Hepatitis Dates

Hepatitis Introduction to Health and Disease April 17, 2010 Hepatitis Introduction Hepatitis is a symptomatic infection that affects the liver. The most common types of Hepatitis virus are A, B, C, D and E. The history of hepatitis dates back to ancient times and the success of modern medicine have improved the prevention and treatment of most types of Hepatitis. The high risk groups include injectible drug users, hemodialysis patients, and those who have sexual contact with infected people. Hepatitis B and C are the leading cause of chronic liver disease and liver cancer in the United States. History History of Hepatitis is believed to go back as far as the ancient times. With today’s modern medicine scientists have discovered a major breakthrough in 1963 that identified a serum hepatitis known as Hepatitis B Virus (HBV). Ten years later, they found the cause of hepatitis infection and called it Hepatitis A Virus (HAV). In 1989, Hepatitis C Virus (HCV) was discovered. Hepatitis Delta Virus (HDV) was known in the 1970’s, but was better understood by scientists in the 1980-1990’s. Later the Hepatitis E Virus (HEV) was discovered in 1990. Etiology Hepatitis A (HAV) the least serious form and may develop as an isolated case of an epidemic. It is estimated that one out of every 3 people has been affected by HAV. Transmission of HAV is associated with close personal contact or contaminated food or water (Wilson, p. 13). Hepatitis B (HBV) is transmitted primarily by contact with infected blood, semen, and other bodily fluids. Injectable drug users, people with multiple sexual partners and homosexuals are at higher risk for contracting the B virus. Hepatitis B can severely damage a person’s liver, resulting in cancer (Nordqvist, 2009). Hepatitis C (HCV) is the most serious blood borne infection in the United States. The disease is often passed between drug users who share needles. People who are on dialysis and sexual contact are also at risk. The hepatitis virus is the leading cause of liver cancer and the most common reason for liver transplants (Wilson, 2005). Hepatitis D (HDV) is a defective virus that only if the people who are infected with Hepatitis B. The virus is transmitted through contact with infected blood, unprotected sex, and piercing of the skin with infected needles. The effects of HDV are more serious and progresses to chronic liver disease more frequently than virus A, B, or C. Hepatitis E (HEV) is the leading cause of epidemics around the world, but cases in the United States are rare. Primarily HEV is spread by fecal contaminated drinking water and there is no evidence that HEV progresses to chronic liver disease (Wilson, 2005). There have been no cases of HEV reported in the United States. Patients with Hepatitis A and B typically experience sudden unset of fever, malaise and fatigue, nausea and abdominal pain. Anorexia and jaundice may also be present. Hepatitis C is less forgiving as symptoms may not appear until the patient’s condition has progressed to cirrhosis or cancer (Neighbors & Tannehill-Jones, 2006). Populations affected by Hepatitis In the United States approximately 1. 2 million are living with Hepatitis B and 3. 2 are living with Hepatitis C. Estimated 25,000 people become infected with Hepatitis A. Many people do not know the virus infection exist in the body (CDC, 2009). The Center for Disease Control (2009) estimates 180 million people over the world is infected with HCV, of which four million are identified as cases in the United States. Each year 26,000 cases of HCV are diagnosed in the United States alone, and 10,000 to 12,000 deaths are contributed to HVC (Centers for Disease Control [CDC], 2009, p. 1). The hepatitis virus is the leading cause of liver cancer and the reason for liver transplants. In the United States approximately 1. 2 million are living with Hepatitis B and 3. 2 are living with Hepatitis C. Estimated 25,000 people become infected with Hepatitis A. Many people do not know the virus infection exist in the body (CDC, 2009). Treatment In July of 1982 the Hepatitis B vaccine was approved for use and thirteen years later (1995) the HAV vaccine was approved for use. These significant scientific breakthroughs have led a steady decline in the number of HAV and HBV cases in the United States. There is not a vaccine available for HCV but scientists are working hard to develop one. In addition to the vaccines some treatment options are available. HAV usually resolves itself and no specific treatment is needed. Treatment for HBV is Interferon which slows the progress of the disease in about 40% of patients (Neighbors & Tannehill-Jones, 2006). In addition to treating HBV Interferon is very effective for treating HCV. This antiviral slows the disease process about 30% of the time (Neighbors & Tannehill-Jones, 2006). There is not an effective treatment for HDV or HEV. Treatment for end stage cirrhosis or cancer caused by hepatitis may result in a liver transplant. Conclusion Hepatitis is a disease that causes an inflammation of the liver. There are several viruses that cause cirrhosis or cancer of the liver. Hepatitis A is a mild disease that typically resolves itself. The hepatitis B virus is more severe than A and less severe than C. The availability of vaccines for Hepatitis A and B has decreased the number of cases while Hepatitis C continues to infect high risk populations. Scientists continue to strive for a cure for Hepatitis C but in the meantime a people need to be aware of the disease and take steps the reduce the possibility of exposure. References Centers for Disease Control. (2009). Morbidity and Mortality Weekly Report. Retrieved from http://www. cdc. gov/mmwr/PDF/ss/ss5803. pdf Neighbors, M. & Tannehill-Jones, R. (2006). Viral diseases acquired through alimentary and other routes. In Human diseases (pp. 201-203). Retrieved from https://ecampus. phoenix. edu/content/eBookLibrary2/content/eReader. aspx Nordqvist, C. (2009,  April). What is Hepatitis? Symptoms, Causes, and Treatment. Medical News Today, (), Retrieved April 13, 2010 from http://www. medicalnewstoday. com/articles/145869. php Wilson, T. (2005). The ABCs of hepatitis. Th e Nurse Practitioner, 30(6), 12-18. Retrieved from Retrieved from CINAHL Plus with Full Text database.

Copland Summary Essay

Aaron Copland is a 20th century composer who was giving lectures at Harvard in 1951-1952. He was giving a lecture on the idea that listening is a great talent or gift one can posses. Copland believes that these listeners have the ability to listen, hear, and enjoy a piece of art based on an enjoyment factor or in primal terms, emotion. He also says that listeners should be able to evaluate critically such art, and come to their own conclusion or opinion. As you continue to read through his lecture, Copland states that in order to listen with skill, you need to be open-minded and reflect on the experience you felt. While closely paying attention to the experience, nothing should be telling the listener what they are going to hear. They should be able to comprehend the art and feel the, â€Å"Floodlight of one’s imagination,†(Paragraph two, Copland). While maintaining this ability to keep and open mind, a listener should be professional. However, at the same time retain an amateur status. This allows for a dual perception. It creates a lack of judgment and innocence, allowing for a more emotional interpretation. Copland believes that all artists alike find listeners pivotal in the artist community. This spiritual lending of ones self to art should concentrate the sentiments, not physically distance it self. Generally speaking, Copland finds the reaction of music intriguing. He ponders what this talented listener absorbs in art. Does he/she understand? If so, what in particular do they understand? He approaches the meaning of music or art, which he decides that it is many sided and will always be debated. This is because there are simply to many interpretations to consider. Music has become to, â€Å"professionalized.† A listener sees the natural beauty of such art, not the origins, and exercise of it. They rely on, â€Å"instinctive comprehension.†(Paragraph 12, Copland) They simply don’t weigh the personalization of music. Above all else, Copland says we all listen on a, â€Å"elementary plane of musical consciousness.†(Paragraph 13, Copland). However intuitively we all listen, it should always revolve and come back to the personal experience felt at the time. The primal impulse felt that feeds our evaluation and perception. Concluding that Copland believes we all hear, listen, enjoy or dislike and art piece based on emotion. The way it was originally suppose to be perceived. For this is all fundamentally we hear music Copland states. In addition to Copland’s theory of listeners, I pose my own question on the professionalism of music itself. I believe that the death of creativity in music is dripping away, in particular to mainstream, popular music. This brings a major significance considering that this is what the, â€Å"masses† deem okay. The great amounts of skill and precision have almost completely eroded away in artist. Everything has become digitalized, simple, and what seems as if it’s mindless. Aside from, I find this problematic because back in 50’s, 60’s, and 70’s, writing and creating music took skill. The artist took time to perfect their instruments, learn them, and appreciate them. Because of these processes, I firmly believe this is why GOOD music was created. Actual work went in to it. Now days anyone can simply hop onto a computer, lay down a beat in 4/4, and fulminate about nonsense. I am not stating there is no skill in ALL digital forms of music; for example, an artist of the name Big Chocolate creates music with extreme time signatures, which takes musical skill to pull off correctly. To conclude, the main reason I pose this question is because I find it interesting that the death of the artist is happening. It is no longer art, but just mere product at that point, which I find depressing. When I listen to the radio, and only hear the beat and rhythm of a girl saying banana, in 4/4, and a man â€Å"rapping† with no fluency, or even sense, I ponder why this is acceptable.

Personal experience with children from divorced families Essay

Two years ago, I was teaching young Korean children ages 8 to 11. Before I started teaching, I was briefly explained about the behaviour of several children by their tutors. A couple of them were from divorced families. I had a difficulty in handling one particular child called J, who was 11 years old at that time. According to his tutor, his parents were divorced recently and as a result, he enrolled in this school. I did not know the reason of his parents’ divorce but his mother was diagnosed with cancer. The tutor was the custodial parent of J. My first impression on J in class was that he was very loud and also it became a routine for him not to do his homework and turn up late in class. He became aggressive and tried to embarrass me by making ridiculous comments when scolded about his behaviour. On one occasion, J had a fight with another boy in class. J actually stabbed this boy with a pencil during break time. Although it was a minor injury, parents of both boys had to be called in and J’s tutor tried to make both boys talk about why it happened. But they did not say a word. Since J’s mother was sick, his grandmother came instead, apologizing for her grandson’s action. Nonetheless, explanation of J’s grandmother helped me to understand his behaviour. J became difficult to control since his parents’ divorce. He was furious with the fact that his father left his sick mother for another woman. His grade from previous school was average but with the change of family environment, he was achieving lower grade. However, considering he was fairly new to the school, he seemed to socialize with other boys easily and seemed to lead them as well. I have also noticed that when he was not being loud or seeking attention in my class, he would sit absent-minded and continuously shake his leg. Besides being aggressive he was probably feeling insecure as well. In the period immediately following the divorce, J’s mother’s ability to be a good parent probably declined and became more inconsistent in disciplining her son due to her illness. J’s reaction towards his parent’s divorce is all mentioned in past studies by Anthony (1974), Hoyt et al. (1990), Kurdekrikberg (1987), Liner (1976), Wickman (1987) where action-out behaviour was most apparent in his behaviour when he had stabbed a boy with a pencil and his reaction also showed that he was very aggressive, as Lee (1993) suggested that children of divorce can become aggressive. J’s behaviour of making comments in class also shares Hyatt (1999)’s findings of making irrelevant comments in class. J had also developed anger towards his father because he had left his mother when she was sick and Kurdekriberg (1987) mentioned that some children may develop wrath towards one parent after divorce. As illustrated in Lee (1993), Kurdekriberg (1987) and Weitzman (1985)’s study, J’s academic grade declined and exhibited withdrawing behaviour (1976) such as shaking his leg in class. He was also spotted lost in thoughts in class sitting completely absent-minded and this can refer to what Liner (1976) called disorganized behaviour that J probably wanted to escape from this painful reality of his. Case study 2 Another child called B, age 10, in my class, also experienced parents divorce. I got to know B’s background through a homework I assigned in class. Unlike J, her parents were divorced when B had just turned 5 and at that time, none of her parents were willing to look after her. Therefore she was left under the care of her grandparents in her mother’s side for a few years. And then, she joined her mother at the age of 9 who was by then re-married and had children of their own. Being with her mother’s also meant moving to another school, hence everything was new to her. Despite the change of the environment, she seemed to have adjusted herself well in school life. She had her own circle of friends and she was also active and lively during class and there was not much change in her school grade. I also noticed her suck fingers during class. One day, I assigned the whole class to write about their parents because it was soon to be Parents’ Day in Korea. Surprisingly, B did not do her home. To be exact, she actually refused to do it because she said there was nothing to talk about and as she was saying this, she was almost in tears. Then she explained her family background and she was ashamed of it. She mentioned that her mother and stepfather hardly gave her any affection and treated her as a burden, hence in order to avoid them, B spent most of her time in her room when she was home. For B, the school was some kind of a safe zone and because of her positive attitude in class, I never thought that she was unhappy at home. In my opinion, B was putting all her energy into school life to forget about troubles at home. It was obvious that B had the most difficulty in adapting to step-parenting and remarriage and what made it worse was that she hardly knew her mother either. So confronting her mother and step father was a great distress for B.

