Barn Burning Theme free essay sample

Although, all of these connotations and many more exist, yet, the main context in which fire is used in â€Å"Barn Burning† is as a way to represent Abner’s lack of power through self-expression. The first time that we are introduced to fire in this story is when Abner is on trial for burning down Mr. Harris’ barn. Harris states that he continuously tried to help Abner make a fence for his pig, even by providing the materials. After these repeated attempts, however, Abner still burned the man’s barn down. Although the author doesn’t clearly state this in this section of the story, as the judge dismissed the case for lack of witness, we can infer that Abner did in-fact burn the barn down from his later actions. The reader can begin to see the connotation of self-expression here by seeing that it was Abner’s reluctancy to take a simple order which caused him to burn the barn. We will write a custom essay sample on Barn Burning Theme or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Abner’s son Sarty nearly has a panic attack at the thought of having to lie to save his father as he approaches the stand. The men can clearly see Sarty’s un-comfort and let him go without testifying. Even after seeing his son sweat bullets, Abner is still raging at the fact that his son couldn’t lie to protect him. In this instance we can see how Sarty disobeying Abner sends him in a rage as a result of feeling a loss of power. Later, we see the fire Abner has built to keep his family warm through Sarty’s eyes as he stares into it blindly as they rest at camp. The boy had so many questions to ask yet knew to keep them to himself; he â€Å"wondered why not a big [fire]† (394). The fire that Sarty had been accustomed to seeing his father make for the family was always that of a small, shrewd fire. He tried to imagine what compelled his father, the man who burns down barns at the slightest sign of disrespect, to build such small fires. I feel like this is where we learn the most about Abner and his infatuation with this wild flame because the author boldly and outright tells us. â€Å"The element of fire spoke to some deep mainspring of his father’s being† Sarty exclaimed; â€Å"the weapon for the preservation of integrity† (394). We, the reader, can clearly see where Abner’s connection between fire and expression stems from in these two excerpts. Fire is the one thing that this man can control in his life. Abner acknowledges his control over fire by building a â€Å"shrewd† one this night. As I read this portion of the story I couldn’t help but thinking that Abner is not only making a â€Å"shrewd† fire so that it will keep them warm longer, but how he is also teaching his boys, so that they will learn to think the way he does. Yet, we also see the obvious connotation that society has given fire; destruction. His family and others that come into contact with him become aware quickly of his uncontrollability and unstableness, just like fire. Abner has used fire as a way to strike back against these men that are trying to own him and strip him of his ability to freely express it. Abner sees this as a huge sign of disrespect and burns down the most important thing to a farmer, the thing that supports his livelihood, his barn. The following morning we meet up with the family at their new home, a small slave-like house on the De Spain plantation, where Abner will be working. After the family settles in Abner drags Sarty along up the road to go meet with â€Å"the man that aims to being tomorrow owning [Abner] body and soul for the next eight months† (395). In the following portion of the story Abner and his son ride up to this huge white house and barge in only to find that De Spain isn’t home. Abner saw this house as his biggest challenge yet; a very clear, bold expression of the classes system. In my opinion, Abner sees this house as a sign from the owner that he is better than everyone else and that they should recognize that. Whilst in the house, even though he is warned not to track mud, Abner purposefully smears his muddy boot on a clean white rug that lay in his path. Such a man to have a clean, pure white rug as his welcome mat to a mansion such as this one was a slap in the face to Abner. The rug symbolizes the white collar worker and his control over men like Abner. Throughout the entire story we can see clear points in which Abner expresses his disrespect towards authority figures. As we do in the following scene when Abner will not speak to the judge or answer his questions while on trial for ruining the rug. The final scene is where we see how the connotation that Abner has developed with fire finally arise in Sarty, but not exactly the way in which Abner had hoped. Sarty learns the act of self-expression from the fire by allowing himself to betray his family in order to finally release himself from the restraints his wicked father kept on him. Sarty is finally free to make his own decisions and no longer has to lie or hurt people with his family to get by in the world. Sarty uses the fire to relinquish himself to the point