Development Activities Essay

Support individuals to take part in development activities Overview This standard identifies the requirements when supporting individuals to take part in development activities of various kinds, including those that will help them retain or regain skills, interact with others or engage in chosen physical or intellectual pursuits. The standard includes preparing for development activities, supporting participation and contributing to evaluation of the activity. SCDHSC0211 Support individuals to take part in development activities 1 SCDHSC0211 Support individuals to take part in development activities Performance criteria You must be able to: Prepare for participation in development activities P1 P2 P3 acquire information about how best to encourage and support the individual to prepare for and participate in development activities check that you have correctly understood any instructions for the support of the individual and preparation of the environment work with the individual, key people and others to identify the individual’s goals and preferences regarding development activities and what options are available discuss benefits and any risks of different options to enable a choice to be made seek additional expertise where you, the individual, key people and others have concerns about a development activity or the individual’s participation in it prepare the environment for the chosen development activity ensure the environment complies with health and safety requirements offer reassurance and encouragement to the individual about their planned participation in the development activity and the benefits of participation agree with the individual ways to minimise any risks associated with the activity agree  your role in supporting the individual to participate in the development activity and minimise risks prepare yourself for supporting participation in the development activity P4 P5 P6 P7 P8 P9 P10 P11 Support the individual to participate in development activities You must be able to: P12 P13 P14 P15 P16 P17 P18 P19 work with the individual to overcome any fears or other barriers to them taking part in the development activity carry out your agreed role in supporting the individual to participate in the development activity and minimise risks carry out your agreed role in ways that promote active participation and minimise risks offer the individual positive feedback on success throughout the activity offer the individual encouragement if they experience difficulty stop the activity immediately if the individual is distressed, in pain or feels unable to continue report problems as soon as possible to appropriate people feedback to appropriate people on successes, problems, risks or gaps that occurred whilst supporting the individual 2 SCDHSC0211 Support individuals to take part in development activities SCDHSC0211 Support individuals to take part in development activities P20 P21 contribute to recording progress in the required format identify with the individual and key people any changes that need to take place to make the development activity more effective and enjoyable record and report on development activities according to confidentiality agreements and legal and work setting requirements P22 Contribute to the evaluation of development activities You must be able to: P23 P24 P25 P26 P27 agree with the individual and key people how the development activity will be evaluated and how they will be involved support the individual and key people to provide evaluation information in a useful form discuss with the individual and key people the benefits and limitations of the development activity identify with the individual any parts of the development activity which they found difficult or which they declined to participate in report to appropriate people about aspects of the development activity which have been declined by the individual or identified as difficult by them record information and observations about the effectiveness of the activity and the individual’s participation in and enjoyment of it work with the individual, key people and others to agree any changes needed to the activity or the support for participation in it complete records and reports on the evaluation of development activities according to confidentiality agreements an d legal and work setting requirements P28 P29 P30 SCDHSC0211 Support individuals to take part in development activities 3 SCDHSC0211 Support individuals to take part in development activities Knowledge and understanding You need to know and understand: Rights K1 K2 K3 K4 K5 work setting requirements on equality, diversity, discrimination and human rights your role in supporting rights, choices, wellbeing and active participation your duty to report anything you notice people do, or anything they fail to do, that could obstruct individuals’ rights the actions to take if you have concerns about discrimination the rights that individuals have to make complaints and be supported to do so How you carry out your work You need to know and understand: K6 K7 K8 K9 K10 K11 K12 K13 K14 K15 K16 K17 K18 K19 K20 K21 K22 codes of practice, standards, frameworks and guidance relevant to your work and the content of this standard the main items of legislation that relate to the content of this standard within your work role your own background, experiences and beliefs that may affect the way you work your own roles and responsibilities with their limits and boundaries who you must report to at work the roles and responsibilities of other people with whom you work how to find out about procedures and agreed ways of working in your work setting how to make sure you follow procedures and agreed ways of working the meaning of person centred working and the importance of knowing and respecting each person as an individual the prime importance of the interests and well-being of the individual the individual’s cultural and language context how to work in ways that build trust with people how to work in ways that support the active participation of individ uals in their own care and support how to work in ways that respect individuals’ dignity, personal beliefs and preferences how to work in partnership with people what you should do when there are conflicts and dilemmas in your work how and when you should seek support in situations beyond your experience and expertise 4 SCDHSC0211 Support individuals to take part in development activities SCDHSC0211 Support individuals to take part in development activities Theory for practice You need to know and understand: K23 K24 K25 the factors that may affect the health, wellbeing and development of individuals you care for or support how these affect individuals and how they may affect different individuals differently the main stages of human development Communication You need to know and understand: K26 K27 factors that can have a positive or negative effect on the way people communicate different methods of communicating Personal and professional development You need to know and understand: K28 K29 why it is important to reflect on how you do your work how to use your reflections to improve the way you work Health and Safety You need to know and understand: K30 K31 your work setting policies and practices for health, safety and security practices that help to prevent and control infection in the context of this standard Safe-guarding You need to know and understand: K32 K33 K34 K35 the duty that everyone has to raise concerns about possible harm or abuse, poor or discriminatory practices signs and symptoms of harm or abuse how and when to report any concerns about abuse, poor or discriminatory practice, resources or operational difficulties what to do if you have reported concerns but no action is taken to address them Handling information You need to know and understand: K36 K37 legal requirements, policies and procedures for the security and confidentiality of information work setting requirements for recording information and producing reports including the use of electronic communication SCDHSC0211 Support individuals to take part in development activities 5 SCDHSC0211 Support individuals to take part in development activities K38 K39 K40 what confidentiality means how to maintain confidentiality in your work when and how to pass on information Specific to this NOS You need to know and understand: K41 how to recognise adverse changes in the conditions of individuals when supporting them to participate in development activities and the actions to take in these circumstances the risks, dangers and difficulties associated with different equipment and materials and in relation to specific individuals K42 SCDHSC0211 Support individuals to take part in development activities 6 SCDHSC0211 Support individuals to take part in development activities Additional Information Scope/range related to performance criteria The details in this field are explanatory statements of scope and/or examples of possible contexts in which the NOS may apply; they are not to be regarded as range statements required for the achievement of the NOS Note: Where an individual finds it difficult or impossible to express their own preferences and make decisions about their life, achievement of this standard may require the involvement of advocates or others who are able to represent the views and best interests of the individual. Where there are language differences within the work setting, achievement of this standard may require the involvement of interpreters or translation services. Active participation is a way of working that regards individuals as active partners in their own care or support rather than passive recipients. Active participation recognise each individual’s right to participate in the activities and relationships of everyday life as independency as possible Development activities may include i ntellectual activities and pursuits, activities that enable the individual to retain or regain their skills; activities that enable the individual to keep fit and mobile; activities that enable the individual to participate and interact with others The individual is the person you support or care for in your work Key people are those who are important to an individual and who can make a difference to his or her well being. Key people may include family friends, carers and others with whom the individual has a supportive relationship Others are your colleagues and other professionals whose work contributes to the individual’s well being and who enable you to carry out your role SCDHSC0211 Support individuals to take part in development activities 7 SCDHSC0211 Support individuals to take part in development activities Scope/range related to knowledge and understanding The details in this field are explanatory statements of scope and/or examples of possible contexts in which the NOS may apply; they are not to be regarded as range statements required for the achievement of the NOS All knowledge statements must be applied in the context of this standard. Factors that may affect the health, wellbeing and development of individuals may include adverse circumstances or trauma before or during birth; autistic spectrum conditions; dementia; family circumstances; frailty; harm or abuse; injury; learning disability; medical conditions (chronic or acute); mental health; physical disability; physical ill health; poverty; profound or complex needs; sensory needs; social deprivation; substance misuse Values Adherence to codes of practice or conduct that may be applicable to your role, and the principles and values that underpin your work setting including the rights of children and adults. These include the rights that individuals have: To be treated as an individual To be treated equally and not be discriminated against To be respected To have privacy To be treated in a dignified way To be protected from danger and harm To be supported and cared for in a way that meets their needs, takes account of their choices and also protects them To communicate using their preferred methods of communication and language To access information about themselves SCDHSC0211 Support individuals to take part in development activities 8 SCDHSC0211 Support individuals to take part in development activities Developed by Version number Date approved Indicative review date Validity Status Originating organisation Original URN Relevant occupations Skills for Care & Development 1 March 2012 August 2014 Current Original Skills for Care & Development HSC211 Health, Public Services and Care; Health and Social Care; Associate Professionals and Technical Occupations; Health and Social Services Officers; Health Associate Professionals; Personal Service Occupations; Healthcare and Related Personal Services; Health and Social Care support, assist, development, activities Suite Key words SCDHSC0211 Support individuals to take part in development activities

