by the restoration almost immediately (Graig, 2002). The acid-base reaction, the light-curing reaction (along with the presence of the photo-initiator) and the oxidation-reduction reactions ensure that adequate cross-linking takes place in the resin-modified GIC cement . The light-curing reaction ensures sufficient and immediate hardening of the GIC mass provided the light activation is performed. The acid-base reaction will continue for a few days to bring about hardening within a few days.The cross-linking formed in the acid-base reactions and the HEMA matrix will ensure that water is not taken up by the GIC mass. The 5 to 15 % HEMA present in the GIC ensures that water is not immediately taken up by the GIC mass. However, as a sufficient quantity of substances present in the conventional GIC cement is present, the chances of dehydration following the initial setting reaction are still high. Hence, light-cured resin-modified GIC cement should also be protected with a low-viscosity resin sealant (Mount, 1998).When resin-modified GIC cement is utilized as a base below composite resin restorations, there is no need to etch the GIC cement before inserting the composite resin material. HEMA helps in forming a chemical bond between the GIC cement and the composite resin. Efforts should be made during the etching process to prevent accident etching of the GIC cement. However, etching the GIC cement would not result in an adverse affect. When GIC cement is utilized below amalgam restorations, it is better to use resin-modified GIC cement as it can tolerate higher strengths compared to the conventional GIC cements (Graig, 2002).Resin-modified GIC cements are frequently utilized below composite resin restorations since the year 1985, so as to lower microleakage. Besides, fluorides released by the GIC would ensure that secondary caries does not develop. The composite resin would ensure that superior aesthetic effects of the restoration would be maintained. Fluorides leached by the GIC would ensure that the restoration has some anti-cariogenic effect. Earlier, conventional GIC cement was utilized below composite restorations, and only mechanical interlocking between both the materials occurred.The GIC present below the resin material was lost over a period of time. There is no chemical bonding between the GIC and the composite resin restoration and hence, the bond strength is very poor. The use of rein-modified GIC cements present below composite resins helps to improve the bond strength as a chemical bonding would be formed between the monomer present in the GIC and certain substances present in the composite resin (Taher, 2007). The GIC utilized in a laminate or sandwich technique can be used in two fashions, that is open sandwich and closed sandwich technique.In the open sandwich technique, portions of the GIC are exposed to the oral cavity. The GIC is not only utilised to cover the exposed dentin but is also placed peripherally to form a type of seal. In the closed technique, the GIC covers the dentin and is in turn completely covered by the composite resin restoration. Using conventional GIC cements, the failure rates were 13 to 35 % within 2 years and 75 % within 6 years. The conventional GIC cements place d were capable of degenerating to a greater extent in the saliva and are also susceptible to fracture due to decreased fracture resistance.Gradually, resin-modified GIC began to replace the conventional GIC under composite restorations. As resin-modified GIC cements have superior properties, they would ensure a longer life, and would also have an anti-cariogenic effect. Studies demonstrated that the resin-modified GIC developed better proprieties and was not much technique-sensitive compared to the conventional GIC cements. In the open-sandwich technique, the marginal seal developed by the resin –modified GIC cement was much better than the composite resin materials and hence is preferred.The caries rate was much less in the patients using Resin-modified GIC cements compared to the conventional GIC cements. A study was conducted by Dentists in a city in Sweden to study the effect of using resin-modified GIC cements on about 239 restorations. It was found that the 5 % of the r estorations had become unacceptable after 3 years (that is about 5 % of all restorations treated with open-sandwich techniques had failed). Tooth fractures developed in about 2. 5 % of the restorations. Minor erosions of the GIC were observed in 4 %. Secondary caries developed only in one of the 239 restorations.The properties of resin-modified GIC cements is much superior to conventional GIC cement when utilized beneath composite restorations in a sandwich technique. The Resin-modified GIC cements are less susceptible to dissolve and disintegrate in the salvia compared to the conventional GIC cements. It also adapts well to the cavity walls and offers a chemical bonding with the composite resin. The failure rate with resin modified GIC cements was much less compared to that of conventional GIC cements. The sandwich technique can be utilized as an alternative to amalgam restorations especially in those with a high caries index.The restorations produced have a lower failure rate and has a much longer life. However, the use of resin-modified GIC cements for sandwich technique has not been studied on a long term basis (van Dijken, 1999). The bond strengths formed between resin-modified GIC cements and the composite resin materials was higher compared to that between the conventional GIC and the composite restorations following etch and bond technique. In etch and bond technique, the bond strength formed was about 2. 42 MPa compared to that of 6. 87 to 7. 05 MPa formed between the resin-modified GIC and the composite restorations (Knight, 2006).Another study conducted in the University of Cardiff by Chadwick et al (2007), demonstrated that resin-modified GIC cement had a much better success rate compared to conventional GIC cements. The failure rates of conventional GIC cements were between 6. 6 to 60 %. The failure rates of resin-modified GIC cements were found to be between 2 to 14 %, suggesting superior mechanical properties. Some amount of evidence is present from past literature that resin-modified GIC cements could also be utilised to a certain extent in small and moderate sized class II restorations (Chadwick, 2007).A study was conducted to study the surface properties of resin-modified composite resins compared to that of conventional GIC and that of composite resin restorations. The materials were examined following polishing with silicon carbide. The composite resin restorations and the resin-modified GIC cements were more resistant to the effect of foodstuff such as tea, coffee and red wine on the restoration than the conventional GIC. The surface roughness of the composite resin restoration and the resin-modified restoration were much lesser compared to the conventional GIC restoration (Bagheri, 2007).There are not much of differences in the composition of the resin-modified GIC and the conventional GIC cements. The resin-modified GIC contains a small percentage of monomers and polymers to bring about superior mechanical properti es. Resin-modified GIC cements are more resistant to solubility and excessive disintegration from several factors that operate from within the oral cavity. The shrinkage that develops in resin-modified GIC is much slower and less compared to conventional GIC cement. Resin–modified GIC cements have higher transverse strengths, compressive strengths and fracture resistance compared to conventional GIC cements.Even the tensile strengths and the shear strengths of resin-modified GIC cements are higher than conventional GIC cements. However, resin-modified GIC cements should not be utilized in high stress bearing areas, as they could fail. Resin-modified GIC achieves its final properties almost immediately, following curing with light. Resin-modified cements have better properties when placed below composite and amalgam restorations. Below composite restorations, it forms a chemical bond with the composite. As its strength is higher, it can be utilized below amalgam restorations.I t also helped to reduce the secondary caries rate as they released fluorides over a period of time. The surface properties of Resin-modified GIC are also much better compared to that of conventional GIC, and hence the aesthetic properties would be much better. All these superiorities do imply that Resin-modified GIC should be preferred for use in various situations. However, the Resin-modified GIC should not be utilized to fill large cavities in stress bearing areas, as they are susceptible to fail.

Narrative of the Life of Frederick Douglass

Advanced Academic Writing The wide attention of critics to Hemingway â€Å"Indian Camp† can be attributed in compare two secondary sources: â€Å"Hemingway Primitivism and Indian Camp† by Jeffrey Meyers, and â€Å"Dangerous Families and Intimate Harm in Hemingway Indian Camp† by Lisa Tyler. Both Meyers and Tyler explore the theme of masculinity and Hemingway biography. The story introduces the theme of masculinity in the context of giving birth in anIndian camp. Although childbirth typically concern women, Hemingway turns it into a male-dominated situation and shifts the focus to DRP. Adams, who performs a Cesarean operation, and to the husband's suicide. Both Tyler and Meyers examine this masculine focus of a typically female endeavor-?childbirth. Tyler refers to DRP. Adams role as the person who passes on values and shape perceptions of masculinity and especially how to respond to a women suffering to his son- Nick.Meyers, on the other hand, refers to the India n husband who feels responsible for the male sexual behavior during the birthing that contaminates his wife and â€Å"cannot bear this defilement of his wife's purity â€Å", therefore follows his primitive values and customs and â€Å"punishes himself for the violation of taboo†. Both secondary sources cite Hemingway biography. Tyler uses Hemingway biography in order to demonstrate how Hemingway own relationship with his father extends to the interactions between Nick Adams and his father. Narrative of the Life of Frederick Douglass

BHS 455 (Computer & Information Systems) Module 2 CBT Essay

BHS 455 (Computer & Information Systems) Module 2 CBT - Essay Example One study by (Baggs & Schmitt, 1997) found several major positive outcomes form nurses and physicians working together, they were described as improving patient care, feeling better in the job, and controlling costs. In another study (Alpert et al., 1992) also found that collaboration among physicians and nurses led to increased functional status for patients and a decreased time from admission to discharge. The information that generally needs to be shared at Presbyterian Hospital mostly focuses on patient records and backgrounds. Both physicians and nurses must have access to patient medical records in order to know what to do to help the patient. Furthermore, both nurses and physicians need to also have access to the patient in order to meet and treat the patient. Physicians will usually make the final diagnosis on a patient, especially in the hospital. This is where some of the information between physicians and doctors may differ. While the physician interprets and makes the diagnosis most often, it us up to the physician to then provide that information to the nurse, so the nurse can take the appropriate steps with the patient.