Thursday, December 26, 2019

Engage Students with Songs to Teach Metaphor and Simile

One way to engage students in the study of figurative language-specifically similes and metaphors- is to use examples from the songs they like. Teachers in grades 7-12 can point out how the  metaphors and similes in song lyrics allow  songwriters to communicate their innermost feelings. The metaphors and similes in songs help students to visualize comparisons that are  purposefully placed to convey attitude- Sad? Tears of a Clown. Happy? Walking on Sunshine. Dependable? Solid like a Rock.   If a teacher wants to teach similes and call attention to the  characteristic comparison word like, there is probably nothing more iconic then the song Like a Rolling Stone, the 1965  folk rock anthem by Nobel  laureate Bob Dylan. A more contemporary song example is   Let It Go from the Disney film Frozen where the Princess Elsa (voiced by  Idina Menzel) laments that The wind is howling like this swirling storm inside. Teachers can show how the songwriters chose similes to help listeners visualize the emotions of the singer, and both of these examples  use the word like in their poetic comparisons. For the explicit instruction of metaphors, there is  the 2015 country music hit by Keith Urban titled  John Cougar,  John Deere,  John 3:16  Ã‚  that  begins with a series of rapid-fire metaphors: Im a forty-five spinning on an old Victrola;  Im a two strike swinger, Im a Pepsi cola... There is also the classic rock and roll hit  Hound Dog, covered by Elvis Presley (1956) with its unflattering comparison to someone who is crying all the time... Here the metaphors are comparisons are direct but unusual: a singer to a record, a friend to a dog. These metaphors help the listener better understand the relationships in the songs. Caution: PG Language Only: While teachers can engage students by having them find similes and metaphors in the music they enjoy, the sharing of these songs in school must include high degrees of caution. There are several song lyrics that are explicit in their use of improper language, vulgarity, or profanity. There are also song lyrics that intentionally use metaphors and similes as coded language to send an implicit message that could be inappropriate for a middle school or high school class. If students will be allowed to share songs and lyrics in class, they must be prepared to share only those verses that are appropriate for use in class. In other words, PG lyrics only!   Here are two linked articles with songs that are already previewed for use in class that can be used to provide additional examples of both similes and metaphors in songs. Several of these song lyrics have already been analyzed to help teach about these key figures of speech: Article #1:Songs With Metaphors This article features 13 songs that can be used as models  for mini-lessons. The examples of metaphors in the lyrics are already analyzed for use in class. Songs include: ​Cant Stop the Feeling- by Justin TimberlakeH.O.L.Y. -Florida Georgia Line​Im Already There,  by LonestarThis is What You Came For -Rhianna Article #2:Songs With Similes This article features eight songs that can be used as models   or mini-lessons. The examples of similes in the lyrics are already analyzed for use in class. Songs include: Just Like Fire  -PinkStiches by  Shawn MendesExs Ohs by Elle King Common Core Connection Teachers still meet the literacy anchor standard in the Common Core for  English Language Arts when they use   song lyrics to address metaphors and similes: CCSS.ELA-LITERACY.CCRA.R.4Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Finally, using song lyrics is one way teachers can move away from the worksheet and show students the importance of metaphors and similes in their everyday lives. Research on motivating students also suggests that when students are given the opportunity to make a choice, their level of engagement increases. Increasing student engagement through choice and allowing them to  share how  songwriters from every musical genre use similes and metaphors may give students the practice they need to become  proficient in interpreting and analyzing figurative language in other kinds of texts.

Wednesday, December 18, 2019

Project Management Pl Reston Station - 1452 Words

Project Management Plan - Reston Station Phase 1 Garage Project Description Reston Station Phase 1 Garage is the first of many new building projects in Reston to usher in the arrival of the Metro Rail Silver Line Expansion in early 2014. The Wiehle Avenue stop on the new route running from downtown Washington D.C to Dulles International Airport lies adjacent to the new Reston Station project being built by Comstock Partners Limited and Fairfax County Virginia (a public-private partnership). The project consists of a 7 level, 1.3 million square foot underground garage that will one day be the foundation for 3 office buildings, a 700-unit apartment building, and a 20 story hotel. 1. Project Location Reston Station is a transit-oriented, mixed-use, urban employment center in the Dulles Corridor of Fairfax County, which includes the Wiehle – Reston East Metro station, located in Reston, Virginia. 2. Project Schedule The Dulles Corridor Metrorail Project, otherwise known as the Metro Silver Line Expansion, is the overarching public transit project dictating the schedule for the Reston Station Garage. With plans for phase 1 of the new rail line to be operational at the beginning of 2014, Fairfax County must ensure that adequate parking is available for commuters that will be using the rail system daily. Fairfax County and Comstock Partner (a public-private partnership) chose to negotiate a Construction Manager at-risk contract with DAVIS Construction at an early stage in design

Monday, December 9, 2019

Post Anaesthetic Care Unit

Question: Write an essay onPatient retuning from Post Anaesthetic Care Unit with a PCA and an abdominal wound. Answer: Identification of the assessments performed: Patient anesthetic care unit (PACU) requires skilled nurses to maintain proper and accurate care of the patient after transfer from the surgical unit or with a patient controlled anesthetic. Appropriate assessment and prevention of complication are the foundations of effective nursing practice. The nurses in the PACU need to evaluate and take clinical decisions for the patients healing (Tan, Zhao, Tan, 2012). In this video I found that the phase of recovery is discussed by the nurses are immediate post-operative instructions. The assessments were not adequately prioritized by the nurse as some of them were missed by the nurse such as respiration rate, nasal prongs, IV fluids, the presence of drains, and nasal gastric tube. After observing the video, I found the nurses discussed the preoperative orders of the patient with each other. The assessments performed in the PACU are the respiratory rate, oxygen saturation sp02 which was near to normal, heart rate, blood pressure, pulses, and temperature. The nurse discussed the urine output and intake of anti-emetic drugs with the patient. The nurse also discussed the diet of the patient, infusions administered to her; I also found the nurse asked the patient if she needs any analgesic. In my viewpoint, the nurses took a majority of the patient's assessment including any redness, swelling, or abnormalities in her extremities. The assessments are appropriately prioritized to avoid any harm to the patient. I think the patients assessment was carried out carefully by the nurses within the 15 minutes of observation, which further help the patient to rest and recover soon("Video for assessment 3," 2016). Communication between the two nurses and their teamwork: In the video, I found the effective communication between the nurses as they were working together towards the evaluation of the patient's wound, and they have effective communication between them as both the nurses are assisting themselves one by one and took initiative one after the other for the patient's care ("Video for assessment 3", 2016). I observed that the nurses were assisting the each other during the stepwise assessment of the patient; dressing of the patients wound; checking to reduce patients complications as the patient had the history of hypertension; process to make patient comfortable and feel secure; sitting up the patient; discussion of vital signs of the patient. The nature of working together in PACU reflects teamwork as they were mutually understanding each other and took the requisite action for the patient's care. In my viewpoint mutual understanding and coordinating with each other without any conflic t are crucial for the nursing staff to work in an effective manner. Communication between the nurses and the patient: In the above video, I saw the communication between nurse and the patient was appropriate as they were continuously asking the patient if she needs anything or whether she is comfortable and happy at present or not. The nurses were helping the patient with her blanket whenever asked by the patient as she felt cold. The nurses helped the patient to reassure about her abdominal wound and its regular check to avoid any pain or discomfort to the patient. They informed patient the patient before sitting her up and guided her to take care of her abdominal wound. I found that the nurses were acting empathetically with the patient to decreases her pain and tried to make her comfortable while conducting the vital signs assessment. The nurses asked the patient about her comfort and pain improvement at regular intervals which help the patient to heal at a fast pace. I also found that the nurses were communicating properly with the patient to inf orm her about the instruments near her in the PACU area, the way she needs to inform nurse staff if she needs anything using PCI ("Video for assessment 3," 2016). However, I felt one demerit from the part of nurse role is that they were maintaining little eye contact with the patient, which may impact the patient and her perception towards care in PACU. In my viewpoint, nurses were taking an assessment of the patient rapidly as they were evaluating her vital signs both at the same time. The nurses are required to evaluate vital signs one by one to prevent any discomfort or pain to the patient. Identification of the post-operative orders: In the video I saw the nurses discussion about the post-operative orders, which mostly includes patient admission details (location, diagnosis, and procedure performed, attending physician, and consulting physician), vital signs, intake and output for every four hours, temperature, allergies, activity on the bed, wound care and diet. However, I found that the post-op orders were discussed which included the following: Admission details, vital signs (blood pressure, pulses, and respiration), an output for every four hours, fluid intake, temperature measurement, activity on the bed, keflen antibiotic, wound care, and diet. In the video, I found the entire post-op orders are not discussed such as the procedure performed on the patient, allergies ("Video for assessment 3," 2016). Recommendations to improve for future practice: In my view point, the major areas to be considered during PACU patients care are criteria of assessment, time of stay, the obligation of the nurse towards the patient to discharge back. In think the nurses role is very important to maintain safe recovery of the patient after operations or surgery and the nurses need to observe the patient persistently as the patient's physiological status depends on the care provided by the PACU nurse. I feel management plays very important role in present time as in the large hospitals, there are problems in handling the effective care in the PACU area and management of nurse so, I think more emphasis should be on management should be given to promote appropriate care (Oofuvong, Geater, Chongsuvivatwong, Pattaravit, Nuanjun, 2015). I feel there is a crucial need for the anesthetist presence in the PACU to prevent any complication to the patient. I believe the primary thing is to reassure the patient a s it plays a major role in patients healing in the patient anesthetic care unit. In my view point, It is also required to carry qualitative research on the PACU nurses care plan and the way they take decisions for the safe discharge of the client to move the nursing care practice to the best level (Preston Gregory, 2015). References Miller, T. Scott, M. (2015). Anesthetic Care for Abdominal Surgery.Anesthesiology Clinics,33(1), i. https://dx.doi.org/10.1016/s1932-2275(15)00004-x Moro, E., Godoy, R., Goulart, A., Muniz, L., Modolo, N. (2009). Main Concerns of Patients Regarding the Most Common Complications in the Post-Anesthetic Care Unit.Brazilian Journal Of Anesthesiology,59(6), 716-724. https://dx.doi.org/10.1016/s0034-7094(09)70096-0 Oliveira, E., Marques, A., Moinho, N., Almeida, V. (2012). Does the transportation of patients from the operating room to the post-anesthetic care unit should be done with supplemental oxygen?.European Journal Of Anaesthesiology,29, 222. https://dx.doi.org/10.1097/00003643-201206001-00737 Oofuvong, M., Geater, F., Chongsuvivatwong, V., Pattaravit, N., Nuanjun, K. (2015). Association between Intraoperative and Post-Anesthetic Care Unit Respiratory Events among 12,641 Children in Southern Thailand.BJMMR,6(11), 1101-1112. https://dx.doi.org/10.9734/bjmmr/2015/15789 Parente, D., Norton, M., Luis, C., Veiga, D., Silva, H., Abelha, F. (2012). Post-operative delirium in a post anesthetic unit.European Journal Of Anaesthesiology,29, 111. https://dx.doi.org/10.1097/00003643-201206001-00362 Preston, N. Gregory, M. (2015). Patient recovery and the post-anaesthesia care unit (PACU).Anaesthesia Intensive Care Medicine,16(9), 443-445. https://dx.doi.org/10.1016/j.mpaic.2015.06.015 Spofford, C. Easker, D. (2015). Unresponsive Patient in the Post Anesthesia Care Unit.Mededportal Publications. https://dx.doi.org/10.15766/mep_2374-8265.10005 Tan, Y., Zhao, L., Tan, M. (2012). Using a structured handover tool for improving transition of patient care from operating room (OR) to post anesthetic care unit (PACU).International Journal Of Evidence-Based Healthcare,10(3), 296. https://dx.doi.org/10.1097/01258363-201209000-00166 Video for assessment 3. (2016).Webconf.acu.edu.au. Retrieved 19 May 2016, from https://webconf.acu.edu.au/assess3