where he can now follow the law and live in peace with the rest of the world like he has always wanted to. The larger theme that comes to mind after reading this story, for me, is that the Faulkner felt trapped during the time when he was writing this. That Faulkner felt as if he wasn’t being able to express himself like he wanted to and was trying to portray that through Abner. Faulkner, like the rest of the us, sometimes wished that he could act out and do something to project this to the public. The difference between characters like Abner and real life people, like Faulkner and the rest of us, is that Abner can be written to commit any act of revenge and it’s okay because it’s only a story. Faulkner, as a writer, has the ability to express himself through his characters and it is clearly evident that he utilizes that ability in this short-story. Nathan Huebner Note I really liked this writing this paper. Even when I was first reading the story I knew that this was the topic I was going to write about. It seemed so clear that fire was an important part of this story to me and I’d like to think that I explained that clearly to the reader in this analysis. I feel as if I used enough information from the story to get my point across and that I did a pretty good job of making those quotes flow in my analysis. [ 1 ]. Shrewd: Meaning that it will burn as long as possible on as little wood as possible.

Free Essays on The Scarlet Letter Of Sin

Among Sin Essay written by: PeachiKiwi Sin is defined in Webster’s New World Dictionary as, â€Å"any offense, fault, or the willful breaking of religious or moral law.† Mankind is prone to some degree of sin: it is a barrier that can not be avoided. But it is a question as to what mankind can do in order to achieve redemption from sinister ways, and also how to redeem. However great a sin may seem, it can only augment itself by the perpetrator not owning up and taking responsibility for it. In the book The Scarlet Letter by Nathaniel Hawthorne, perhaps the greatest sinner was Reverend Arthur Dimmesdale. Many of Hawthorne's works center around what is right or wrong, and the consequences of breaking the basic links between humans by committing acts of sin (Brown). In this book, Reverend Dimmesdale is Hester Prynne’s secret lover, with whom he shares his sin, the sin of adultery. It is ironic that dispite Dimmesdale’s profession, he commits this sin. For a great amount of time in this book, author Nathaniel Hawthorne shows how this sin is frowned upon by many of the townspeople. Arthur Dimmesdale is an eminent minister in Boston and also the father of Pearl. He is a tortured man who constantly places his hand over his heart when agitated. His health is quite bad, and it is thanks to Roger Chillingworth's potions that he is able to stay alive. Dimmesdale admits to being Pearl's father at the very end of the novel, and reveals that he has a scarlet letter branded into his flesh. He dies upon the scaffold while holding Hester's hand. For seven long years, Mr. Dimmesdale lacks the courage to admit his guilt publicly, which puts a tight clamp on his conscience and soul. His sin is prolonged inside of him, festering in every corner of his body and plaguing in his mind... Free Essays on The Scarlet Letter Of Sin Free Essays on The Scarlet Letter Of Sin Among Sin Essay written by: PeachiKiwi Sin is defined in Webster’s New World Dictionary as, â€Å"any offense, fault, or the willful breaking of religious or moral law.† Mankind is prone to some degree of sin: it is a barrier that can not be avoided. But it is a question as to what mankind can do in order to achieve redemption from sinister ways, and also how to redeem. However great a sin may seem, it can only augment itself by the perpetrator not owning up and taking responsibility for it. In the book The Scarlet Letter by Nathaniel Hawthorne, perhaps the greatest sinner was Reverend Arthur Dimmesdale. Many of Hawthorne's works center around what is right or wrong, and the consequences of breaking the basic links between humans by committing acts of sin (Brown). In this book, Reverend Dimmesdale is Hester Prynne’s secret lover, with whom he shares his sin, the sin of adultery. It is ironic that dispite Dimmesdale’s profession, he commits this sin. For a great amount of time in this book, author Nathaniel Hawthorne shows how this sin is frowned upon by many of the townspeople. Arthur Dimmesdale is an eminent minister in Boston and also the father of Pearl. He is a tortured man who constantly places his hand over his heart when agitated. His health is quite bad, and it is thanks to Roger Chillingworth's potions that he is able to stay alive. Dimmesdale admits to being Pearl's father at the very end of the novel, and reveals that he has a scarlet letter branded into his flesh. He dies upon the scaffold while holding Hester's hand. For seven long years, Mr. Dimmesdale lacks the courage to admit his guilt publicly, which puts a tight clamp on his conscience and soul. His sin is prolonged inside of him, festering in every corner of his body and plaguing in his mind...

