The New Scenes in Hawks The Big Sleep Essay -- Movie Film Essays

 â â â In the film adaptation of The Big Sleep, Howard Hawks designs scenes and characters that don't show up in Raymond Chandler's tale. No uncommon book shop trist, no crude but effective female cabdriver, no winking cigarette young lady elegance the pages of his book; Marlowe and Vivian never discuss ponies; and Carmen's consistently exposed. Be that as it may, not in the film. In the film, she wears garments, Marlowe is a racer, Vivian is a pony, and every one of these characters show up. Faulkner, Brackett, and Furthman compose these components into the screenplay. However, they don't create thoughts the content doesn't as of now recommend. The thoughts are there- - just developed into new species that reverberation the first creature. Birds of prey needed to do it, for the Production Code preclude executives to introduce any material that was unmistakably sexual, fierce, foul or something else, profane. In this way, since the Hays Office managed what Hawks could introduce in video form, his authors implanted the blue-penciled material in new structures. Todd McCarthy clarifies that, the journalists . . . also, executive . . . extract[ed] the most extreme character and interestingness from each circumstance (387). At the end of the day, they imagined and changed scenes and made characters while Hawks controlled the mise-en-scene to recommend the illegal thoughts in Chandler's tale.  Three precepts of the Production Code sway the movie legitimately. The Hays Office states as follows:  1. Twistedness, homosexuality, inbreeding, and so on., ought not be alluded to in films. 2. The treatment of low, disturbing, disagreeable, however not really shrewd, subjects ought to be subject consistently to the direct of good taste and a respect for the sensibilities of the crowd. 3. Complete nakedness is never allowed. This remembers nakedness for f... ...tes, however he doesn't present everything. Nor can he, for the Production Code limits what he can speak to on film in 1946. Consequently, Hawks disposed of certain thoughts - for example Geiger's homosexuality, Vivian's brutal animosity - altogether. However, he kept the one component he believed he was unable to discard. In the novel, Carmen's bare figure has an endless measure of vitality. Birds of prey needed that vitality to convey the film. In this manner, he utilized essayists who might assist him with infusing the intensity of her picture into the film in manners the Hays Office would acknowledge.  Works Cited Chandler, Raymond. The Big Sleep. New York: Vintage Books, 1939. McCarthy, Todd. Howard Hawks: The Gray Fox of Hollywood. New York: Grove Press, 1997. Moley, Raymond. The Hays Office. Indianapolis: The Bobbs-Merrill Company, 1945. The Big Sleep. Dir. Howard Hawks. All inclusive, 1946.

If i were the prime minister of India Essay

The Prime Minister of India, aha! The most noteworthy official of the biggest vote based system of the world, what a promising position, what a status, and Oh! What shrubs. Anyway I consider this to be in a manner of speaking with a spot of salt as, it is progressively a prickly crown on the leader of the individual who wears it. Managing the day by day issues of the nation, isn't simple, along these lines, this positions, this status, this name are not without the negative marks. If I somehow managed to be the Prime Minister of India, the first and most troublesome thing I would manage would be the structure of the character of the individuals of the country. I feel that, all the downsides and disappointments of the nation and its kin are, mostly because of the absence of character of its kin, its Executives, its legislators and all others. Presently creating characters isn't something that should be possible in a day or something that can be forced on an age. There is no enchantmen t remedy for this illness which is inborn in the Indian scene. Since I realize that neither can character be implanted for the time being, nor would it be able to be disposed of from the scene, I would guarantee that every awful character regardless of that, are reserved for their off-base doings, rebuffed according to the traditions that must be adhered to. I truly accept that regardless of whether only a couple of miscreants are rebuffed carefully, rather than being protected by their benefactors, at that point others won't enjoy comparative acts of neglect. I genuinely feel that discipline is the main way to deal with this Herculean issue of character. On the off chance that couple of, truly, only a couple are rebuffed all others will be alarmed of the results of wrong doing. This activity of disciplines I would begin from the most noteworthy rungs of the stepping stool and afterward come downwards, however the lower rungs would get cleaned without anyone else if the cleaning be done at the top. The following zone of impact I would attempt to work upon would be the training of the majority. Our instruction as I comprehend it had been encircled by the British rulers. They had the goal of making angels for their Government organization who might slave for them. It is this legacy of making babus that we have proceeded for the last such a large number of decades, and ruined our training. The territory of advanced education has been spoiled however the circle of essential instruction which establishes the framework of the nation ‘s proficiency has been disregarded completely. I would lay more noteworthy weight on essential training and settle on advanced education a decision for the kids and that likewise just as indicated by their decision and legitimacy. I would not permit any confirmations in foundations of advanced education based on just donations. My heart feels so extremely hurt when I see surrounding me the impact of westernization in our nation. Apparently we have only nothing of our own and we are taking in and have taken in everything from the West. A culture as rich as India ‘s acquiring everything from the west portrays the slave attitude of us Indians and I feel extremely miserable when I see it surrounding me. My next need as the Prime Minister would be the Indianisation of the Indians. I do ponder where our way of life has vanished, where our way of life and our legacy are. How might we toss such wealth of an extraordinary culture to the breezes? I would mix the instructing of Indian culture in each school and school. T his would not imply that we prevent gaining from the west no, not under any condition. We would keep getting all expertise from the west be that as it may, just in circles in which we need to, in light of the fact that it is western as well as on the grounds that it is essential for our development. Other than this, I would guarantee that social changes are realized equitably all through the nation, remembering lovely mix of our way of life and the western ethos. For social changes I would activate and support non Government offices since I feel that social changes can be realized easily just by social government assistance association and not laws of the Government. With every one of these needs I would likewise attempt to guarantee implantation of energy in the more youthful age. In some cases I truly wonder at the whereabouts of our nationalists of the early many years of this very Century, where are they, and have we quit creating the like at this point? With this much accomplished or if nothing else the pattern set, I would be upbeat and an individual completely happy with my accomplishments. With such a great amount to be done inside the nation, I would attempt likewise to create great neighborly relations with all the neighbors of India, as; I accept a decent neighbor is a resource for an individual and even nation. I would send harmony assignments to all the neighbors and welcome them on harmony missions to India. I do feel that such exercises would yield good outcomes and we would have companions all around.

The value of knowledge

The value of knowledge A giant ship engine failed. The ship’s owners tried one expert after another, but none of them could figure but how to fix the engine.Then they brought in an old man who had been fixing ships since he was a young.He carried a large bag of tools with him, and when he arrived, he immediately went to work. He inspected the engine very carefully, top to bottom. Two of the ship’s owners were there, watching this man, hoping he would know what to do.After looking things over, the old man reached into his bag and pulled out a small hammer. He gently tapped something.Instantly, the engine lurched into life. He carefully put his hammer away. The engine was fixed!A week later, the owners received a bill from the old man for ten thousand dollars.“What?!” the owners exclaimed. “He hardly did anything!”So they wrote the old man a note saying, “Please send us an itemized bill.”The man sent a bill that read:Tapping with a hammer…… …… ……… $ 2.00 Knowing where to tap†¦â€¦â€¦ …… ……… $ 9,998.00Effort is important, but knowing where to make an effort makes all the difference! Keep studying hard. Dont give up!Author Unknown

The Summer People, By Shirley Jackson And Smoke Ghost By...

QUESTION 3 The assertion that all works by weird fiction authors are simply â€Å"ridiculous flights of fancy wholly detached from ‘real world’ issues and problems† is completely false. I could choose almost any example from our readings and pick out some sort of â€Å"real world† issue or important thing that I have learned from them. For the sake of time, however, I will focus on â€Å"The Yellow Wallpaper† by Charlotte Perkins Gilman, â€Å"The Summer People† by Shirley Jackson and â€Å"Smoke Ghost† by Fritz Leiber. Each of these stories has succeeded in broadening my horizons and has taught me something important about the world in which we live. Weird fiction stories cover a wide range of important issues including sexism, the social structure of tourist towns and the disparity of the working class. In the introduction to the book Weird Fiction by S. T. Joshi, different aspects of the weird tale are examined. Joshi states that â⠂¬Å"the weird tale†¦did not (and perhaps does not now) exist as a genre but as the consequence of a world view† (1). This quote refers to the fact that weird literature stems from a desire to display a certain view of the world to readers, not just take them on a flight of detached fancy. Another point that Joshi makes about weird literature, is seen through a quote on the last page of his introduction, â€Å"In every case we shall see that each writers entire output is a philosophical unity, changing as the author’s conception of the world changes†

A Perspective On Alzheimer s Disease - 1610 Words

A PERSPECTIVE ON ALZHEIMER’S DISEASE Introduction Alzheimer s disease is the most common type of dementia, affecting almost 500,000 people in the UK. The term dementia describes a loss of mental ability associated with gradual death of brain cells (NHS, 2013). This essay, provides an overview of Alzheimer’s disease, focusing on the amyloid hypothesis, which states that the accumulation and deposition of fibrillar -amyloid (beta-amyloid) is the primary driver of neurodegeneration and cognitive decline leading to dementia (Tanzi, 2005). Neurodegeneration is the progressive damage of nerve cells (News medical, 2014), and cognitive decline is a situation in which an individual’s ability to process thoughts and learn†¦show more content†¦As Alzheimer is a progressive condition, it is usually difficult to identify it or recognize there is a problem with the person in question. In places like Africa where little is known about both dementia and Alzheimer, most people associate the signs and symptoms of Al zheimer’s disease with old age (since it affects mostly people above the age of 65). And thus, thinking it is natural, they do nothing about it. This might also be due to the fact that Alzheimer’s disease is rarer in Africa (developing countries in general) than in other parts of the world. It has been discovered that both environmental and cultural factors have a role in the acquisition of Alzheimer (Josefson, 2001). Besides, it is very important to diagnose Alzheimer early, so as to have the best chance of preparing for the future. Unfortunately, up to date, there is no cure for Alzheimer’s disease. On the other hand, medications which can slow down the development of the disease and improve symptoms, are available, although these medications target the symptoms and not the disease itself. People who have contracted Alzheimer’s disease live for around 8 to 10 years on average. Some people might be luckier and live longer, but others not. Although Alzhei mer’s disease is dangerous, it is not usually the main cause of death. Pneumonia, for example, is