Monday, December 2, 2019

Is Technology the Future of Education

With innovation progressing quickly in the present society, it wouldnt have been long before schools started coordinating it into classrooms. To such an extent, that terms like computerized proficiency and advanced local have created as articulations of mechanical capacity and status. Classroom instructing, cooperation and correspondence now quite often include some innovation. Also, even though it isnt the most critical thing in the world to connecting with students, it is outlandish for more young ages to know a world without it. So how precisely is innovation profiting students? We investigate how the web, assistive innovations, and colossal scale TV creations have turned into a piece of the cutting edge classroom, and what it implies for the eventual fate of instruction. Grasping innovation Before the web moved toward becoming as open as it is presently, we looked for data physically through books and print-based materials. Nowadays, as per Associate Professor Joanne OMara from Deakins School of Education, The utilization of iPads and the web gives youngsters access to extraordinary measures of data and deception. Though in the past data was a shortage, books were gotten tied up with the school, chosen by the school library, precisely altered by distributing organizations, and restricted by school spending plans, now there is plenty of data. Innovative advances in instruction have likewise especially profited students with unique needs. Specific exercises or undertakings that were previously a battle for students to finish have now been made conceivable using assistive innovations. With an end goal to up the level of understudy commitment, instructors are additionally now ready to draw on bunch training based diversions, applications, and video accessible to help connect with and teach students. Enormous thoughts for developing personalities Task pioneer Dr. Jordan Beth Vincent from DML clarifies that the smaller than usual arrangement was delivered utilizing a virtual generation pipeline which uses movement catch, facial catch and virtual creation innovation that has been produced in the course of recent years as an approach to make the way toward making vivified and PC produces (CG) content quicker, less expensive and all the more imaginatively iterative. Bridling artistic innovation in a blend with extensive research implied that substance generation should be possible rapidly and inventively without bargaining the shows quality – an essential thought when creating content for a crowd of people included youthful students. Notwithstanding ABC Me and ABC iView, the show is accessible on ABC Education for educators to utilize specifically inside the classroom. There is likewise another 360 video encounter available to for all intents and purposes drench clients in the earth and see the bugs very close. The generation procedure and inventiveness behind the advancement of this instructive scaled down arrangement is a demonstration of the level of development innovation in training has now come to in contrast with years past. Where to from here? Whats in store for the place of innovation in training relies upon what it is and how it is utilized. At last, using change isnt the best way to instruct and draw in students, yet it is positively a significant piece of training in this day and age.