Research proposal Example | Topics and Well Written Essays - 1500 words

Research Proposal Example Increased sales is one of the potential benefits of customer relationship managent and results from identification and utilization of customers’ needs. Market expansion and higher profit margins are other benefits that organizations may reap from implementing customer relationship management. In addition, developing an understanding of customers’ needs ensures utility among the customers, a factor that also ensures customer retention and even marketing through customers’ testimonies. Customer relationship management also has an ultimate effect of decreasing an organization’s sales and other marketing expenses (Chaturvedi 2009, p. 5). Different approaches and techniques, however, exist that determine banks’ application of customer relationship management and may be a factor to the current trend in application of the management approach in the financing sector and establish a difference in application of customer relationship management by different t ypes of players in the sector (Rai and Singh 2012, n.p.). The study focuses on the current trend among banks and micro-finance institutions in the United Kingdom. Customer relationship management offers numerous advantages towards competitive advantage, should an organization implement it. This study seeks to investigate the use of the management towards these benefits with the aim of identifying possible inefficient application and creating awareness among the target organizations towars higher competitiveness and customer utility. Identifying trend in application of the managent and comparing this with trends in applicable technologies for customer relationship management will help inform the target population of necessary changes in the applications. In addition, understanding applications of customer relationship management, as applied by banks and other micro-finance organizations, will help in integrating techniques in the management branch, and

Performing Arts Essay Example | Topics and Well Written Essays - 250 words

Performing Arts - Essay Example As opposed to visual art, Music and dance arts are based on making experience, rather than making an object. Because of the ability to create experience, both dance and music are concerned with invoking human engagement to the art being performed. Dance and music enhances performers to be able to engage with the inner lives of their audience, and be able to define the space that exists between the performance and audience (Rudner, 2011). This means that music and performance are effective in combining thoughts, intellectual ideas, and feelings. Therefore, by invoking feelings and emotion, dance and music arts are able to reflect on the actual experience of the original piece of performance. For instance, through a performance that I recently watched, I was able to have a grasp of the Carnaval Music, from Brazil. The Carnaval Music is a Brazilian festival song that I have never listened to or watched. Nevertheless, through the live dance and music performance, I was able to develop and have a clue of the kind of feelings and emotions this song invokes on the Brazilians during their annual festival. Contrastingly, I feel I would not have got this experience if I were to depend on the provisions of visual art. Based on the live performance, I realized that as the way the Carnaval Music dancing is done, the nice and unique sounds and, the voices in the song are so interesting. Conclusively, visual art is lacking in invoking that real or first experience of an art as it is perceived in its

Frame by Frame - Music and Soundscapes Essay Example | Topics and Well Written Essays - 500 words

Frame by Frame - Music and Soundscapes - Essay Example There are a variety of transitions implemented in this scene. The beginning of the scene implements traditional continuity editing shots that narrate Nash’s encounter with the military officials. Within this continuity editing there are juxtapositions between the military officials and Nash’s sudden face. This continuity editing gives way to dissolves of Nash’s face, as well as dissolves of the specific numbers he is examining. Rather than functioning within regular continuity, these dissolves demonstrate the passage of time as Nash examines and ponders the flashing numbers. These transitions, as well as the traditional and non-traditional editing techniques, have a variety of effects on scene and viewer. Perhaps most prominently this approach creates a dream-like atmosphere. Rather than conveying the scenes in a direct narrative way, this dream-like explication allows the viewer to viscerally experience Nash’s creative process and the way he is able to so lve these equations. It’s noted that there are three different types of sound in film. Diegetic sound is sound that both the audience and the characters can hear (Stanley, 2011). This is contrasted with non-diegetic sound that occurs outside of the character’s comprehension, but is available to the audience (Stanley, 2011). Finally there is ambient or natural sound; while this is also recognized as non-diegetic it constitutes a more specific articulation of this sound notion ("Types of," 2011). In the ‘Barrels’ scene from Jaws one recognizes the implementation of non-diegetic sound as the film’s soundtrack immediately overlays the narrative events. Additionally, natural and ambient sound occurs with the sound of the ocean and the events on the ship. Finally, there is diegetic sound implemented through discussions on the radio. In the ‘Opposites Do Not Attract’ scene from When Harry Met Sally one recognizes the implementation of natural and ambient sound in the car

Marijuana should be legalized in the united states Essay

Marijuana should be legalized in the united states - Essay Example Diseases like nausea, vomiting, glaucoma etc can be treated effectively with marijuana. Moreover, it can be used a pain reliever, hunger stimulant etc. Even though marijuana has good potential in medical science, it has not achieved the status of a medicine yet in America. FDA has not shown green signal to marijuana yet. It is still included in the list of drugs which are misused for changing moods rather than treating diseases. Roth (2008) has pointed out that â€Å"To date, marijuana is still classified as an illegal Schedule 1 drug by the Controlled Substances Act. It is defined as having "no accepted medical use in treatment in the United States" (Roth). This paper argues in favor of legalization of marijuana in United Sates, after analyzing the arguments in favor and against it. Pundits like Fox Newss Glenn Beck and former judge Andrew Napolitano have joined in the debate, on the pro-legalization side. "You know what, I think its about time we legalize marijuana. Hear me out for a second†¦" Beck told viewers in April. "We have to make a choice in this country. We have to either put people who are smoking marijuana behind bars, or we legalize it. But this little game were playing in the middle is not helping us, and is causing massive violence on our southern border." Even Sarah Palin, whos opposed to legalization, has called pot a relatively "minimal problem," telling Fox Business Network this summer, "I think we need to prioritize our law-enforcement efforts. And if somebodys gonna smoke a joint in their house and not do anybody else harm, then perhaps there are other things our cops should be looking at to engage in and try to clean up some of the other problems that we have in society"(Conant and Maloney) Neither the administration, nor the judiciary has any ideas about what to do with the issue of legalization of marijuana. Instead of conducting a pilot study to learn more about the pros and cons of marijuana use, the

BP Oil Disaster in the Gulf of Mexico Case Study - 8

BP Oil Disaster in the Gulf of Mexico - Case Study Example Ethical issues, in this case, identifiable include failure for other companies to learn from earlier case scenarios like the ExxonMobil case, and construct great preventive policies to avoid future spills. The people who have worked in this industry for 30, 40 years have a great role to play to avoid other leakages. Unfortunately, this has not been the case. In addition, companies should put preventive measures such that when such leakages happen, they do have massive effects on the natural system. The wells could as well be placed elsewhere other than in the deep waters. In fact, the size of the spillage does not matter, but what is of concern is where they happen and when they happen. The oil pipes should not be constructed in areas that in the event of a leakage, massive damage occurs. For instance, the BP Oil Disaster happened in a very vulnerable area and at a time when there are too many winds blowing it. In fact, the greatest issue, in this case, is the detrimental effect that this oil spill is going to have on the economy and ecology of the country. According to Geoffrey (2010), there are fears that the massive oil slick will have appalling effects on wildlife and birds along the Louisiana Coast and it could ruin one of the world’s fisheries, besides that it could also ruin vital wetlands. America’s Gulf State reputation is also under universal excoriation. The slow response to this catastrophe could cause diverse effects on the company, operating on the belief that such a disaster could never happen shows a lack of professionalism. This case of arrogance and neglect saw measures not being laid down. The characters thus operated on the principles of assumptions, and lack seriousness from all fronts. Victims and other groups have sharply accused the company of lacking preventive and more strict measures for disasters and taking the issue for granted at the initial stages of the disaster. In fact, accusations are coming from all level, including from President Obama to local people.  

Improving Staff Morale Coursework Example | Topics and Well Written Essays - 2750 words

Improving Staff Morale - Coursework Example On the other hand, low staff morale leads to increased costs, decreased efficiency, low motivation and interest (1, p.339).This is because of reduced motivation, wastage of time and low productivity. Consequently, keeping and improving employee morale is one of the most important things that the management of organizations must always do in order to achieve and maintain productive workplaces. The leading cause of low staff morale is poor leadership (2).It is associated with poor interpersonal relations between administrators and employees and inflexible working conditions (3). However, improving the staff morale remains of the greatest challenges to many contemporary organizational management and business leaders. Achieving it well requires a critical analysis of the analysis of the reasons behind low employee morale and addressing the root cause as opposed to the symptoms Currently, many organizations are facing stiff competition in the market and are increasingly being required to reduce their operation costs. Staff sizes are constantly being reduced and this creates more responsibilities for the remaining staff. Increased stress levels results leading to reduced organizational morale. The achievement of improved staff morale particularly lies in the management approach adopted by the company as well as the relationship between the management and the workers. This paper critically reviews literature on staff morale and attempts to give recommendations on how supermarket R’Us can increase and maintain staff morale and job satisfaction within its employees. Analysis of the ways of improving staff morale Numerous researchers concur that the level of confidence and satisfaction among employees is critically important to the productivity of any business organization. Morale indicates the happiness exhibited by the employees in the organizational surroundings. It is the key to job satisfaction by the employers towards their employees. In most cases, the succ ess of business organizations such as Supermarket R’Us closely depends on the cheerfulness, confidence, discipline, satisfaction and willingness of the staff workers to perform their assigned tasks. Although there is no single known factor that can satisfactorily be used to explain the occurrence of high or low morale, it is widely believed that morale of the staff workers in any organizations is often a top down issue than a bottom up issue (4, p.46). The existence of low morale among the staff workers in a business organization has a number of negative implications for the productivity of its workplace environment. This is particularly because morale is one of the key drivers of performance and lack of it often comes with a high price tag. For example, disengaged and unmotivated staff workers may contribute to reduced productivity through increased cases of employee dissident, illnesses, unscheduled absenteeism and general poor performance. On the other hand, Organizations that maintain high staff morale have, employees that arrive to work on time, have low employee turnover, communicate better and are more committed to the organizational goals. As a result, failure to address low morale issues in the workplaces may not only lead to lower productivity but also to increased loss of revenues, workplace conflicts, dissatisfied consumers or customer