Limitations in Risk Assessment Essay Example | Topics and Well Written Essays - 750 words

Limitations in Risk Assessment - Essay Example basis of limited information on chemical contamination and assumptions about the population. Exposure assessments should not be based on a hypothetical maximally exposed individual (MEI). Screening risk assessments should rely on more representative estimates. Risk-management decisions should be based on refined exposure assessments that evaluate the distribution of a population's varied exposures and should address explicitly for any segments of the population that have unusually high exposures. Whenever possible, measurements should be obtained to support or validate any generic values used in exposure assessments, to check modeling results, or to provide more- realistic estimates of exposure than can be obtained with models. Such measurements might include collecting data at locations where exposures are anticipated, monitoring the exposures experienced by individuals, collecting data on the physical and chemical conditions that affect the movement and availability of chemicals, and providing information that relates exposure to effects, possibly using biologic markers. Measurements of exposure can be very different from estimated exposures based on source characteristics "(Risk Assessment and Risk Management in Regulatory Decision- Making, 28) There are two broad types of mathematical models used in exposure assessment: those that predict exposure to the agent, and those that predict the concentration of the agent. Exposure models can be used to estimate the exposures of populations based on small numbers of representative measurements. Models that predict concentration can be combined with information on human time-activity patterns to estimate exposures. Modeling may be done on long-term and short-term exposures, both of...) http://harvardbusinessonline.hbsp.harvard.edu/hbsp/hbr/articles/article.jspml_action=get-article&articleID=96203&ml_page=1&ml_subscriber=true Bernard Goldstein, Director, Environmental and Occupational Health Sciences Institute and Chairman, Department of Environmental and Community Medicine, UMDNJ-Robert Wood Johnson Medical School, Piscataway, NJ

History of the Seventh Day Adventist Church Essay

History of the Seventh Day Adventist Church - Essay Example They stayed awake late into the night, waiting for the Christ and were totally disappointed when the time between sunset and midnight passed and nothing happened. Miller, later in life, realized that miracle is part of spirituality but miracle is not spirituality! This event, since then, is known as the Great Disappointment. Miller served in the American Army in various capacities and later discharged after the war, on June 18, 1815. He, perhaps, had no inkling that more stirring times in the spiritual field awaited him. Miller’s main concern related to question of death and an after-life. Some bitter incidents molded his thinking over this issue. Firstly, his experiences as a soldier; secondly the deaths of his father and sister! What happens to an individual after death?—this bothered him intensely. He concluded two possibilities—annihilation and accountability. â€Å"The inquiring, questioning, restless mind which had begun to reveal itself in early youth was as active as ever. By his own testimony he entered he Army with the hope of find in patriotism one bright spot in a seamy, sinister world. â€Å"But,† he said he, â€Å"two years in service was enough to convince me that I was in error in this thing also. When I left the service I had become completely disgusted wit h man’s public character.†(Nichol, p.9) Miller wobbled between two faiths. Initially, he wished to combine both the faiths, Baptist and Deism. Soon, his involvement in the Baptist church became more intense, and he read sermons during one of the local minister’s frequent absences. During one such religious exercise, on the subject of duties of parents, he happened to relate the topic to the character of a Savior. His emotions led him to the internal search of such a compassionate Being, who has the capacity to save humanity from suffering and penalty of sin. That Being is worth adoration and deserves complete surrender, Miller concluded. But Deism had the upper hand again.