Concept Comparison and Analysis

Concept Comparison and Analysis Jessica Watts NUR 513 July 2nd, 2012 Coleen Lucas Concept Comparison and Analysis Core concepts are the basis for a theory or model; concepts help in the development of theories. Theorists have developed different models or  theories but have common core concepts. This paper will identify the core concept of ‘the role of nursing,’ which two theorists, Dorothea Orem and Virginia Henderson both utilized. We will compare and  analyze the concept definitions among both theorists, and discuss the practical use of Orem’s self care theory. Core ConceptThe core concept of ‘The role of nursing’ was used in both Dorothea Orem’s self care model and in Virginia Henderson’s nursing care model. Dorothea Orem’s definition of nursing is â€Å"actions deliberately selected and performed by nurses to help individuals or groups under their care to maintain or change conditions in themselves or their environmentsà ¢â‚¬  (Current Nursing, 2010, para. 4). Virginia Henderson’s definition of nursing is â€Å"assisting individuals to gain independence in relation to the performance of activities contributing to health or its recovery† (Timetoast, 2011).Their theories in relation to the concept differ where Orem’s concept requires the patient to have a self deficit and in need of nursing care or support; while Henderson’s concept states that nursing is required regardless if the patient is sick or healthy. The concepts are also similar in the fact that they both support the patient is regaining optimal health. Their concepts are applicable in different nursing settings because the goals of each are the same. Orem’s Self Care Theory—MetaparadigmsWithin Orem’s self care theory, there are five metaparadigms: nursing, health, environment, human being, and nursing client. Orem views nursing as an art, a helping service, and a technology. Orem’s de finition of nursing is â€Å"actions deliberately selected and performed by nurses to help individuals or groups under their care to maintain or change conditions in themselves or their environments† (Current Nursing, 2010, para. 3). Orem encompasses the patient’s, the physician’s, and the nurse’s perspective of the patient’s health condition.Her goal of nursing is to make the patient and members of the patient’s family capable of meeting the patient’s self care needs, maintain an optimal state of health, to regain previous state of health after an illness or disease, and to decrease the effects of a chronic illness. Orem uses the terms ‘health’ and ‘healthy’ to describe living things ; â€Å"it is when they are structurally and functionally whole or sound, in conjunction, with physiological and psycho-physiological mechanisms and a material structure in relation to and interacting with other human beingsâ⠂¬  (Current Nursing, 2010, para. ). Orem’s environment is the elements, conditions, and components within the environment. According to Orem a human being â€Å"has the capacity to reflect, symbolize and use symbols; a unity that can function biologically, symbolically, and socially† (Current Nursing, 2010, para. 5). A nursing client is a human being who has health related or derived issues that cause them to be incapable of continuous and complete self care; they are the focus, only when their self care needs exceed their self care capabilities. Theory of Self CareOrem’s definition of self care is the â€Å"practice of activities that the individual initiates and performs on their own behalf to maintain life, health, and well being† (Current Nursing, 2010, para. 12). The human ability to engage in self care is determined by age, developmental state, life experience, social and cultural orientation, health, and available resources. Orem describes three self care requisites; universal self care requisites, developmental self care requisites, and health deviation of self care; all are directed towards the provision of self care.Universal self care requisites are the maintenance, provision, balance, prevention, and promotion of human functioning. â€Å"Developmental self care requisites are associated with developmental processes derived from a condition or associated with an event† (Current Nursing, 2010, para. 14), for example adjusting to a new job or adjusting to bodily changes, such as menopause. Health deviation self care is required in conditions of illness, disease, or injury. Health deviation is seeking, securing, modifying, learning, and effectively carrying out medically prescribed measures. Theory of Self Care DeficitOrem’s theory of self care deficit specifies when nursing is needed. â€Å"Nursing is required when an adult (or in the case of a dependent, the parent) is incapable or limited in the provision of continuous effective self care† (Current Nursing, 2010, para. 16). Orem’s created five methods of helping; which are acting for and doing for others, guiding others, supporting one another, providing an environment that promotes personal development, and teaching one another. Theory of Nursing Systems Orem describes how the patients self care needs will be meet by the nurse, patient, or both in her theory of nursing systems. The design and elements of a nursing system defines the scope of nursing responsibility in health care situations, defines general and specific roles of nurses and patients, and defines reasons for nurses’ relationship with patients† (Current Nursing, 2010, para. 17). Orem recognized that members of the health profession usually develop specialized technologies. â€Å"A technology is systematized information about a process or a method for affecting some desired result through deliberate practical endeavors, with or without use of materials or instruments† (Current Nursing, 2010, para. 17).Concept of Orem’s Theory Orem interrelates concepts in such a way, that it creates a different perspective of a particular phenomenon. Orem’s theory is logical, simple, and generalizable; and is a basis to test hypotheses. â€Å"It contributes to and assists in increasing the general body of knowledge within the discipline through the research implemented to validate them† (Current Nursing, 2010, para. 21). According to Orem, her theory in Current Nursing, 2010, can be used by practitioners to guide and improve their practice and it must be consistent with other validated theories, principles, and laws. MajorAssumptions, Strengths, and Limitations According to Current Nursing, 2010; some major assumptions of Orem’s theory are: people should be self-reliant and responsible for their own care and their family; people are distinct individuals; nursing is a form of action and interaction betwee n two or more people; successfully meeting universal and developmental self care requisites is an important component of primary care prevention; knowledge of potential health problems is necessary for promoting self care behaviors; and self care and dependent care are behaviors learned within a socio- cultural context.Some strengths to Orem’s theory, according to Current Nursing, 2010; are: it provides a comprehensive base to nursing practice; it has utility for professional nursing in the areas of nursing practice, education, administration, and research; specifies when nursing is needed; and Orem’s self care approach is contemporary with the concepts of health promotion and health maintenance today. As with any theory there are always limitations to its use; Orem’s theory’s major limitation is that her theory is illness oriented and only calls for nursing care when there is an illness present. Global health care needs, as identified by clinicians or pa tients/consumers, are addressed through the generation of research evidence that is effective, but also feasible, appropriate and meaningful to specific populations, cultures and settings† (The Joanna Briggs Institute, 2011). Concepts are the bases for a theory or model and aide the development of theories. The common concept discussed in this paper was the role of nursing, which is common and essential to Orem and Henderson’s theory.Orem believed that a patient needed to have a self deficit for nursing care while Henderson believed in nursing care whether the patient was healthy or ill. While each theorist had different definitions of the role of nursing, both had the same concept of nursing care. â€Å"Nursing encompasses autonomous and collaborative care of individuals of all ages, families, groups and communities, sick or well and in all settings.Nursing includes the promotion of health, prevention of illness, and the care of ill, disabled and dying people. Advocac y, promotion of a safe environment, research, participation in shaping health policy and in patient and health systems management, and education are also key nursing roles† (Definition of Nursing, 2010). Orem’s self care model demonstrated the role of nursing in caring for an individual with a self care deficit and/or illness. Nursing interventions help individuals regain optimal health and well-being.References Current Nursing. (2010). Dorothea Orem’s Theory. Retrieved from http://currentnursing. com/nursing_theory/self_care_deficit_theory. html Definition of Nursing. (2010). Retrieved from http://www. icn. ch/about-icn/icn-definition-of-nursing/ Timetoast. (2011). Breif history of Nursing. Retrieved from http://www. timetoast. com/timelines/22792 The Joanna Briggs Institute . (2011). Retrieved from http://www. joannabriggs. edu. au/JBI%20Approach

Difference between NIetzche's and Hegel's views on education (bildung) Essay

Difference between NIetzche's and Hegel's views on education (bildung) - Essay Example There is a difference between Hegel’s view that education (Bildung) is for everyone, and that everyone can be educated. Hegel emphasized that Bildung in the Civil Society refers to the education of the conscience to learn how to link the specific and the universal. The author reiterates that the Bildung includes giving credibility to the universal. The author goes further by stating that the Bildung education incorporates the theory that the individual members of society are private persons having their own diverse interests, wants, and needs as their objective. Since the objective goes through mediation passing through the universal, the individuals interpret the objective as the means. The individuals can attain their objective only if they determine their own diverse knowledge, volition, and action in a universal way in order to make themselves connections in the continuum chain. The above quote clearly shows that education, during Hegel’s time and during our present generation, is intertwined with many significant factors. For example, the students study engineering with the hope that they will be landing an engineering job, after graduation. The management students spend lots of time mastering their management concepts with the hope they will become future managers in the work place. In turn, the engineering companies are willing to accept new employees if they have the necessary skills, capabilities, and other relevant experiences needed to ensure the company’s goals are achieved on time and with quality. Hegel explains this process by stating that the uneducated person starts out from a perspective in which the specific interest is the objective and the universal is the means. This is the reverse of the proper relationship, in accordance with the universal is the objective and the specific is the means. Hegel explains that Bildung education is the dynamic relationship between the subjective aspects as well as the objective aspects of CRIC. To develop the subjective aspect, the full capability for holding on to the specific and universal in one firm bind, with thee objective presence of such institutions and objective precedence relations between them already in place. In addition, the subjective sense of CRIC sustains and aids the objective order. This can be explained as follows. The form of universality to where the specific had worked its way up and cultivated [heraufgebildet] itself, the comprehension [verstandigkeit], makes it happen that at the same time the specific [Besonderheit] is metamorphosed to the genuine being for itself of the individuality [Enizelheit]. Likewise, since the specific that universality accepts both the content which fills it and its infinite self-determination, specialty is itself cropping up in ethical life as free subjectivity which has infinite being for itself. The individual reaches universality. The universal reaches its content and infinite self-determination from the inter est as well as actions of the individuals. In short, Hegel’s Bildung education places importance on learning through action activities, as opposed to learning through book reading activities1. Further, Hegel theorizes in his valedictory address, on its graduating 1788 class, that the Turkish State had neglected its major responsibility to educate its citizens. Hegel states that education is a great influence on Turkey’s and any other average state’s government affairs. Bildung is pegged as the foundation of the political body. Manners, the state’s primary responsibility to further the citizen’s education and learning, sciences focus on the societal elements, and the arts2. In addition, there are many loyalists to the

Visual Communication Research Paper Example | Topics and Well Written Essays - 1250 words

Visual Communication - Research Paper Example Sandro was born Alessandro di Mariano di Vanni Filipepi, but his name Alessandro later shortened to Sandro. He also adapted the nickname of his brother; Botticelli which meant little barrel (Mattern 8). Sandro defied the norm of drawing sculptures that depicted existence and had aspects of life in them. Instead, he focused on drawing works of art of different and flat nature. He later began painting works that were religiously motivated after being hired by an influential man to assist in his drawing and painting (Mattern 23). This opportunity was like a breakthrough for Sandro since he ended up drawing pictures for several churches in Florence. Consequently, this marketed him widely since many people became aware of his existence, as well as his works of art (Sterling 9). He developed and nurtured his skills in art when he started making paintings, and for quite sometime worked with a Florentine artist who guided him through the art of mixing paints (Mattern 25). The artist, FraFili ppo Lippi was the one who taught Sandro the art of mixing paints. FraFilippo also taught Sandro the best possible way of bringing in varied compositions and paintings to the perspective that people would appreciate. Discussion The Mystic Nativity is a work of art that was created by Sandro Botticelli during his years as an artist. This piece of art is considered one of his very many ingenious compositions. As a matter of fact, it is the only piece of art among his several creations that he signed his name on; to indicate and mark it as his piece. The Mystic Nativity painting was created by Sandro in 1500C. This was the period during monk Girolamo Savonarola preaching’s. Botticelli was extremely motivated by the monk’s preaching; thus, becoming his ardent supporter (Sterling 56). This contributed to the pieces of art that he produced. It is worth noting that Sandro created this work of art with oil in canvas after attending one of the sessions of monk Savonarola’ s preaching. The Mystic Nativity was seen as a response to one of Savonarola’s preaching. The Mystic Nativity piece by Sandro Botticelli is housed at the National Gallery in London. It also from another view considered to portray the struggle and sufferings that the people of Italy were facing as at that time. As is illustrated in the translations of the statements written on top of the painting, Sandro reveals that the painting was made during a time that Italy was facing some troubles. (Kren and Marx) asserts that Sandro made this painting towards the end of the year 1500 when Italy was facing difficulties. This period was half the time after the period indicated in chapter eleven of the book of Saint John in the second desperation of the Apocalypse after the loss of the devil for a period of three and a half years. This shows that his art was infact meant to document the suffering faced by the pilgims in their struggles during the religious war periods. It is an art work t hat he created and designed to bring out the different moods. This is attributed to the fact that people use the painting to demonstrate celebration, happiness and joy in togetherness. This is mainly seen with people who use it on Christmas cards, during the period of jubilation for Christian believers celebrating the birth of Christ (Sterling 35). Sandro Botticelli had other works of art that were mostly motivated