Critical Analysis Worksheet Essay Example for Free

Critical Analysis Worksheet Essay Perform a critical analysis of each reading using critical thinking techniques from this week’s readings. Respond to the following based on your critical thinking analysis of the â€Å"Common Core† and â€Å"The Battle Against Common Core Standards† readings. 1) Define the term conclusion. Aside from being the obvious result or closing, a conclusion is also â€Å"a proposition concluded or inferred from the premises of an argument† as defined by dictionary.com. This means, the conclusion is a final logically reasoned deduction. 2) What is the conclusion of each article? The conclusion from the â€Å"Common Core† perspective is that students will learn the essentials for success in college and business prior to graduating high school. The conclusion for those that are in â€Å"The Battle Against Common Core Standards† is that implementing these standards is politically motivated and not in the best interest of students. See more: how to write an analysis 3) Define the term premises. The premise is the basis of support for a given conclusion. 4) What premises support the conclusions in each article? Those working against common core implementation cite government control due to the funding provided to school districts and lack of proof that the system works as basic reasons for their conclusions. Those in favor of common core cite better prepared graduating students, a more educated workforce, and standardization amongst students. The article indicated that if districts had to define their own educational standards, they would start  by seeking out â€Å"common core standards.† 5) How convincing is the conclusion of each article? Explain your answer. I was more convinced by the arguments in favor of implementing common core standards. I noticed more bias in Smith’s article against common core implementation. I was more convinced by Sell’s article because of the objectivity. 6) Define the term biases. A bias is â€Å"a particular dendency or inclination, especially one that prevents unprejudiced consideration of a quesiton; prejudice† according to dictionary.com. Anything that prevents someone from objectively drawing a conclusion is a bias. 7) What biases did you observe in each article? Why do you think they are biases? While the â€Å"Common Core† article objectively defined common core and explained its function all of the sources cited were supportive of implementing common core standards. The article would state the opposition and then Sell would quote someone in favor of common core. Smith’s title alone lets you know that this is an opposing argument. The article is politically motivated. Throughout the article, Smith discusses democratic initiatives and state’s â€Å"relinquishing their right to control.† 8) What might be the sources of the biases in each article? Personal expertise is the initial bias. Perhaps they have a child that has fallen below common core standards. Living in a state that has already implemented common core values, I have dealt with standardized tests as both a student and parent. While I was able to pass them with ease, I have witnessed students taken them multiple times to no avail. Those politically motivated are driven by funding and votes. It’s hard to determine if their focus is genuine or if ulterior motives are present. I recognize my personal bias with regard to choosing or opposing common core. References Bias. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from \ Dictionary.com website: http://dictionary.reference.com/browse/bias Conclusion. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/conclusion Premise. (n.d.). Dictionary.com Unabridged. Retrieved November 14, 2014, from Dictionary.com website: http://dictionary.reference.com/browse/premise Sell, M. (2013). Common core. McClatchy Tribune Business News [Washington]. Smith, H.K. (2013, March). The battle against common core standards. FreedomWorks, Retrieved from www.freedomworks.org Link to the article: http://www.freedomworks.org/blog/rousseau/the-battle-against-common-core-standards