French Spanish, Polish And Prussian Influence In The American Revolution Essay Example for Free

French Spanish, Polish And Prussian Influence In The American Revolution Essay On one end of Europe to the other, a simple but dangerous anthem that brought a great change on the face of world history is the word â€Å"why? † Time-honored certainties crumbled: traditional assumptions on the authority of society, the structure of the universe, and even the very existence of God, were put into question. â€Å"Dare to know! † challenged thinkers and philosophers, just centuries before the wave of revolution took place in different parts and phases in Europe and America. This also paved the way for the equal emphasis on practical and theoretical doctrines, which has placed great faith in innovation and a belief that all members of the human race had a right to share its fruits. Such principles as these, embodying new visions of human rights and opportunities, would be translated into action before the end of the century. In North America, England’s 13 colonies severed themselves from the mother country to forge a republic. In 1776, the revolutionaries issued a Declaration of Independence, with a text that rang out with enlightened precepts, ranging from the practical notion of government accountability to the credo that every individual had a natural right to life, liberty and the pursuit of happiness. It would take eight years of war before the Declaration could be put into practice, and, when it was, the power relationships within the new state revealed that Enlightenment still had its limitations: the land’s original inhabitants were being remorselessly driven into the wilderness, slavery was legal, and only a small percentage of the male population and none at all of the female enjoyed the right to vote. Nevertheless, the principles of tolerance, self-determination and equal citizenship in a democratic republic had become reality, and the force of these ideas would prove unstoppable. Soon thereafter the Old World experienced its own revolutionary upheavals. In 1789, France’s disaffected bourgeoisie and downtrodden poor rose up together against their weak but autocratic king. The men who came to power when the monarchy fell were the children of the Enlightenment. They had imbibed the unsentimental rationalism of Voltaire, the broad historical perspectives of Montesquieu, and the passionate social idealism of Jean Jacques Rousseau (â€Å"The Age of Reason†). The bloody course of their Revolution, with its years of terror and turmoil, might have horrified these mentors, but the Revolution’s rallying cry of â€Å"Liberty! Equality! Fraternity! † was a triumphant answer to a century of searching and fundamental questions. II. The American Revolution â€Å"That whenever any form of government becomes destructive of these ends, that is against the protection of life, liberty and the pursuit of happiness, it is the right of the people to change or to abolish it and to establish a new government laying the foundation on such government as to them shall seem most likely to affect their safety and happiness. † American Declaration of Independence The signing of the Declaration of Independence as drafted by Thomas Jefferson summed up the spirit of America’s feelings on liberty and equality. It expressed their final resolve to break with Britain and put an end to the long years of rule by a king and Parliament thousands of miles away from America. This document united the thirteen colonies of diverse culture, faith, and temperament, uniting them as a new nation. They had crossed the Rubicon. â€Å"We must all hang together or else we will be hanged separately by our enemies,† warned Benjamin Franklin, a delegate from Philadelphia (J. Foe, C. Parco, and M. Coronado. â€Å"Revolution in America and France†). The Fight for Freedom America’s first shots of the revolution were fired in Lexington, Massachusetts. British soldiers had been sent on a secret raid to find and destroy rifles that had been collected by the revolutionaries. Warned by patriots such as Paul Revere, colonists fired upon the British troops. The American Revolution had begun. The Americans were up against a military giant, with 50,000 well-trained troops and another 50,000 Americans who wanted to remain British. The British were well-equipped; they had superior numbers, and had their great navy offshore the colonies. Nevertheless, the inexperienced Americans ‘slew the giant’. There were several factors that contributed to their victory. The Americans were fighting on their own territory for their own survival. The British, on the other hand were not well-motivated to fight, and frequently faced unfamiliar and unfriendly territory. The English troops included Hessian mercenaries from Germany, who became attracted to the ideals of