Human wk8 Essay Example | Topics and Well Written Essays - 1250 words

Human wk8 - Essay Example Reeve (2009) states that identity plays a part in what people want to present to the world. How one perceived themselves, and how they will cope with a situation is self-efficacy. This becomes a motivating factor in situations where one has to deal with different situations. As an example, in my case, when dealing with difficulties in my life, I was able to overcome them because I could draw on my past experience. My self-esteem helped me "hang in there" when times were tough and this also helped in my developing an inner strength. I understand that how I have lived my life has given an opportunity for me to understand my inner strength. An individual is motivated to change when they are strong in themselves. Agency, the aspect of the self that provides the intrinsic motivation, is built as people go through life experience. Reeve (2009) states that this intrinsic motivation is what drives the individual. In order for change to occur, an individual must have something that will push them to it. This can be a death, a divorce or other traumatic situation, or the individual can move forward because there is something that motivates them to do so, such as a need to make more money or to develop different aspects of their lives. References Reeve. J. (2009). Understanding motivation and emotion (5th ed.). CA: Wiley. Assignment 3 My final project will discuss the education of teens in Liberia with an emphasis on female teens. The project will also discuss some of the history of education and what teens need in terms of education. As I continue my research, I wonder how these children will be motivated to change their lives. When thinking about self-efficacy theory, it is important to understand how social issues deal with this theory. The new president of Liberia has made the education of female children a priority. In order to understand the reason one has to look deeper into what has happened for these teens. Many girls have had to fight in their civil war. Other g irls have also been victims of rape, abuse and other criminal activity against them. The challenge for many children in this type of situation is to overcome these situations. Many will go to counseling and this may be something that would need to be factored into part of their education. When looking at behavior change for these children I think that they must first have an intrinsic need to change. This would come from a deep understanding that they could move out of any negative situation. According to Johnson (2004), behavior change comes when a situation happens that creates a feeling inside an individual that moves them forward. When I look at my own teenagers, I undersand that they do not change their behavior until they find a need to change their behavior. As an example, my girls used to fight between them until one of my girls felt they were hurting the other one's feelings. When this hit home for them, they began to get a long better. My children understand that there are other ways to work out their differences. When I think about the teenagers in Liberia, I understand that there needs to be a reason for them to change. The challenge may be that they have not had the experiences to move them to behavior change. However, through education, they may find a reason. The knowledge of self-efficacy theory will help me become more motivated to help teens in whatever country I decide to teach in. In order to motivate myself, I have an intrinsic

The neurotransmittion pathology and thier malfuction due to cancer Research Paper

The neurotransmittion pathology and thier malfuction due to cancer - Research Paper Example Such disease as cancer can be the reason of various transmitter pathologies. The study of the Leipzig University showed that at least one of the three cancer patients in German hospitals also has neurotransmitter pathology. Cancer patients with the psyche abnormal are more likely to complain of pain and tend to suicide. ). Cancer also leads to decreased concentration ability, disruption of thinking, change in level of consciousness, disorientation, violation of perception, disorders of the sleep cycle, memory impairment, etc. Even schizophrenia can be provoked by cancer. Besides, these two diseases share common genetic roots. Thus, it is necessary to treat both physical and mental disorders simultaneously. Key words: cancer, mental disorder, neurotransmission pathologies, neurotransmitter, schizophrenia. For a long time the mental and physical health were treated separately from each other, that, according to the World Federation for Mental Health, was not beneficial to patients. Tha t is why the main theme of World Mental Health Day-2010 was the relationships between mental and physical conditions and their importance for providing the most effective patient care. According to the World Health Organization, more than 450 million people worldwide suffer from mental disorders. Approximately 121 million patients' mental disorders are accompanied by serious illnesses such as cardiovascular disease, cancer, diabetes, etc. Sergei Tyulyandin, a head of clinical pharmacology and chemotherapy, the deputy director of Clinical Oncology Research Center in Moscow, reported that many cancer patients, as a result of special treatment, recover, they need not only social support, but professional help of psychologists and psychiatrists for their early return to normal work and social activities (WHO, 2010). Approximately half of cancer patients have the developing mental disorders. In descending order, these disorders are as follows: violation of adaptability, affective disorde rs, organic mental disorders, personality changes, fears. Each of these disorders can be treated under the influence of psychotherapy and / or psychopharmacological methods. â€Å"Neurotransmitters, as well as hormones, are primary messengers, but their release and the mechanism of action in chemical synapses are very different from those of hormones. In the presynaptic cell, vesicles, containing neurotransmitter, release it locally into the very small synaptic gap† (WHO, 2010). Drawback of any of the neurotransmitters can cause a variety of disorders, such as various types of depression. And such disease as cancer, especially its severe forms, can be the reason of transmitter pathologies (Tilan, & Kitlinska, 2010). The study of the Leipzig University, during which 689 patients with various tumors were surveyed, showed that at least one of the three cancer patients in German hospitals also has neurotransmission pathology. As it turned out, 32% of patients suffered from mental illness, 11.6% had several mental disorders. Most often it was depression. The patients perceived the diagnosis and chemotherapy seriously (Universitat Leipzig, 2007). Patients with the psyche abnormal are more likely to complain of pain. However, psychological factors are too often used to explain the pain that has no medical issues. Cancer patients have a moderately increased risk of suicide (mostly within 1 year after diagnosis). Risk factors include

Concepts Essay Example | Topics and Well Written Essays - 500 words - 1

Concepts - Essay Example The references that will be used are from Zen studies and its philosophical concepts, and also the famed work of Japan’s famed swordsman Miyamoto Musashi. Zen is the Japanese name of schools that belong to Mahayana Buddhism. Zen emphasizes the role of sitting meditation in pursuing enlightenment for the benefit of others, thus emphasizing compassion. Though considered simply a practice by most of its Western practitioners, Zen is in fact nothing less than a school of Buddhism; thus, it can even be considered a religion. It was only during the last century or so that Zen began to be viewed by Westerners as a philosophy, a way of life, a part of work, an art form, among others. Satori is a Zen philosophical term for reaching enlightenment. The word literally means "to understand." To emphasize further, it refers to "deep" or lasting enlightenment. Satori can be found in all life experiences for it is wrapped in all daily activities. Hence, the goal is to unwrap the meaning behind each moment in able to attain satori. Ross (1960) posited that the â€Å"awakening of Zen is satori, and the satori of Zen is recognizing the real noumenon of a person, his original feature, not necessarily recognizing the real substance of various acts† (p.45). The Zen Buddhist experience commonly recognizes enlightenment as a transitory thing in life, which is similar to the English term epiphany, and satori is the realization of a state of such epiphany as enlightenment. Since all things are regarded as transitory according to Zen philosophy, the transitory nature of satori is not limiting. On the contrary, such epiphany has a tremendous effect on Western philosophical u nderstanding of enlightenment. The transitory nature of satori owes much to the influences of Taoism on Chan Buddhism in China, from which the Japanese Zen came from. Taoism is a mystical philosophy that emphasizes the purity and importance of the moment. This emphasis on the importance of

Negotiation Essay Example | Topics and Well Written Essays - 1500 words - 1

Negotiation - Essay Example The negotiation techniques must come along with the cultural dynamics that will help minimize negotiation issues. This paper will examine the culture of the Chinese and the US in an attempt to explain how their comparisons and dissimilarities impact the negotiation process. The paper will then give recommendation on ways of minimize intercultural negotiation conflicts. According to Lam & Graham (2007) the Chinese negotiators have embraced a culture of asking questions. This explains that their form of negotiation is one that involves the tactic of exchanging information. The authors continue to indicate that the Chinese negotiations have a tendency of using the â€Å"yes†, and â€Å"no† statements (Lam & Graham, 2007). The Chinese have also been indicated to embrace long periods of silence that allow them to listen to the other members of the negotiation table. In addition, the culture of the Chinese negotiators involves long facial gazes. They also ask fewer questions and devote their time to providing more information on what they expected in the course and at the close of the negotiation (Gelfand & Brett, 2004). The Chinese would be indicated to settle till the issue at hand was solved or when the parties involved would come to a conclusion. In the negotiation context, the Chinese can simply be said cooperative negotiators. On ano ther note, Ghauri & Fang (2001) indicate that being an emerging economy, the Chinese people focus more creating personal relationships with their negotiators; thus, have trust that their relationships and do not hold the opinion that after creating friends, their relationships will break or any form of forgery will take place. In the case of the United States, they focus more on written form of agreements as opposed to the Chinese that mostly rely on creating personal relationships (Shell, 2006; Starkey, Boyer &

A voice, a mystery Essay Example for Free

A voice, a mystery Essay William Wordsworths To the Cuckoo and John Keats Ode to a nightingale are comparable in many different aspects. The two poems have striking similarities and appear akin to one another. Both poems are likely to be written in related styles; both Wordsworth and Keats wrote in the same era, and were both Romantic Poets. They are also both poets of similar stature and regarded to be of similar ability. They both talk of similar a subject matter, a bird that is personally special. There are parallels to be drawn, but there are also many ways in which the poems contrast. It becomes clear that both poets perceive and respond to their subjects rather differently, and that the poems differ in meaning, direction and quality. The nucleus of both poems is a bird, Keats writes of a nightingale and Wordsworth of a Cuckoo. Birds are very modest and insignificant creatures, yet both poets have used them to extensively express emotion. To these poets their respective birds are extraordinary and important. Neither poet refers to one particular creature, but they both use the species of bird representatively. It is not their fondness for the bird as if it were a pet, a domestic animal, but their fondness of the free animal species that inspires them. It is important to acknowledge that although both poets, especially Wordsworth enjoy using lavish description, neither describes the physical appearance of the bird. They are both using the birds as metaphors, as symbols. Wordsworth makes the bird an invisible thing/ a voice, a mystery He does not see the bird, he can only hear it. This is to enhance the metaphorical strength of the bird. Keats similarly does not feel the need to describe the nightingale. Whereas Wordsworth does this to make his image more mystical and ambiguous, to Keats it does not matter what it looks like, it is the nightingales spirit he writes about. He talks primarily about its manner and its ways. Wordsworth also makes the cuckoo seem more divine and more powerful by using Voice and Cry with capital letters. This makes the sound of the cuckoo personify the bird and what it represents. The cuckoo is not regarded as beautiful physically, so he chooses to show it and even call it by its voice, O Cuckoo! shall I call thee bird, Or but a wondering Voice. Keats also points out the nightingales singing capacity, creating audible and not only visual imagery, Singest of summer in full-throated ease. The way the two poets perceive and react to their subjects is where the two poets vary greatly. It is relevant that in Tintern Abbey, Wordsworth says the following: Of eye and ear, both what they half create, And what perceive Both poets do follow this idea. They use imagination to expand on what they see and do so in different directions. The fact that Wordsworth does not see the Cuckoo means he can invent and expand greatly. Both poets are clearly partial to the birds, but show different attitudes towards them. Wordsworth longs for the bird, he needs the bird and is fond of it. Keats insists he is not jealous, Tis not through envy of thy happy lot, But being too happy in thy happiness However, he certainly shows contempt towards the bird and expresses an unhappy longing which borders on envy. In essence, the bird is part of Wordsworth. It is part of his past. He is yearning for his past so he longs for the cuckoo. The cuckoo is the symbol for his past. It is something he has left, something that has not changed. The same whom in my schoolboy days, I listend to

HIS 103 Week 2 Discussion Question 1 Essay Example for Free

HIS 103 Week 2 Discussion Question 1 Essay This document of HIS 103 Week 2 Discussion Question 1 contains: Chinese Social and Political Order Systems Read The Chinese Tradition and Lessons for Women. Compare and contrast Daoism (Taoism), Legalism, and Confucianism. What did each system stress as most important? In what ways did they speak to the people? Which had the most impact on the development of society? Why? Include data from your textbook and supplementary readings to support your response. History General History ASHFORD HIS 103 All discussion questions Pick out classes that are challenging and interesting to you instead of the ones that people think are very easy. Giving yourself a challenge is rewarding. You are sure to gain more knowledge from tough courses, and you might make connections that will benefit you later on. This document of HIS 103 Week 2 Discussion Question 1 contains: Chinese Social and Political Order Systems Read The Chinese Tradition and Lessons for Women. Compare and contrast Daoism (Taoism), Legalism, and Confucianism. What did each system stress as most important? In what ways did they speak to the people? Which had the most impact on the development of society? Why? Include data from your textbook and supplementary readings to support your response. History General History ASHFORD HIS 103 All discussion questions Pick out classes that are challenging and interesting to you instead of the ones that people think are very easy. Giving yourself a challenge is rewarding. You are sure to gain more knowledge from tough courses, and you might make connections that will benefit you later on. This document of HIS 103 Week 2 Discussion Question 1 contains: Chinese Social and Political Order Systems Read The Chinese Tradition and Lessons for Women. Compare and contrast Daoism (Taoism), Legalism, and Confucianism. What did each syste Search for more tutorials here https://bitly. com/1oJNqEQ Pick out classes that are challenging and interesting to you instead of the ones that people think are very easy. Giving yourself a challenge is rewarding. You are sure to gain more knowledge from tough courses, and you might make connections that will benefit you later on. History General History ASHFORD HIS 103 All discussion questions

Causes Of The Phenomenon Children And Young People Essay

Causes Of The Phenomenon Children And Young People Essay The most important reasons of this phenomena are poverty, ignorance and poor living conditions, lack of adequate health care, in addition to housing in densely populated areas, It does not have the necessary services where children are forced and under these circumstances to escape to the street, where awaits them criminals who influence them direct their behavior and orientation and often delinquency and homelessness and begging and all that away from parental care and guidance, and the children who are leaving their villages to the cities in search of a living often find themselves vulnerable to delinquency and begging and homelessness due to the scarcity of jobs and lack of competencies educational and the absence of a designated work ,care and guidance Add to these factors prominently the emergence of the child in the family of disjointed decadent moral child who lives atmosphere family decadent whether caused by deviation father or mother must and it will be influenced by and pa y towards deviation and homelessness and begging and do not forget here the role of the school, which plays a key role in the proper direction and care, and also the media of books and magazines and radio and television affect children if its purpose is just profit only in exchange for pornographic images and propaganda rave and programs falling and downlink films that often influence children and lead them toward mimicry of delinquency .. Staggering statistics and other floating and innovative methods in begging and vagrancy invade the streets of Arab cities: Egypt considers the phenomenon of street children as a ticking time bomb waiting explode from time to time, indicates where the report of the General Authority for Child Protection that their numbers reached in 1999 to 2 million children and continues to increase, making them prone to adopt criminal behavior in the Egyptian society. The statistics General Directorate of Social Defense blame increase the size of misdemeanors related to exposure of street children to violate the law, and including exposure to homelessness by 16.5%, and begging by 13.9%, has been exacerbated begging uniformed worn by workers cleaning companies in Egypt, where not without street of months Egyptian streets or highways, especially in affluent suburb of dozens of these beggars who only several jobs they have on this outfit, in addition to a broomstick represents the role of cleaning the street, has joined them other numbers of beggars in various forms including: sharpening knives, and put medical dressings or carrying an elderly or disabled boy in a wheelchair! In Jordan, where showed statistically Ministry of Social Development of Jordan issued in 2006 that the number of beggars during the year 2006 amounted to (710) children; (424) male, (286) than females, have proven the existence of organized gangs responsible for the operation of child beggars, for example, was thrown arrested a gang owns bus gathering where beggars young, were seen bus during the distribution of these in different regions in Oman. Overall, 95% of whom almost working under the command of the gang their parents know that they are working these kind of jobs. In Iraq studies indicate special child protection that the phenomenon of homeless children has worsened in recent number increased after the events of the war, where numbered more than 100 thousand displaced children in Iraq, according to figures developed by some humanitarian organizations, and in Morocco has become a phenomenon of street children concern community Civil especially against Tnamea and the increasing number of street children in cities major Moroccan where he scored in the city of Casablanca alone in 2002 approximately 5300 children tramp, where most of these beggars are thus at traffic lights and parking lots and near restaurants. This situation is rapidly worsening stresses the urgency of finding solutions and processors of this phenomenon and must begin these solutions by knowing the reasons for the arrival of beggars young to the street and how to address them, and by creating legislation militant to reduce divorce and polygamy and what subsequent displacement events, as well as Find the hand for beggars young after the implementation of their judgments and in order to prevent their return to homelessness and begging, as well as licensing of associations of private and civil to turn towards beggars children and most of all cooperation with the Ministry of Education to reduce the phenomenon of school drop-out, as well as from the most important ways to address them media awareness campaigns in this area and that the allocation of television programs and radio host specialists for children beggars and vagrants to study this problem and find solutions to them, as well as holding educational sessions have indic ative nature, and research in how to fight begging to solve the problem of poverty and unemployment by adopting by adopting nations and Arab governments deliberate plans that will prohibit the deepening crises . Street children want the freedom from abuse by parents; nevertheless, their lives seem not so easy. They want working in some odd jobs; if they have no job, the steal to eat, and if they have extra money, they buy drugs. In general, street childrens lives are rather short. They are in bad health, because of their abuse of drugs, venereal disease. First, street child is a term used to describe those kids who live and work in streets. There are more street children around the world than the whole populations in Egypt and United States, there are currently 100 million children living on streets. In turn this sector population it is increasing through the years, because of the economic crisis, family disintegration. Wherefore they are more inclined to drugs, not only bringing troubles to the society, also problems to their health. When we talk about street children, we are talking about young people who face poverty, hunger, disease, violence and homelessness. We are talking about children who have resorted to all sorts of drugs because they think this is the only way they can remain happy under their difficult circumstances. These children that have been allowed to live on the streets are on a daily basis exposed to diseases of all sorts. We have seen some of these children on the streets a result of poor people since access to food is another problem for them. These children live in the street because they do not have anything to call a home.Street child are children between five and seventeen years old who live in parks, or light stop sign. In the same way they are deprived of family protection. Children on the street divide themselves into groups who can sell things to people and who can steal money from people car. The street kids do whatever they can to earn money. Whereas that more than 20 million of kids are living on the streets, we can see the, drugs as a normal activity in the streets. The reality begins talking about food, because they only eat what they find in the garbage or what they can steal. Likewise they steal money or drugs to forget hunger. Those kids do all of these activities in order to forget about street troubles, but they feel that these activities are necessarily to survive, so it makes them more inclined to drugs. In addition to that, Street child commit illegal in America. It means if a childs get in the street without any reason the police have to take them. That called breaking the law because its not legal to do it. Each child in America have chance to work and get more also they can learn in the school without any more. United states havedrug policy and Alcohol too. If the police saw any one who drink and child fewer than 18 they will take this child to the police station. But in Egypt child cant go to school without pay more for their books Because of the high cost of services many street children are unable to go to school .Even in countries where schools are free they are unable to buy books, uniforms and shoes that are required to attend., also they do not have any chance to work to get money. The money is an important factor in their lives that can determinate important things in their daily life like eating or not. Likewise, the drugs affect not only their thoughts but also affect their health. A street kid, they cannot imagine their daily live in the streets without using drugs. In the other hand the main problem is that most of types of substance consume by street kids are legal, so they can find it easily. The drug abuse is the worst problem for them and it brings them health problems. Those kids do all of these activities in order to forget about street troubles. Therefore, a lot of country have this problem too, The problem of street children in Vietnam, a country rapidly growing and integrating with the world, arises from the interaction of traditional causes such as the loss or divorce of parents and new causes such as economic incentive. We then propose a new typology of street children based on causes and situations. Causes are classified into broken family, mindset problem, and economic migration. Situations are divided into current protection and future investment. It is shown that the broken family group is most difficult to assist while the economic migration group often shows strong desire for study and better life. Since street children are not a homogenous group, intervention must also be diversified according to the needs of each type of children. Also, there is a lot of country that effected by street child such as; Russia consists of two million street children. Officially, the number of Russian children without supervision is more than 7 million. Also china the number of street children population continues to grow at 15 million and India is home to 4 million-8 million street children. The republic of India is the seventh largest populated country in the world. Due to the economic growth has appeared. Consequently, Vietnam is the country that has from 21 thousand in 2003 to 8 thousand in 2007 street child. Not just these countries had effected by the population of street children there are more and more had effected by this population. Which is going to affect all people life and future and countries future too? In a poor developing country, a child will have disabilities to learn how come he will learn without any money and when the children think about their future, they will find out that there are no work no future and they cant connect with their family too. Poor country gives children scary future. Moreover, Children who drop out of school due to the wrong attitude of the parents are less deprived, relatively speaking, in the current situation than the first group since their parents can look after them. They are relatively well fed and protected. It is rare to see them severely by street joining them. The biggest problem with this group, however, is the strong opposition of the parents when someone (teacher, social worker, or the children themselves) proposes an education for them. There are many causes of there being street children: Poverty, Neglect, Disease, War, Famine, Social, and Family Breakups. From another of perspective on the word causes, the causes they or others on their behalf fight for are the reasons that they become street children in the first instance and to provide ways out of their problems through things like providing shelter and education them with their families.so they find the way to get themselves freedom from home and school. Do whatever they want to do. The causes of children to the street can be divided into two main groups which we shall call broken family and mindset problem. First, children with extremely difficult family situations such as being abandoned as a result of the death. This is the traditional cause of street children which exists in any developing country with or without economic growth. Also the parents continue to take care of them. Children abandoned as a result of parents divorce have to undergo an even greater emotional shock. Being left with relatives or grandparents, such children are easily discouraged from study and lured by bad friends. Most of the street children who have left home because of domestic violence are spiritually and emotionally impaired. Second causes where the family enjoys relatively unbroken relations and an average or at least not so destitute standard of living but still sends children to work in the street due to the wrong attitude of the parents or the children themselves. Some children leave home because they are lured by friends or because they want to freedom instead of going to school. Seemingly exciting life in big cities and friends who already know the street life are the pulling force. For such children, earning money is not the main purpose. However, the mindset problem most often arises on the parent side. Some parents think that cash income is more important than childrens education. How we solve the problem for the street children with their home and family? For the children and their families, being on the street is not a problem. It is their solution to a number of problems. Crowded living conditions are a problem. A young lad, who shares a single-room with his mother and two grown-up sisters with children of their own, solves a problem by finding somewhere to sleep with his friends. He remains attached to his family and visits them regularly. He is integrated with them and does not need to be reintegrated. But it is better for him to sleep out than to stay at home. When he finds a group of friends with whom he can stay at night, his situation has improved. He becomes visible as a street child and part of our problem, but for him, being on the streets solves the problem of sharing an overcrowded room. For the families and the children, it is the solution to the problem of not having enough money to feed and clothe the children. Child can be a problem. If a child is forced to work all day for an adult who takes most of the childs earnings as sometimes happens with refugee children who are afraid .It may be a problem for children to have to do hours of manual at school, or to spend much of their day in misery learning useless and boring information. Somehow, we always accept child if it is enforced in the respectable environment of the school. But spending a few hours earning a bit of extra money for himself or the family can be quite fun. Sometimes the children have to adopt the tough culture of the streets. When they are with their friends from the street, they have to act and speak as if they enjoy street life. All children should have security. They should be able to play games and have fun. They should be improving themselves at school. Children should not have to earn their own living. They should be clean and wash regularly. They should be healthy, and get help immediately when they are sick. These we regard as the fundamental rights of children and street children appear to all of these rights. This is there life and they should enjoy it. What happen to todays street children when they grow older. Are they going to affect their countries or they are going to affect us. These children can grow up and constitute nuisance in the society. They will make governments project fail. They wont do these because they enjoy it, but because that is all they have grown to know and love. At the end, nothing will work because they will fight back because we had a chance to give them good lives but we failed to do it. All children should have security. They should be able to play games and have fun. They should be improving themselves at school. Children should not have to earn their own living. They should be clean and wash regularly. They should be healthy, and get help immediately when they are sick. These we regard as the fundamental rights of children and street children appear to all of these rights. This is there life and they should enjoy it. Lastly, street children problem always cause a lot of terrible to people who walk in the street and they cant be save from street child also this children they need a future to be better people and they can help their country. If we help these children they can help us in the future. For example if a child from the street get a good job in the future and he got a lot of money that give his country a better future and his family too and himself. He will be better than anyone who lives in the street. Inside of steal money from people and ate from the street , he can now eat a health food and get a good family that carry his name and his good future. Overall, streets children are poor and as a result they are untaught. As a result, they have bad food and unhealthy body system. The street children are kids who live and work in streets and homeless people. Furthermore, they use drugs as a way to forget about their harsh reality. Lastly, they steal money in order to get food and survive. Although, they can be educated children with the government help, but they got used to their life as a children streets.

Public School Curriculum Content :: Education Curriculum Teaching Essays Papers

Public School Curriculum Content In this era of progressive thinking and open mindedness, it was only a matter of time before society tried to change our school system for the better. The long-standing theories of Charles Darwin on evolution are finally being contested. Intelligent Design has emerged as the leading opposition to Darwin's blasphemy, but another equally valid theory has recently made some noise in the world of evolution. The Flying Spaghetti Monster's Intelligent Design, also known as FSMism, has recently built up quite a following. These two theories are pushing very hard to one day be in our high school curriculum. Are ID and FSMism both worthy of being taught in our schools or is one more scientifically valid? Intelligent Design, or ID, states that there are certain aspects in nature that show individual signs of intelligence that can not be accounted for, or that are too complex for our understanding. Therefore, an "Intelligent Designer" must have deliberately created everything in nature that shows this unaccountable sign of intelligence. Followers of the Flying Spaghetti Monster, also called Pastafarians, follow the same criteria as ID proponents. On top of those ideals, Brian D Rabern, a Pastafarian and a member of the Department of Philosophy at UC Santa Barbara, adds another perspective. "Everything that begins to exist has a cause of its existence. The universe began to exist. Therefore, the universe has a cause for existence. Since no scientific explanation can provide a causal account of the origin of the universe, the cause must be supernatural, i.e. a god. Therefore, a god exists. Gods create humans in their own image. The brains of humans resemble a bowl of spaghetti. Thus, the Flying Spaghetti Monster is the one true god." This statement brings up the most blaring difference between ID and FSMism, the fact that the Flying Spaghetti Monster is defined and ID has no particular designer. The fact that ID has no specified designer has both positive and negative effects on the theory. On the one hand, having no higher power defined brings the separation of Church and State out of the equation. Conversely, since no higher power is mentioned, one would have to come to the conclusion that there is not just one higher power. ID states that an "Intelligent Designer" must have created anything that shows an unexplainable intelligence. This means that the "Intelligent Designer" would have to have unexplainable intelligence of his own which would lead to the conclusion that their must be another designer that designed him.

Moral Dilemma Essay -- Philosophy Essays

Moral Dilemma As human beings, we are forced to accept the inevitability of being unwillingly confronted with situations that test the strength of our morality and character. In the midst of deep moral conflict we become immensely introspective and we follow our intuition with the hopes of it guiding us towards the morally correct decision. However, how can we be sure that we have acted morally in a situation that is so morbid and perverse that our intuition is completely torn? This is the dilemma that is faced by the mother who is given a terrible choice by a Nazi officer: either the officer will kill all three of her children, or the mother must kill one in order preserve the lives of the other two. In this situation, guilt remorse and intense emotional pain are unavoidable, thus the mother is forced to reflect upon her intrinsic morals and values to guide her choice, however horrific it may be. In beginning to tackle this terrible dilemma, a fundamental aspect of this situation must first be realized: it is a woman who is faced with this crippling decision. Although subtle, there is an insinuation behind this that will ultimately play a large role in the determination of the final decision. In assigning the moral responsibility to a woman, and more specifically a mother, there is an implication that a different and distinct type of moral deliberation comes into play. In a study performed by psychologist Carol Gillian, it was found that the moral reasoning of a group of women was "typically more embedded in a context of particular others than was the reasoning or a comparable group of men" (Held 724). When we focus on the experience of women we are "able to see a set of moral concerns becoming ... ...nt emotion as a part of morality, we must regard every action in the same context, and this is clearly an impossibility for us as human beings. We appreciate and understand that we are all practical, emotional beings as opposed to rational, calculating beings. Thus, we allow our emotions to influence what actions we deem as morally acceptable and it is only natural that they should be an integral part of moral deliberation. In any situation as atrocious as this, the correct line of moral action is not always clear. However, in considering both emotion and reason, it is possible to reach a moral decision. Sometimes when we are put in situations against our will our intuition is torn and making the right decision can be difficult. The only thing we can do in these situations is turn introspectively to our feelings and reason, and understand that we are only human.

Electronic Literature as an Information System Essay

ABSTRACT Electronic literature is a term that encompasses artistic texts produced for printed media which are consumed in electronic format, as well as text produced for electronic media that could not be printed without losing essential qualities. Some have argued that the essence of electronic literature is the use of multimedia, fragmentation, and/or non-linearity. Others focus on the role of computation and complex processing. â€Å"Cybertext† does not sufficiently describe these systems. In this paper we propose that works of electronic literature, understood as text (with possible inclusion of multimedia elements) designed to be consumed in bi- or multi-directional electronic media, are best understood as 3-tier (or n-tier) information systems. These tiers include data (the textual content), process (computational interactions) and presentation (on-screen rendering of the narrative). The interaction between these layers produces what is known as the work of electronic literature. This paradigm for electronic literature moves beyond the initial approaches which either treated electronic literature as computerized versions of print literature or focused solely on one aspect of the system. In this paper, we build two basic arguments. On the one hand, we propose that the conception of electronic literature as an  information system gets at the essence of electronic media, and we predict that this paradigm will become dominant in this field within the next few years. On the other hand, we propose that building information systems may also lead in a shift of emphasis from one-time artistic novelties to reusable systems. Demonstrating this approach, we read works from the _Electronic Literature Collection Volume 1_ (Jason Nelson and Emily Short) as well as newer works by Mez and the team gathered by Kate Pullinger and Chris Joseph. Glancing toward the future, we discuss the n-tier analysis of the Global Poetic System and the La Flood Project. INTRODUCTION The fundamental attributes of digital narrative have been, so far, mostly faithful to the origin of electronic text: a set of linked episodes that contain hypermedia elements. Whether or not some features could be reproduced in printed media has been subject of debate by opponents and proponents of digital narratives. However, as the electronic media evolves, some features truly unique to digital narrative have appeared. For instance, significant effort has been invested in creating hypertexts responsive to the reader’s actions by making links dynamic; additionally, there have been efforts to create systems capable of producing fiction, with varying degrees of success. Both approaches have in common that they grant greater autonomy to the computer, thus making of it an active part of the literary exchange. The increasing complexity of these systems has directed critical attention to the novelty of the processes that produce the texts. As critics produce a flood of neologisms to classify these works, the field is suffering from a lack of a shared language for these works, as opposed to drawing from the available computer science and well-articulated terminology of information systems. The set {Reader, Computer, Author} forms a system in which there is flow and manipulation of information, i.e. an _information system_. The interaction between the elements of an information system can be isolated in functional tiers. For instance: one or many data tiers, processing tiers, and presentation tiers. In general we will talk about n-tier information  systems. We will expand this definition in the next section. In this system, a portion of information produced (output) is taken, totally or partially, as input, i.e. there is a feedback loop and therefore the process can be characterized as a cybernetic process. Of course, the field has already embraced the notion of the cybertext. The term cybertext was brought to the literary world’s attention by Espen Aarseth (1997). His concept focuses on the organization of the text in order to analyze the influence of media as an integral part of literary dynamics. According to Aarseth, cybertext is not a genre in itself. In order to classify traditions, literary genres and aesthetic value, Aarseth argues, we should inspect texts at a much more local level. The concept of cybertext offers a way to expand the reach of literary studies to include phenomena that are perceived today as foreign or marginal. In Aarseth’s work, cybertext denotes the general set of text machines which, operated by readers, yield different texts for reading. Aarseth (1997, p. 19), refuses to narrow this definition of cybertext to â€Å"such vague and unfocused terms such as digital text or electronic literature.† For the course of this paper, we will use the phrase â€Å"electronic literature,† as we are interested in those works that are markedly literary in that they resonate (at least on one level) through evocative linguistic content and engage with an existing literary corpus. While we find â€Å"cybertext† to be a useful concept, the taxonomies and schematics that attend this approach interfere with interdisciplinary discussions of electronic literature. Instead of using Aarseth’s neologisms such as textons, scriptons and traversal functions, we will use widely-accepted terminology in the field of computer science. This shift is important because the concepts introduced by Aarseth, which are relevant to the current discussion, can be perfectly mapped to concepts developed years earlier in computer science. While the neologisms introduced by Aarseth remain arcane, the terms used in computer science are pervasive. Although the term cybertext adds a sense of increasingly complex interactivity, its focus is primarily on the interaction between a user and  a single art object. Such a framework, however, insufficiently describes the constitution of such an object. Within his treatise, Aarseth is compelled to create tables of attributes and taxonomies to map and classify each of these objects. What is needed is a framework for discussing how these systems operate and how that operation contributes to an overall literary experience. We want to make a clear distinction between this notion of cybertext as a reading process and more thorough description of a work’s infrastructure. Clearly, there are many ways in which the interaction between a reader and a piece of electronic literature can happen; for instance, a piece of electronic literature could be written in HTML or in Flash, yet presenting the same interaction with the reader. In this paper, we adapt the notion of n-tier information systems to provide a scaffolding for reading and interpreting works of electronic literature. The fact that the field of electronic literature is largely comprised of cybertexts (in the sense described above) that require some sort of processing by the computer, has made of this processing a defining characteristic. Critics and public approach new works of electronic literature with the expectation of finding creativity and innovation not only at the narrative level but also at the processing level; in many cases the newness of the latter has dominated other considerations. NEW, NEWER, NEWEST MEDIA Until now, electronic literature, or elit, has been focused on the new, leading to a constant drive to reinvent the wheel, the word, the image, the delivery system, and consequently reading itself. However, such an emphasis raises a number of questions. To what extent does the â€Å"novel† requirement of electronic literature (as the field is currently defined) de-emphasize a textual investment in exploring the (post)human condition (â€Å"the literary†)? How does this emphasis on the â€Å"new† constrain the development of New Media both for authors and for prospective authors? Or how does such an emphasis put elit authors into an artistic arms race taking on the aethetics of the militiary-industrial complex that produces their tools? Literary essays that treat electronic literature focus on Flash movies, blogs, HTML pages, dynamically generated pages, conversation agents, computer games, and other software applications. A recent edition of Leonardo Almanac (AA.VV. 2006) offers several examples. Its critics/poets analyze the â€Å"information landscapes† of David Small, the text art experiments of Suguru Ishizaki (2003), Brian Kim Stefans’ 11-minute Flash performance, and Philippe Bootz’s matrix poetry program. Though not all the objects are new, what they share most of all is the novelty of their surface or process or text. These works bear little resemblance to one another, a definitive characteristic of electronic literature (dissimilarity); however, their inclusion under one rubric reflects the field’s fetishization of the new. This addiction, mimicking that of the hard sciences it so admires, must constantly replace old forms and old systems with the latest system. Arguably, therefore, any piece of electronic literature may only be as interesting as its form or its novel use of the form. Moreover, such an emphasis shifts the critical attention from the content (what we will call data) to its rendering (or presentation plus processes) primarily. Marie-Laure Ryan (2005) raised charges against such an aesthetic in her _dichtung-digital_ article. In this piece, she rails against a certain style of new media, net.art, elit art object that follows WYSINWYG (What you see is _NOT_ what you get), where the surface presents a text that is considered interesting only because of a more interesting process beneath the surface. This approach, according to Ryan, focuses on â€Å"the meta-property of algorithmic operation.† For this aesthetic, â€Å"the art resides in the productive formula, and in the sophistication of the programming, rather than in the output itself† (Ryan). This means that literary, or artistic value, does not reside in what appears on the screen, but in the virtuoso programming performance that underlies the text. While Ryan goes too far in her dismissal of experimentation, her critique holds, in as much as electronic literary criticism that puts process uber alis risks not only minimizing the textual to insignificance but also losing what should be one of elit’s biggest goals: developing new forms for other authors to use and  explore. Such an emphasis reveals a bias that has thus far dominated new media scholarship. This same bias leads new media scholars away from literary venues for their discourse communities and instead to Boing Boing and Siggraph, sites where curiosity or commercial technological development dominate the discussions. It is also what spells instant obsolescence to many authorware forms. The person who uses authorware as it was intended is not the new media artist. It is the person who uses it in a new way or who reconfigures the software to do something unintended. This trend means that electronic literary artists will constantly be compelled to drive their works towards the new, even while it means a perpetual pruning of all prior authorware, cutting them off from the†literary† tree. (We see this same logic in commerical software production where the 4.0 release reconfigures the interface and removes some of the functionality we had grown to love.) A disproportionate emphasis on the new overlooks the tremendous areas of growth in authorship on the stabilizing, if rudimentary, authoring systems. The tide of productivity (in terms of textual output of all levels of quality) is not from an endless stream of innovations but from people who are writing text in established author information formats, from traditional print to blogs. It is through the use of stabilized and reusable information systems that the greater public is being attracted to consume and produce content through digital media. Blogging is the clearest example. This is not equivalent to saying that all blogging is literary, just as not all writing is; however, blogging has created a social practice of reading and writing in digital media, thus increasing the frequency at which literary pieces appear through that venue. This increased community activity would have been impossible if each blogger had to develop their own authoring systems. To help redistribute the scholarly priorities, we propose a reconsideration of electronic literature as an n-tier information system. The consequence of this shift will be twofold: First of all, it will allow us to treat content and processing independently, thus creating a clear distinction between works of literary merit and works of technological craftsmanship. While this  distinction is at best problematic, considering the information system as a whole will move the analysis away from over-priveleging processes. Secondly, we claim that this approach provides a unified framework with which all pieces of electronic literature can be studied. This paper is organized as follows: in Section 1 (Introduction) we describe what is the problem we intend to explore, and what are the type of systems that will be described in this paper. Section 2 (Information Systems) explores the components of an information system and compares the approaches of different researchers in the field. Section 3 (Examples) demonstrates that the n-tier information system approach can be used to describe a multifarious array of pieces of electronic literature. Section 4 (Discussion) explores the conclusions drawn from this study and set future directions. INFORMATION SYSTEMS Since electronic literature is mediated by a computer, it is clear that there must exist methods to enter information into the system, to process it, and to render an output for readers; that is to say, a piece of electronic literature can be considered as an _information system_. The term â€Å"information system† has different meanings. For instance, in mathematics an â€Å"information system† is a basic knowledge-representation matrix comprised of attributes (columns) and objects (rows). In sociology, â€Å"information systems† are systems whose behavior is determined by goals of individual as well as technology. In our context, â€Å"information system† will refer to a set of persons and machines organized to collect, store, transform, and represent data, a definition which coincides with the one widely accepted in computer science. The domain-specific twist comes when we specify that the data contains, but is not limited to, literary information. Information systems, due to their complexity, are usually built in layers. The earliest antecedent to a multi-layer approach to software architectures goes back to Trygve Reenskaug who proposed in 1979, while visiting the Smalltalk group at Xerox PARC, a pattern known as Model-View-Controller  (MVC) that intended to isolate the process layer from the presentation layer. This paradigm evolved during the next decade to give rise to multi-tier architectures, in which presentation, data and processes were isolated. In principle, it is possible to have multiple data tiers, multiple process tiers, and multiple presentation tiers. One of the most prominent paradigms to approach information systems in the field of computer science, and the one we deem more appropriate for electronic literature, is the 3-tier architecture (Eckerson, 1995). This paradigm indicates that processes of different categories should be encapsulated in three different layers: 1. Presentation Layer: The physical rendering of the narrative piece, for example, a sequence of physical pages or the on-screen presentation of the text. 2. Process Layer: The rules necessary to read a text. A reader of Latin alphabet in printed narrative, for example, must cross the text from left to right, from top to bottom and pass the page after the last word of the last line. In digital narrative, this layer could contain the rules programmed in a computer to build a text output. 