Hot Cross Bun Formulation

Hot Cross Bun Formulation The purpose of this study is to reflect on the package of care offered to a client and to critically evaluate the evidence base for the model which might be considered best practice for a specific client problem, or issue. This entails identifying a particular clients presenting issues while describing the evidence that is available for a suitable therapeutic approach, or model which would promote best practice. The study will reflect on a client who has been diagnosed with post- traumatic stress disorder (PTSD) as a result of a road traffic accident (RTI) and concentrates on the use of imaginal exposure therapy (IET) for the treatment of symptoms. Triggers and maintenance factors contributing to the clients deteriorating well-being will be explained using formulation as well as the protective and predisposing elements that were explored in therapy. Relevant literature will be cited throughout and appropriate research articles that have been critically reviewed will be discussed. Pre sentation, referencing and informed consent are consistent with the School of Health and Social Cares guidance and have been adhered to throughout this assignment. Introduction PTSD is an anxiety disorder that can develop after exposure to one or more terrifying events, in which grave physical harm occurred or was threatened. It is a severe and ongoing emotional reaction to an extreme psychological trauma. The trauma may involve someones actual death or a threat to the individuals or someone elses life. The PTSD sufferer is affected to a degree that usual psychological defenses are incapable of coping. Reports of battle-associated stress appear as early as the 6th century BC. PTSD-like symptoms have been recognised in many combat veterans in many conflicts since. These symptoms have been called shell shock, traumatic war neurosis, and Post-Traumatic Stress Syndrome (PTSS). The modern understanding of PTSD dates from the 1970s, largely as a result of the problems that were still being experienced by Vietnam veterans. The term Post Traumatic Stress Disorder was coined in the mid-1970s. Early in 1978, the term was used in a working group finding presented to the Committee of Reactive Disorders of the American Psychiatric Association. The term was formally recognised in 1980 in the third edition of the Diagnostic and Statistical Manual of Mental Disorders of the American Psychiatric Association. Although a controversial diagnosis when first introduced, PTSD has filled an important gap in psychiatric theory and practice. From an historical perspective, the significant change ushered in by the PTSD concept was the stipulation that the etiological agent was outside the individual him or herself (i.e., the traumatic event) rather than an inherent individual weakness (i.e., a traumatic neurosis). The key to understanding the scientific basis and clinical expression of PTSD is the concept of trauma. DSM-IV-TR criteria for PTSD In 2000, the American Psychiatric Association revised the PTSD diagnostic criteria in the fourth edition of its Diagnostic and Statistical Manual of Mental Disorders (DSM-IV-TR)(1). Diagnostic criteria for PTSD include a history of exposure to a traumatic event meeting two criteria and symptoms from each of three symptom clusters: intrusive recollections, avoidant/numbing symptoms, and hyper-arousal symptoms. A fifth criterion concerns duration of symptoms and a sixth assesses functioning. PTSD is unique among other psychiatric diagnoses because of the great importance placed upon the etiological agent, the traumatic stressor. In fact, one cannot make a PTSD diagnosis unless the patient has actually met the stressor criterion which means that he or she has been exposed to an historical event that is considered traumatic. Clinical experience with the PTSD diagnosis has shown, however, that there are individual differences regarding the capacity to cope with catastrophic stress so that while some people exposed to traumatic events do not develop PTSD, others go on to develop the full-blown syndrome. Such observations have prompted a recognition that trauma, like pain, is not an external phenomenon that can be completely objectified. Like pain, the traumatic experience is filtered through cognitive and emotional processes before it can be appraised as an extreme threat. Because of individual differences in this appraisal process, different people appear to have different trauma thresholds, some more protected and some more vulnerable to developing clinical symptoms after exposure to extremely stressful situations. Although there is a renewed interest in subjective aspects of traumatic exposure, it must be emphasised that exposure to events such as rape, torture, genocide, and severe war zone stress, are experienced as traumatic events by nearly everyone. The National Institute for Clinical Excellence (NICE) has published guidance to help the National Health Service (NHS) recognise and treat people who develop PTSD after traumatic events. Recommendations include psychological treatment in the form of trauma-focussed cognitive behavioural therapy (CBT) and/or a course of anti-depressant medication while receiving therapy. Trauma-focussed CBT focuses on a persons distressing feelings, thoughts (or cognitions) and behaviour and helps to bring about a positive change. In trauma-focused CBT, the treatment concentrates specifically on the memories, thoughts and feelings that a person has about the traumatic event. Imaginal exposure therapy (IET) is a component of trauma-focused CBT and involves revisiting the traumatic memory or memories in a safe and controlled environment so that the intensity of the individuals anxious and fearful reactions (thoughts, emotions, physical sensations and behaviours) is reduced. Clients are exposed to the trauma memory by repeatedly describing the events of the trauma aloud until the anxiety response is reduced. This process is referred to as habituation. The treatment aims to eventually eliminate the fearful responses so that the client can face a feared situation without experiencing anxiety or fear. The goal IET is to process the trauma memories and to reduce distress and avoidant behaviours that the traumatic memory evokes. CBT, as we know it today, is a result of a group of modern related therapies that have empirical psychological support. There have been two main influences to modern CBT and these are behaviour therapy (BT), as developed by Wolpe, Skinner and others in the 1950s and 1960s and cognitive therapy (CT) as developed by Beck and others in the 1960s and 1970s (Westbrook, et al. 2011, p2). Freudian psychoanalysis had dominated the psycho-therapeutic world since the late 1800s, but in the 1950s, Eysneck and others in the psychological community questioned the lack of empirical evidence to support psychoanalysis. As a result, BT developed within the academic and scientific psychology community, basing its methodology on observable events between stimuli and response. Despite the success of BT, there was still some dissatisfaction with what was seen as the limitations of a purely behavioural approach (Westbrook, et al. 2011, p3). Beck and others were developing ideas about CT as early as the 1950s; these ideas focussed on mental processes such as thoughts, beliefs and our interpretation of events, and continued to maintain an empirical approach to validate its theory to the psychological world (Westbrook, et al. 2011, p3). Although Beck was not the first to link faulty behaviour with irrational thought and unhealthy emotions, his work revolutionised the psychology world a nd continues to be used today. Background to the Client Throughout this assignment the client will be referred to as T. Protecting the clients identity complies with the British Association for Counselling and Psychotherapy (BACP) and the British Association of Cognitive and Behavioural Psychotherapies (BABCP) guidelines regarding client anonymity as described in the Ethical Framework for Good Practice and fulfils the requirements of the Universitys School of Health and Social Cares policy on confidentiality. T was seen in a primary care setting with a counselling service that offers short to medium term therapy for clients over the age of 16 years. She was referred to the service by her GP. She is a 25 year old female who is married with two boys aged 7 and 5 years. She is currently unemployed and lives in social housing with her husband who works in a local factory. T was raised and lived in an area where the 2007 Index of Deprivation (ID2007) indicates deprivation is 110.6% higher than the national average. There is a higher proportion of the working age population claiming incapacity benefit than the County average (Area Action Partnership). T first went to her GP shortly after being released from hospital after an RTA. She was a front seat passenger and received injuries to her face, arms and legs which included severe bruising, cuts and a temporal mandibular joint (TMJ) injury. Three months after the accident T continued to experience nightmares and flashbacks. The GPs letter to the service noted the clients deterioration and the original diagnosis of acute stress disorder (ASD) that had been diagnosed in the first month following the accident was amended to PTSD. Several studies have provided convincing evidence that early CBT treatment of ASD reduces the possibility of the development of PTSD (Moulds, et al. 2009, p16). ASD was introduced into the fourth edition of the diagnostic statistical manual (DSM) in 1994. The diagnostic criteria for ASD (Appendix A) are similar to those of PTSD, but differ in two fundamental areas. Firstly, ASD can only be diagnosed in the first month following the traumatic event and secondly, ASD includes a greater emphasis on dissociative symptoms (American Psychiatric Association, 1994). During their consultation, the GP noted that T had become withdrawn and distanced from her family and friends, she reported feeling like she was watching the world from inside a bell jar, this dissociative symptom is described as derealisation, and is common in ASD patients (Simeon and Abugel, 2006, p86). The GP assessed T using the Patient Health Questionnaire (PHQ 9) and the General Anxiety Disorder Assessment (GAD 7) which resulted in scores of 15 and 19 respectively. These scores indicate that T was suffering with moderate to severe anxiety with depression. T was seen over a period of 13 sessions. The duration of each session lasted between 1 hour and 90 minutes. Longer sessions were included to provide sufficient time for sharing the trauma history and allow time for anxiety levels to decrease (Leahy and Holland, 2000, p197). The contract between the counselling service and T was explained. This included informed consent to tape sessions, confidentiality and its limitations and an evaluation of risk. Evaluation of risk is an important part of the therapeutic process and is done throughout therapy. It involves assessing the client, the environment and also the therapists own personal and professional limitations (Mueller, et al. 2010, p 65). CORE OM was used to calculate a risk score and also to assess Ts suitability for therapy. The Cognitive Therapy Rating Scale as developed by Safran and Segal was not available to the therapist during the first session, but subsequent reviewing of the scale indicated that T was a suitable candidate for cognitive behavioural interventions. CORE OM score is shown below in figure 1. Prior to developing a treatment plan, the therapist socialised the client to CBT explaining the evidence that supported using CBT interventions for PTSD. (Bryant, et al. 1999) and (Westbrook, et al. 2011, p81-83). First session therapist notes detailed Ts past history, the development of problems and the protective factors in her life (Appendix B). T was clear about what she wanted from therapy. Her problems fell into three main areas: (1) Nightmares, poor sleep, anxiety around bedtime, which resulted in an increased irritability with others; (2) Avoiding travelling in any form of transport, which resulted in her relying on others to take her children to school and other social or sporting events; (3) Withdrawing from friends and family, which led to her isolating herself socially. She believed that if she avoided all forms of transport and stayed inside, she would reduce the chances of experiencing any flashbacks or getting very panicky which she found extremely distressing and frig htening. T and the therapist created a Problem and Goal form to capture this information (Appendix C) and agreed to discuss the problems and goals again when the treatment plan was formulated. The specific client issue selected is Post Traumatic Stress Disorder (PTSD). PTSD is defined as a common anxiety disorder that develops after exposure to a terrifying event or ordeal in which grave physical harm occurred or was threatened (DSM-IV-TR: 463). The DSM-IV-TRs criteria are precisely written as: exposure to a traumatic event, persistent re-experience of the event, avoidance of the stimuli, persistent avoidance of increased arousal, duration of disturbance and impairment of social occupational or other important areas of functioning. Within the criteria there are subsets portraying greater detail of the types of symptoms that may be experienced by the client (Appendix A). T was seen over a period of 13 sessions. The duration of each session lasted between 1 hour and 90 minutes. Longer sessions were included to provide sufficient time for sharing the trauma history and allow time for anxiety levels to decrease (Leahy and Holland, 2000, p197). The contract between the counselling service and T was explained. This included informed consent to tape sessions, confidentiality and its limitations and an evaluation of risk. Evaluation of risk is an important part of the therapeutic process and is done throughout therapy. It involves assessing the client, the environment and also the therapists own personal and professional limitations (Mueller, et al. 2010, p 65). CORE OM was used to calculate a risk score and also to assess Ts suitability for therapy. The Cognitive Therapy Rating Scale as developed by Safran and Segal was not available to the therapist during the first session, but subsequent reviewing of the scale indicated that T was a suitable candidate for cognitive behavioural interventions. CORE OM score is shown below in figure 1. Prior to developing a treatment plan, the therapist socialised the client to CBT explaining the evidence that supported using CBT interventions for ASD. (Bryant, et al. 1999) and (Westbrook, et al. 2011, p81-83). First session therapist notes detailed Ts past history, the development of problems and the protective factors in her life (Appendix B). T was clear about what she wanted from therapy. Her problems fell into three main areas: (1) Nightmares, poor sleep, anxiety around bedtime, which resulted in an increased irritability with others; (2) Avoiding travelling in any form of transport, which resulted in her relying on others to take her children to school and other social or sporting events; (3) Withdrawing from friends and family, which led to her isolating herself socially. She believed that if she avoided all forms of transport and stayed inside, she would reduce the chances of experiencing any flashbacks or getting very panicky which she found extremely distressing and frigh tening. T and the therapist created a Problem and Goal form to capture this information (Appendix C) and agreed to discuss the problems and goals again when the treatment plan was formulated. The therapist asked T if she could recall her most recent experience of a flashback (Figure 2a). T reported that the pattern of events leading to feeling panicked or experiencing a flashback were the same. She would make an effort to do a certain activity, but flashbacks and panic were triggered by (in particular) smells or sounds that could not be avoided. The hot cross bun formulation in figure 2a tracks events from leaving the house, hearing cars and smelling petrol, which was the trigger point. On this occasion T reported having a clear memory of being trapped in the car (which was also her recurring nightmare), she could remember smelling petrol and hearing the screeching of brakes. Her brain misinterpreted these signs for an actual threat, creating distorted thinking: Ive got to get home something terrible is going to happen, hostile emotions; fear, anxiety and terror, unpleasant physiological reaction; heart pounding, shaking, feeling nauseous, which led to her avoidant behavi our to reduce her anxiety and escape her perceived fearful situation. Flashbacks are defined in DSM IV as a recurrence of a memory, feeling, or perceptual experience from the past (American Psychiatric Association,1994). Another example of a flashback involved T sitting in her garden when a neighbour was mowing the lawn with a petrol engine lawn mower. T could smell the petrol and this triggered a flashback to the events of the RTA. The therapist encouraged T to follow the formulation and create her own diagram based on her experience in the garden (Figure 2b). T and the therapist were able to look at both diagrams and see that the pattern was similar. A sound or smell was identified as the trigger in both examples. Her thought process, affect and physiology were similar, but crucially, this led again to her avoidant behaviour. Hot Cross Bun Formulation Event/Trigger: Walking to the shop to buy milk, hearing the cars and smelling petrol Flashback of being trapped in the car Thoughts: Im going to die, Ill never see me children again Ive got to get away from here Ive got to get home, something terrible is going to happen Behaviour: Emotions: Escape the situation Fear Tearful Terror Anxiety Physiology: Heart pounding, Nausea, Tense, Sweating, Shaking Based on Hot Cross Bun (Padesky, 1993) Hot Cross Bun Formulation (originally hand drawn by client) Event/Trigger: Sitting outside in the garden, having a cup of tea Hearing neighbour start up his lawn mower Smelling petrol from the lawn mower Flashback of fear of being burned alive Thoughts: Oh God! Its happening again Ive got to get inside the house. Ill be safe there Behaviour: Emotions: Tearful Fear Needing to get inside the house Terror Anxiety Physiology: Heart pounding, Nausea, Tense, Sweating, Shaking, Based on Hot Cross Bun (Padesky, 1993) T and the therapist discussed the process of recording details in this format and agreed that it gave them both a greater understanding of Ts situation. This collaborative approach is characteristic of CBT and was necessary when working towards a treatment plan for factors that needed to be targeted in therapy and homework setting. Padesky and Greenberger (1995, p6) explain the importance of the client and therapist working as a team, particularly as clients may have an expectation that the therapist is going to fix them. Milton (2009, p104) agrees adding that the therapist also plays the role of a trainer, encouraging the client to become an observer of themselves in order to challenge their thoughts, feelings and beliefs. Westbrook et al (2011, p238) cites Kazantzis et al (2002) in providing evidence of greater improvement in those clients who complete homework. T was keen to monitor any anxiety provoking scenarios at home using the hot cross bun model. She was aware that if her se cond goal was to be achieved (Appendix C) she needed to reduce and eventually eliminate her avoidant behaviour (Wells, 1997, p49-50). A treatment plan was discussed and agreed with T based on her problem list and goals for therapy (Appendix C). The treatment plan included the following elements: Pyscho-Education Grounding and Safety Work Imaginal Exposure Therapy Cognitive Restructuring Relapse Management The session on psycho-education gave T the opportunity to learn about her symptoms, and to recognise and anticipate them for effective management. Fisher, (1999) states that psycho-education is an essential element for stabilising a trauma client. Briere and Scott (2006, p87) agree, adding that psycho-education provides the client with accurate information about the nature of their trauma, which gives them a greater understanding of their situation. Psychoeducation involved justification of use of IET, a history of our learning experience and the fight or flight response. Regular reference was made to the clients formulation so that she could understand how and why her threat response had been activated. Once T understood her anxiety response in relation to her experiences, she felt ready to continue onto the next stage of therapy. Grounding and safety work was completed prior to IET. Herman (1997, p155) argues that the central task of the first phase of trauma therapy must be safety. The client needs to feel safe within themselves; learning grounding and safety skills gives the client the opportunity to manage potential uncontrolled flashbacks. This also formed part of Ts relapse management in the later stages of therapy. Once safety and grounding work was completed, the therapeutic process moved onto the trauma itself using IET. Throughout therapy there were opportunities to explore Ts present situation and past events. This information was initially written down in a mind map format and shared with T during the session. As additional information was gathered in subsequent sessions this was written in longitudinal format (Figure 3). From the information gathered, the client recognised how and why she had always been the rescuer in the family. This included an age inappropriate responsibility when her father had left the family home and T had taken on the role of carer to her distraught mother and siblings. She suffered an emotional breakdown at the age of 14, over whelmed by the pressure of doing well at school so that she could get a good job and support the family. T recognised how this belief system developed after her father left and how it was effecting how she saw herself in the present. During therapy T and the therapist discussed the importance of this belief and how it had allowed her to cope during those years growing up. The therapist asked what purpose this belief served in her life now when she was happy with her family and well supported by her husband. She no longer needed to be the rescuer. T and the therapist explored how this belief may be affecting what was happening to her when she was fearful of having a flashback. T concluded that she needed to add I must always cope to her beliefs in Figure 3 and I cant cope to her thought process. T recognised the contradiction between this thought and her rescuer belief. Longitudinal Formulation Early Experiences 5 years old, Dad leaves family home Oldest of four children, Takes on a helping role Later supports mother through depression Breakdown at school aged 14 years due to self- imposed pressure Met future husband aged 16,Pregnant at 17 years and married at 18 years old Beliefs Its my responsibility to take care of everyone and make things right I must always cope Assumptions and Rules I must be perfect and do everything right, otherwise I will let everyone down If something goes wrong it will be my fault Critical Incident Car Accident Activation of Beliefs Its my responsibility to save everyone Automatic Thoughts I should have got B out of the car. I didnt do everything I could have I failed. I cant cope with this Behavioural Emotions: Avoidance Fear Social withdrawal Anxiety Fearful to go outside Guilt Fearful to travel in any transportation Worry Physiology Poor Sleep Tense Heart Pounding Sweating The goal of IET is to expose the client to the memory of the trauma rather than to relive the trauma itself. Ts therapy involved her retelling the story initially in the past tense and then in the present tense. An important part of the healing process was encouraging T to bring those traumatic memories to mind, in a safe and trusting environment, while remaining in the present. The client learns through repetitive description, that the memory of the event is not dangerous and will also allow habituation to take place (Zayfert and Becker, 2008, p127). T decided that she would record the sessions on the voice recorder section of her mobile phone and listen to the recordings at home as part of her homework. Zayfert and Becker (2008, p130) emphasise how critical listening to the tapes at home is as the repetition is vital if the exposure is going to be successful. The therapist explained that T would be asked to close her eyes and describe the events of that day. Leahy and Holland (2000, p 198) suggest breaking the clients story down into smaller parts if there are a series of traumatic events. T was asked to recall the events of that day in terms of chapters; several chapters were listed (Appendix D). Ts experienced anticipatory anxiety at the thought of retelling the story and this was discussed. The therapist reassured her she would be experiencing the memory, that the RTA was not happening right now and that she was safe in the room and could open her eyes at any time. T began at a point in time when she felt safe and ended the narration at a point in time when again she felt out of danger. The therapist explained the Subjective Units of Distress (SUDS) Rating Scale and then T began narrating her story in the past tense and was allowed to do this uninterrupted; the therapist only intervening to check on Ts anxiety. Ts SUDS score was noted for each chapter (Appendix D col A). At the end of each session, T was given time to process her experience before leaving. T gave the therapist feedback on how she felt sessions had gone, and what, if anything she had learned. The next session involved the client narrating the story, but this time in the present tense. T found this difficult at first and often resumed the past tense. T and the therapist had discussed the likelihood of this happening and T agreed that the therapist would prompt her to return to the present tense. SUDS scores were again noted (Appendix D col B). T reported being surprised at the change in scores from the previous week. There were certain sections of the story that T found very difficult to narrate; these sections were narrated without much detail. After discussing this briefly, T and the therapist listened to the recording of the present tense narration. T recorded SUDS levels herself (Appendix D col C) and once complete, the three SUDS scores were examined and discussed. T noted how scores had both increased and decreased from first narration to second narration, but that all scores had reduced on her first listening to the tape. T was then asked to grade the chapters and chose five (the most anxiety provoking) to work on. The five chapters were listed chronologically (figure 4) and then in order of their anxiety rating (figure 5). For the next five sessions each chapter was narrated and listened to repeatedly until Ts SUDS rating had dropped; starting with the least and working towards the most anxiety provoking. The therapist asked questions relating to the clients senses and emotions and physiology so that her memories were fully activated (Leahy and Holland, 2000, p197). To Ts surprise, narrating in the present tense and sensory questioning produced additional memories that T had not remembered in the previous narrations. Figure 4 Chronological Order 1Â  Car flips over upside down smell of petrol 2Â  Wood coming towards the car 3Â  The car door wont open (Ts recurring nightmare) 4Â  B is not moving 5Â  G is screaming at T to get them out of the car Figure 5 Order of Severity Least to Worst 5 4 3 2 1 Wood coming towards the car Car flips over upside down smell of petrol G is screaming at T to get them out of the car The car door wont open (Ts recurring nightmare) B is not moving The therapist noted the five chapters as hot spots (Figure 6) and asked T what her thoughts were when she brought the scene to mind. These were also noted together with the emotion that went with them. The therapist was able to challenge Ts distorted thoughts through cognitive restructuring which included her rescuer belief that she was somehow responsible for getting everyone out of the car that day. Once SUDS levels had been reduced for all five chapters Appendix E), T was able to say out loud her re-evaluation statement for each chapter accepting and believing it. Fig 6 Re-Evaluation of Peak Experiences Hot Spot Thought Belief Emotion Re-Evaluation The car has flipped Ive survived the crash Fear I did not burn to death. Over onto its top; there but now Im going to burn I did not die, I did survive Is a smell of petrol to death the experience and I am safe now. Its over. THIS IS A FACT Wood from a fence is The wood is going to hit Fear The wood did not hit me or anyone else. Flying towards the car me. Ill never see my boys I did survive the experience. I am safe. again. My children are safe. Its over. THIS IS A FACT The car door wont open. Its not going to open, Terror I was not trapped. I did get out of the car. It just wont budge at all Im trapped. I am not trapped now, I am safe now. Its over. THIS IS A FACT B goes limp and his head Oh my God! B is dead Terror B did not die. He did survive the accident Falls forward He is safe now. Its over. THIS IS A FACT Sister G screams to T to I must break the window. Fear We all got out of the car. We did not die. Get them all out of the car I have to get us all out. We are all safe now and its over. If I dont break the window THIS IS A FACT Were all going to die Outcomes and Personal Reflection Ts post therapy CORE score of 31 (figure 7) represents a mean score of 0.912 (9.12) and falls within the healthy range of the Core measure. As there is a mean difference of over 5, this, according to CORE measurement indicates a clinical and reliable change (CORE ims). Fig. 7 Core OM Results Pre and Post therapy Pre Post Well Being 14 06 Functioning 21 05 Risk 02 00 Problems 42 20 Total 79 31 Ts presentation improved in the finals stages of therapy. Her cuts and bruises had healed well and she was no longer suffering with TMJ. T reported healthier sleeping patterns, but still with occasional dreams. She believed that she had spent so much time listening to her chapter on being trapped in the car that she became fed up of listening to it, rather than it provoking any anxiety. She was able to travel as a passenger in a car, and also to drive the car herself, but did not feel ready to drive on her own in the car. As a result understanding her an