freedom and often defected to the Americans. Although the Americans were poorly trained as soldiers, they had much experience handling guns in the wilderness of America. Further, they were led by a competent and tough leader by the name of George Washington. He inspired hope and courage in his men when all seemed to be lost. Although he had never won any battle before the revolution, Washington was a good military strategist. During the war, the British won most of the battles, but Washington made sure the Americans never were completely crushed. He only fought the British when the odds were in his favor. He used hit and run tactics against the foes. The red uniform of the British made an easy target of the American snipers. Moreover, the distance between the British forces from their homeland brought communication and supply problems. As one historian noted that ‘every biscuit, man and bullet required by the British troops in America had to be transported across a wide ocean. † The ships were small and cramped and it took at least six weeks to make a one-way trip. To make matters worse, British ships were harassed by pirates and other enemy ships, like the Dutch and the French. Lastly, and probably the most decisive factor, unlike the British who fought alone without allies, the Americans were aided secretly at first and then openly by the French, Spanish, and Dutch. Other foreign influences on the outcome of the war came from the Polish and Prussians. What began as a struggle for American independence turned into a multinational war against England. III. Various Foreign Influences: A. French Contribution About twenty years prior to the outbreak of the revolution, colonial wars fought in North America which started as wars between despots in Europe. These wars, involving Britain and France among others were the War of the League of Ausburg or the â€Å"King William’s War†, the War of Spanish Succession in 1702-14 was â€Å"Queen Anne’s War†, and the Seven Years’ War also known as the French and Indian War (G. Zaide and S. Zaide. â€Å"The Rise of the United States†). France and his allies lost heavily on the French-Indian War, resulting to the loss of her colonies mainly in North America and India. Economic policies of Britain only ensured to make money out of the New World to add to their home treasury and finance their wars in Europe. They restricted trade and raised taxes against the desires of the native Americans. Although the British won, this exacted a great price. The cost of funding the wars and maintaining such colonies, which caused the British to lay down heavy taxes on its American colonies as their means of support in exchange for their protection, ignited a desire from the colonists to liberate them from England’s rule. King Louis XVI of France was not personally sympathetic to the cause of the American Revolution. But he held a grudge against the British who robbed him of his Canadian colony. After suffering a disgraceful loss in the France and Indian War, France wanted to shift the balance of power, hoping to remove some of England’s dominance. The philosopher Rousseau helped Franklin lobby the French government to aid the Americans. Therefore France went to war with the Americans to exact revenge on the British Also, many of the French were sympathetic to the Americans. Later in the war, the French gave large numbers of infantry led by General Lafayette, and French warships reached the American revolutionaries. They volunteered their services including Lafayette, as well as give off their financial support for the training of the many inexperienced and beleaguered American army (â€Å"French Volunteers and Supporters of the American Revolution†). In 1780 came the most crucial help, which was the arrival of French troops in Rhode Island. A year after this resulted to the defeat of the British who were under the command of Cornwallis. American and French troops fighting at each other’s side might have been an odd picture, considering that both parties had been enemies about fifteen years earlier. France’s assistance became a significant instrument for the emergence of America as an independent nation (â€Å"The French Contribution to the American War of Independence†). B. Spanish Contribution That the Spanish fought alongside with Americans in the latter’s bid to be free of Britain’s control is not often taught or largely known by many. The subject’s ambiguity extends amongst historians who are not in agreement towards the extent and importance of Spain’s role for the forging of independence for the colony. According to Samuel Bemis, Spain rejoiced over the fighting by the British and Americans that such a war could result to the dwindling of power for both. Like the French, the Spanish government was far from being inspired by the morals of democracy. It was