Mechanism of Vitamin D Action Free Essays

Introduction Once absorbed, active elements of vitamin D, such as calcitriol, attach themselves to intracellular receptors and then act as transcription factors so as to modulate gene expression (Holick, 2010). The vitamin D receptors are similar to thyroid hormones and steroid hormones receptors and contain DNA- binding and hormone-binding domains. According to Holick (2010), these receptors bind with the retinoid-X receptors, another intracellular receptor, forming a complex bond. We will write a custom essay sample on Mechanism of Vitamin D Action or any similar topic only for you Order Now This heterodimer is what binds to cellular DNA and activates a biological reaction. The biological reaction can either be the stimulation of proteins that perpetuate intestinal absorption of calcium or providing the appropriate balance of elements crucial for bone function and growth (Holick, 2010). Vitamin D and Bone Health. Numerous studies have demonstrated that vitamin D has important ramifications on bone health, not only in life, but even in the course of fetal development. For instance, DeLuca Schnoes (1976) cite Dr. Cooper’s research that studied the key factors associated with normal patterns of skeletal growth and established that maternal vitamin D deficiency, coupled with other dynamics, inhibited bone mineral absorption during intrauterine life, and was linked to stunted childhood growth and weak bones in adulthood (DeLuca Schnoes, 1976). Lack of vitamin D has insidious consequences on the skeleton since it inhibits the accumulation of optimal levels of calcium that is genetically prearranged for the skeleton (Holick, 2010). Watson (2013) also retaliates that once peak bone mass is reached, adults lacking vitamin D in their system will annually loose approximately 0.5% of their skeletal mass if they lack sufficient vitamin D and calcium in their systems (p.18). In addition, vitamin D deficiency can also lead to osteomalacia (DeLuca Schnoes, 1976); a mineralization defect of the collagen matrix. This condition is often accompanied by throbbing bone pain and aching (DeLuca Schnoes, 1976). Holick (2010) points out another research at the University of Pittsburgh that also established a correlation between vitamin D deficiency and increased susceptibility to bone fractures. The study measured the vitamin D levels of 400 participants with hip fractures and compared the results with the vitamin D levels of 400 other healthy women. The outcome demonstrated that individuals with the lowest levels of Vitamin D were 71 percent susceptible to bone fractures compared to those with the highest levels of vitamin D. Consequently, the role played by vitamin D in sustaining bone health can never be overemphasized. Not only does it aid in mineral absorption and bone development in intrauterine growth and childhood, but is also responsible for strong bones in adults as well. References DeLuca, H, F., and Schnoes K.K., (1976). Metabolism and Mechanism of Action of Vitamin D. Annual Review of Biochemistry. Vol. 45: 631- 637 Holick, M.F., (2010). Vitamin D: Physiology, Molecular Biology, and Clinical Applications. New York: Springer Science Business Media Watson, R.S., (2013). Handbook of Vitamin D in Human Health: Prevention, Treatment and Toxicity, Chicago: Wageningen Academic Pub. How to cite Mechanism of Vitamin D Action, Essay examples

Pierre Trudeaus Just Society Essays - Pierre Trudeau,

Pierre Trudeau's Just Society In 1968, Pierre Elliott Trudeau had just become Canada's fifteenth prime minister. "I've always dreamt of a society where each person should be able to fulfill himself to the extent of his capabilities as a human being, a society where inhibitions to equality would be eradicated. This means providing individual freedoms, and equality of opportunity, health, and education, and I conceive of politics as a series of decisions to create this society." Trudeau, who resigned as prime minister in 1984, died on September 28, 2000, at the age of eighty. He believed that the nation must be strong enough to withstand the overwhelming economic and cultural pressures from its giant neighbor, the United States, and he believed in a "Just Society," one of his favorite phrases that held many meanings for him. The concept of a Just Society was never merely a convenient phrase; it was the inspiration for Trudeau's deepest feelings. He believed that the ever- widening gulf between rich and poor at home and in underdeveloped countries should be reduced. He thought it was the government's responsibility to provide equal status, equal opportunity, and fair treat-merit for all. As justice minister he introduced legislation that broadened grounds for divorce and abortions and abolished penalties for homosexual acts between consenting adults, with the famous remark, "The state has no business in the bedrooms of the nation." One of Trudeau's first moves as prime minister was to make Canada a bilingual country, with the Official Languages Act, which gave French and English equal status by law. Trudeau also "brought home" the Canadian constitution with the Constitution Act of 1982, rectifying an anomaly from the previous century that required the amending process to be approved by the British Parliament. He incorporated a Charter of Rights and Freedoms into the Constitution, which enshrined French and English education rights across the country; created PetroCanada, Canada's own oil company; instituted the controversial National Energy Program, which extended federal government control of the gas and oil industry; appointed the first woman to the Supreme Court of Canada and the first female governor-general; and introduced new employment and educational opportunities for the young. "Not all his policies were well received," recalls Ivan Head, Trudeau's former principal adviser on foreign policy. "His National Energy Program in 1980, designed to increase Canadian ownership of the oil industry from 15 percent to 50 percent, to introduce conservation measures, and to revise the division of oil revenues between the producing provinces and the federal government created immense controversy. The province of Alberta and the United States government both retaliated against what they regarded as `anti-Alberta' and `anti-American' actions. Trudeau was "a breath of fresh air for what was then a very staid society, which has undergone tremendous change because of his impact." Trudeaumania was the Nickname given in early 1968. Trudeaumania continued during the subsequent federal election campaign and during Mr. Trudeau's early years as Prime Minister of Canada. Many young people in Canada at this time were influenced by the 1960s counterculture and identified with Trudeau, a young, energetic, nonconformist. They were dazzled by Trudeau's charm and good looks, and a large fan base was established throughout the country. He would often be stopped in the streets for his autograph or for a quick photograph. Trudeau was also admired for his laid-back attitude and his celebrity relationships; in that word's prevailing use at the time, describing a modern, hip and happening person, he was described as a swinger. Trudeaumania began to fizzle after Pierre Trudeau married Margaret Sinclair in 1971, but he is remembered to this day as one of Canada's most polarizing politicians and prime ministers: fondly recalled by many Central and Eastern Canadians while at the same time unpopular in the western provinces and among conservative thinkers and Quebec nationalists. Official bilingualism is the term used in Canada to collectively describe the policies, constitutional provisions, and laws which give English and French a privileged status over other languages in Canada's courts, parliament and administration. In addition to the symbolic designation of English and French as official languages, official bilingualism is generally understood to include any law or other measure which: . mandates that the federal government conduct its business in both official languages and provide government services in both languages; . encourages or mandates lower tiers of government (most notably the provinces and territories, but also some municipalities) to conduct themselves in both official languages and to provide services in both English and French rather than in just one or the other; . places obligations on private actors in

10 Ways To Form a Compound Noun

10 Ways To Form a Compound Noun 10 Ways To Form a Compound Noun 10 Ways To Form a Compound Noun By Maeve Maddox Compound nouns are of three kinds: open, hyphenated, and closed. As the names imply, â€Å"open compounds† are written as separate words, â€Å"hyphenated compounds† are written with one or more hyphens, and â€Å"closed compounds† are written as a single word. Many compounds begin as open, progress to hyphenated, and finish as closed. Because of the modern preference to avoid hyphenating words as much as possible, newly created compounds tend to develop closed forms earlier than they might have in the past. Some compounds written as one word in US usage are hyphenated in British usage. Compound nouns are formed by combining different parts of speech. This list of ten is not exhaustive. 1. noun + noun wheeler-dealer bedroom shoelace 2. noun + preposition/adverb hanger-on voice-over passerby (Br. passer-by) 3. noun + adjective attorney general battle royal poet laureate 4. noun + verb airlift haircut snowfall 5. adjective + noun high school poor loser redhead 6. adjective + verb well-being whitewashing 7. preposition/adverb + noun off-ramp onlooker 8. verb + noun singing lesson washing machine 9. verb + preposition/adverb warm-up know-how get-together follow-through 10. word + preposition + word free-for-all mother-in-law word-of-mouth Most compound nouns form their plurals like any other noun: by adding an s to the end of the word: wheeler-dealers, washing machines, onlookers. A few, like mother-in-law and hole in one do not place the s at the end, but on the most significant word: mothers-in-law, holes in one. Some compounds of French origin in which the adjective stands last have more than one acceptable plural (depending upon the dictionary): attorney generals or attorneys general court martials or courts martial film noirs, films noir, or films noirs runner-ups or runners-up Because there are no hard and fast rules regarding the writing of compound nouns, stylebooks advise writers to consult a dictionary when in doubt. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:45 Synonyms for â€Å"Food†Time Words: Era, Epoch, and EonHow Do You Pronounce "Often"?