Evolution of Mobile Device Technology

Evolution of Mobile Device Technology Introduction Since the revolution of the smartphone in 2005 the development progress in this field grows rapidly. It became a part of our life and played a big role to change the attitude of our life style. This technology (smartphone) didnt stop at that level but it spread everywhere to cover all sides of our daily activities. Even anew terminology appear to name this technology is Internet of Things (IoT) where this concept describe any device connected to the internet. All this technology convert our life to something called smart, so nowadays we have smartphones, smart home, smart car ext. These smart devices facilitate our daily tasks where no need to set on the front of the computer or trying to find an open Wi-Fi because you are expecting an important email you dont know when it will be delivered to your inbox. This technology gave the people almost everything they need which has made people ask for more and it became their partner or even addicted. Day by day people relay more and more on the smart technology and they share all information even sometimes the secrets. This information start attract some people for any reason either to sell this information to third party or to blackmail their victim. This bring a new challenge to everybody in the society and there are a new cases daily because of the smart devices. The device can be a tool to attack the victim data or it found in the crime scene in both scenarios can be consider an evidence. Mobile device technology The mobile devices evolution is linked to the mobile technology where each one effect on the other one. Because the mobile device technology required a specific features. First Generation By looking to the first generation and list its features we can guess what kind of mobile device technology can be used in that period. According to (Agrawal, 2015)] the first generation was analog it was introduced in 1980. The technical specification was not that much where they focused on produce a mobile phone. The main feature of 1G mobile Speed up to 2.4 kbps so it was used for calling only It use analog signals (analog telecommunications standards) Poor voice quality Poor battery life Limited capacity No security Focusing on the last two points because they are related to the research paper. Regarding the security at that time 1G does not support the encryption. The security was limited where some phones (e.g. Mitsubishi MT-7) in 1993 has a pin code only. The memory as well didnt get that much attention, but later on in 1989 Motorola (8900X-2) add a small volume of memory which can store 20 telephone numbers in the address book. This generation is limited in everything even in the forensics user couldnt do bad things with it just verbally. Feature phones and smartphones From second generation the improvement obviously in the mobile device technology. (Qualcumm, 2014) Show the evolution on theses generations used digital signal compare to the first generation. This change took the mobile devices technology ahead with new features the users didnt experience them before in the previous versions of 1G mobile devices. In these generations there are basic features with different specifications. The diagram (DAS, 2015) show the different parts of the mobile phone. As the diagram shows the mobile device component, most mobile devices have a common hardware component (GSM Mobile Phone, n.d.), consist of microprocessor, a radio module, read only memory (ROM), a microphone and speaker, random access memory (RAM), a digital signal processor, a variation of hardware keys and interfaces and display screen. The operating system (OS) of a mobile device may be stored in either NAND or NOR memory while code execution normally happens in RAM. The general changes in the mobile devices is the size (capacity, screen) and the speed as well the quality of the display, but some time do any change in the phone means change the component chips used. This changes can lead to another technology. Overview of the feature phone and smartphone Feature phone Smartphone Processor Limited speed(~52Mhz) More speed(~1GHz dual-core) Memory Limited capacity(~5MB) Large capacity(~128GB) Data transmission Speed 64-144 kbps 300 mbps Display Small size color, 4k -260k (12-bit to 18-bit) Large size color, 16.7 million (~24-bit) Card slot None, MicroSD MicroSDXC Camera Still, Video Still, Panoramic, and Video(HD) Text input Numeric Keypad, QWERTY-style keyboard Touch Screen, Handwriting Recognition, QWERTY-style keyboard Voice input None Voice Recognition (Dialing and Control) Cell interface Voice and Limited Data Voice and High Speed Data transfer (4G and LTE) Positioning None, GPS receive GPS receive Wireless IrDA, Bluetooth Bluetooth, Wi-Fi, and NFC Battery Fixed/Removable, Rechargeable Li-Ion Polymer Fixed/Removable, Rechargeable Li-Ion Polymer Feature phone and smartphone has common facility, but the capability is much different. Where both types of phone support SMS (text messaging), voice and personal information management such as phonebook and calendar. Smartphone has a better capabilities and larger then feature phone where it support better screen resolution and have integrated keyboard or touch screen. Smartphones act as a small PC and support wide range of applications. There are many operating system (OS) (Guru, 2015) in the market for the smartphone the top OS popular are Symbian (Nokia), Android (Google), Apple IOS, Blackberry (RIM), Windows (Microsoft) and BADA (Samsung). These operating system support multi-tasking and designed to match the user requirements for a high end mobile device. Feature phones has a closed operating system, so the supported applications, games, personal information management and chat are limited. Memory Mobile devices contain two types of memories. The first type is volatile memory and the second one is none-volatile both of them work side by side. The volatile memory (RAM) is used for code execution. This type of memory is effected by the power, so if the power goes off RAM is lose all contents. The second type is non-volatile memory the contents are not effected when the power goes off. The main technologies for non-volatile flash memories are NOR and NAND. NOR memory first introduced in 1988 by Intel. In 1989 Toshiba introduced the NAND flash technology which has many benefits over NOR memory. NOR came to replace ROM with EPROM and EEPROM. The most advantage of NOR is the reading speed faster than NAND. In the other hand NAND has many features which is not applicable for NOR. These are the general difference between NAND and NOR NOR reads slightly faster than NAND. NAND writes faster than NOR. NAND erases data much faster than NOR. NAND has smaller erase units, so less erases are needed. There are different types of NAND memories but the paper focusing on the EMMC and UFS. EMMC stand for embedded multimedia card this chip is an advanced managed memory. According to (Samsung, 2013) it is widely used in phones, cameras, GPS and smart TV. It helps the designer to save time and make the product thinner. Also it enhanced the storage capacities and speed. One of the advantage of EMMC reduced the development time and control cost. The NAND memories before EMMC required changes either in the chipset or the OS. EMMC is a half-duplex because the interface is parallel so it will be read or write. UFS Mobile devices growth rapidly last few years this bring a challenge to the manufacturer to add memory that (Toshiba, 2015) will have a high bandwidth, high capacity, low power consumption and low cost. These factors were very important to improve the mobile devices. Because adding ordinary extra memory it will increase the cost of all mentioned factors. In 2014 Samsung announce about the new memory which meet the requirements of the four factors of the manufacturer. Universal flash storage (UFS) was built specially for mobile devices which required low power and at same time provide high performance. UFS is a full duplex because it has serial interface read and write done separately. The image below (BHATT, 2014) shows the advantage of UFS over EMMC Challenges according to (Zareen, 2010): The major challenges in mobile forensics are: The changes in the architecture of the new released of mobile devices, where the examiner has to be up to date and do more tests to be sure he can do data extraction. The new mobile devices it has the ability to encrypt the date this can be a big challenge to the examiner. Hardware differences there are different brand and model of mobile devices in the market the examiner has to come across as much as can of brands and model to be familiar about the technology. Lack of resources the rapid growth of mobile devices required new tools and acquisition accessories. Anti-forensic techniques make the investigation more difficult, as an example data hiding, data obfuscation, data forgery, and secure wiping. Passcode recovery the examiner has to work carefully to access the device without damaging the data. Malicious programs can be a challenge to the examiner it may attempt to spread to other devices over the wired interface or a wireless. Safety the examiner life can be on danger, the device can contain different kind of risk on the examiner life. The device may contain a biology or chemical hazards which will impact on the examiner. Data acquire process Capability Logical extraction, file system and physical extraction normally done by software. Even the locked mobile devices and with passkey can be unlocked using software. Not all mobile devices support the same process of data acquisition. Joint Test Action Group (JTAG) support in-system (ISP) programming and reading. It is an advanced hardware level data acquisition in the physical extraction stage. It depend on the Test Access Ports (TAPs) of the device and instructing the processor to transfer the raw data stored on connected memory chips. If the memory support JTAG then the TAP can be addressed of the memory through the JTAG interface. All memory address goes the though the data bus and it can be read by shifting the boundary-scan register value through JTAG chain. In this way the entire memory content can be read by find the memory address. The entire memory can be copied in this way. If the memory doesnt support the JTAG then it can connect to TAP of another device this could be the processor. The processor has direct access to the memory through the system bus. By connecting to CPU TAP the memory can be read. Steps of JTAG according to (Elder, n.d.) Identify TAPs by researching the forums and related websites as well documented devices. If the TAPs cannot be identified then check the device PCB for possible TAPs and trace it manually to find appropriate connector pins. Solder wires to the pinout in the mobile device. Connect the other side of the wires to JTAG emulator (RIFF box, volcano, ATF nitro). Select the memory sitting than read the flash memory. Analyze the data with the forensics tools. Chip-off Chip-off forensics is the next level if the JTAG method not work properly to extract data. This level involve physically remove the flash memory to extract the data from the mobile device then acquiring the raw data using specialized equipment. This way is powerful where it can be used to collect all data from the memory even if the device is damaged jut memory must be in a good condition. The examiner must pay attention to highest temperature can apply the chip to remove before it get damage. According to Samsung the temperature range of EMMC used in mobile devices are -25ÂÂ °C ~ 85ÂÂ °C. Remove the memory (de-soldering) chip using appropriate heat (-25ÂÂ °C ~ 85ÂÂ °C) always the examiner must monitor the temperature to be within the range. Clean the chip carefully to remove the comical suck on the chip memory. Use special chip programmer and adapter to acquire the data from a variety of flash memory (UP-828P Programmer). Analyze the data with the forensics tools. Samsung T479 Gravity 3 feature phone Manual extraction if the device is on and unlocked Isolate from the network Check battery status Check device status Record date and time Browse the device content using keypad or touch screen If the device powered off or locked Isolate from the network Check device status Turn on the device If not start try to charge it If cant be charge stop proceed If the device start but it is locked stop process Challenges Deleted data cant be retrieve because no tools used to extract data in this stage. Error may accrued. Browse the device it can be difficult because broken buttons or touch screen problem. Tools used to record the evidences. Ramseys STE3000FAV Project-A-Phone Logical extraction This stage required special software to extract data from the device. If the device is on and unlocked Isolate form the network (disable Wi-Fi and hotspot, airplane mod) Check the status of the device Document what on the screen and the apps running in the background Enable USB debugging and stay awake Check memory card availability If available copy card Create hash value Reinstall copied memory Connect mobile to PC has software to extract data List of data can be get in logical extraction Phone book Call Logs SMS Calendar MMS ESN/IMEI Pictures Videos Ringtones Audio/Music Memory Card If the device is locked connect to a PC has software to break lock (most of forensic tools) follow steps in 1 Tools used in this stage UFED 4PC, Oxygen and Xry (SIM call not supported) Challenges Cant retrieve deleted data File system If the device is on and unlocked Same procedure as logical extraction List of data can be get in logical extraction Extract user lock Files Decoding File System Reconstruction Bookmarks Calls Contacts Installed Applications MMS Notes SMS Web History Tools used in this stage UFED 4PC, Oxygen and Xry (SIM call not supported) Challenges Physical Extraction This phone doesnt support physical extraction. JTAG This phone support JTAG Samsung I9500 Galaxy S4 motherboard Mobile device Process Samsung T479 Gravity 3 Samsung I9500 Galaxy S4 Manual extraction Yes Yes Logical extraction Yes Yes File system extraction Yes Yes Physical extraction No Yes JTAG Yes Yes Chip-off Yes Internet of thing overview Internet of things (IOT) refer to any physical device which can have an IP address and connected to the internet. According (Fremantle, 2015) the IOT come to facilitate people life and make it easier. It will touch every aspect of our lives, including our houses, work places, transportation and even our bodies. This new technology make humans overcomes the location obstacle between people and the machine enabling them to communicate and interact intelligently. Rapid growth of Information Technology already allowed Internet of Things to start to be as a reality in recent days. If we look around us, we already started to see and touch the smart phones, home automation, smart traffic lights, smart sensor devices at industrial locations, Health services, Radars, Environment Researches, and many other sectors. Definitely, the future of IoT will be full of surprises and new unexpected and unpredictable technologies might be introduced. IoT technology is significantly growing at a critically dangerous pace and Information Technology Researchers predict that by the year 2020, 10th of billions of wireless devices will be connected wirelessly as part of the IoT industry. People will be able to do unimaginable things remotely in an unbelievable time and it is expected that almost anything might be connectable. According to (Lobaccaro, 2016) there are four categories: 1. Integrated wireless technology (IWT); 2. Home energy management system (HEMS); 3. Smart home micro-computers (SHMC); 4. Home automation (SHS/HA). Agrawal, J. (2015). Evolution of Mobile Communication Network: from 1G to 4G. BHATT, B. (2014, 4 13). Universal Flash Storage. Retrieved from Slideshare: https://www.slideshare.net/BhaumikBhatt4/universal-flash-storage DAS, S. (2015, 8 18). Parts of a Mobile Cell Phone and Their Function. Retrieved from http://www.mobilecellphonerepairing.com/parts-of-a-mobile-cell-phone-and-their-function-big-parts.html Elder, B. (n.d.). Chip-Off and JTAG Analysis. Retrieved from Evidence: http://www.evidencemagazine.com/index.php?option=com_contenttask=viewid=922 Fremantle, P. (2015). A REFERENCE ARCHITECTURE FOR THE INTERNET OF THINGS. GSM Mobile Phone. (n.d.). Retrieved from RF Wireless World: http://www.rfwireless-world.com/Articles/gsm-mobile-phone-basics.html Guru. (2015, 10 28). Top 10 Mobile Phones Operating Systems. Retrieved from shout me: https://www.shoutmeloud.com/top-mobile-os-overview.html Qualcumm. (2014). The Evolution of Mobile. Samsung. (2013). Samsung Smart Memory. Samsung. Toshiba. (2015). UFS memory. Toshiba. Zareen, A. (2010). Mobile Phone Forensics Challenges. http://forum.gsmhosting.com/vbb/f672/guide-how-find-direct-EMMC-pinout-step-step-pictures-1724774/ https://www.oxygen-forensic.com/download/articles/Oxygen_Forensic_Detective_Getting_started.pdf https://blog.elcomsoft.com/2016/01/forensic-acquisition-android/ http://www.bulleproof.com/Papers/Android%20Forensics%20Techniques.pdf https://blog.elcomsoft.com/2016/01/forensic-acquisition-android/ https://www.hackingloops.com/android-forensics-tutorial-4-unlock-android-pattern-lock/ http://resources.infosecinstitute.com/android-forensic-logical-acquisition/#gref https://www.gillware.com/forensics/blog/digital-forensics-case-study/forensic-case-files-htc-one-chip-off https://digital-forensics.sans.org/media/DFIR-Smartphone-Forensics-Poster.pdf http://www.gsmarena.com/samsung_t479_gravity_3-3335.php http://www.riffbox.org/jtag-news/riff-jtag-samsung-gravity-3-sght479-unbrick-dead-boot-repair-supported/

Law Enforcement Intelligence Processes :: essays research papers

LAW ENFORCEMENT INTELLIGENCE PROCESSES   Ã‚  Ã‚  Ã‚  Ã‚  The fundamental key for any successful intelligence mission is the ability to access information from the different intelligence disciplines: Imagery Intelligence (IMINT), Signals Intelligence (SIGINT), Measures and Signals Intelligence (MASINT), Human Intelligence (HUMINT), and Open Source Intelligence (OSINT). These five disciplines are in essence the only way for the analyst to gather information, short of actually traveling the world to investigate hands on.   Ã‚  Ã‚  Ã‚  Ã‚  The development of intelligence within the law enforcement field began in the early 20th century as a collection method during the investigation of organized crime organizations. The Sicilian crime families across the United States were the focal point from the 1940s to the 1980s, which were known as the La Cosa Nostra or the Mafia. During the 1980s, law enforcement realized that other organizations were sprouting up into a new era in organized crime. Today’s analysts are responsible for investigating and analyzing information on other non-traditional crime organizations like drug cartels, outlaw motorcycle gangs, street gangs, and various other non-Sicilian Mafia organizations.   Ã‚  Ã‚  Ã‚  Ã‚  The common denominators in all organized criminal activities are violence, corruption, and organization. The problem of dealing with the new non-traditional organizations is that there is not an extensive amount of information on each organization spanning over the last couple of decades. New information must be acquired, recorded, and filed. Modern technology has been crucial in the latter for creating databases.   Ã‚  Ã‚  Ã‚  Ã‚  One of the most imperative pieces to completing any organized crime scenario are the day in and day out facts of how the organization was ran, what people were contacted, and the different types of activities that were illegally preformed. The analyst must be able to obtain information in order to make an analysis of what or who may or may not be at the root of a crime(s). This type of information can be found in law enforcement files, which are now moving towards electronically storing information. The analyst must be especially computer literate in order to research criminal activity and association. One device that the analyst has available is the Internet. Although this is not the only open source information-collecting device, it is one of the most commonly used open source methods. The problem of the â€Å"wheat versus chaff† can be realized very easily at any search engine. The Internet can be a very valuable tool for the analyst, but can also be a very time-consuming and an overwhelming obstacle if the analyst does not know how to overcome the problems of over-information.

The Powerful Words of Amy Tan, Maxine Hairston, and Mike Rose Essay

The Powerful Words of Amy Tan, Maxine Hairston, and Mike Rose The power of words is immeasurable. Words help people to voice their opinions and express their thoughts and feelings. Our everyday lives are shaped by communication and in general language. A persons language can often influence success and happiness. America is viewed as a melting pot for numerous different people and their respective languages. Language is so vital in our society that a person of diverse ethnic background can face many tribulations throughout their everyday life. Many renowned writers and other professionals have expressed their personal opinion about the value of words over the last few years. Chinese-American author Amy Tan is one of the many writers who understand the importance of the simplest words in the English language. Tan, author of the Joy Luck Club, was born and raised in San Francisco by her Chinese parents. Tan graduated from high school and pursued her college education at five different universities from 1969 through 1976. Contrary to what her teachers had always tried to push on her, Tan steered away from studies in math and science and earned her B.A. in English and Linguistics. She describes that her educational choices were rebellious in nature. In Tans essay she describes the hardships of growing up with a mother who encountered problems with the English language. When I was growing up, my mothers limited English limited my perception of her, Tan explains. She describes situations where her mother was treated rudely and explains that apologies were always proposed when Tan would interrupt with flawless English. Tan also discusses the educational problems that multicultural students have within the classroom today. She ... ...ven the impression that it would harm her childrens education. The essays written by Tan, Hariston and Rose all address an issue within our educational system that demands immediate attention. In the land of the free with so many various freedoms for citizens, every student should be proud of their own ethnic background. Never should students be steered away from their goals or looked down upon because of their grammatical abilities. Overall students should be proud of their ethnic background and proud at the same time to be an American. Works Cited Hairston, Maxine. Diversity, Ideology, and Teaching Writing. College Composition and Communication 43.2 (May1992): 179-195. Rose, Mike. Lives on the Boundary: The Struggles and Achievements of Americas Underpreparred. New York: Free Press, 1989. Tan, Amy. "Mother Tongue". Three Penny Review. 1990.

Omnivores Dilemma Essay

Learning Objective: The goal of this two day exemplar is to give students the opportunity to use the reading and writing habits they’ve been practicing on a regular basis to unpack Pollan’s investigative journalism of industrial farms. By reading and rereading the passage closely combined with classroom discussion about it, students will identify why and how farming practices have changed, as well as identify Pollan’s point of view on the subject. When combined with writing about the passage and teacher feedback, students will begin to appreciate investigative journalism, as well as question from where their food is coming. Reading Task: Students will silently read the passage in question on a given day—first independently and then following along with the text as the teacher and/or skillful students read aloud. Depending on the difficulties of a given text and the teacher’s knowledge of the fluency abilities of students, the order of the student silent read and the teacher reading aloud with students following might be reversed. What is important is to allow all students to interact with challenging text on their own as frequently and independently as possible. Students will then reread specific passages in response to a set of concise, text- dependent questions that compel them to examine the meaning and structure of Pollan’s reporting. Therefore, rereading is deliberately built into the instructional unit. Vocabulary Task: Most of the meanings of words in the exemplar text can be discovered by students from careful reading of the context in which they appear. Teachers can use discussions to model and reinforce how to learn vocabulary from contextual clues, and students must be held accountable for engaging in this practice. Where it is judged this is not possible, underlined words are defined briefly for students to the right of the text in a separate column whenever the original text is reproduced. At times, this is all the support these defined words need. At other times, particularly with abstract words, teachers will need to spend more time explaining and discussing them. In addition, in subsequent close readings of passages of the text, high value academic (‘Tier Two’) words have been bolded to draw attention to them. Given how crucial vocabulary knowledge is for academic and career success, it is essential that these high value words be discussed and lingered over during the instructional sequence. Sentence Syntax Task: On occasion, students will encounter particularly difficult sentences to decode. Teachers should engage in a close examination of such sentences to help students discover how they are built and how they convey meaning. While many questions addressing important aspects of the text double as questions about syntax, students should receive regular supported practice in deciphering complex sentences. It is crucial that the help they receive in unpacking text complexity focuses both on the precise meaning of what the author is saying and why the author might have constructed the sentence in this particular fashion. That practice will in turn support students’ ability to unpack meaning from syntactically complex sentences they encounter in future reading. Discussion Task: Students will discuss the passage in depth with their teacher and their classmates, performing activities that result in a close reading of Pollan’s text. The goal is to foster student confidence when encountering complex text and to reinforce the skills they have acquired regarding how to build and extend their understanding of a text. A general principle is to always reread the passage that provides evidence for the question under discussion. This gives students another encounter with the text, helping them develop fluency and reinforcing their use of text evidence. Writing Task: Students will paraphrase different sentences and paragraphs of Pollan’s text and then write either a compare and contrast essay illustrating the differences between the traditional farm and the factory farm or an argument against the factory farm. Students might be afforded the opportunity to rewrite their essays or revise their in-class paraphrases after participating in classroom discussion, allowing them to refashion both their understanding of the text and their expression of that understanding. Text Selection: This selection, taken from the young readers edition of Pollan’s bestseller, The Omnivore’s Dilemma, asks students to consider how their food is grown today and why and how that has changed. This brief history and science of United States farm ecology offers students diverse opportunities for exploration and close reading. Outline of Lesson Plan: This lesson can be divided by the teacher into two days of instruction and reflection on the part of students and their teachers, with the option of a written homework assignment after Day 1 and the possibility of adding an additional day devoted to peer review and revision of the culminating writing assignment. Standards Addressed: The following Common Core State Standards are the focus of this exemplar: RI. 7. 1, RI. 7. 2, RI. 7. 3, RI. 7. 4, RI. 7. 5; W. 7. 1, W. 7. 2, W. 7. 4; SL. 7. 1; L. 7. 4, L. 7. 5 The Text: Pollan, Michael. The Omnivore’s Dilemma: The Secrets Behind What You Eat (Chapter 3: From Farm to Factory) Rule or order A substance that kills insects Corn grown from seeds with different traits DNA is the chemical name for genes. Genes give all organisms their traits such as how fast they grow Animal dung used for fertilizing land Relating to energy from the sun Branch of science concerned with the relationships between living things and their environment Grassy fields where animals can graze A basket Exemplar Text Vocabulary That’s around seventy-five gallons of oil per acre of corn (Some estimates are much higher. ) Here’s another way to look at it. Calories, like the calories in food, are units of energy. On the industrial farm, it takes about ten calories of fossil fuel energy to produce one calorie of food energy. That means the industrial farm is using up more energy than it is producing. This is the opposite of what happened before chemical fertilizers. Back then, the Naylor farm produced more than two calories of food energy for every calorie of fossil fuel energy invested. In terms of energy, the modern farm is a losing proposition. It’s too bad we can’t simply drink the petroleum directly—it would be more efficient. The factory farm produces more food much faster than the old solar-based farm. But the system only works as long as fossil fuel energy is cheap. A plan of action oil; more productive and less wasteful Day One: Instructional Exemplar for Pollan’s The Omnivore’s Dilemma (Young Reader’s Edition) Summary of Activities 1. Teacher introduces the day’s passage with minimal commentary and students read it independently (5 minutes) 2. Teacher or a skillful reader then reads the passage out loud to the class as students follow along in the text (5 minutes) 3. Teacher asks the class to discuss the first set of text-dependent questions and perform targeted tasks about the passage, with answers in the form of notes, annotations to the text, or more formal responses as appropriate (40 minutes) Text Under Discussion Directions for Teachers/Guiding Questions For Students It may seem that I’ve given corn too much credit. After all, corn is just a plant. How could a plant take over our food chain and push out almost every other species? Well, it had some help-from the U. S. Government. [read the intervening paragraphs] Then in 1909 a chemist discovered a way to take nitrogen out of the air. This nitrogen could be used for fertilizer. However, making nitrogen this way takes enormous amounts of energy, energy that we mainly get from fossil fuels. Not only that, it uses a lot of hydrogen that also comes from gas and oil. With chemical fertilizer, farming went from being solar powered to being powered by oil, coal, and gas. 1. Introduce the text and ask students to read independently Other than giving an initial gloss to words students would likely not be able to define from context (underlined in the text), teachers should avoid giving any background context or instructional guidance at the outset of the lesson while students are reading the text silently. This close reading approach forces students to rely exclusively on the text instead of privileging background knowledge and levels the playing field for all students as they seek to comprehend Pollan’s words. It is critical to cultivating independence and creating a culture of close reading that students initially grapple with rich texts like Pollan’s without the aid of prefatory material, extensive notes, or even teacher explanations. 2. Read the passage out loud as students follow along Asking students to listen to Pollan’s text exposes students a second time to the rhythms and meaning of his language before they begin their own close reading of the passage. Speaking clearly and carefully will allow students to follow Pollan’s narrative, and reading out loud with students following along improves fluency while offering all students access to this complex text. Accurate and skillful modeling of the reading provides students who may be dysfluent with accurate pronunciations and syntactic patterns of English. Text Under Discussion Directions for Teachers/Guiding Questions For Students It may seem that I’ve given corn too much credit. After all, corn is just a plant. How could a plant take over our food chain and push out almost every other species? Well, it had some help-from the U. S. Government. At the heart of the industrial food chain are huge businesses, agri-businesses. The same businesses that create new seeds provide farmers with the tools and fertilizer they need to grow lots of corn. Agribusinesses also need cheap corn from which they make processed food and hundreds of other products. To get the corn flowing and keep it flowing, agribusiness depends on government regulations and taxpayer money. The government started seriously helping corn back in 1947. That was when a huge weapons plant Muscle Shoals, Alabama, switched over to making chemical fertilizer. How can a weapons plant make fertilizer? Because ammonium nitrate, the main ingredient in explosives, happens to be an excellent source of nitrogen. And nitrogen is one of the main ingredients in fertilizer. After World War II, the government found itself with a tremendous surplus of ammonium nitrate. There was a debate about what the government should do with the leftover bomb material. One idea was to spray it on forests to help out the timber industry. But the scientists in the Department of Agriculture had a better idea: Spread the ammonium nitrate on farmland as fertilizer. And so the government helped launch the chemical fertilizer industry. (It also helped start the pesticide industry, since insect killers are based on poison gases developed for the war. ) Rule or order Substance that kills insects 3. Guide discussion of the first half of the essay with a series of specific text- dependent questions and tasks. As students move through these questions, be sure to check for and reinforce their understanding of academic vocabulary in the corresponding text (which will be boldfaced the first time it appears in the text). At times, the questions provided here may focus on academic vocabulary. (Q1) Ask students to define â€Å"agribusiness. † It is important for students to understand that agribusinesses are not farmers. Some students might need clarification here. Teachers should discuss the following sentence: â€Å"Agribusinesses also need cheap corn from which they make processed food and hundreds of other products. † Agribusinesses are large companies that manufacture farming equipment, seeds, fertilizers, pesticides, processed foods as well as provide services to farmers. Sidebar: Website listing many different types of products made from corn. If students are intrigued to learn all the different types of products made from corn, have them view the graphic web on pages 68-69 of Pollan’s The Omnivore’s Dilemma (Young Reader’s Edition) or examine the following website: http://www. ontariocorn. org/classroom/products. html#Products%20that%20 use%20Corn (Q2) How did the U. S. government help launch the chemical fertilizer industry? The U. S. government sprayed their WWII surplus of ammonium nitrate on farmland. Ammonium nitrate was manufactured for weapons during the war. After the war, the U. S. government needed to do something with the remaining bomb material. It must have worked well as a fertilizer because after that the chemical fertilizer business took off, and many farms began using it to grow crops. Text Under Discussion Directions for Teachers/Guiding Questions For Students Chemical fertilizer was needed to grow hybrid corn because it is a very hungry crop. The richest acre of Iowa soil could never feed thirty thousand hungry corn plants year after year without added fertilizer. Though hybrids were introduced in the thirties, it wasn’t until farmers started using chemical fertilizers in the 1950s that corn yields really exploded. Plants and Nitrogen Plants and all living thing organisms need the element nitrogen. Without nitrogen, cells cannot make proteins or DNA. For thousands of years, farmers added nitrogen to their soil, even before they knew what nitrogen was. They fertilized their crops with manure from their animals. They also rotated crops. That means they never grew corn in a field more than two years in a row. Then they would switch that field to soybeans or some other legume. Legumes such as beans add nitrogen to the soil with the help of friendly bacteria that live on their roots. Then in 1909 a chemist discovered a way to take nitrogen out of the air. This nitrogen could be used for fertilizer. However, making nitrogen this way takes enormous amounts of energy, energy that we mainly get from fossil fuels. Not only that, it uses a lot of hydrogen that also comes from gas and oil. With chemical fertilizer, farming went from being solar powered to being powered by oil, coal, and gas. Corn grown from seeds with different traits DNA is the chemical name for genes. Genes give all organisms their traits such as how fast they grow Animal dung used for fertilizing land Relating to energy from the sun (Q3) Why are chemical fertilizers so important and necessary to agribusinesses? Students should remember from (Q1) that agribusinesses rely on corn to produce many of their products. The type of corn being grown, hybrid corn, needs very fertile soil. Chemical fertilizers are necessary to create this fertile soil especially because of the quantity (thirty thousand hungry corn plants) being planted. (Q4) Ask students to describe in writing one cause and effect relationship they have read about thus far. Possible answers should include the U. S. government’s surplus caused the chemical fertilizer industry to take off or that corn farming exploded as a result of the chemical fertilizers. (Q5) What is the natural way to fertilize crops? The natural way to fertilize crops is by planting different crops every couple of years in addition to spreading animal manure on the fields. (Q6) What are fossil fuels? What might be some problems with using fossil fuels to produce chemical fertilizers? Fossil fuels are natural sources of energy such as oil, coal, and gas. Teachers should point out why â€Å"fossil† appears with â€Å"fuel† (because these types of fuels are derived from the organic remains of prehistoric plants and animals). Students might recognize that â€Å"making nitrogen†¦takes enormous amounts of energy† and fossil fuels are not free, thus raising the cost of chemical fertilizer. Students might also cite the environmental costs (using their own prior knowledge) of using fossil fuels. Day Two: Instructional Exemplar for Pollan’s The Omnivore’s Dilemma (Young Reader’s Edition) Summary of Activities 1. Teacher introduces the day’s passage with minimal commentary and students read it independently (5 minutes) 2. Teacher or a skillful reader then reads the passage out loud to the class as students follow along in the text (5 minutes) 3. Teacher asks the class to discuss the first set of text-dependent questions and perform targeted tasks about the passage, with answers in the form of notes, annotations to the text, or more formal responses as appropriate (40 minutes) Text Under Discussion Directions for Teachers/Guiding Questions For Students Then in 1909 a chemist discovered a way to take nitrogen out of the air. This nitrogen could be used for fertilizer. However, making nitrogen this way takes enormous amounts of energy, energy that we mainly get from fossil fuels. Not only that, it uses a lot of hydrogen that also comes from gas and oil. With chemical fertilizer, farming went from being solar powered to being powered by oil, coal, and gas. [read the intervening paragraphs] The factory farm produces more food much faster than the old solar-based farm. But the system only works as long as fossil fuel energy is cheap. 1. Introduce the text and ask students to read independently Other than giving an initial gloss to words students would likely not be able to define from context (underlined in the text), teachers should avoid giving any background context or instructional guidance at the outset of the lesson while students are reading the text silently. This close reading approach forces students to rely exclusively on the text instead of privileging background knowledge and levels the playing field for all students as they seek to comprehend Pollan’s words. It is critical to cultivating independence and creating a culture of close reading that students initially grapple with rich texts like Pollan’s without the aid of prefatory material, extensive notes, or even teacher explanations. 2. Read the passage out loud as students follow along Asking students to listen to Pollan’s text exposes students a second time to the rhythms and meaning of his language before they begin their own close reading of the passage. Speaking clearly and carefully will allow students to follow Pollan’s narrative, and reading out loud with students following along improves fluency while offering all students access to this complex text. Accurate and skillful modeling of the reading provides students who may be dysfluent with accurate pronunciations and syntactic patterns of English. Text Under Discussion Directions for Teachers/Guiding Questions For Students Then in 1909 a chemist discovered a way to take nitrogen out of the air. This nitrogen could be used for fertilizer. However, making nitrogen this way takes enormous amounts of energy, energy that we mainly get from fossil fuels. Not only that, it uses a lot of hydrogen that also comes from gas and oil. With chemical fertilizer, farming went from being solar powered to being powered by oil, coal, and gas. THERE GOES THE SUN When George Naylor’s father spread his first load of ammonium nitrate fertilizer, the ecology of his farm underwent a quiet revolution. Until then, the farm’s nitrogen had been recycled in a natural loop. Legumes used the sun’s energy to fix nitrogen in the soil. Other plants used the nitrogen to grow. Animals ate the plants and the farmer recycled the nitrogen by spreading the animals’ manure on the soil. But now the Naylors didn’t need to produce their own nitrogen—they went out and bought it. The nitrogen for the fields would no longer be made with the sun’s energy but with fossil fuels. Farming was no longer an ecological loop—it was more like a factory. The farmer bought raw materials (seed and fertilizer) and turned it into a finished product—corn. Since there was no need for legumes to fix nitrogen, farmers could plant corn in every field, every year. Animals and their pastures could be eliminated. Farming became much simpler. Like a factory, the industrial farm produces just one product (or at most, two. ) Relating to energy from the sun A branch of science concerned with the relationships between living things and their environment Grassy fields where animals can graze Ask students to write a paragraph explaining the last sentence of the text box (â€Å"With chemical fertilizer, farming went from being solar powered to being powered by oil, coal, and gas. †) Answers might sound like this: The traditional farm fertilizes its soil with animal dung and by rotating its crops. The crops such as corn and beans grow from the sun’s energy. Crop rotation allows the soil chemistry to change and become more fertile. Alternatively, chemical fertilizers treat the soil without the use of the sun. Chemical fertilizers are manufactured in a factory and transported to farms by machines powered by fossil fuels. (Q7) What does the author mean when he wrote, the â€Å"ecology of his farm underwent a quiet revolution†? Students should recognize that the natural order of fertilization described in the first paragraph was dramatically altered when Naylor’s father began using chemical fertilizer. It was a â€Å"quiet† revolution because nothing in this natural world protested the change. (Q8) Cite textual evidence for the claim, â€Å"Farming was no longer an ecological loop—it was more like a factory. † Teachers should highlight the connection in meaning to â€Å"loop† and â€Å"revolve/revolution. † Students will cite textual evidence such as: â€Å"The farmer bought raw materials (seed and fertilizer) and turned it into a finished product—corn. † â€Å"†¦farmers could plant corn in every field, every year. † â€Å"†¦the industrial farm produces just one product (or at most, two. )† â€Å"†¦the industrial farm, is powered with fossil fuels. † Text Under Discussion Directions for Teachers/Guiding Questions For Students And like most factories, the industrial farm, is powered with fossil fuels. There’s natural gas in the fertilizer and the fossil fuel energy it takes to make the pesticides, the diesel used by the tractors, and the fuel needed to harvest, dry, and transport the corn. Add it all up and you find that every bushel of corn from an industrial farm requires about half a gallon of oil to grow. That’s around seventy- five gallons of oil per acre of corn (Some estimates are much higher. ) Here’s another way to look at it. Calories, like the calories in food, are units of energy. On the industrial farm, it takes about ten calories of fossil fuel energy to produce one calorie of food energy. That means the industrial farm is using up more energy than it is producing. This is the opposite of what happened before chemical fertilizers. Back then, the Naylor farm produced more than two calories of food energy for every calorie of fossil fuel energy invested. In terms of energy, the modern farm is a losing proposition. It’s too bad we can’t simply drink the petroleum directly—it would be more efficient. The factory farm produces more food much faster than the old solar-based farm. But the system only works as long as fossil fuel energy is cheap. A basket Suggested plan of action; oil; more productive and less wasteful (Q9) What fossil fuels are needed to power the industrial farm? Students should highlight phrases such as: â€Å"natural gas in the fertilizer† and â€Å"the diesel used by the tractors, and the fuel needed to harvest, dry, and transport the corn. † (Q10) What does Pollan mean when he writes, â€Å"†¦the modern farm is a losing proposition†? This question will determine if the students understand the author’s purpose in writing this passage. It asks students to determine the importance of certain phrases and identify the central theme of this section. Students might cite the following phrases in their answers: â€Å"the industrial farm is using up more energy than it is producing† and â€Å"the system only works as long as fossil fuel energy is cheap. † Students should recognize the traditional farming methods produced more with less fossil fuel energy than the industrial farm. Students can also extract information from the bar graph found in the exemplar. Explanatory Writing Assignment: Directions for Teachers and Students / Guidance for Teachers Choose one of the following writing assignments based on the excerpt from Michael Pollan’s The Omnivore’s Dilemma (Young Reader’s Edition): Write an essay comparing and contrasting traditional farming methods with those of an industrial/factory farm. Write an argument against the industrial/factory farm. Support your argument with textual evidence. Reread the last three paragraphs of the exemplar and examine the bar graph. In your own words, describe the author’s opinion of the industrial farm. Support your ideas with particular words or phrases that highlight the author’s opinion. Supporting details for a compare and contrast essay might include: Traditional Farm Factory Farm fertilizes soil with manure (needs animals) rotates crops every couple of years solar powered produces more food energy than it uses to grow crops exists as a cycle â€Å"The farmer bought raw materials (seed and fertilizer) and turned it into a finished product—corn. † â€Å"†¦farmers could plant corn in every field, every year. † â€Å"†¦the industrial farm produces just one product (or at most, two. )† â€Å"†¦the industrial farm is powered with fossil fuels. † â€Å"industrial farm is using up more energy than it is producing† Not a cycle Textual evidence for an argument against the factory farm might include: â€Å"factory farm produces more food much faster than the old solar-based farm. But the system only works as long as fossil fuel energy is cheap† â€Å"the industrial farm is using up more energy than it is producing† â€Å"†¦ the industrial farm, is powered with fossil fuels. There’s natural gas in the fertilizer and the fossil fuel energy it takes to make the pesticides, the diesel used by the tractors, and the fuel needed to harvest, dry, and transport the corn. † Factory farms need chemical fertilizers to grow hybrid corn Guidance regarding an essay about the author’s point of view: Asking students to identify the author’s opinion or point of view (â€Å"the modern farm is a losing proposition†) forces them to synthesize the whole text. Students might notice the author’s ironic tone in the sentence, â€Å"It’s too bad we can’t simply drink the petroleum directly—it would be more efficient. † Teachers should point out that this type of emotional language often signifies an author’s point of view. Additional Reading Passages from The Omnivore’s Dilemma: The Secrets Behind What You Eat (Young Reader’s Edition) 2009; pp. 48-52 CAFO-Concentrated Animal Feeding Operation The old-fashioned way of raising cattle, like the old-fashioned way of growing corn, was on the small family farm. Cattle were raised in pastures, eating grass and hay—the food they naturally eat. But as corn took over the family farm, cows and other animals were pushed out. Cattle are now raised in densely packed animal cities like Poky’s. These places are called CAFOs—Concentrated Animal Feeding Operations. Farmers gave up raising cattle because, as strange as it might seem, it costs a farmer more to grow feed corn than it costs a CAFO to buy it. (Thanks to those government subsidies. ) Eating meat used to be a special occasion in most American homes. Thanks to CAFOs, meat is now so cheap that many of us eat it three times a day. Of course, the American taxpayers have already paid part of the cost by subsidizing corn. But there are other costs involved in raising cattle this way, costs that shoppers don’t see when they buy a steak at the supermarket. On the old-fashioned farm, there is really no such thing as waste. Animal manure goes back into the fields as fertilizer. But the waste from CAFOs is a huge source of very toxic pollution. Tons of animal manure are produced with no good way of disposing of it. The feedlots are also breeding grounds for new and deadly bacteria. Some of these bacteria are finding their way into our food. And there is another cost to raising cattle on CAFOs, one that’s even harder to see. These animals have evolved to eat grass. But in a CAFO they are forced to eat corn—at considerable cost to their health, to the health of the land, and ultimately to the health of us, their eaters. (†¦) Cows and Grass—A Partnership Cows have evolved over millions of years to eat grass. It’s not a one-sided deal. At the same time, grasses have evolved over millions of years to be eaten by cows. This partnership is one of nature’s wonders. When a cow eats grass, it doesn’t kill the plant. Grasses have evolved so that they can survive being eaten very well. (As long as the cows give them a chance to recover. ) In return for being chewed on, the plants get help from the cows. The cow protects the grass habitat by eating young trees and shrubs that might compete with grasses. The animal also spreads grass seed, plants it with his hooves, and then fertilizes it with his manure. Only certain animals, including cows, sheep, goats, and bison, can make a meal out of grass. They can do this because they have a specialized second stomach called a rumen. (That’s why these animals are called ruminants. ) The rumen is like a twenty-five-gallon fermentation tank. Here is where the cow gets some help. Inside the tank lives a type of bacteria that dines on grass. The bacteria break down the cell walls of the grass and allow the cows to get at the protein and carbohydrates within. On the plains of the American west, where steer 534 was born, bison and the prairie grasses lived together in partnership for thousands of years. (I guess we should include the bacteria in that partnership, also. ) It was a natural, solar-powered loop. The plants used the sun’s energy to make food. The bison (with the help of bacteria) ate the grass and in return planted it, fertilized it, and defended its territory. It was a successful ecological system. A rumen has evolved into the perfect organ for digesting grass. But it is not good at digesting corn. So then why is steer number 534 forced to eat corn instead of grass? The answer is one word: speed. Cattle raised on grass simply take longer to grow than cattle raised on corn. â€Å"In my grandfather’s time, cows were four or five years old at slaughter,† Rich Blair explained to me. â€Å"In the fifties, when my father was ranching, it was two or three years old. Now we get there at fourteen to sixteen months. † What gets a steer from 80 to 1,100 pounds in fourteen months is tremendous amounts of corn, food supplements, and drugs. Fast food indeed. This work was supported by the Bill and Melinda Gates Foundation