also poised to seize and regain control of lost territories to England, with the end result of weakening the whole British Empire. But unlike the French, the Spanish support was not impassioned by the oppression felt by the Americans from the British. It could even have felt hostile to the cause, fearing this could spread and inspire its own colonies to revolt. For Bemis, Spain’s involvement was not a key role for the success of the American Revolution (S. Bemis. The Diplomacy of the American Revolution). However, this has been challenged by many historians including Thomas Chavez. They believe that Spanish support played a significant role and its effects are far reaching than thought by many (T. Chavez. Spain and the Independence of the United States: An Intrinsic Gift). The colonists acknowledged that Spain’s financial and military contribution helped brought the victory (M. Recio. â€Å"Exhibit Looks at Spain’s Influence on American Revolution†). C. Polish Contribution Some Polish immigrants played an illustrious military career as they served the Continental Army. Silas Deane and Benjamin Franklin’s recruitment of Tadeusz Kosciuszko in France, a Polish general and considered by his fellow countrymen as a national hero due to his victory over the Russian Empire, paved the Polish influence over American independence. Arriving in America in 1776, he served as a colonel of the Continental Army during the revolution. Kosciuszko became an ardent believer of the tenets sited in the Declaration of Independence. This also led him to make effort to meet Thomas Jefferson, the man who penned the Declaration. The meeting created a bond of deep appreciation and friendship towards one another. One of his vital contributions was the fortification of Philadelphia. Other ports were constructed under his command which proved critical such as the American retreat from the Battle of Ticonderoga and the battle won at Saratoga in 1777 (â€Å"Tadeusz Kosciuszko†). Another key Polish influence was the nobleman Count Casimir Pulaski. A freedom fighter even in his native land, he fought against Russia’s control over Poland. Defeated, he left his country to escape captivity, transferred to different parts of Europe and finally came to France. Upon hearing of American’s struggle for independence, Pulaski sought to join the American’s fight. He volunteered his military service before Deane and Franklin. Later, he received recommendation by Washington for the count to serve as cavalry commander. Later, he served the Continental army as brigadier general and proved his dedication for the cause (AnnMarie Francis Kajencki. Count Casimir Pulaski: From Poland to America, a Hero’s Fight for Liberty). D. Prussian Contribution One of the prominent Prussian influences of the American Revolution was Frederick William Freiherr Von Steuben, who enlisted himself to join the American’s fight against British rule. He gained military training and prominence as he served the Prussian’s fight during the Seven Years War (or French and Indian War). Proof of his mettle in battle was his ascent as aide to Frederick the Great. He met Franklin in France, after which he sailed to America, armed with a letter of introduction to George Washington. His major contributions were his introduction of European military training and discipline to the unskilled colonist army and transform it to become more reliable, which lifted up the quality of service among its troops. He made considerable help to Washington in planning strategies and mobilization of the Continental Army. He was hailed as one of the credible heroes of the revolution (â€Å"Frederick William (Augustus) Freiherr (Baron) Von Steuben Biography, 1730–94†). IV. Conclusion Clearly, without foreign assistance or influence, the American victory would have been impossible. Fortunately for the Americans, this aid came with no strings attached. Neither Spain nor France gained territory for her efforts in this costly war. Ironically though, France’s major assistance to the American’s fight for freedom brought the French government into debt and financial crisis. In fact the war helped destabilize the French nation’s economy, leading to the French Revolution. It inspired liberalism and brought a wave of change throughout Europe. The change it brought was inevitable. Not only did it set aflame the winds of revolution in France but to the American colonies of Spain as well (â€Å"American Revolution – The Complete History 1775-1783†). The American success story could not stop the inspiration that a nation can change its own society. It marked a new milestone in the history of democracy. The Americans asserted their right to establish their own government, which sent the waves across the Atlantic and to people everywhere the will of the people should reign supreme in any society.