3. Data Layer: Here lays the text itself. It is the set of words, images, video, etc., which form the narrative space. In the proposed 3-tier model, feedback is not only possible, but also a _sine qua non_ condition for the literary exchange. It is the continuation of McLluhan’s mantra: â€Å"the media is the message†. In digital narrative, the media acts on the message. The cycle of feedback in digital narrative is: (i) Readers receive a piece of information, and based on it they execute a new interaction with the system. (ii) The computer then takes that input and applies logic rules that have been programmed into it by the author. (iii) The computer takes content from the data layer and renders it to the reader in the presentation layer. (iv) step -i – is repeated again. Steps i through v describe a complete cycle of feedback, thus the maximum realization of a cybertext. N-tier information systems have had, surprisingly, a relatively short penetration in the field of electronic literature. Aarseth (1997, p.62) introduced a typology for his textonomy that maps perfectly a 3-tier system: Scriptons (â€Å"strings as they appear to readers†) correspond to the presentation layer, textons (â€Å"strings as they exist in the text†) correspond to the data layer, and traversal function (â€Å"the mechanism by which scriptons are revealed or generated from textons and presented to the user†) corresponds to the process layer. These neologisms, while necessary if we study all forms of textuality, are unnecessary if we focus on electronic literature. The methods developed in computer science permeate constantly, and at an accelerating rate, the field of electronic literature, specially as artists create pieces of increasing complexity. Practitioners in the field of electronic literature will be better equipped to benefit from the advances in information technology if the knowledge acquired in both fields can be bridged; without a common terminology attempts to generate dialog are thwarted. The first reference that used computer science terminology applied to electronic literature appeared in an article by Gutierrez (2002), in which the three layers (data, logic and presentation) were clearly defined and proposed as a paradigm for electronic literature. Gutierrez (2004, 2006) explored in detail the logic (middle) layer, proposing algorithms to manage the processes needed to deliver literary content through electronic media. His proposal follows the paradigm proposed by Eckerson (1995) and Jacobson et al (1999): the system is divided into (a) topological stationary components, (b) users, (c) and transient components (processes). The processes in the system are analyzed and represented using sequence diagrams to depict how the actions of the users cause movement and transformation of information across different topological components. The next reference belongs to Wardrip-Fruin (2006); he proposes not three, but seven components: (i) author, (ii) data, (iii) process, (iv) surface, (v) interaction, (vi) outside processes, and (vii) audiences. This vision corresponds to an extensive research in diverse fields, and the interpretation is given from a literary perspective. Even though  Wardrip-Fruin does not use the terminology already established in computer science, nor he makes a clear distinction between topology, actors and processes, his proposal is essentially equivalent, and independent, from Gutierrez’s model. In Wardrip-Fruin’s model, author -i- and audience -vii- correspond to actors in the Unified Process (UP); process -iii- and interaction -v- correspond to the process layer in the 3-tier architecture (how the actors move information across layers and how it is modified); data -ii- maps directly the data layer in the 3-tier model; finally, surface -iv- corresponds to the presentation layer. The emergence of these information systems approaches marks the awareness that these new literary forms arise from the world of software and hence benefit from traditional computer science approaches to software. In the Language of New Media, Lev Manovich called for such analysis under the rubric of Software Studies. Applying the schematics of computer science to electronic literature allows critics to consider the complexities of that literature without falling prey to the tendency to colonize electronic literature with literary theory, as Espen Aarseth warned in Cybertext. Such a framework provides a terminology rather than the imposition of yet another taxonomy or set of metaphors that will always prove to be both helpful and glaringly insufficient. That is not to say that n-tier approaches fit works without conflict. In fact, some of the most fruitful readings come from the pieces that complicate the n-tier distinctions. EXAMPLES DREAMAPHAGE 1 & 2: REVISING OUR SYSTEMS Jason Nelson’s Dreamaphage (2003, 2004) demonstrates the ways in which the n-tier model can open up the complexities and ironies of works of electronic literature. Nelson is an auteur of interfaces, and in the first version of this piece he transforms the two-dimensional screen into a three-dimensional navigable space full of various planes. The interactor travels through these planes, encountering texts on them, documentation of the disease. It is as if we are traveling through the data structure of the story itself, as if  the data has been brought to the surface. Though in strict terms, the data is where it always was supposed to be. Each plane is an object, rendered in Flash on the fly by the processing of the navigation input and the production of vector graphics to fill the screen. However, Nelsons’ work distances us, alienates us from the visual metaphors that we have taken for the physical structures of data in the computer. Designers of operating systems work hard to naturalize our relationship to our information. Opening windows, shuffling folders, becomes not a visual manifestation but the transparent glimpse of the structures themselves. Neal Stephenson has written very persuasively on the effect of replacing the command line interface with these illusions. The story (or data) behind the piece is the tale of a virus epidemic, whose primary symptom is the constant repetition of a dream. Nelson writes of the virus’ â€Å"drifting eyes.† Ultimately the disease proves fatal, as patients go insane then comatose. Here the piece is evocative of the repetitive lexias of classical electronic literature, information systems that lead the reader into the same texts as a natural component of traversing the narrative. Of course, the disease also describes the interface of the planes that the user travels through, one after the other, semi-transparent planes, dreamlike visions. This version of Dreamaphage was not the only one Nelson published. In 2004, Nelson published a second interface. Nelson writes of the piece, â€Å"Unfortunately the first version of Dreamaphage suffered from usability problems. The main interface was unwieldy (but pretty) and the books hard to find (plus the occasional computer crash)† (â€Å"Dreamaphage, _ELC I_) He reconceived of the piece in two dimensions to create a more stable interface. The second version is two-dimensional and Nelson has also â€Å"added a few more extra bits and readjusted the medical reports.† In the terms of n-tier, his changes primarily affected the interface and the data layers. Here is the artist of the interface facing the uncanny return of their own artistic creation in a world where information systems do not lie in the stable binding in a book but in a contingent state that is always dependent  on the environments (operating systems) and frames (browser) in which they circulate. As the user tries to find a grounding in the spaces and lost moments of the disease, Nelson himself attempts to build stability into that which is always shifting. However, do to a particular difference in the way that Firefox 2.0 renders Flash at the processing layer, interactors will discover that the†opening† page of the second version is squeezed into a fraction of their window, rather than expanding to fill the entire window. At this point, we are reminded of the work’s epigram, â€Å"All other methods are errors. The words of these books, their dreams, contain the cure. But where is the pattern? In sleeping the same dream came again. How long before I become another lost?† (â€Å"opening†). As we compare these two versions of the same information system, we see the same dream coming again. The first version haunts the second as we ask when will it, too, become one of the lost. Though Nelson himself seems to have an insatiable appetite for novel interfaces, his own artistic practices resonate well with the ethos of this article. At speaking engagements, he has made it a practice to bring his interfaces, his .fla (Flash source) files, for the attendees to take and use as they please. Nelson presents his information systems with a humble declaration that the audience may no doubt be able to find even more powerful uses for these interfaces. GALATEA: NOVELTY RETURNS Emily Short’s ground-breaking work of interactive fiction offers another work that, like its namesake in the piece, opens up to this discussion when approached carefully. Galatea’s presentation layer appears to be straight forward IF fare. The interactor is a critic, encountering Galatea, which appears to be a statue of a woman but then begins to move and talk. In this novel work of interactive fiction, the interactor will not find the traditional spacial navigation verbs (go, open, throw) to be productive, as the action focuses on one room. Likewise will other verbs prove themselves unhelpful as the user is encouraged in the help instructions to â€Å"talk† or  Ã¢â‚¬Å"ask† about topics. In Short’s piece, the navigational system of IF, as it was originally instantiated in Adventure, begins to mimic a conversational system driven by keywords, ala Joseph Weizenbaum’s ELIZA. Spelunking through a cave is replaced with conversing through an array of conversational replies. Galatea does not always answer the same way. She has moods, or rather, your relationship with Galatea has levels of emotion. The logic layer proves to be more complex than the few verbs portend. The hunt is to figure out the combination that leads to more data. Galatea uses a novel process to put the user in the position of a safe cracker, trying to unlock the treasure of answers. Notice how novelty has re-emerged as a key attribute here. Could there be a second Galatea? Could someone write another story using Galatea’s procesess. Technically no, since the work was released in a No-Derivs Creative Commons license. However, in many ways, Galatea is a second, coming in the experimental wave of artistic revisions of interactive fiction that followed the demise of the commercially produced text adventures from Infocom and others. Written in Z-Machine format, Galatea is already reimagining an information system. It is a new work written in the context of Infocom’s interactive fiction system. Short’s work is admittedly novel in its processes, but the literary value of this work is not defined by its novely. The data, the replies, the context they describe, the relationship they create are rich and full of literary allusions. Short has gone on to help others make their own Galatea, not only in her work to help develop the natural language IF authoring system Inform 7 but also in the conversation libraries she has authored. In doing so, she moved into the work of other developers of authoring systems, such as the makers of chatbot systems. Richard S. Wallace developed one of the most popular of these (A.I.M.L..bot), and his work demonstrates the power of creating and sharing authorware, even in the context of the tyranny of the novel. A.L.I.C.E. is the base-line conversational system, which can be downloaded and customized. Downloading the basic, functioning A.L.I.C.E. chatbot as a foundation allows users to concentrate on editing recognizeable inputs and systematic responses. Rather than worrying about how the system will respond to input, authors, or botmasters, can focus on creating what they system will say. To gain respect as a botmaster/author, one cannot merely modify an out-of-the-box ALICE. The user should further customize or build from the ground up using AIML, artificial intelligence markup language, the site-specific language created for Wallace’s system. They must change the way the system operates–largely, because the critical attention around chatbots follows more the model of scientific innovation more than literary depth. However, according to Wallace, despite the critics’ emphasis on innovations, the users have been flocking to ALICE, as tens of thousands of users have created chatbots using the system (Be Your Own Botmaster). AIML becomes an important test case because while users may access some elements of the system, because they are not changing fundamentals, they can only make limited forays into the scientific/innovation chatbot discussions. Thus while our n-tier model stresses the importance of creating authorware and understanding information systems, novelty still holds an important role in the development of electronic literature. Nonetheless, interactors can at least use their pre-existing literacies when they encounter an AIML bot or a work of interactive fiction written on a familiar platform. LITERATRONICA Literatronic is yet another example of an n-tier system. Its design was based entirely in the concept of division between presentation, process and data layers. Every interaction of the readers is stored in a centralized database, and influences the subsequent response of the system to each reader’s interactions. The presentation layer employs web pages on which the reader can access multiple books by multiple authors in multiple languages.  