The 11 Best Architecture Schools for Undergrads

The 11 Best Architecture Schools for Undergrads SAT / ACT Prep Online Guides and Tips Do you love studying buildings and dream of spending your career designing them? If so, you’re probably wondering where to get the best architecture education. Figuring out which architecture schools are best can be difficult, but we’ve done the hard work and compiled a list of the 11 best undergraduate architecture schools in the United States. Each of these best schools for architecture has a description that explains what makes it an excellent program, and we also include a list of questions to ask yourself to help you decide which is the best architecture school for you. What Is an Architecture School? Why Would You Want to Attend One? For this article, we defined an architecture school as one that offered a Bachelor of Architecture degree (B.Arch), which is the minimum degree required to become an architect. However, there are actually several different architecture degrees, though you will need either a Bachelor or Master of Architecture to work as an architect. The minimum degree to work as an architect is a Bachelor of Architecture. These programs are usually five years (rather than the four years it takes to earn most other undergrad degrees), and by the end of it you’ll have the coursework and experience you need to pass the Architecture Registration Exam and begin work as an architect. Architecture majors learn about architectural theory, construction methodology, drafting, and structural design, among other topics. Some schools also offer Bachelor of Arts or Bachelor of Science degrees in Architecture. These four-year programs also teach you about the basics of architecture, but, on their own, they don’t provide enough coursework or work experience for you to begin working as an architect. Some students get these degrees because they want more of a liberal arts education for undergrad, because they want to work in the architecture field but not as an architect, or because they couldn’t get into a Bachelor of Architecture program but want to be well-prepared for a Master of Architecture degree. If you don’t have a Bachelor of Architecture, another way to become an architect is to get a Master of Architecture degree. Master of Architecture programs typically take one to three years, depending on how much background you have in architecture. How Did We Come Up With This List of the Best Schools for Architecture? You should never treat any list of school rankings- including this one- as an absolute truth. Instead, you can use lists as a starting point to learn about schools you may potentially be interested in. To create our ranking of the best schools for architecture, we took four factors into consideration: Resources for Architecture Students:There’s been a lot of innovation in architecture and architectural tools in the past few years, so we gave extra points to schools that kept pace with the current technology and gave students access to cutting-edge architecture programs and resources. Class Options:There are certain core classes every architecture student needs to take, but the best schools provide a wide range of courses beyond these so you have the ability to focus on areas that are of most interest to you. Hands-On Opportunities:Not only is having professional experience under your belt before you graduate a huge boost when you start applying for jobs, it’s required for you to pass your licensing exam. The best schools make it easy for you to get the experience you need, whether that’s requiring an internship as part of the coursework, providing networking opportunities to help you find jobs, and/or including hands-on components in their coursework. Alumni/Prestige:This is a more subjective factor, but a school that is known for having an outstanding architecture program and producing well-known alumni can make it easier for you to get a job after you graduate. The 11 Best Architecture Schools for Undergraduates Here’s our list of the 11 best architecture schools in the US for undergrads. Exact ranking is always a bit subjective, so look at this list as more of a trend from the very best colleges with architecture majors to those that are still really good, rather than trying to figure out why #2 is ranked higher than #3. All of these programs are accredited by the National Architectural Accrediting Board. #1: Cornell University Cornell’s architecture program is one of the oldest in the United States, which means it has a large network of alumni and research that students can make use of. Well-known architects who graduated from Cornell include Richard Meier (who designed the Getty Center in Los Angeles) and Peter Eisenman (who founded the Institute for Architecture and Urban Studies in New York City). Academically, Cornell's architecture students follow the same core architecture curriculum for the first three years, which gives students the comprehensive knowledgethey need while still allowing students to take elective courses from across the university.In their final two years, students concentrate on one of five areas of study, which include:Architecture, Culture, and Society; Architectural Science and Technology; History of Architecture; Architectural Analysis; and Visual Representation in Architecture. The architecture program at Cornell gives students the chance to work and/or study in the program’s NYC and Rome locations in addition to the school’s main campus in Ithaca, New York. Because of the architecture program’s reputation as a top school, students graduating from the program are often in high demand, especially for jobs in New York City, where the school has numerous connections. #2: Rice University Rice is well-known for its top-notch architecture programs, and with a studentto faculty ratio of 5:1, you’re guaranteed personal attention during your studies.Architecture undergrads at Rice enroll in a six-year program. The first four years are spent getting a Bachelor of Arts in Architecture degree. This is a liberal arts degree, and it gives you the opportunity to take classes in a variety of subjects during your first four years. This is great if you want to combine your architecture study with another area, and Rice encourages this with a lot of interdisciplinary study. The architecture school works closely with many other schools and departments at Rice, including business, engineering, and environmental science. After four years, you’ll spend another two years studying exclusively architecture, at the end of which you’ll receive a second degree, a Bachelor of Architecture, which allows you to work as an architect. Students spend one year of this program as paid employees at architecture firms around the world, which is a fantastic way to get experience and make professional connections. #3: California Polytechnic State University, San Luis Obispo Cal Poly’s Architecture Department has multipleprograms in architecture, so you can focus on a specific area of interest to you. Its architecture department is one of the biggest in the country, and about one in twenty architects in the US (and one in five in California) graduated from Cal Poly, which means there are tons of alumni connections to be had. That's especially useful because Cal Poly offers a co-operative learning option for sophomore, junior, and senior students that allows them to earn course credit while working a paid job in an architecture-related field! Additionally, Cal Poly offersstudents the option to spend part of a year studying in Europe, Asia, or other cities in the United States. #4: Syracuse University Syracusewas the first school in the country to offer a bachelor of architecture degree, and since then it has established itself as a top architecture school. Due to its reputation, Syracuse's School of Architectureis able to get many well-known architects to give lectures at the school in addition to classes taught by its exemplary faculty. Although located in upstate New York, the School of Architecture has several working and teaching spaces in New York City for students to study the architecture of America’s largest city. There’s also a strong study abroad program, and most students spend at least a semester studying at Syracuse’s centers in Florence or London. #5: University of Notre Dame Notre Dame’s School of Architecture emphasizes both classical architecture and urbanism. Furthermore, all architecture students are required to participate in the school’s Rome Studies Program in Rome where undergrads spend a year learning about classical architecture. In fact, Notre Dame is the only school in the United States to require architecture students to spend part of the program abroad which ensures all students have a more global understanding of architecture. Furthermore, Notre Dame's architecture programs are known for their commitment to fundamentals, so much so thatcomputer-based modeling isn't introduced until students' fourth year of study!That's not to say that the program is stuck in the past. Notre Dame’s architecture school also emphasizes designing new buildings that are sustainable, long-lasting, and contribute to the livability of an area. #6: Virginia Tech Virginia Tech's College of Architecture and Urban Studies is one of the largest architecture schools in the United States. The architecture and urban studies program has over 2,000 students and offers 13 bachelors degrees, including a B.Arch. The school's main campus is in Blacksburg, Virginia, and it also has additional campuses in Alexandria, Virginia, and Riva San Vitale, Switzerland. In their fourth year, B.Arch students have opportunities for off-campus study (which can include classes, internships, or a combination of the two), and the fifth year is spent doing an independentdesign investigation which serves as the basis of the undergrad thesis. st #7: Rhode Island School of Design RISD is widely regarded as one of the top design schools in the world, and its architecture program is similarly well regarded. The school approaches architecture from a unique perspective, too. Because the Rhode Island School of Design is an internationally-renowned fine arts and design school, the architecture department combines avisual and humanities-based education with itsprofessional curriculum.This allows students to approach complex architectural problems with a fresh perspective, and graduates from RISD are well known for their creative problem-solving approaches. #8: Pratt Institute The Pratt Instituteputs a unique stamp on the Bachelor of Architecture degree through its commitment to exploring technological frontiers. Additionally, Pratt offersa variety of courses for concentrated study. It's most unique offering is its Morphology concentration, which studies form through a combination of mathematics,computation, fabrication, construction, and emerging technologies.(How cool is that?) The Pratt Institute prides itself on combining imagination with anethical approach to architecture that creates a new generation of culturally aware, socially responsible architects. #9: University of Texas at Austin The School of Architecture at UT Austin has a large number of resources available for students. These include the Center for Sustainable Development, which studies the environment, economics, and social issues to better design buildings that are both aestheticallypleasing and also have a positive impact on the environment and social equality. There's also libraries, archives, conservation labs, and research spaces on campus for architecture students to use. UT Austin's School of Architecture encourages international experiences, and they offer scholarships for some of the many study abroad programs architecture students can participate in. These range from studying pre-Columbian buildings in Mexico to touring modern infrastructure in Europe. Students must also complete a six-month professional residency to gain work experience before they graduate. #10: University of Southern California Students at USC's School of Architecturehave access to an entire 50,000 square feet of workspace, including classrooms, research spaces, galleries, labs, workshops, and design studios. Every architecture student at USC also has 24/7 access to their own personal workstation where they can work on their projects whenever they want. Many famous architects have graduated from USC including Frank O. Gehry (whose work included the Guggenheim Museum Bilbao), Boris Dramov (who designed the Martin Luther King, Jr. Memorial), and Paul Revere Williams (who designed the homes of numerous Hollywood celebrities). #11:Cooper Union Cooper Union has been training the nation's top architects for more than 150 years, so students can rest assured that they'll be getting a great education. Cooper Union does this through specializing in art, architecture, and engineering (much like the Rhode Island School of Design specializes in...well,design).Because they focus on a narrow set of interrelated disciplines, Cooper Union offers its students a rigorous, in-depth course of study that teaches architectureas a combination of technical skill, cultural awareness, artistry, and technological advancement. How to Choose the Best Architecture School for You Just because a school has a top-ranked architecture major doesn’t automatically mean it’s the best school for you. If you want to major in architecture, ask yourself the following your questions to ensure you’re applying to the best architecture schools for you. #1: Do They Have the Program You’re Interested In? As stated above, there are several different architecture degrees, and your first step when researching a school should be to make sure they have the one you’re interested in.If you want a Bachelor’s of Architecture so you can start working as an architect right after undergrad, a school that only offers a Bachelor of Arts in Architecture isn’t going to be the best choice for you, no matter how great its program is. #2: Does Their Focus or Specialty Match Yours? Some architecture programs have specialties in areas such as sustainable design, urban design, or classical architecture. They may also have more internship opportunities or alumni in certain cities. Your exact interests don’t absolutely need to match with those of the school you want to attend, but it can make your studies more interesting and tailored to what you want to learn. #3: What Hands-On Opportunities Do They Offer? The best architecture schools offer hands-on learning opportunities for students to really learn what architects do, and you should make sure the opportunities the school you’re interested in offer match with what you want to do. Some schools offer experience in big cities, some have international programs, some require a year-long internship to graduate. Think about what which options seem best to you, and make sure to choose a school that offers what you want. #4: How Do You Like the Rest of the School? Even though you’re an architecture major, you won’t be attending the architecture program in a bubble, so it’s important to learn about the rest of the school. Look into what the dorms are like, what clubs and organizations the school offers, and what things there are to do off-campus. Taking a tour of the school can also help you get a good idea of if the school is right for you. What's Next? What other factors go into choosing a college? If you’re wondering which college you should attend, check out this guide on how to choose! Will you be applying for financial aid? This comprehensive guide takes you through the FAFSA application process, step by step. Liked this list of schools? Check out some of our other best-of-specialty-school lists, including the best engineering schools, best video game design schools, best journalism schools, and best creative writing schools. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Arctic Plankton Bloom Assignment Example | Topics and Well Written Essays - 500 words

Arctic Plankton Bloom - Assignment Example When a scientist says that productivity is a rate, he/she means that it is the rate at which organic matter is produced (National Geographic, n.d.). More clearly, in a scientific perspective, biological productivity is the annual rate of biomass production expressed in tons per hectare per year. Before discussing the factors that influence productivity in various ocean environments like the surf zone, mid-ocean and the deep abyss, it is important to understand the fact that oceans account for only one-third of Earth’s productivity although they cover roughly two-third of the Earth’s surface area. In oceans, coastal regions are characterized with the greatest net primary production. Thorne-Miller (1999) states that diversity of species in surf zone is low but the species that remain in this ocean environment is unusually productive, making the surf zone one of the most productive marine habitats. Wave action is a major factor that influences productivity in the surf zone indirectly. It supplies â€Å"nutrients and suspended food particles to plants and animals attached to the rock† (p. 68). In addition, the wave action keeps seaweeds wet in times of low tide, leading to a favorable photosynthesis rate during the period of greatest light intensity. Thorne -Miller also says that seaweeds and invertebrates living in the surf zone have the capability to adapt to the challenging physical conditions there (p.68). In the words of Foulger (2011), the major factors that determine productivity in mid-oceans include the local plate boundary configuration, temperature, and source composition such as volatiles. Productivity is notably improved by enhanced source fertility. A high fertile source will be characterized with a lower solidus, and this in turn would yield a higher level melting at a given temperature resulting in the thickening of the oceanic crust (p.87). Tyler (2003)

Rat Temple in India Essay Example | Topics and Well Written Essays - 1000 words

Rat Temple in India - Essay Example Considering the norm with Hindu temples, one must remove their shoes when they enter this temple. In addition, one must be careful not to step on them as that would be considered unholy; and if a rat dies because of being stepped on, it is expected that whoever killed it should replace the rat with a gold or silver statue of the same weight as the rat, for atonement. There are chains and grills positioned all around the enclosure of the temple, to protect the rats from predators such as birds. Inside the temple also, there are caretakers and priests that reside with their families and clean away the excrements of the rats, whilst ensuring they are fed. Foodstuffs such as coconut shells are scattered around the temple for the rats to feed on and milk to drink served in pots (Kaushik). Karni Mata’s rats are treated as deities due to the Hindu’s belief in samsara which is the cycle of transmigration that one undergoes when they die and are reincarnated. The legend’s origins can be traced to the goddess of influence and victory, Durga who was reborn as Karni Mata that came to be a spiritual matriarch of the 14th century. In her life, one of members of her tribe lost their child and Karni Mata attempted to bring him back to life, only to be informed by Yama, the goddess of death, that he had by then been reincarnated. Following this, Karni Mata made an agreement with Yama whereby everyone from the tribe would be reincarnated as rats until the entire clan was reborn. This is in accordance with the Hindu belief that death signifies the end of one stage and start of another (Kaushik). Karni Mata temple completed at the beginning of the 20th century was designed in the late Mughal style, and Maharaja Ganga Singh of Bikaner was responsible for its completion and in 1999, Kundanlal Verma undertook further renovation. Born in October 1387, Karni Mata was the seventh daughter of Mehoji Charan and Deval Devi and they resided in Rajasthan; considered an h onorific name, Karni got it when she cured her aunt at the tender age of six years. Even though they did not live an ordinary matrimonial life, Karni Mata was married to Dipoji Charan. She had four sons who were reincarnated as white rats and are believed to bring luck if one spots them out of the other tens of thousands found within the temple this is because they are believed to be holy above all the rest (Karni Temple). The sophisticated, artistic sense of Indians can be noted with the intricate marble panels that line the entrance and floors of the Karti Mana Temple, and features silver and gold decorations all over. Linked to the royal family that ruled Bikaner, the nearby city, the Temple was established to provide greater power and protection to the family, as goddesses are believed to be directly involved in people’s personal lives. Thus, where a Hindu royal family seeking more power would establish a cult in favour of a goddess as is the case with Karni Mata and the worshipping of rats. Also deemed to be a blessing or sign of good luck, is sampling on food and water that has previously been nibbled on by the rats within the temple. In a bid to gain luck from sighting of the ‘special’ white rats, visitors of the temple offer Prasad, a sweet-tasting type of food. Proof of the holiness of these rats has been the fact that there has never been an outbreak of any

Care for Post Elective Coronary Artery Bypass Graft Surgery

Care for Post Elective Coronary Artery Bypass Graft Surgery Assessment for the care of patient with respiratory problem  following Coronary Artery Bypass Graft 3 vessels disease and Mitral Valve Repair Introduction This essay examines a case study of a male patient with a complex history who has undergone elective coronary artery bypass graft surgery, and suffered a number of recovery complications. Coronary artery disease is a common pathology in the Western population, perhaps due to lifestyle and dietary factors, including lack of exercise and smoking. The case history will be examined in the light of nursing care and current theoretical knowledge, looking at the individual needs of the patient and the potential interventions which could be employed to address this patient’s emergent and ongoing condition. Nursing care at any stage, critical, acute or chronic, must be an holistic process which takes into account all of the social, physiological, psycholological, emotional and spiritual needs of the person. Given the critical state of this individual’s health, however, some needs can be identified as more urgent that others. The case history will demonstrate the predominant needs of this patient as those connected with his respiratory function and status, and therefore while all aspects of the case will be considered, considerable attention will be paid to his respiratory needs, treatments and potential outcomes. The focus is on nursing care, which must address the emergent clinical picture whilst considering long term, mid term and short term outcomes in a client-centred context. Discussion The patient, who shall be called Mr S to protect confidentiality, was admitted on June 6th for an elective coronary artery bypass graft procedure, plus a Mitral Valve Repair. According to UHC (2007) a coronary artery bypass graft (CAB or CABG) is a surgical procedure in which a healthy blood vessel is transplanted from another part of the body into the heart to replace or bypass a diseased vessel. In this case, it is the treatment of choice for the patient whose history of myocardial infarction and coronary artery disease made him a prime candidate for corrective surgery. Coronary artery disease is defined as the failure of the coronary arteries to deliver oxygen and fuels for myocardial work (Emery and Pearson, 1998). Coronary artery disease is a leading cause of myocardial infarction (Emery and Pearson, 1998). According to STS (2007), mitral valve repair is an open heart procedure which aims to treat stenosis or regurgitation of the mitral valve, which is the inflow valve for the left side of the heart. In normal physiology, blood flows from the lungs, where it picks up oxygen, and into the heart through the mitral valve (STS, 2007). When it opens, the mitral valve allows blood to flow into the left ventricle, which then closes to keep blood from leaking back into the lungs when the ventricle contracts to pump blood into the systemic circulation (STS, 2007). In this case, mitral regurgitation has been diagnosed, which is probably consequential to Mr S’s ischaemic heart disease (Emery and Pearson, 1998). The patient history includes the following: post lateral MI treated with thrombolysis; shortness of breath on exertion; treatment with GTN; hypertensive disease; raised cholesterol; smoker (80-100 cigarettes a day, stopped smoking in 2000); umbilical hernia repair; removal of a benign growth on the thyroid gland; left ankle oedema; distal varicosities to the left extremity. Mr S is allergic to penicillin, overweight at 115kg and has been treated for the health consequences of his lifestyle for some time. Mr S underwent the procedure as planned, with the standard postoperative care. On return to the ward from theatre he was initially on synchronized intermittent mandatory ventilation, which is a system that was developed as a method of partial ventilatory support to facilitate liberation from mechanical ventilation (CCM, 2007). In this system, a demand valve is located within the system through which patients can take spontaneous breaths, without having to breathe through the ventilator apparatus, allowing the patient to breathe spontaneously while also receiving mandatory breaths (CCM, 2007). As the patient’s respiratory function improves, the number of mandatory breaths is decreased, until the patient is breathing unassisted on continuous positive airways pressure (CCM, 2007). Non invasive forms of ventilatory support have been found to be associated with improved patient outcomes (Peter et al, 2002), in a range of acute respiratory conditions including acute respiratory fail ure. Mr S was extubated after ten hours, placed on high flow oxugen via face mask at 50%, but PA02 was only 7 with quiet lung bases on auscultation, leading to the introduction of WCPAP, with a PEEP of 7.5. He was coughing but not expectorating, and developed a number of other postoperative complications which are listed below. His CVP was on 24mmhg and stable within that range. Blood Pressure went down to 80/50 mmHg, treated with gelofusion with no response. noradrenaline was started 07mic/kg/min Frusemide 20mg /hr with good effect; on the second day urine outputtailed off to 60-70ml/hr so the frusemide was increased in 40mg/hr with good effect. Urine output increased to a ratoe of 120-150mls/hr. Mr S has has 3 chest drains: mediastinal, pleural and pericardial . Mr S is ventricularly paced at around 90 beats, with an underlying bradycardia of 44 beats /min. Blood results: urea was 4.4 on the first day, 8.3 day two post-op; creatinene was initially 102, then 164, and on the third day it was 280. Noradrenaline was used, followed by some attempt to wean MR S of this level of support, but the MAP was not stable and could not be kept at 70, and so noradrenaline recommenced. Plans for discharge were postponed due to the WCPAP, the renal complications and the blood pressure issues. Mr S was had an Epidural with plain levopuvicaine at 5mls per hourincreased to 8 mls because of pain on movement; in addition to this he had a PCA (which was being used minimally), and regular Cocodamol. As can be seen, Mr S’s condition is quite serious with a range of complications from the surgery related to his postoperative recovery. Given than cardiac surgery has been performed and there are issues with maintaining blood pressure and cardiac rhythm, the two appear to be connected. Low cardiac output due to arrythmias are of some concern, and so all observations should be closely monitored. The area of concern for this essay, however, is the area of the respiratory complications, but brief mention will be made of the nursing considerations of the other aspects of his condition Nursing care focusing on his pain relief should include regular pain management, assessment of pain scores and sedation levels, and hourly pump checks on the epidural infusion and the PCA. These should be documented contemporaneously and comprehensively, and this information should be used for ongoing care planning, evaluation and communication with colleagues. Monitoring of intravenous infusions should include checking the IV site and cannula for patency or any signs of inflammation, checking that all the infusion lines are connected, and the pumps are set at the correct rate. Fluid balance should be recorded on the appropriate chart at the appropriate hourly intervals. The colour and consistency of the urine should also be noted. Fluid management is important in respiratory disease because excess fluid intake is prone to leak through the capillary membranes into the lung tissues (Peters, 1998). Vital observations should be recorded as specified by the medical and cardiothoracic teams. Pressure area care should be carried out, nutritional status should be monitored, and responses to medications noted. All medications should be administered as charted. Further to this, the chest drains must be observed, insertion sites assessed for signs of infection, and temperature monitored for signs of systemic responses to infection. The drain contents must be included in the fluid balance measurements, and must also be reported to the doctors, and observed for signs of haemorrhage. The drains must be kept off the floor but below the level of insertion of the tubing, to prevent the contents tracking back up towards the body, which would increase the risk of infection. For this reason, if Mr S is moved at any time or repositioned, or during procedures such as bedmaking and attending to hygiene needs, the tubing of all three drains should be clamped for the duration of the activity and then unclamped again afterwards. In addition to this, Mr S appears to need considerable respiratory support. The literature shows that satisfactory oxygenation can generally be achieved in most patients by the use of continuous positive end expiratory pressure (PEEP) using a continuous positive airway pressure (CPAP) mask with a PEEP valve of 5-10 cm of water. However, it has become apparent that Mr S cannot be safely weaned from this as yet. One option to consider would be NPPV, which is a treatment which has evolved from CPAP (Peters, 1998). It has been found to be very effective in providing ventilatory support for patients with respiratory disorders, particularly long term and in the home setting (Peters, 1998). This might be one option which could support Mr S in being discharged from the intensive care facility. Positioning and physical support to maintain this are also important (Peters, 1998). Therefore, Mr S should be nursed upright or semi-upright, well supported by pillows, but giving due consideration to pressure area care. Thorens et al (1995) suggest that the quality of nursing seems to be a measurable and importantfactor in the weaning from mechanical ventilation of patients with chronic obstructive pulmonary disease. While Mr S’s condition is not COPD, many aspects of his symptoms and, obviously, the environment in which he is being nursed, are similar to those described in this study by Thorens et al (1995). They suggest that below a threshold in the available workforce of ICU nurses, the weaning duration of patients from ventilation and other forms of mechanical ventilatory support increases dramatically (Thorens et al, 1995). Therefore, very close attention should be given to the education and number of ICU nurses (THorens et al, 1995), which in this instance could be vie wed from a managerial point of view, in ensuring that the appropriately skilled and experienced nurses are those allocated to the care of Mr S, and that his case should be seen as a priority. Addressing Mr S’s emotional and psychological needs are also important. While it is an extremely invasive and potentially life threatening procedure, coronary artery bypass graft surgery and mitral valve repair surgery are associated with positive patient outcomes(Moshkovitz et al, 1993). This was also an elective rather than an emergency procedure. This may mean that Mr S was not necessarily expecting such a problematic recovery period and so will need support adjusting to this. The same could be said for his family and carers, who would perhaps be somewhat shocked to find him still in a relatively serious condition. The support mechanisms available to him should be assessed, and it should be factored into the nursing care plan that time (often the most precious resource available to nurses) is allocated to him to ensure that he has amply opportunity to communicate with the staff. Communication difficulties may be associated with his condition, state of mind, level of conscio usness and the use of CPAP, and these must be taken into consideration. Wong et al (1999) discuss risk factors of delayed extubation and prolonged intensive care unit length of stay, which suggest that such occurrences are associated with higher levels of morbidity and longer periods of recovery. Whether this is due to the nature of the underlying condition, or the nature of the environment (or both), cannot be determined. However, it would appear that it is in Mr S’s best interests to be facilitated towards a level of wellness along the illness-wellness spectrum that is sufficient to warrant his discharge from the intensive care unit. It might be appropriate to consider different medication regimes, or to allow the physiological systems of his body more time to adjust to his postoperative recovering state. Another potential action might be to remove the epidural and encourage Mr S to use the PCA more appropriately, to support his pain control as a self-managed phenomenon, and to encourage a move towards increased independence, mobility and generally improved health. There is a degree of motor block evident from the epidural. Epidurals are also associated with low blood pressure, so this might be a factor in Mr S’s condition. The epidural would need to be removed under aseptic technique, and a small dressing placed over the site. The tip of the epidural catheter must be checked to make sure it is complete, and this noted in the patient’s records. Close monitoring of the patient’s blood pressure following this might allow the nurse to assess whether this has had a positive effect on Mr S’s blood pressure. Similarly, if Mr S is more mobile and able to move a little more independently, this might increase cardiac output and improve blood pressure. He is at considerable risk of post-operative thrombosis, in particular deep vein thrombosis and pulmonary embolism, and so mobilisation will be a key factor in his recovery and in preventing these complications. Hannan et al (2003) found that post-operative recovery from coronary artery bypass graft surgery can be adversely effected if the patient suffers from 6 or more comorbidities. Given his medical history, it is unsurprising that Mr S finds himself not recovering as quickly as potentially possible, and so it is important to maximise all opportunities to promote recovery and health. The use of low molecular weight heparin as a prophylaxis against deep venous thrombosis and pulmonary embolism is common in post-operative care, and is likely to be used here. However, there is a serious consequence of anti-coagulant therapy, which is the incre ased risk of haemorrhage, and so this again will need to be monitored for very carefully. Stanley et al (2002) suggest that neurocognitive decline is a continuing source of morbidity after cardiac surgery. This may be associated with cardiac arrythmias (Stanley et al, 2002). Mr S’s underlying bradycardia may then be a contributory factor in his long-term prognosis and this is why such intensive cardio-pulmonary support is warranted. Neurocognitive dysfunction is common after coronary artery bypass graft surgery (Stanley et a, 2002), and so assessments of this should form part of the ongoing care and monitoring of his condition. The pacemaker will also be monitored for functionality, and heart rhythm observed. Any changes will be assessed by the cardiothoracic team and any improvements towards normal rhythm noted. It is also important for nurses to consider multidisciplinary team input as a part of interprofessional working and client-centred care. For example, some research has demonstrated that a multidisciplinary approach to weaning from mechanical ventilation has been associated with greatly improved outcomes in the short and long term (Smyrnios et al, 2002). Mr S, given his condition, would be a prime candidate for pulmonary physiotherapy, which has been argued by some to be useful in the recovery process. Given the respiratory assessment findings, this may be used. However, the usefulness of respiratory physiotherapy for the prevention of pulmonary complications after cardiac surgery remains unproved(Pasquina et al, 2003). Therefore it would need to be a collaborative decision in conjunction with the consultant in charge of Mr S’s case. Conclusion This examination of Mr S’s case and history has demonstrated that he is suffering from a number of post operative complications associated with his surgical status, his past medical history and the range of comorbidities he is suffering. The diagnosis of his current condition must remain the area of responsibility of the doctors who are in chargeof his case. However, nursing interventions are a vital component of his care and potential for recovery. While doctors may diagnose and prescribe, it is the nursing staff who assess, monitor, administer therapies, and engage in the majority of prophylactic activities to support optimal return to wellness. This essay has also considered the need for an holistic approach to Mr S, viewing him as a person in the context of his own life rather than simply a set of conditions which much be treated and hopefully, resolved. However, the nature of his condition is serious, and until the cardiac and respiratory function issues are resolved, there is very little that can be done other than to support him and his body systems to continue to function, whilst engaging in nursing activities aimed at minimising further complications from his continued dependent and unwell state. There are a number of actions that can be taken, including pressure area care, fluid management, engagement with the multidisciplinary team, and pain management, all of which can contribute to supportive a positive prognosis for Mr S. However, he continues to require intensive nursing care until such time as he is able to be weaned off the CPAP and the noradrenaline which is helping to maintain the blood pressure. Until that time, all his needs will continue to be met by 24 hour intensive nursing care. References CCM (2007) http://www.ccmtutorials.com/rs/mv/page7.htm Emery, C. and Pearson, S. (1998) Managing coronary artery disease. In: Shuldham, C. (1998) Cardiorespiratory Nursing Cheltenham: Stanley Thornes. Hannan, E.L., Racz, M.J., Walford, G. et al (2003) Predictors of Readmission for Complications of Coronary Artery Bypass Graft Surgery JAMA. 290 773-780. Moschovitz, Y., Lusky, A. and Mohr, R. (1995) Coronary artery bypass without cardiopulmonary bypass: analysis of short-term and mid-term outcome in 220 patients. Thoracic and Cardiovascular Surgery 110:979-987. Pasquina, P., Tramer, M.R. and Walder, B. (2003) Prophylactic respiratory physiotherapy after cardiac surgery: systematic review British Medical Journal 327:1379 Peter, J.V., Moran, J.L., Phillips-Hughes, J. and Warn, D. (2002) Noninvasive ventilation in acute respiratory failure- A meta-analysis update. Critical Care Medicine. 30(3) 555-562. Peters: R. (1998) Respiratory failure: Adult Respiratory Distress Syndrome In: Shuldham, C. (1998) Cardiorespiratory Nursing Cheltenham: Stanley Thornes. Shuldham, C. (1998) Cardiorespiratory Nursing Cheltenham: Stanley Thornes. Smyrnios, N.A., Connolly, A., Wilson, M.M. et al (2002) Effects of a multifaceted, multidisciplinary, hospital-wide quality improvement program on weaning from mechanical ventilation. Critical Care Medicine. 30(6) 1224-1230. Stanley, T.O., Mackensen, G.B., Brocott, H.P. et al (2002) The Impact of Postoperative Atrial Fibrillation on Neurocognitive Outcome After Coronary Artery Bypass Graft Surgery. Anesthesia and Analgesia 94 290-295. STS (2007) http://www.sts.org/doc/410 Accessed 28-6-07 Thorens, J.B., Kaelin, R.M., Rainer, M. et al (1995) Influence of the quality of nursing on the duration of weaning from mechanical ventilation in patients with chronic obstructive pulmonary disease. Critical Care Medicine. 23(11) 1807-1815. UHC (2007) http://healthcare.utah.edu/healthinfo/adult/cardiac/glossary.htm Accessed 28-6-07 Wong, D.T., Davy, C., Kustra, R. et al (1999) Risk Factors of Delayed Extubation, Prolonged Length of Stay in the Intensive Care Unit, and Mortality in Patients Undergoing Coronary Artery Bypass Graft with Fast-track Cardiac Anesthesia: A New Cardiac Risk Score. Anesthesiology. 91(4) 936. Woods, S.L, Froelicher, E.S.S. and Motzer, S.U. (2000) Cardiac Nursing Philadelphia: Lippincott.

Psychological And Spiritual Guide Essay

Fear has diverse implications on a person. The presence of fear in a person is actually a manifestation on one’s behavior or influences. To collaborate in animal behavior, both fear and suspicion can turn one anxious and even make one do things beyond the normal state of a being. Cases such as sexual abuse or traumas are common amongst individuals in the contemporary society, although there are certain kinds of fear which have been inhibited by an individual since childhood and may have a hard time to cope up and overcome with it (Campbell, 2006). Fear creates limitations A person clouded with fear can be manifested in the actions of a person. As sociology suggests, fear can create impacts to the people around an individual; it could either gain sympathy or make another superior. The second effect then could be considered negative since it may be used by another to take advantage over the fearful person. Scholars even showed how fear overpowers one’s confidence in situations where one already relies to the concept of fear alone and feeling weary and helpless. As a matter of fact, studies show that fear sometimes takes over on the situation limiting the person of the capabilities that one utterly possesses. Aside from that fear also takes away the person from fulfilling one’s desire or one’s aim. Given the fact that the person has already been soaked in the river of fear—this also leads to low self-esteem—the person just goes along with what is happening and is afraid to make an appeal. Psychological implications of fear Fear is revealed when one feels the failure of control over main events and state of affairs in one’s life. In other words, this is a fear of loss of personal freedom. This is a predominant fear of people with substance addictions, battered wives and children, nursing home patients, and even the nations destitute. It also surfaces when an individuals’ indenture delayed sickness such as cancer or AIDS. Such fear is also established in people whose personality type is described as learned helpless-hopeless, people who think they have minute control of their lives. Behavioral changes caused by fear The concept of fear is coupled with fear of the unknown when one contemplates the subsistence of an afterlife and reaches no comfortable answers. Further, the conscious mind can’t comprehend life without itself, and the thought of nonexistence is less than comforting. Psychologists point out that many people, who exhibit fear is extremely vigilant, normally have behavioral changes or turn away from instances or materials or people which are in one point or another not supposed to be avoided. Moreover, few stress that anger and fear thoroughly two viewpoints which are indiscriminately diverse. There are others who believe that anger is really just another shadow of fear, inspired by that which generates a sense of awkwardness inside of us. Whether they are two completely different emotions, or derived from the same source but expressed differently, they are both very authentic. Like anger, fear is a factor of continued existence. In its most primal form, fear stimulates a substantial response to flee and hide from threats that are intimidating, overwhelming, and sometimes fatal (Lehrman & Harlow, 2006). Conclusions and further remarks Motivational properties are attributed to fear, and the fear-response may be thought of as occurring with such frequency as to equal emotional persistence. The distinction must be made however, for the fear-response which has been showed to be learnable and therefore directly dependent upon environmental cues rather than merely building up with successive noxious stimulations. Further, the responses of individuals to fear, either originating as a component or concomitant of pain, but learnable in the sense that it is capable of being elicited by some triggering factors and common practices that may be conceived as root of the fear. References Campbell, D. (2006). Inner Strength Defies the Skeptic: A Psychological And Spiritual Guide from Fear to Freedom. New York, NY: Immediex Publishing. Lehrman, N. S. , & Harlow, H. F. (2006). Emotionality and Fear. Science, 131(3415), 1700+1740.

Gender College Study

Sample details Pages: 14 Words: 4194 Downloads: 7 Date added: 2017/06/26 Category Statistics Essay Tags: Gender Essay Did you like this example? This chapter presents the results of the study. Included are an analysis of the five research questions and the six hypotheses of the study. This chapter concludes with a summary of the information presented in this chapter concerning the quantitative statistical findings of this study. As previously indicated, job satisfaction is a term that is difficult to describe as a single construct, and the definition of job satisfaction varies between studies (Morice Murray, 2003; Protheroe, Lewis Paik, 2002; and Singer, 1995). In higher education, a number of researchers have discussed the importance of continuous research on job satisfaction among community college faculty (Bright, 2002; Green, 2000; McBride, Munday, Tunnell, 1992; Milosheff, 1990; Hutton Jobe, 1985; and Benoit Smith 1980). A reason suggested for the continuous study of community college faculty, is the value of data received from such studies in developing and improving community college faculty and their practices (Truell, Price, Joyner, 1998). The purpose of this study was to examine job satisfaction of community college instructional faculty in regards to their role as teachers. Don’t waste time! Our writers will create an original "Gender College Study | Education Dissertations" essay for you Create order Analysis of Research Questions Research question one sort to describe the sociodemographic characteristics of community college instructional faculty. This research question included three variables (gender, age, and race/ethnicity). Sociodemographic Characteristics Gender There were 371 participants in the sample, of which 188 were male and 183 were female. In regards to gender, the analysis showed that 51% of the sample size included males and 49% of the sample size were female. Table 1 identifies the frequency and percentage results as they relate to gender of community college faculty. Table 1. Gender Distribution of Community College Instructional Faculty Gender Percent Frequency Male 51% 188 Female 49% 183 Total 100% 371 Age The sample size consisted of 371 participants. For age, the analysis displayed that 16% of the faculty were both under 30 and between ages 30 and 34 while17% were between ages 35 and 39. 15% of community college instructional faculty were between 40 and 44, while 14% were in the age range of 45 to 50. The last age range consisted of participants who were 50 or over, which was 21%. Even though the largest percentage of faculty members are 50 or over, faculty members who are 34 or under total 32% which indicates that the majority of faculty are under the age of 34. Table 2 identifies the frequency and percentage results as they relate to the variable of age of community college faculty. Table 2. Age Distribution of Community College Instructional Faculty Age Percent Frequency Under 30 16% 60 30-34 16% 60 35-39 17% 65 40-44 15% 57 45-49 14% 51 50 and over 21% 79 Total 100% 371 Race and Ethnicity The sample size consisted of 371 participants. The variable race/ethnicity showed that 83% of the participants were White, Non-Hispanic; 7% were Black, Non-Hispanics; 3% were Asian, Non-Hispanics; 1% were both American Indian, Non-Hispanics and Pacific Islanders Non-Hispanics; 2% were More than one race, Non-Hispanic; and 5% were Hispanics. Over 80% of the participants (308) were White, Non-Hispanic. Table 3 identifies the frequencies and percentages for the variable of race/ethnicity. Table 3. Race/Ethnicity of Community College Instructional Faculty Race/Ethnicity Percent Frequency White, Non-Hispanic 83% 308 Black, Non-Hispanic 7% 25 Asian, Non-Hispanic 3% 11 American Indian, Non-Hispanic 1% 1 Pacific Islanders, Non-Hispanic 1% 1 More than one race, Non-Hispanic 2% 7 Hispanics 5% 18 Total 100% 371 Research question two sort to describe the nature of employment characteristics of community college instructional faculty. This research question included three variables (rank, employment status, and tenure status). Nature of Employment Characteristics Employment Status There were 371 participants in the sample, of which 126 were employed full time and 245 were employed part time. In regards to employment status, the analysis showed that 34% of the sample size was employed full time and 66% of the sample size were employed part time. Table 4 identifies the frequency and percentage results as it relates to employment status of community college faculty. Table 4. Employment Status Distribution of Community College Instructional Faculty Employment Status Percent Frequency Full time 34% 126 Part time 66% 245 Total 100% 371 Rank The sample size consisted of 371 participants. In regards to rank, the analysis displayed that 9% of the sample size was identified as professors. Associate professors were identified at 5% of the sample size while Assistant professors were identified at 4%. Instructors were identified as 45% of the participants and lecturers were identified at 2%. Faculty with other titles were identified at 30% and 5% of the participants answered the question as not applicable. More than 40% of the participants (167) were identified as instructors. Table 5 identifies the frequency and percentage results as they relate to the ranking of community college faculty. Table 5. Rank Distribution of Community College Instructional Faculty Rank Percent Frequency Professor 9% 30 Associate professor 5% 19 Assistant professor 4% 15 Instructor 45% 167 Lecturer 2% 7 Other titles 30% 111 Not applicable 5% 22 Total 100% 371 Tenure Status The sample size consisted of 371 participants. In regards to tenure status, the analysis showed that 18% of the faculty were tenured; 6% of faculty were on a tenure track, but are not tenured; and 76% of faculty are not on a tenure track. More than 70% of the participants (282) were identified as faculty not on a tenure track. Table 6 identifies the frequency and percentage results as they relate to the tenure status of community college faculty. Table 6. Tenure Status of Community College Instructional Faculty Tenure Status Percent Frequency Tenured 18% 67 On tenure track, but not tenured 6% 22 Not on tenure track 76% 282 Total 100% 371 Job Satisfaction of Community College Instructional Faculty Research question three was designed to describe the job satisfaction of community college instructional faculty based on the eight components (Authority to make decisions; Benefits; Equipment/facilities; Instructional support; Overall; Salary; Technology-based activities; and Workload) of job satisfaction from the National Study of Postsecondary Faculty Survey NSOPF: 04. The sample size consisted of 366 participants. In regards to job satisfaction, the analysis showed that 73% of the faculty were very satisfied with authority to make decision; 34% of faculty were somewhat satisfied with benefits; 44% of faculty were very satisfied with equipment and facilities; 40% were somewhat satisfied with instructional support; 55% were very satisfied with overall job satisfaction; 42% were somewhat satisfied with salary; 53% were very satisfied with technology-based activities; and 50% of faculty were very satisfied with workload. Table 6 identifies the frequency and percentage results as they relate to the job satisfaction of community college faculty. Table 7. Job Satisfaction of Community College Instructional Faculty Satisfaction Percent Frequency Authority to Make Decisions Very satisfied 73% 268 Somewhat satisfied 22% 81 Somewhat dissatisfied 4% 14 Very dissatisfied 1% 4 Total 100 366 Benefits Very satisfied 27% 106 Somewhat satisfied 34% 127 Somewhat dissatisfied 19% 70 Very dissatisfied 18% 67 Total 100 371 Equipment/facilities Very satisfied 44% 161 Somewhat satisfied 38% 140 Somewhat dissatisfied 14% 51 Very dissatisfied 4% 15 Total 100 366 Instructional support Very satisfied 37% 134 Somewhat satisfied 40% 147 Somewhat dissatisfied 17% 62 Very dissatisfied 6% 23 Total 100 366 Job overall Very satisfied 55% 203 Somewhat satisfied 38% 141 Somewhat dissatisfied 6% 22 Very dissatisfied 1% 5 Total 100 371 Salary Very satisfied 29% 106 Somewhat satisfied 42% 157 Somewhat dissatisfied 18% 67 Very dissatisfied 11% 41 Total 100 371 Technology-based activities Very satisfied 53% 195 Somewhat satisfied 35% 129 Somewhat dissatisfied 9% 32 Very dissatisfied 3% 10 Total 100 366 Workload Very satisfied 50% 187 Somewhat satisfied 34% 127 Somewhat dissatisfied 11% 41 Very dissatisfied 4% 17 Total 100 371 Predictive Relationship between Sociodemographic Characteristics, Nature of Employment Characteristics and Job Satisfaction Research questions four and five examined the predictive relationship between gender, nature of employment, (rank, employment status, and tenure status) and job satisfaction of community college instructional faculty. Associated with this research question were six hypotheses. The hypotheses were tested using a multiple linear regression model that included two independent variables (gender and rank, gender and employment status, and gender and tenure status) and the eight components of the dependent variable, job satisfaction (Authority to make decisions regarding instructional practice, Benefits, Equipment/facilities for instructional use, Instructional support, Overall satisfaction, Salary, Technology-based activities, and Workload). The findings for each of the hypotheses are discussed below. Gender, Rank, and Job Satisfaction H01:There is no statistical difference in job satisfaction of community college instructional faculty based upon gender and rank. Ha1:There is a statistical difference in job satisfaction of community college instructional faculty based upon gender and rank. The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Authority to make decisions regarding instructional practice), F (2, 363), = 0.280, p = .756 (See Table 8). A non-significant relationship was found between gender, rank, and component one. The coefficients were: t = -.321 (gender) and -.670 (rank), df = 363, and p .05 for both gender (.748) and rank (.504). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 8. Summary Regression Results for Authority to Make Decisions Model Sum of Squares df Mean Square F p Regression .234 2 .117 .280 .756 Residual 151.878 363 .418 Corrected Total 152.112 365 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Benefits), F (2, 363), = 4.203, p = .016. The total model produced an r-square value of 0.023 (See Table 9). The r-square value indicated that approximately 1% of the variation in benefits was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .050 (gender) and 2.897 (rank), df = 363, and p .05 for gender (.960) and p.05 for rank (.004). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 9. Summary Regression Results for Benefits Model Sum of Squares df Mean Square F p Regression 9.431 2 4.716 4.203 .016 Residual 407.247 363 1.122 Corrected Total 416.678 365 R-Square = 0.023 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Equipment/facilities for instructional use), F (2, 363), = 1.045, p = .353. The total model produced an r-square value of 0.006 (See Table 10). The r-square value indicated that approximately 1% of the variation in equipment/facilities for instructional use was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .793 (gender) and -1.225 (rank), df = 363, and p .05 for both gender (.428) and rank (.221). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Instructional support), F (2, 363), = .370, p = .691. The total model produced an r-square value of 0.002 (See Table 11). Table 10. Summary Regression Results for Equipment/facilities for Instructional Use Model Sum of Squares df Mean Square F p Regression 1.441 2 .721 1.045 .353 Residual 250.187 363 .689 Corrected Total 251.628 365 R-Square = 0.006 The r-square value indicated that approximately 1% of the variation in instructional support was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .392 (gender) and -.773 (rank), df = 363, and p .05 for both gender (.695) and rank (.440). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 11. Summary Regression Results for Instructional Support Model Sum of Squares df Mean Square F p Regression .570 2 .285 .370 .691 Residual 279.804 363 .771 Corrected Total 280.374 365 R-Square = 0.002 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Overall satisfaction), F (2, 363), = 13.505, p = .000. The total model produced an r-square value of 0.069 (See Table 12). The r-square value indicated that approximately 1% of the variation in overall satisfaction was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = -5.169 (gender) and -.436 (rank), df = 363, and p .05 for gender (.000) and p .05 for rank (.663). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 12. Summary Regression Results for Overall Satisfaction Model Sum of Squares df Mean Square F p Regression 19.269 2 9.634 13.505 .000 Residual 258.950 363 .713 Corrected Total 278.219 365 R-Square = 0.069 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Salary), F (2, 363), = .050, p = .951. The total model produced an r-square value of 0.000 (See Table 13). The r-square value indicated that approximately 0% of the variation in salary was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .220 (gender) and -.230 (rank), df = 363, and p .05 for gender (.826) and for rank (.818). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Technology-based activities), F (2, 363), = .050, p = .819. Table 13. Summary Regression Results for Salary Model Sum of Squares df Mean Square F p Regression .091 2 .045 .050 .951 Residual 331.857 363 .914 Corrected Total 331.948 365 R-Square = 0.000 The total model produced an r-square value of .001 (See Table 14). The r-square value indicated that approximately 0% of the variation in technology based activities was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .081 (gender) and -.628 (rank), df = 363, and p .05 for both gender (.936) and rank (.531). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 14. Summary Regression Results for Technology-based activities Model Sum of Squares df Mean Square F p Regression .245 2 .123 .199 .819 Residual 223.219 363 .615 Corrected Total 223.464 365 R-Square = 0.001 The regression model was not significant between the independent variables (gender and rank) and the dependent variable job satisfaction (Workload), F (2, 363), = .557, p = .573. The total model produced an r-square value of 0.003 (See Table 15). The r-square value indicated that approximately 0% of the variation in workload was accounted for by the combined variation of the 2 independent variables (gender and rank). The coefficients were: t = .312 (gender) and -1.015 (rank), df = 363, and p .05 for both gender (.756) and rank (.311). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 15. Summary Regression Results for Workload Model Sum of Squares df Mean Square F p Regression 1.218 2 .609 .557 .573 Residual 396.607 363 1.093 Corrected Total 397.825 365 R-Square = 0.003 Gender, Employment Status, and Job Satisfaction H02:There is no statistical difference in job satisfaction of community college instructional faculty based upon gender and employment status. Ha2:There is a statistical difference in job satisfaction of community college instructional faculty based upon gender and employment status. The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Authority to make decisions regarding instructional practice), F (2, 363), = .070, p = .932 (See Table 16). A non-significant relationship was found between gender, employment status, and component one. The coefficients were: t = -.355 (gender) and .120 (employment status), df = 363, and p .05 for both gender (.723) and employment status (.904). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 16. Summary Regression Results for Authority to Make Decisions Model Sum of Squares df Mean Square F p Regression .040 2 .020 .070 .932 Residual 104.091 363 .287 Corrected Total 104.131 365 The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Benefits), F (2, 363), = 26.952, p = .000. The total model produced an r-square value of 0.129 (See Table 17). The r-square value indicated that approximately 1% of the variation in benefits was accounted for by the combined variation of the 2 independent variables (gender and employment status). The coefficients were: t = -.140 (gender) and 7.340 (employment status), df = 363, and p .05 for gender (.889) and p.05 for employment status (.000). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Equipment/facilities for instructional use), F (2, 363), = 2.754, p = .065 (See Table 18). Table 17. Summary Regression Results for Benefits Model Sum of Squares df Mean Square F P Regression 51.741 2 25.870 26.952 .000 Residual 348.437 363 .960 Corrected Total 400.178 365 R-Square = 0.129 The coefficients were: t = -.016 (gender) and -2.347 (employment status), df = 363, and p .05 for gender (.987) and p .05 for employment status (.019). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 18. Summary Regression Results for Equipment/facilities for Instructional Use Model Sum of Squares df Mean Square F p Regression 3.331 2 1.665 2.754 .065 Residual 219.489 363 .605 Corrected Total 222.820 365 The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Instructional support), F (2, 363), = 1.844, p = .160 (See Table 19). The coefficients were: t = -.308 (gender) and -1.897 (employment status), df = 363, and p .05 for gender (.758) and p .05 for employment status (.059). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 19. Summary Regression Results for Instructional Support Model Sum of Squares df Mean Square F p Regression 2.651 2 1.326 1.844 .160 Residual 260.977 363 .719 Corrected Total 263.628 365 The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Overall satisfaction), F (2, 363), = .637, p = .529. The total model produced an r-square value of 0.003 (See Table 20). The r-square value indicated that approximately 0% of the variation in overall satisfaction was accounted for by the combined variation of the 2 independent variables (gender and employment status). The coefficients were: t = -.652 (gender) and -.924 (employment status), df = 363, and p .05 for both gender (.515) and employment status (.356). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Salary), F (2, 363), = .058, p = .944 (See Table 21). The coefficients were: t = .260 (gender) and -.216 (employment status), df = 363, and p .05 for gender (.795) and for employment status (.829). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 20. Summary Regression Results for Overall Satisfaction Model Sum of Squares df Mean Square F p Regression .516 2 .258 .637 .529 Residual 146.916 363 .405 Corrected Total 147.432 365 R-Square = 0.003 Table 21. Summary Regression Results for Salary Model Sum of Squares df Mean Square F p Regression .100 2 .050 .058 .944 Residual 315.441 363 .869 Corrected Total 315.541 365 The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Technology-based activities), F (2, 363), = .529, p = .589 (See Table 22). The coefficients were: t = -.334 (gender) and -.975 (employment status), df = 363, and p .05 for both gender (.739) and employment status (.330). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and employment status) and the dependent variable job satisfaction (Workload), F (2, 363), = 13.418, p = .000. Table 22. Summary Regression Results for Technology-based activities Model Sum of Squares df Mean Square F p Regression .523 2 .261 .529 .589 Residual 179.130 363 .493 Corrected Total 179.653 365 The total model produced an r-square value of 0.069 (See Table 23). The r-square value indicated that approximately 1% of the variation in workload was accounted for by the combined variation of the 2 independent variables (gender and employment status). The coefficients were: t = 1.351 (gender) and -4.995 (employment status), df = 363, and p .05 for gender (.178) and p .05 for employment status (.000). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 23. Summary Regression Results for Workload Model Sum of Squares df Mean Square F p Regression 17.895 2 8.947 13.418 .000 Residual 242.062 363 .667 Corrected Total 259.956 365 R-Square = 0.069 Gender, Tenure Status, and Job Satisfaction H03:There is no statistical difference in job satisfaction of community college instructional faculty based upon gender and tenure status. Ha3:There is a statistical difference in job satisfaction of community college instructional faculty based upon gender and tenure status. The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Authority to make decisions regarding instructional practice), F (2, 363), = 0.120, p = .887 (See Table 24). A non-significant relationship was found between gender, tenure status, and component one. The coefficients were: t = -.442 (gender) and .222 (tenure status), df = 363, and p .05 for both gender (.659) and tenure status (.825). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 24. Summary Regression Results for Authority to Make Decisions Model Sum of Squares df Mean Square F p Regression .073 2 .037 .120 .887 Residual 110.465 363 .304 Corrected Total 110.538 365 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Benefits), F (2, 363), = 9.706, p = .000. The total model produced an r-square value of 0.051 (See Table 25). The r-square value indicated that approximately 1% of the variation in benefits was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = .015 (gender) and 4.405 (tenure status), df = 363, and p .05 for gender (.988) and p.05 for tenure status (.000). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 25. Summary Regression Results for Benefits Model Sum of Squares df Mean Square F p Regression 20.959 2 10.479 9.706 .000 Residual 391.916 363 1.080 Corrected Total 412.874 365 R-Square = 0.051 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Equipment/facilities for instructional use), F (2, 363), = 3.790, p = .024. The total model produced an r-square value of 0.020 (See Table 26). The r-square value indicated that approximately 1% of the variation in equipment/facilities for instructional use was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = .247 (gender) and -2.746 (tenure status), df = 363, and p .05 for gender (.805) and p .05 tenure status (.006). Therefore, the null hypothesis was rejected because p .05 p.05 with alpha= .05. The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Instructional support), F (2, 363), = 2.705, p = .068. Table 26. Summary Regression Results for Equipment/facilities for Instructional Use Model Sum of Squares df Mean Square F p Regression 4.463 2 2.232 3.790 .024 Residual 213.758 363 .589 Corrected Total 218.221 365 R-Square = 0.020 The total model produced an r-square value of 0.015 (See Table 27). The r-square value indicated that approximately 1% of the variation in instructional support was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = -.201 (gender) and -2.313 (tenure status), df = 363, and p .05 for both gender (.841) and p .05 tenure status (.021). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 27. Summary Regression Results for Instructional Support Model Sum of Squares df Mean Square F p Regression 3.868 2 1.934 2.705 .068 Residual 259.599 363 .715 Corrected Total 263.467 365 R-Square = 0.015 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Overall satisfaction), F (2, 363), = .511, p = .600. The total model produced an r-square value of 0.003 (See Table 28). The r-square value indicated that approximately 0% of the variation in overall satisfaction was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = -.484 (gender) and -.878 (tenure status), df = 363, and p .05 for both gender (.629) and for tenure status (.381). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 28. Summary Regression Results for Overall Satisfaction Model Sum of Squares df Mean Square F p Regression .391 2 .196 .511 .600 Residual 139.084 363 .383 Corrected Total 139.475 365 R-Square = 0.003 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Salary), F (2, 363), = .164, p = .849. The total model produced an r-square value of 0.001 (See Table 29). The r-square value indicated that approximately 0% of the variation in salary was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = -.485 (gender) and -.296 (tenure status), df = 363, and p .05 for gender (.628) and for tenure status (.767). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. Table 29. Summary Regression Results for Salary Model Sum of Squares df Mean Square F p Regression .269 2 .135 .164 .849 Residual 297.286 363 .819 Corrected Total 297.555 365 R-Square = 0.001 The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Technology-based activities), F (2, 363), = 13.722, p = .000. The total model produced an r-square value of .070 (See Table 30). The r-square value indicated that approximately 1% of the variation in technology based activities was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = 2.061 (gender) and -4.855 (tenure status), df = 363, and p .05 for both gender (.040) and tenure status (.000). Therefore, the null hypothesis was rejected because p .05 with alpha= .05. The regression model was not significant between the independent variables (gender and tenure status) and the dependent variable job satisfaction (Workload), F (2, 363), = 6.544, p = .002. The total model produced an r-square value of 0.035 (See Table 31). The r-square value indicated that approximately 1% of the variation in workload was accounted for by the combined variation of the 2 independent variables (gender and tenure status). The coefficients were: t = 1.140 (gender) and -3.455 (tenure status), df = 363, and p .05 for gender (.255) and p .05 for tenure status (.001). Therefore, the null hypothesis was rejected because p .05 and p .05 with alpha= .05. Table 30. Summary Regression Results for Technology-based activities Model Sum of Squares df Mean Square F p Regression 16.535 2 8.267 13.722 .000 Residual 218.700 363 .602 Corrected Total 235.235 365 R-Square = 0.070 Table 31. Summary Regression Results for Workload Model Sum of Squares df Mean Square F p Regression 8.363 2 4.182 6.544 .002 Residual 231.946 363 .639 Corrected Total 240.309 365 R-Square = 0.035 Summary The finding of this study showed that the gender of community college instructional faculty was almost equally distributed. In that, 51% were male and 49% were female. Apparently, community colleges are providing instructional opportunities not only for men, but also for women. The findings also showed that the majority of community college instructional faculty were below the age of thirty-four making a combined percentage of 32% for the age ranges of 34-30 and 30 and under, although 21% of community college instructional faculty are fifty years of age or over. Assuming a retirement age of 65, these data indicate the approximately 130 out 371 community college instructional faculty will have to be replaced in the next 15 years. This study also found that the community college instructional faculty ethnic make-up is White, Non-Hispanic at 83%. This indicates that the race of community college instructional faculty has a limited minority presence. Other findings from this study, such as employment status, showed that 66% of community college instructional faculty were employed in part-time status. This is consistent with findings in the literature regarding employment status. The findings also showed that 75% of community college instructional faculty were identified as instructors or had other titles. Since this study was examining the job satisfaction of community college instructional faculty regarding their role as teachers, the finding are not surprising that faculty viewed themselves as instructors. Finally, the finding for research question one, as it relates to tenure status showed that 76% of community college instructional faculty were not on a tenure track. The finding for research question three yielded that community college instructional faculty were either somewhat or very satisfied with all eight components (Authority to make decisions; Benefits; Equipment/facilities; Instructional support; Overall; Salary; Technology-based activities; and Workload) of job satisfaction ranging from 61% to 95%, with Benefits fairing the least at 61%. The results of the regression analysis conducted in this study showed that no significant relationship existed between gender and nature of employment (rank, employment status, and tenure status), and job satisfaction. All three hypotheses were tested at the .05 level of significance. The findings of this study revealed that none of the independent variables are predictive of job satisfaction of community college instructional faculty. The next chapter will present discussion, conclusions, implications, and recommendations of this study.