Essay --

The Evolution of Air Defense Artillery the time was the late 1800’s and the airplane was created and included in that warfare adopted those and made of then warplanes so every country had to make something to defend their lands from the attacks form their respective enemies. The term of anti-aircraft artillery (AA) witch was a detachment from the field artillery by modifying their weapons so that they can be able to reach the low flying aircraft attacking their territory. But the term of air defense was first used by Great Britain in the year of 1925 by the royal air force. One of the first weapons used in AA was the Gustav Krupp used to shoot down the ballons in the Franco-Prussian War with took place in the 1870. A few years later in Europe the Krupp, Erhardt, Vickers Maxim, and Schneider were created to be used as AA weapons. But here in the US the first anti-aircraft cannon was created by the Admiral Twining the 3"/23 caliber gun for the US Navy in 1911. But later on, the aircraft were also evolving so every country had to evolve their ways to take down their enemies for example...

Curriculum Development Paper

This curriculum paper discusses the normal development that occurs during the Toddlers’ stage of growth. It also discusses some of common respiratory and gastrointestinal diseases and disorders that are present throughout toddlerhood. It emphasizes important information related to the Nursing field. It thoroughly discusses the nursing management involved in the care of normal growth as well as the health deviations seen in toddlers. The target audience is a class of 3rd year nursing students. Pediatric nursing is important branch of nursing that should be tackled by junior level in a Nursing course.Goals/ Learner outcomes of the Lesson The goals of the lesson are for the students to understand the normal growth and development seen in toddlers. They should identify the different health abnormalities affecting toddlers. They should have thorough knowledge about the nature of the disorders discussed. Students should be able to identify the signs and symptoms related in every dis ease/disorder presented. They should enumerate the nursing management and its rationale given to sick toddlers. Learning ObjectivesAt the end of the lesson, the students will be able to understand the nature of Seizures, Cerebral Palsy, Meningitis, Primary Complex, Intestinal Parasitism and Croup. They should be able to describe methods to promote preventive measures against Seizures, Cerebral Palsy, Meningitis, Primary Complex, Intestinal Parasitism and Croup. They should be able to identify different laboratory and diagnostic examinations done for each condition. Students are expected to identify the common presenting clinical manifestation for each condition.And lastly, they should be able to enumerate nursing management done for clients with Seizures, Cerebral Palsy, Meningitis, Primary Complex, Intestinal Parasitism and Croup. Instructional design model, Learner characteristics, Learning theory and other applicable characteristics Instructional design model Dick and Carey Desig n Model. Dick and Carey Model involves all the phases described previously in the ADDIE model, commencing with identification of instructional goals and finishes with summative evaluation. This model is suitable for a variety of context areas including primary and secondary schools as well as business and government.It is also adaptable for a variety of users ranging from movie to expert, as the step by step descriptions aid with progress through the model (Taylor, 2004). Learner Characteristics There are many factors that influence a client’s ability, motivation and desire to learn. Addressing these factors when planning educational interventions is essential, because the effectiveness of the intervention can be at stake. Learner characteristics include, among others, culture/ethnicity, literacy, age, health status, education level, and socioeconomic status (De Young, 2003, p. 59). Learning TheoryCognitive Learning Theory. The key to learning and changing is the individualâ €™s cognition (perception, thought, memory, and ways of processing and structuring information). According to this perspective, to learn, individuals must change their cognitions. A highly active process largely directed by individual, learning involves perceiving the information, interpreting it based on what is already known, and then reorganizing the information into new insights or understanding (Bastable, 2004, p. 50) Content Outline Seizures I. Seizure II. Types of Seizures II. Signs and symptoms of Child with SeizuresIII. Medical management / Pharmacologic management (Nursing considerations) IV. Nursing Management V. Preventive Measures Cerebral Palsy I. Cerebral Palsy II. Signs and symptoms of Child with Cerebral Palsy III. Medical management / Pharmacologic management (Nursing considerations) IV. Nursing Management