The process layer is rather complex, since it uses a specialized artificial intelligence engine to adapt the book to each reader, based upon his/her interaction, i.e. and adaptive system. The data layer is a relational database that stores not only the narrative, but also reader’s interaction. Since there is a clear distinction between presentation, data and process, Literatronica is a 3-tier system that allows authors of multiple language to focus on the business of literary creation. MEZ’S CODE: THE SYSTEMS THAT DO NOT USE A COMPUTER[1] As with many systematic critical approaches, the place where n-tier is most fruitful is the where it produces or reveals contradictions. While some works of electronic literature lend themselves to clear divisions between parts of the information system, many works in electronic literature complicate that very distinction as articulated in such essays as Rita Raley’s code.surface||code.depth, in which she traces out codeworks that challenge distinctions between presentation and processing layers. In the works of Mez (Maryanne Breeze), she creates works written in what N. Katherine Hayles has called a creole of computer and human languages. Mez, and other codework authors, display the data layer on the presentation layer. One critical response is to point out that as an information system, the presentation layer are the lines of code and the rest of the system is whatever medium is displaying her poem. However, such an approach missed the very complexity of Mez’s work. Indeed, Mez’s work is often traditional static text that puts users in the role of the processor. The n-tier model illuminates her sleight of hand. trEm[d]o[lls]r_ [by Mez] doll_tre[ru]mor[s] = var=’msg’ val=’YourPleading’/> † TREMOR Consider her short codework â€Å"trEm[d]o[lls]r_† published on her site and on the Critical Code Studies blog. It is a program that seems to describe (or self-define) the birth pangs of a new world. The work, written in what appears to be XML, cannot function by itself. It appears to assign a value to a variable named â€Å"doll_tre[ru]mor[s]†, a Mez-ian (Mezozoic?) portmenteau of doll_tremors and rumors. This particular rumor beign defined is called, the fifth world, which calls up images of the Native American belief in a the perfected world coming to replace our current fourth world. This belief appears most readily in the Hopi tribe of North America. A child of this fifth world are â€Å"fractures,† or put another way, the tremor of the coming world brings with it fractures. The first, post 2 inscription, contains polymers: a user set to â€Å"YourDollUserName,† a â€Å"3rdperson† set to â€Å"Your3rdPerson,† a location set to â€Å"YourSoddenSelf†, and a â€Å"spikey† set to â€Å"YourSpiKeySelf.† The user then becomes a molecule name within the fracture, a component of the fracture. These references to dolls and 3rd person seem to evoke the world of avatars. In virtual worlds, users have dolls. If the first fracture is located in the avatar of the person, in their avatar, the second centers on communication from this person or user. Here the user is defined with â€Å"YourPolyannaUserName,† and we are in the world of overreaching optimism, in the face of a â€Å"msg† or message of â€Å"YourPleading† and a â€Å"lastword.† Combining these two fractures we have a sodden and spikey self pleading and uttering a last word presumably before the coming rupture into the fifth world. As with many codeworks, the presentation layer appears to be the data and logic layer. However, there is clearly another logic layer that makes these words appear on whatever inerface the reader is using. Thus, the presentation layer is a deception, a challenge to the very division of layers, a revelation that hides. At the same time, we are compelled to execute the presneted code by tracing out its logic. We must take the place of the compiler with the understanding that the coding structures are also  meant to launch or allusive subroutines, that part of our brain that is constantly listening for echoes and whispers To produce that reading, we have had to execute that poem, at least step through it, acting as the processor. In the process of writing poetic works as data, she has swapped our traditional position vis-a-vis n-tier systems. Where traditional poetry establishes idenitity through I’s, Mez has us identify with a system ready to process the user who is not ready for the fifth world, whatever that may bring. At the same time, universal or even mythical realities have been systematized or simulated. There is another layer of data that is missing, supplied by the user presumably. The poem leaves its tremors in a state of potential, waiting to operate in the context of a larger system and waiting for a user to supply the names, pleading, and lastwords. The codework means nothing to the computer. This is not to make some sort of Searlean intervention about the inability of computers to comprehend but to point out that Mez’s code is not valid XML. Of course, Mez is not writing for computer validation but instead relies on the less systematic processing of humans who rely on a far less rigorously specified language structure. Tremors fracture even the process of assigning some signified to these doll_tre[ru]mor[s]. Mez’s poem plays upon the layers of n-tier, exposing them and inverting them. Through the close-reading tools of Critical Code Studies, we can get to her inference and innuendo. However, we should not miss the central irony of the work, the data that is hidden, the notable lack of processing performed by this piece. Mez has hailed us into the system, and our compliance, begins the tremors that brings about this fifth world even as it lies in potential. N-tier is not the fifth world of interpretation. However, it is a tremor of recognition that literacy in information systems offers a critical awareness crucial in these emerging forms of literature. FUTURE PROJECTS Two new projects give the sense of the electronic literature to come. The authors of this paper have been collaborating to create systems that answer Hayles’ call at â€Å"The Future of Electronic Literature† in Maryland to create works that move beyond the desktop. The â€Å"Global Poetic System† and â€Å"The LA Flood Project† combine GPS, literary texts, and civic spaces to create art objects that rely on a complex relationship between various pieces of software and hardware, from mobile phones to PBX telephony to satellite technology. To fully discuss such works with the same approaches we apply to video games or Flash-based literary works is to miss this intricate interaction. However, n-tier provides a scalable framework for discussing the complex networking of systems to produce an artistic experience through software and hardware. These projects explore four types of interfaces (mobile phones, PDAs, desktop clients, and web applications) and three ways of reading (literary adaptative texts, literary classic texts, texts constructed from the interaction of the community). The central piece that glues together literary information is geolocation. When the interactor in the world is one of the input systems, critics need a framework that can handle complexity. Because of the heterogeneity of platforms in which these systems run, there are multiple presentation layers (e.g. phone, laptop, etc.), multiple parallel processing layers, and multiple sources of information (e.g. weather, traffic, literary content, user routes, etc.), thus requiring a n-tier approach for analysis and implementation. It is clear that as electronic literature becomes more complex, knowledge of the n-tier dilineations will be crucial not only to the reception but also the production of such works. Since the interaction of heterogenous systems is the state of our world, an n-tier approach will up critics to open up these works in ways that help identify patterns and systems in our lives. DISCUSSION Let us bring down the great walls of neologisms. Let us pause for reflection  in the race for newer new media. Let us collaborate on the n-tiers of information systems to create robust writing forms and the possibility of a extending the audiences that are literate in these systems. In this paper, we have described an analytical framework that is useful to divide works of electronic literature into their forming elements, in such a way that is coherent with advances in computer science and information technology, and at the same time using a language that could be easily adopted by the electronic literature community. This framework places creators, technicians, and critics on common ground. This field does not have a unified method to analyze creative works; this void is a result, perhaps, in the conviction that works of electronic literature require an element of newness and a reinvention of paradigms with every new piece. Critics are always looking for innovation. However, the unrestrained celebration of the new or novel has lead New Media to the aesthetic equivalent of an arms race. In this article we found common elements to all these pieces, bridging the gap between computer science and electronic literature with the hopes of encouraging the production of sustainable new forms, be they â€Å"stand alone† or composed of a conglomeration of media forms, software, and users. As works of electronic literature continue to become more complex, bringing together more heterogeneous digital forms, the n-tier model will prove scalable and nuanced to help describe each layer of the work without forcing it into a pre-set positions for the sake of theory. We have to ask at this point: how does this framework handle exceptions and increasing complexity? It is interesting to consider how the proposed n-tier model might be adapted to cope with dynamic data, which seems to be the most complex case. Current literary works tend to process a fixed set of data, generated by the author; it is the mode of traversing what changes. Several software solutions may be used to solve the issue of how this traversal is left in the hands of the user or mediated yet in some way by the author through the presentation system. The n-tier model provides a way of identifying three basic ingredients: the data to be traversed, the logic for deciding how to  traverse them, and the presentation which conveys to the user the selected portions at the selected moments. In this way, such systems give the impression that the reader is shaping the literary work by his/her actions. Yet this, in the simple configuration, is just an illusion. In following the labyrinth set out by the author, readers may feel that their journey through it is always being built anew. But the labyrinth itself is already fixed. Consider what would happen when these systems leave computer screens and move into the world of mobile devices and ubiquitous art as Hayles predicted they would at the 2007 ELO conference. How could the system cope with changing data, with a labyrinth that rebuilds itself differently each time based on the path of the user? In this endeavor, we would be shifting an increasing responsibility into the machine which is running the work. The data need not be modified by the system itself. A simple initial approach might be to allow a subset of the data to be drawn from the real environment outside the literary work. This would introduce a measure of uncertainty into the set of possible situations that the user and the system will be faced with. And it would force the author to consider a much wider range of alternative situations and/or means of solving them. Interesting initiatives along these lines might be found in the various systems that combine literary material with real-world information by using, for example, mobile hand-held devices, provided with means of geolocation and networking. With respect to the n-tier model, the changes introduced in the data layer would force additional changes in the other layers. The process layer would grow in complexity to acquire the ability to react to the different possible changes in the data layer. It could be possible for the process layer to absorb all the required changes, while retaining a version of the presentation layer similar to the one used when dealing with static data. However, this may put a heavy load on the process layer, which may result in a slightly clumsy presentation. The clumsiness would be perceived by the reader as a slight imbalance between the dynamic content being presented and the static means used for presenting it. The breaking point would be reached when readers become aware that the material they are receiving is being presented inadequately, and it is apparent that there might have been better  ways of presenting it. In these cases, a more complex presentation layer is also required. In all cases, to enable the computer to deal with the new type of situations would require the programmer to encode some means of appreciating the material that is being handled, and some means of automatically converting it into a adequate format for communicating it to the user. In these task, current research into knowledge representation, natural language understanding, and natural language generation may provide very interesting tools. But, again, these tools would exist in processing layers, and would be dependent on data layers, so the n-tier model would still apply. The n-tier information system approach remains valid even in the most marginal cases. It promises to provide a unified framework of analysis for the field of electronic literature. 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