Intercultural Paper Essay Example | Topics and Well Written Essays - 1000 words

Intercultural Paper - Essay Example This culture simply identifies itself with codes of conduct that promote love and respect with the main aim of maintaining modesty and purity. Institutions lead to the establishment of norms that support individual survival in a social setting. Stability and functionality of society depend upon roles and responsibilities that are created and defined by different institutions. However many societies may differ, they all have institutions that influence the culture or rather the way of life of individuals. Religious institutions for instance control behaviour and determine the actions of individuals. The religious institution that defines the Hindu culture comprises of various religious practices of which people are expected to abide by. Being the most dominant religion in India, the religion emphasizes with humility, respect, purity and modesty. There are various religious practices that promote these four doctrines. For instance, touching people’s feet is considered a sign of respect. Touch the feet of individuals who are considered to be holy is considered a sign of humility (WordPress, n.d). Hindus also consider i t a tradition to offer gifts to priests and gurus as a sign of appreciating the spiritual blessings they receive. Religious institutions in the Hindu Culture consider purity to be of great essence. Purity takes three forms: purity of body, purity of thoughts and purity of deeds. In their daily activities, Hindus protect this purity through following their religious codes of ethics and living wisely (Sharma, 2002). Religious offerings are usually given to deities from time to time. These offerings are usually in the form of food or flowers. Sniffing of offerings is not allowed based on the belief that sniffing is meant for the gods. All items that are intended to be offered for offerings are cleaned and covered as a sign of purity. Their temples and shrines are

Definitions and Causes of Intellectual Disabilities

Definitions and Causes of Intellectual Disabilities Task 1 1.1 Give 2 definitions of intellectual disability in accordance with a recognized source. Definition 1: â€Å"Intellectual disability means a significantly reduced ability to understand new or complex information and to learn and apply new skills (impaired intelligence). This results in a reduced ability to cope independently (impaired social functioning), and begins before adulthood, with a lasting effect on development.† (World Health Organization, 2014) Definition 2: â€Å"Intellectual disability is a disability characterized by significant limitations both in intellectual functioning and in adaptive behaviour as expressed in conceptual, social, and practical adaptive skills. This disability originates before the age of 18.† (American Association on Intellectual and Development Disabilities, 2008) 1.2 Using a definition of intellectual disability give 2 examples of how this impacts on the person’s adaptive skills: Conceptual skills such as reading time, counting money, reading and writing, expressing something are affected. Practical skills such as mobility, meal preparation, using telephone or mobile and daily living skills such as eating and dressing up are also impaired. Using a definition of intellectual disability give 2 explanations of how this impacts on the person’s cognitive ability: An intellectually disabled person has problems in thinking and reasoning things to make sense of them and utilize that information or advise in the daily living. Such as person also has problems in interpreting the tone in the voices speaking to them and communicating properly with other people. Task 2 2.1 Give 2 examples of causes of intellectual disability that occur before birth and describe two (2) main characteristics of the effects. E.g.1 Genetic Disorder Chromosome abnormality or disorder in the genes can lead to intellectual disability before birth. (American Association on Intellectual and Development Disabilities, 2008) Main Characteristics: One of the examples of Intellectual Disabilities due to genetic disorder is Downs Syndrome. Downs Syndrome occurs due to abnormality in chromosome 21 whereby there is an additional Chromosome 21. It can occur in any family of any race, religion or culture. Babies or children with Downs Syndrome depict small chin, almond shaped eyes and a around face as physical characteristics. Such children will also have a oversized tongue and much shorter limbs. Another type of disability caused by genetic disorder is Prada Willi Syndrome. With Prada Willi Syndrome, there is abnormality in chromosome 15. There is a minute gene deletion in the chromosome 15. The reason for this deletion is remains unknown. People with such disability tend to suffer from food craving and weight gain mainly. E.g. 2 Brain development Caused by environmental factors such as consumption of alcohol by the mother during pregnancy, drugs, infection, other environmental toxins and unknown factors. Brain or portion of it is damaged due to exposure to such elements. (American Association on Intellectual and Development Disabilities, 2008) Main Characteristics: An example of such is Foetal Alcohol Syndrome, caused by exposure to alcohol intake during pregnancy by the mothers. There is interference by alcohol in the delivery of food (nutrition) and oxygen to the brain, which affects the brain development and the connection of brain to the other organs of the body. These children have shorter than average height, have small head and small eyes with low birth weight and have flat face too. Exposure to environmental toxins such as methyl in the air (whereby methyl molecules replace hydrogen in the air) leads to Fragile X Syndrome. Children with Fragile X-Syndrome would have been affected by DNA rearrangements and this is more common in males. These children or males generally tend to have large testicles. 2.2 Give 2 examples of causes of intellectual disability that occur during or immediately following birth and describe 2 main characteristics f the effects. E.g. 1 Low Birth Weight Children with low birth weight can also be impaired and classed under intellectual disability. Source: (Centre for Disease Control, 2013) Main Characteristics: The child with low birth weight of basically below 2.5kg but especially below 1.5kg have great risks and chances of having cerebral palsy. It is not really a c cause rather a risk factor. Such a child has problems in balancing her/himself due to cognitive impairment. Children with low birth weight can also develop or be affected by epilepsy (World Health Organization, 2012). Perinatal injury factors such as low birth weight leads to brain damage. These people tend to have involuntary episodes of seizure, which can be several at times. E.g. 2 Trauma Brain injuries or trauma can also lead to many intellectual disabilities. This can vary in degree yet leave a huge impact. Traumas at times can be prevented but there are certain times it can not be. Source: Auckland Goldstar Institute (2014), Powerpoint slides 23-27) Main Characteristics: One of it is epilepsy. The brain damage due trauma can lead to epilepsy. People with epilepsy have involuntary movements of the body. This could be referred to as episodes of seizures. Such children/clients may be devoid of awareness of their environment and can also be unconscious for sometime. Another of the intellectual disabilities caused by trauma is cerebral palsy. The brain injury during birth affects a persons’ ability to move and coordinate. Such clients have problems with bladder or bowel movements. It is difficult to control these. 2.3 Give 2 examples of causes of intellectual disability that occur during childhood years and describe the impact of the day-to-day support needs of the person. E.g. 1 Infections Infections such as Meningitis can lead to epilepsy. Meningitis affects the brain directly and can be taken as a cause of epilepsy. (Source: Auckland Goldstar Institute (2014), Powerpoint slide 23) Impact: The client will have convulsions now and again. This is due to the brain damage from meningitis infection. There could be partial seizures, which would be eventuating from a small part of the brain being affected. E.g. 2 Exposure to Environmental Factors We are exposed to many factors or toxins in the environment on daily basis. Some of these factors can lead to Autism. (Source: Auckland Goldstar Institute(2014), Powerpoint slide 33) Impact: Have difficulty in speaking, can be repetitive with words or have flat tone of voice. Hence, they experience hardships in communicating with many people. They find it hard to socialize with large groups of people. This can lead to these clients feelings isolated and as they are unable to develop or make friends. Task 3 Describe conditions frequently associated with intellectual disability. Condition 1: Epilepsy Cause: Epilepsy, another of those common intellectual disabilities has been related to many causes. While some times it is unknown, the known factors are: genetics serious head injuries or severe head trauma hypoxia or lack of oxygen during birth infections such as encephalitis and meningitis Main Characteristic 1: Such clients can experience convulsions or seizures. Seizures may be partial. This happens due to injuries to the brain whereby the part of the brain controlling body movements is affected. Main Characteristic 2: The person/client may also lose awareness of presence in a place and happenings around it. This also happens due to brain effects resulting from any of the causes. Physical Support: Need help in ensuring correct administration of medications, monitoring of that these medications are taken, tending to any effects or side effects. Safety of such clients is paramount as these clients have seizures and involuntary body movements. Thus, these clients as well as the family (or whanau) need to be educated on what it is and the management (this includes ensuring safety, taking care of other needs, medication intake, taking appropriate steps when a person has seizures) a of epilepsy. A safe environment that is free of and hazards is also needed. The airways of any person having seizures should always be kept open. Social support: Clients need encouragement and positive response to help them maintain their dignity during and after seizures. These clients also need motivation and support to help them get into studies and be educated. Since epileptic clients can get socially shy and may not mix around with others, they need constant support and encouragement to help them be in contact and maintain communication with her/his friends and co-workers. Cognitive support: Epileptic clients can end up losing a lot of learning hours and opportunities due to seizures. They thus experience difficulties in learning. This can and often leads to needing additional teaching support in terms of using devices such as visual aids, diary for appointments, calendars, memory aids and even a 1 to 1 teacher support. These support modes will be really helpful to them. Condition 2: Spinal bifida Cause(s): Spinal bifida, which is a before birth is a condition whereby a person has incomplete brain, spinal cord and/or meninges development. The type and location of the malformation denotes the severity of the condition as to where it is mild or severe. While the cause is generally unknown, it can be possibly related to genetics, folic acid deficiency in diet and also environmental factors. Main Characteristic 1: People with spinal bifida can experience bladder or bowel control loss. They have lack of control on them urinating or defecating, on the amount and when they do it. Main Characteristic 2: Feeling of muscle weakness or paralysis below the region where the incomplete closure (cleft) or malformation has occurred. Thus, as a result they can also feel loss of sensation in the region below the affected area. Physical support: A person with spinal bifida needs assistance with mobility. Walkers or wheelchairs will be required for such people as they have affected lower limbs or are paralytic. Additional support from occupational therapists or physiotherapists may be required together with additional environmental adaptation. Medical or surgical interventions can be required for such clients. Social support: Accessibility to community based activities and appropriate transportation support is required for such people. Education and work opportunities support also need so that they receive similar treatment as other people and so that these people can also advance in life. As they may feel shy because of their condition, they will need activities of sports or recreation so that it can espouse them to make friends and socialize with other people. Cognitive support: Hydrocephalous (build up of fluid in the brain) can interfere in learning process. Even surgical interventions can lead to missing school whereby learning is disrupted. Hence, additional support in the forms of having home based learning with tutors and supplementary efforts from teachers in school become mandatory. Condition 3: Foetal Alcohol Syndrome Cause: the prime cause of this condition is alcohol exposure to the foetus while in the utero. The leads to brain damage and problems with growth. The delivery of oxygen and necessary nutrition is disrupted by alcohol and this affects tissue and organ development including the brain. Main characteristic 1: Some of the physical characteristics of the such people are low birth weight, small head and small eyes. This can be basically happening due to lack of nutrition to the foetus. Main characteristic 2: Language and speech delays are also experienced by these people as brain functions and development had been affected by lack of oxygen. Physical Support: Health care staff support in forms of physiotherapists and speech therapists will be required to assist such people. These staff will help to overcome the difficulties of language, pronunciation and speech. Social support: As these people have problems with their speech and language they could hesitate in interacting and socializing with other people. Trainings for social skills, interaction and communication with family, friends and others could be very helpful. The clients could improve in confidence and interact with them more. Boosting of confidence and encouraging independency related activities could also provide the necessary support. Cognitive support: Supportive educational activities could be organized with these clients to enable them overcome their speech problems and learning. Language problems can also be addressed through this support. Special education teachers and speech therapists could play vital roles in addressing the needs of such clients. References: American Association of Intellectual and Developmental Disabilities (2008), Frequently Asked Questions on Intellectual Disability and the AAIDD Definition, AAIDD Information, American Association of Intellectual and Developmental Disabilities, pg. 1 Auckland Goldstar Institute (2014), Intellectual Disability, Powerpoint Slides4-36 Centre for Disease Control and Prevention (2013), Celebral Palsy, Division of Birth Defects and Developmental Disabilities, National Centre on Birth Defects and Developmental Disabilities. Retrieved from www.cdc.gov CCS Disability Action (2013), Spinal Bifida, Types of Disabilities. Retrieved from http://www.ccsdisabilityaction.org.nz Prader Willi Association of New Zealand (2014), What is Prader Willi Syndrom? Retrieved from www.everybody.co.nz World Health Organization (2012), Epilepsy, Fact Sheet No999, Geneva. Retrieved from www.who.int World Helath Organisation (2014), Mental Health, World Health Organization, Geneva. Retrieved from www.euro.who.int

Dialysis Encephalopathy: A Complication of Chronic Renal Failure Essay

Dialysis Encephalopathy: A Complication of Chronic Renal Failure The neurological problems that patients with chronic renal failure face are relatively new to the medical world. Although dialysis was technically feasible in the 1940’s, it has only been since 1960 that techniques and equipment have been developed to make long term dialysis available as a practical treatment for end stage renal failure. Further, it has only been since 1973 when Medicare legislation was amended to include patients with chronic renal failure; and the expansion of hospital dialysis services in addition to the emergence of private outpatient hemodialysis clinics, that hemodialysis has become available for the vast majority with end stage renal failure. By increasing services to many more patients, our experience with the problems associated with long term dialysis has grown. All body systems, including the central and peripheral nervous system, are affected by chronic renal failure and its treatment. We have developed an understanding of the long term effects of chronic hemodialysis and the physiological effects are still being studied, but some of the long term complications of chronic renal failure are still unknown. The neurological problems encountered in patients with chronic renal failure may be acute, such as dialysis disequilibrium syndrome. Dialysis disequilibrium syndrome is caused by abrupt changes in the osmotic pressure of the cerebrospinal fluid during dialysis. Chronic complications, such as uremic peripheral neuropathy and dialysis encephalopathy, also known as dialysis dementia, are also well documented. This paper will focus on one of those neurological complications of chronic renal failure namely dialysis encephalopathy. .. ...imental Aluminum Encephalopathy. Acta. Neuropathol., 50:19-24, 1980. 6. Asbury, A. K., McKhann, G., Mc Donald, D. Diseases of the Nervous System. Vol. 2, W. B. Saunders Company: Harcourt, Brace, Jovanovich ,Philadelphia, 1992. 7. Nissenson, A. R., Fine, R. N., Gentile, D. E. Dialysis in Chronic Renal Failure. Appleton-Century-Crofts, Norwalk, Connecticut, 1984. 8. Knochel, J. P. and Eknoyan, G. (Edt.) The Systemic Consequences of Renal Failure. Grune and Stratton, Inc. New York, 1984. 9. Geary, D. F. et. al. Encephalopathy in Children with Chronic Renal Failure. Journal of Pediatrics, 96: 41-44, 1980. 10.Rosati, G., De Bastiani, P., Gilli, P., and Paolino, E. Oral Aluminum and Neuropsychological Functioning. J. Neurol., 223: 251-7, 1980. 11.De Broe, M. E. and Coburn, J. W. Aluminum and Renal Failure. Kluwer Academic Publishers: Boston, 1990. Dialysis Encephalopathy: A Complication of Chronic Renal Failure Essay Dialysis Encephalopathy: A Complication of Chronic Renal Failure The neurological problems that patients with chronic renal failure face are relatively new to the medical world. Although dialysis was technically feasible in the 1940’s, it has only been since 1960 that techniques and equipment have been developed to make long term dialysis available as a practical treatment for end stage renal failure. Further, it has only been since 1973 when Medicare legislation was amended to include patients with chronic renal failure; and the expansion of hospital dialysis services in addition to the emergence of private outpatient hemodialysis clinics, that hemodialysis has become available for the vast majority with end stage renal failure. By increasing services to many more patients, our experience with the problems associated with long term dialysis has grown. All body systems, including the central and peripheral nervous system, are affected by chronic renal failure and its treatment. We have developed an understanding of the long term effects of chronic hemodialysis and the physiological effects are still being studied, but some of the long term complications of chronic renal failure are still unknown. The neurological problems encountered in patients with chronic renal failure may be acute, such as dialysis disequilibrium syndrome. Dialysis disequilibrium syndrome is caused by abrupt changes in the osmotic pressure of the cerebrospinal fluid during dialysis. Chronic complications, such as uremic peripheral neuropathy and dialysis encephalopathy, also known as dialysis dementia, are also well documented. This paper will focus on one of those neurological complications of chronic renal failure namely dialysis encephalopathy. .. ...imental Aluminum Encephalopathy. Acta. Neuropathol., 50:19-24, 1980. 6. Asbury, A. K., McKhann, G., Mc Donald, D. Diseases of the Nervous System. Vol. 2, W. B. Saunders Company: Harcourt, Brace, Jovanovich ,Philadelphia, 1992. 7. Nissenson, A. R., Fine, R. N., Gentile, D. E. Dialysis in Chronic Renal Failure. Appleton-Century-Crofts, Norwalk, Connecticut, 1984. 8. Knochel, J. P. and Eknoyan, G. (Edt.) The Systemic Consequences of Renal Failure. Grune and Stratton, Inc. New York, 1984. 9. Geary, D. F. et. al. Encephalopathy in Children with Chronic Renal Failure. Journal of Pediatrics, 96: 41-44, 1980. 10.Rosati, G., De Bastiani, P., Gilli, P., and Paolino, E. Oral Aluminum and Neuropsychological Functioning. J. Neurol., 223: 251-7, 1980. 11.De Broe, M. E. and Coburn, J. W. Aluminum and Renal Failure. Kluwer Academic Publishers: Boston, 1990.

John Proctor Tragic Hero Essay

In society today, most people can be themselves. Most do not feel the need to hide who they truly are anymore while some still can only â€Å"half express [themselves]† because they are embarrassed of the â€Å"idea which each of [them] represents† (186). I feel as if there is still too little emphasis on self-reliance and individualism in America today, because some are still ashamed of themselves and rely on others too much. As the years pass, fewer people discriminate, but there are still many that still do, causing others to â€Å"half express [themselves]† (186). Gays and lesbians are afraid to come out of the closet because they were told that it wasn’t right to be anything but straight. Society made them feel ashamed of themselves. They might give off hints and their friends might be able to tell, but they would never actually come out. If individualism was stressed more, gays or lesbians would no longer need to hide who they truly are. Even worse, proposition 8 restricts the definition of marriage to opposite-sex couples only. They would be accepted, but as of now, they are not because there is not enough emphasis on individualism. â€Å"No kernel of nourishing corn† will just appear out of thin air; only â€Å"through [their] toil bestowed† will something of that sort happen (185). People can’t expect to receive something when they didn’t work for it. For example, homeless people depend on other people’s sympathy and donations to survive. Rather than getting off their butts and finding a job, they sit around waiting for help to come to them. If self-reliance was strained some more, maybe we’d have less homeless people standing in corners begging for money in the world. They’d be out looking for jobs, but in the meantime, there are homeless shelters and soup kitchens to help them, until they can get back on their feet because there is not enough emphasis on self-reliance. If Emerson were still alive today, he would be disappointed, but he would feel as if he got most of his message through. Even though some are still a little uncomfortable with whom they are and too dependent on others, most people aren’t afraid to show off their individuality or depend on themselves. In society today, there is not enough emphasis on self-reliance and individualism because people still depend on others for help and are afraid to show their true colors. If life was based on Emerson’s ideas, the world would be full of hardworking citizens and discrimination would not exist.

Influence Media Has on Teens

Influence Today’s Media Has on Teens Every day teens watch TV and see movies that glamorize violent and inappropriate behavior. On the covers of magazines are spray-tanned, models or celebrities that teens idolize. Physical appearance is exaggerated by the media, and is seen by teens, as more important than intellectual abilities. Boys and girls between the ages of 13-18Teens feel that they need to be just as beautiful as the super models, or just as muscular as the professional athletes.I believe that the Media has a negative influence on teens; it promotes foul language, teen fights, and popularity contests. Some people believe that the Media is not the cause of the way teens look or act. They believe that the appearance and actions of teens is their choice. Media content may give violent youth a way to express their rage, but people believe that it does not actually cause that rage. While it is true that rage comes from a variety of things, teens look to magazines and TV fo r inspiration.Some teens even look at how to live their lives, instead of being unique individuals and living a life of their own. Magazines like People and OK are the main sources for celebrity information. The main reason teens read these magazines, is for the celebrity gossip. â€Å"Britney Spears shaves her head,† â€Å"Kourtney Kardashian, Pregnant Again! † Sadly, this is what teens read, and for most of them; especially girls, they are reading about their celebrity role models.If a teen is reading about someone they look up to and see that; for example, that person dyed their hair pink, chances are the teen might also dye their hair pink. Remember the phrase, â€Å"Monkey see, monkey do? † Well, that statement sums up the influence that magazine’s can have on teens. Reality television, like MTV’s popular shows â€Å"Jersey Shore† and â€Å"The Real World,† display violent/inappropriate behavior and foul language. Both shows are about guys and girls that have never met before, who all come together and live in the same house.These shows have a negative influence on teens because every episode that is aired features sexual content, the cast â€Å"partying hard† every night, and cast members being violent and disrespectful towards each other or other people. Shows that glamorize sexual promiscuity and reward selfish, scheming contestants, teach teens that these qualities and behaviors are desirable. The Media negatively influences teens and creates animosity amongst them. Teens are at a point in their lives where they are trying to discover who they are.To copy what they read in magazines and watch on TV comes a lot easier to them, rather than finding themselves on their own. If magazines and TV were to talk about more positive things and promote â€Å"average-looking† people, teens would be able to relate it to their own lives. (Miller, 2010) The topics of MTV’s reality shows portray ina ppropriate behavior and lifestyles. Nevertheless, it would be a great idea if teens shut out reality TV and gossip magazines from their lives. They would have a lot more free time to find themselves. Plus, there’s enough drama in high school as it is, they don’t need to be watching and reading about more.

How to Separate the JavaScript in Your Web Page

How to Separate the JavaScript in Your Web Page When you first write a new JavaScript the easiest way to set it up is to embed the JavaScript code directly into the web page so that everything is in the one place while you test it to get it working right. Similarly, if you are inserting a pre-written script into your website the instructions may tell you to embed parts or all of the script into the web page itself. This is okay for setting up the page and getting it to work properly in the first place but once your page is working the way that you want it you will be able to improve the page by extracting the JavaScript into an external file so that your page content in the HTML isnt so cluttered with non-content items such as JavaScript. If you just copy and use JavaScripts written by other people then their instructions on how to add their script to your page may have resulted in your having one or more large sections of JavaScript actually embedded into your web page itself and their instructions dont tell you how you can move this code out of your page into a separate file and still have the JavaScript work. Dont worry though because regardless of what code the JavaScript you are using in your page you can easily move the JavaScript out of your page and set it up as a separate file (or files if you have more than one piece of JavaScript embedded in the page). The process for doing this is always the same and is best illustrated with an example. Lets look at how a piece of JavaScript might look when embedded in your page. Your actual JavaScript code will be different from that shown in the following examples but the process is the same in every case. Example One script typetext/javascript if (top.location ! self.location) top.location self.location; /script Example Two script typetext/javascript! if (top.location ! self.location) top.location self.location; // /script Example Three script typetext/javascript /* ![CDATA[ */ if (top.location ! self.location) top.location self.location; /* ]] */ /script Your embedded JavaScript should look something like one of the above three examples. Of course, your actual JavaScript code will be different from that shown but the JavaScript will probably be embedded into the page using one of the above three methods. In some cases, your code may use the outdated languagejavascript instead of typetext/javascript in which case you may want to bring your code more up to date to start with by replacing the language attribute with the type one. Before you can extract the JavaScript into its own file you first need to identify the code to be extracted. In all three of the above examples, there are two lines of actual JavaScript code to be extracted. Your script will probably have a lot more lines but can be readily identified because it will occupy the same place within your page as the two lines of JavaScript that we have highlighted in the above three examples (all three of the examples contain the same two lines of JavaScript, it is just the container around them that is slightly different). The first thing you need to do to actually extract the JavaScript into a separate file is to open a plain text editor and access the content of your web page. You then need to locate the embedded JavaScript that will be surrounded by one of the variations of code shown in the above examples.Having located the JavaScript code you need to select it and copy it to your clipboard. With the above example, the code to be selected is highlighted, you do not need to select the script tags or the optional comments that may appear around your JavaScript code.Open another copy of your plain text editor (or another tab if your editor supports opening more than one file at a time) and past the JavaScript content there.Select a descriptive filename to use for your new file and save the new content using that filename. With the example code, the purpose of the script is to break out of frames so an appropriate name could be  framebreak.js.So now we have the JavaScript in a separate file we return to the editor where we have the original page content to make the changes there to link to the external copy of the script. As we now have the script in a separate file we can remove everything between the script tags in our original content so that the /script;script tag immediately follows the script typetext/javascript tag.The final step is to add an extra attribute to the script tag identifying where it can find the external JavaScript. We do this using a  srcfilename  attribute. With our example script, we would specify srcframebreak.js.The only complication to this is if we have decided to store the external JavaScripts in a separate folder from the web pages that use them. If you do this then you need to add the path from the web page folder to the JavaScript folder in front of the filename. For example, if the JavaScripts are being stored in a  js  folder within the folder that holds our web pages we would need  srcjs/framebreak.js So what does our code look like after we have separated the JavaScript out into a separate file? In the case of our example JavaScript (assuming that the JavaScript and HTML are in the same folder) our HTML in the web page now reads: script typetext/javascript srcframebreak.js /script We also have a separate file called framebreak.js that contains: if (top.location ! self.location) top.location self.location; Your filename and file content will be a lot different from that because you will have extracted whatever JavaScript was embedded in your web page and given the file a descriptive name based on what it does. The actual process of extracting it will be the same though regardless of what lines it contains. What about those other two lines in each of examples two and three? Well, the purpose of those lines in example two is to hide the JavaScript from Netscape 1 and Internet Explorer 2, neither of which anyone uses any more and so those lines are not really needed in the first place. Placing the code in an external file hides the code from browsers that dont understand the script tag more effectively than surrounding it in an HTML comment anyway. The third example is used for XHTML pages to tell validators that the JavaScript should be treated as page content and not to validate it as HTML (if you are using an HTML doctype rather than an XHTML one then the validator already knows this and so those tags are not needed). With the JavaScript in a separate file there is no longer any JavaScript in the page to be skipped over by validators and so those lines are no longer needed. One of the most useful ways that JavaScript can be used to add functionality to a web page is to perform some sort of processing in response to an action by your visitor. The most common action that you want to respond to will be when that visitor clicks on something. The event handler that allows you to respond to visitors clicking on something is called  onclick. When most people first think about adding an  onclick  event handler to their web page they immediately think of adding it to an a tag. This gives a piece of code that often looks like: a href# onclickdosomething(); return false; This is the  wrong  way to use  onclick  unless you have an actual meaningful address in the  href  attribute so that those without JavaScript will be transferred somewhere when they click on the link. A lot of people also leave out the return false from this code and then wonder why the top of the current page always gets loaded after the script has run (which is what the href# is telling the page to do unless false is returned from all the event handlers. Of  course,  if you have something meaningful as the destination of the link then you may want to go there after running the  onclick  code and then you will not need the return false. What many people do not  realize  is that the  onclick  event handler can be added to  any  HTML tag in the web page in order to interact when your visitor clicks on that content. So if you want something to run when people click on an image you can use: img srcmyimg.gif onclickdosomething() If you want to run something when people click on some text you can use: span onclickdosomething()some text/span Of  course,  these dont give the automatic visual clue that there will be a response if your visitor clicks on them the way that a link does but you can add that visual clue easily enough yourself by styling the image or span appropriately. The other thing to note about these ways of attaching the  onclick  event handler is that they do not require the return false because there is no default action that will happen when the element is clicked on that needs to be disabled. These ways of attaching the  onclick  are a big improvement on the poor method that many people use but it is still a long way from being the best way of coding it. One problem with adding  onclick  using any of the above methods is that it is still mixing your JavaScript in with your HTML.  onclick  is  not  an HTML attribute, it is a JavaScript event handler. As such to separate our JavaScript from our HTML to make the page easier to maintain we need to get that  onclick  reference out of the HTML file into a separate JavaScript file where it belongs. The easiest way to do this is to replace the  onclick  in the HTML with an  id  that will make it easy to attach the event handler to the appropriate spot in the HTML. So our HTML might now contain one of these statements: img srcmyimg.gif idimg1 span idsp1some text/span We can then code the JavaScript in a separate JavaScript file that is either linked into the bottom of the body of the page or which is in the head of the page and where our code is inside a function that is itself called after the page finishes loading. Our JavaScript to attach the event handlers now looks like this: document.getElementById(img1).onclick dosomething; document.getElementById(sp1).onclick dosomething; One thing to note. You will notice that we have always written  onclick  entirely in lowercase. When coding the statement in their HTML you will see some people write it as onClick. This is wrong as the JavaScript event handlers names are all lowercase and there is no such handler as onClick. You can get away with it when you include the JavaScript inside your HTML tag directly since HTML is not case sensitive and the browser will map it across to the correct name for you. You cant get away with  the wrong  capitalization  in your JavaScript itself since the JavaScript is case sensitive and there is no such thing in JavaScript as onClick. This code is a huge improvement over the prior versions because we are now both attaching the event to the correct element within our HTML and we have the JavaScript completely separate from the HTML. We can improve on this even further though. The one problem that is remaining is that we can only attach one onclick event handler to a specific element. Should we at any time need to attach a different onclick event handler to the same element then the previously attached processing will no longer be attached to that element. When you are adding a variety of different scripts to your web page for different purposes there is at least a possibility that two or more of them may want to provide some processing to be performed when the same element is clicked on. The messy solution to this problem is to identify where this situation arises and to combine the processing that needs to be called together to a function that performs all of the processing. While clashes like this are less common with onclick than they are with onload, having to identify  the clashes in advance and combine them together is not the ideal solution. It is not a solution at all when the actual processing that needs to be attached to the element changes over time so that sometimes there is one thing to do, sometimes another, and sometimes both. The best solution is to stop using an event handler completely and to instead use a JavaScript event listener (along with the corresponding attachEvent for Jscript- since this is one of those situations where JavaScript and JScript  differ). We can do this most easily by first creating an addEvent function that will add either an event listener or attachment depending on which of the two that the language being run supports; function addEvent(el, eType, fn, uC) { if (el.addEventListener) { el.addEventListener(eType, fn, uC); return true; } else if (el.attachEvent) { return el.attachEvent(on eType, fn); } } We can now attach the processing that we want to have happen when our element is clicked on using: addEvent( document.getElementById(spn1), click,dosomething,false); Using this method of attaching the code to be processed when an element is clicked on means that making another addEvent call to add another function to be run when a specific element is clicked on will not replace the prior processing with the new processing but will instead allow both of the functions to be run. We have no need to know when calling an addEvent whether or not we already have a function attached to the element to run when it is clicked on, the new function will be run along with and functions that were previously attached. Should we need the ability to remove functions from what gets run when an element is clicked on then we could create a corresponding deleteEvent function that calls the appropriate function for removing an event listener or attached event? The one disadvantage of this last way of attaching the processing is those really old browsers do not support these relatively new ways of attaching event processing to a web page. There should be few enough people using such antiquated browsers by now to disregard them in what J(ava)Script we write apart from writing our code in such a way that it doesnt cause huge numbers of error messages. The above function is written so as to do nothing if neither of the ways it uses is supported. Most of these really old browsers do not support the getElementById method of referencing HTML either and so a simple  if (!document.getElementById) return false;  at the top of any of your functions which do such calls would also be appropriate. Of course, many people writing JavaScript are not so considerate of those still using antique browsers and so those users must be getting used to seeing JavaScript errors on almost every web page they visit by now. Which of these different ways do you use to attach processing into your page to be run when your visitors click on something? If the way you do it is nearer to the examples at the top of the page than to those examples at the bottom of the page then perhaps it is time you thought about improving the way you write your onclick processing to use one of the better methods presented lower down on the page. Looking at the code for the cross-browser event listener you will notice that there is a fourth parameter which we called  uC, the use of which isnt obvious from the prior description. Browsers have two different orders in which they can process events when the event is triggered. They can work from the outside inwards from the body tag in towards the tag that triggered the event or they can work from the inside out starting at the most specific tag. These two are called  capture  and  bubble  respectively and most browsers allow you to choose which order multiple processing should be run in by setting this extra parameter. uC true to process during the capture phaseuC false to process during the bubble phase. So where there are several other tags wrapped around the one that the event was triggered on the capture phase runs first starting with the outermost tag and moving in toward the one that triggered the event and then once the tag the event was attached to has been processed the bubble phase reverses the process and goes back out again. Internet Explorer and traditional event handlers always process the bubble phase and never the capture phase and so always start with the most specific tag and work outwards. So with event handlers: div onclickalert(a)div onclickalert(b)xx/div/div clicking on the  xx  would bubble out triggering the alert(b) first and the alert(a) second. If those alerts were attached using event listeners with uC true then all modern browsers except Internet Explorer would process the alert(a) first and then the alert(b).

Battle of Jutland Essay Example

Battle of Jutland Essay Example Battle of Jutland Essay Battle of Jutland Essay Battle of Jutland Prelude The Battle of Jutland was fought on May 31 June 1, 1916, in the North Sea near Jutland (a mainland north of Denmark). The battle itself was between Vice-Admiral Reinhard Scheer commander of the High Seas Fleet of the Kaiserliche Marine (part of German Fleet), and Admiral Sir John Jellicoe commander of the Grand Fleet of the Royal Navy. The overall goal of the German fleet was to trap and destroy a portion of the Grand Fleet due to insufficient numbers to engage the entire fleet at one time. Keep in mind this was part of a larger strategy to break the British naval blockade so they may once again allow German merchant ships to operate again in the North Sea. On the other hand the Royal navy focused to destroy the High seas fleet or keep the German force bottled up and away from British shipping lines. Setting The Battle took place in the Northern coast of continental Europe in between the southern flanks of Norway and Sweden and north of Denmark. Most of the battle occurred during the night, in the middle of the North Sea where 250 ships attended the battle. Forces, Commanders and Strategy Each fleet had two main Admirals, Admiral Franz Hipper and Reinhard Scheer led the High Seas Fleet, and Admiral David Beatty and John Jellicoe led the Royal Navy. The Royal battle force had a strength of twenty eight battle ships, nine battle cruisers, eight armored cruisers, twenty six light cruisers, seventy eight destroyers, a minelayer and a sea plane carrier (151 ships in total). The High Seas battle force had sixteen battleships , five battle cruisers, six dreadnaughts, eleven light cruisers, and sixty one torpedo boats (99 ships in total). The German strategy was to divide and conquer: by staging raids into the North Sea and bombarding the English coast, they hoped to lure out small British squadrons and pickets which could then be attacked and destroyed by superior forces or submarines. What they intended was to send out submarines of the British Naval Port, then send out a fast battle cruiser force to attack the British coast, if all went well the British response to the attacking force would be weakened by the submarine ambush and hoped the British destroyers would be incapable to operate for anti-submarine operations. Not knowing the Germans objective, The Royal Fleet positioned themselves to cut any attempt by the Germans to enter the North Atlantic, or the Baltic through the east, by taking up a position off Norway where they could possibly cut off any German raid into the shipping lanes of the Atlantic, or prevent the Germans from heading into the Baltic (southern part of North Sea). The Battle Both fleets sailed in a similar formation, with a scouting squadron of battle cruisers sailing ahead of the main battle fleets. The battle falls into five main phases. The first came when Admiral Beatty, commanding the British battle cruisers encountered their weaker German equivalent under Admiral Hipper and chased them south towards the main German fleet. The second phase saw Beatty flee north, pursued by the German Dreadnoughts. So far, both sides thought the battle was going to plan, although a design flaw led to the destruction of two British battle cruisers. Now, in the third phase the Germans. ere involved in a chase that would end with the destruction of the British battle cruisers, however they found themselves under bombardment from Jellicoes battle fleet, which they had thought to be too far north to intervene. The heavy British guns quickly forced Scheer to order a retreat, but then Scheer made what could have turned into a grievous error, turning back, possibly hoping to pass behind Jellicoe, and escape into the Baltic. However, Jellicoe had slowed down, and the German fleet found themselves crossing in front of the British fleet, and in ten minutes of gunfire suffered twenty seven heavy hits while only inflicted two. Once again, Scheer ordered a retreat. Finally, in the last phase of the battle, in a night of intense fighting, German lighter ships covered the retreat of the German battleships, while Jellicoe lost time after turning to avoid a potential torpedo attack. Aftermath After the battle the Royal Navy lost six thousand ninety four men, five undred ten wounded, and one hundred seventy seven captured. Lost three battlecusiers, three armored cruisers, eight destroyers, about one hundred fifteen and twenty-five tons of ships sunk. At the end of the battle the Royal Navy had maintained their numerical superiority, and had over twenty dreadnoughts and battle cruisers still able and ready to fight, while the Germans had ten. The Germans fleet lost two thousand five hundred fifty one men, and five hundred and seven wounded. Lost one battle cruiser one dreadnaught four light cruisers and five torpedo boats, about sixty one thousand one hundred and eighty tons of ship sunk. Jutland was the last, and largest, of the great battleship battles. Neither submarines nor aircraft played any part in the battle, despite the plans of both sides. Never again did battle fleets meet again in such numbers. While the Royal Navy suffered more loses, the battle effectively ended any threat from the High Seas Fleet, which now knew it could not contest control the North Sea with the Royal Navy. Impact / Significance The Battle of Jutlandwas was the only major naval battle of World War I; it became the largest sea battle in naval warfare history in terms of the numbers of battleships and battle cruisers engaged, bringing together the two most powerful naval in that time. The great fleet which Kaiser Wilhelm II (Germany’s last Kaiser) had been obsessed with, and which had done so much to sour relations between Britain and Germany had proved to be a blunted weapon. Despite that, the battle disappointed Britain, and the hard fought draw at Jutland was not appreciated until much later, while the Kaiser claimed a German victory.