V. Preventive Measures Meningitis I. Meningitis a. ) Bacterial b. ) Viral II. Signs and symptoms of Child with Meningitis III. Medical management / Pharmacol ogic management (Nursing considerations) IV. Nursing Management V. Preventive Measures Primary Complex I. Primary Complex II.Signs and symptoms of Child with Primary Complex III. Medical management / Pharmacologic management (Nursing considerations) IV. Nursing Management V. Preventive Measures Intestinal Parasitism: I. Nature of Intestinal Parasitism II. Life Cycle of Intestinal Parasites III. Intestinal Parasites: a. ) reservoir b. ) portal of exit from reservoir c. ) method of transmission d. ) Portal of entry e. ) susceptible host IV. Signs and symptoms of Child with Intestinal parasites V. Medical management /Pharmacologic management (Nursing considerations) VI. Nursing Management VII. Preventive Measures CROUPI. Nature of Croup II. Signs and symptoms of Child with Croup III. Medical management / Pharmacologic management (Nursing considerations) IV. Nursing management Instructional Methods Lecture. Lecture can be defined as a highly structured method by which the teacher verbal ly transmits information directly to groups of learners for the purpose of instruction. In its purest form, the lecture format allows for only minimal exchange between the teacher and learner, but it can be an effective method of teaching in the lower-level cognitive domain to impart content knowledge (Bastable, 2004, p. 357)In this type of teaching strategy, the teacher will provide the necessary information about the normal growth and development of toddlers as well as the health deviations common to toddlers. The micro teachers will emphasize the important nursing management involved in caring of sick toddlers Group Discussion. It is a method of teaching whereby learners get together to exchange information, feelings, and opinions with one another and with the teacher. It is one of the most commonly employed instructional techniques. The activity is learner-centered and subject-centered (Bastable, 2004, p. 358).This strategy is incorporated in the lecture. Once in a while, the te acher would be asking questions for the class to discuss. After each video clip of certain illnesses, the class would be asked to give their opinions about what they have watched. They will be asked about certain information that should be remembered in the video clip. Questioning. The use of questioning places learners in an active role. They are asked to recall, to form links between previously isolated information, to analyze statements or beliefs, to evaluate the worth of ideas, and to speculate about what would happen â€Å"if† (De Young, 2003, p.126) This type of strategy will be used as to serve as a recitation for students. This will also serve as a pointing system for them to get rewards and additional credit in their evaluation quiz. Using of audiovisuals (handouts, power point presentation, video clips). If used appropriately, audiovisuals can greatly enhance teaching and can add interest and stimulation to the classroom (De Young, 2003, p. 131). Instructional Mate rials Handouts. The teacher would provide handouts containing important information students can review upon after the class. Power point presentation.Power point presentation is the type of visual aids that will be used; this is for the convenience of both the teachers and students. Students with portable storage devices can acquire the software copy of the report. Video clips. Video clips related to the topics being presented by the micro teachers would be shown to students and they would be asked to give opinions about what they have watched. Evaluation Methods Before the class ends, a 30 item quiz will be given consisting of true-false questions and situational types of questions for analysis and critical thinking using multiple choice.Multiple-Choice Questions. Nursing examinations are often written in the multiple format. There are several reasons for this fact. One is that although they are challenging to create, they are easy to score and can be scored by computer. Another r eason is that licensure and certification examinations are multiple-choice tests, and therefore educators want learners to be familiar with questions like the ones that they will be taking on these exams (De Young, 2003, p. 265). True-False Questions.True-false questions are designed to test a learner’s ability to identify the correctness of statements of fact or principle (De Young, 2003, p. 268). References Bastable, S. B. (2003). Nurse as Educator: Principles of Teaching and Learning for Nursing Practice. Massachusetts: Jones and Bartlett Publishers. De Young, S. (2003). Teaching Strategies for Nurse Educators. New Jersey: Pearson Education, Inc. Taylor,L. Educational Theories and Instructional Design Models. Their Place in Simulation. [PDF document]. Retrieved from Lecture Notes Online Web Site: