Effectiveness of Video Assisted Teaching for Medical Student

Effectiveness of Video Assisted Teaching for Medical Student CHAPTER IV DATA ANALYSIS AND INTERPRETATION This chapter deals with analysis and interpretation of data collected to evaluate the effectiveness of video assisted teaching programme regarding successful ventilation with the I-gel and Laryngeal mask Airway among the paramedical students. The purpose of the analysis is to reduce the data as manageable and interpretable form, so that the research problem can be suited and tested. The collected data are tabulated, organized and analyzed by using descriptive and inferential statistics. Section–A: Distribution of paramedical students according to their selected demographic variables. Section-B: Distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Section-C: Distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Comparison between the pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Comparison between the pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Area wise comparison between the pretest and the posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Area wise comparison between the pretest and the posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Comparison between the pretest and the posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Section-D: Effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Relationship between pretest and posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables. Section A Distribution of paramedical students according to their demographic variables. Table 4.1: The frequency and percentage distribution of paramedical students according to their selected demographic variables. n=50 S.No Demographic variables f % 1 Age in years 17-19 20-22 23-25 22 23 5 44 46 10 2 Gender Male Female 34 16 68 32 3 Religion Hindu Muslim Christian Any other 31 12 7 0 62 20 18 0 4 Category of course of study B.Sc Critical care B.Sc physician assistant 31 19 62 38 5 Previous knowledge Yes No 40 10 80 20 6 If yes how did you obtain information By attending classes By attending airway management courses Through television Through internet 22 7 9 2 48 16 22 14 Table-4.1 Table 4.1 describes that distribution of paramedical students according to their demographic variables. According to their age most of the paramedical students, 22(44%) are in the age group of 17-19 years, 23(46%) are aged between 20-22 years and 5(10%) are aged between 23-25 years. Among 50 paramedical students according to their gender, majority of the paramedical students 34(68%) are male and 16(32%) of them are female. Among 50 paramedical students according to their religion, majority of the paramedical students 31(62%) are Hindus and 12(20%) of them are Muslim. 7(18%) paramedical student is Christian and none of the paramedical students belong to other religion category. Paramedical students according to their category of course of study, 31(62%) of them studying in Bachelor of Science in Critical Care, 19(38%) of them studying in Bachelor of Science in Physician Assistant. Paramedical students according to their previous knowledge regarding airway management, more than half of the paramedical students 40(80%) has previous knowledge regarding airway management and 10(20%) of paramedical students do not have previous knowledge regarding airway management. Paramedical students according to their previous knowledge regarding airway management, among 40 paramedical students, who have previous knowledge regarding airway management, more than half of them 22(48%) have gained knowledge by attending classes, 7(16%) have gained knowledge by attending airway management classes, 9(22%) have gained knowledge through television, 2(14%) of them have gained knowledge through internet. Section-B a) Distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.1: Percentage distribution of paramedical students according to pretest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows that 34(68%) paramedical students have inadequate knowledge, 16(32%) paramedical students have moderately adequate knowledge and none of them have adequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. b) Distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.2: Percentage distribution of paramedical students according to pretest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows, among 50 paramedical students none of the paramedical students have good skill, 15(30%) paramedical students have average skill and 35(70%) of them have poor skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. Section: C a) Distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.3: Percentage distribution of paramedical students according to posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows that 42(84%) paramedical students have adequate knowledge and 8(16%) of them have moderately adequate knowledge regarding I-gel and Laryngeal Mask Airway. None of them have inadequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest. b) Distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. Figure-4.4: Percentage distribution of paramedical students according to posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway. The above bar diagram shows, among 50 paramedical students none of them have poor skill, 7(14%) of them have average skill 43(86%) of them have good skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest. c) Comparison between the pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Figure: 4.5 Percentage distributions according to their pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students The above bar diagram shows that 34(68%) paramedical students have inadequate knowledge, 16(32%) paramedical students have moderately adequate knowledge and none of them have adequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest, Where as in post test, 42(84%) paramedical students have adequate knowledge and 8(16%) of them have moderately adequate knowledge, none of them have inadequate knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway when compared with pretest. Hence it highlights that there is a significant improvement in the knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway is improved compared to pre test. d) Comparison between the pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Figure: 4.6 Percentage distributions according to their pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. The above bar diagram shows, among 50 paramedical students none of the paramedical students have good skill, 15(30%) paramedical students have average skill and 35(70%) of them have poor skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their pretest. Where as in the posttest, none of them have poor skill, 7(14%) of them has average skill 43(86%) of them have good skill regarding successful ventilation with I-gel and Laryngeal Mask Airway in their posttest and compared with posttest. Hence it highlights that there is a significant improvement in the skill regarding successful ventilation with I-gel and Laryngeal Mask Airway was improved in the posttest, when compared to pre test. e) Area wise comparison between the pretest and the posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.2: Mean, standard deviation, mean percentage and difference in mean percentage of pretest and posttest scores on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest. n=50 Area wise Maximum score Pretest Posttest Difference in mean % Mean S.D Mean% Mean S.D Mean % General information 9 5.9 1.55 65.5 8.08 0.71 89.7 24.2 I-gel 9 3.78 1.65 42 6.54 1.51 72.6 30.6 Laryngeal Mask Airway 12 5.26 1.77 43.8 8.96 1.29 74.6 30.8 Overall 30 14.94 4.97 151.3 23.58 3.51 236.9 85.6 The above table shows that, in area of general information the pre test mean score is 5.9 ±1.55 and mean percentage is 65.5, where as in the post test mean score is 8.08 ±0.71 and mean percentage is 89.7. This reveals that the difference in mean percentage is 24.2. In the area of I-gel the pre test mean score is 3.78 ±1.65 and mean percentage is 42, where as in the post test mean score is 6.54 ±1.51 and mean percentage is 72.6. This reveals that the difference in mean percentage is 30.6. In the area of Laryngeal mask airway the pre test mean score is 5.26 ±1.77 and mean percentage is 43.8, where as in the post test mean score is 8.96 ±1.29 and mean percentage is 74.6. This reveals that the difference in mean percentage is 30.8. In the pretest, the overall mean score is 14.94 ±4.97. In the pretest, the highest mean score is achieved in the general information with the score of 5.9 ±1.55. It reveals that difference in mean percentage is 24.2. In the post test, overall mean score is 23.58 ±3.51. The highest score is achieved in the Laryngeal Mask Airway with the score of 8.96 ±1.29. The overall difference in mean percentage is 85.6. The mean difference reveals that there is significant improvement in the knowledge in post test. f) Area wise comparison between the pretest and the posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.3: Mean, standard deviation, mean percentage and difference in mean percentage of pretest and posttest scores on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest n=50 Area wise Maximum score Pretest Posttest Difference in mean % Mean S.D Mean % Mean S.D Mean % I-gel 14 7.08 1.03 50.5 12.08 1.33 86.2 35.7 Laryngeal Mask Airway 16 7.82 1.19 48.8 13.54 1.43 84.6 35.8 Overall 30 14.9 2.22 99.3 25.62 2.76 170.8 71.5 The above table shows that In the area of I-gel the pre test mean score is 7.08 ±1.03 and mean percentage is 50.5, where as in the post test mean score is 612.08 ±1.33 and mean percentage is 86.2. This reveals that the difference in mean percentage is 35.7. In the area of Laryngeal mask airway the pre test mean score is 7.82 ±1.19 and mean percentage is 48.8, where as in the post test mean score is 13.54 ±1.43 and mean percentage is 84.6. This reveals that the difference in mean percentage is 35.8. In the pretest, over all mean score is 14.9 ±2.22. The higher percentage of the pretest is achieved in the Laryngeal Mask Airway, where the mean score is 7.82 ±1.19 with the difference in mean percentage of 35.8. In the post test, the overall mean score was 25.62 ±2.76. The highest mean score is achieved in the area of laryngeal mask airway with the score of 13.54 ±1.43. The overall difference in mean percentage is 71.5. This reveals that there is significant improvement in the post test on skill than the pretest. g) Comparison between the pretest and the posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.4: Comparison between the mean, SD, mean difference of pretest and the post test scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway Among the paramedical students. n=50 S.No Variables Maximum score Pretest Posttest Difference in mean % Mean S.D Mean% Mean S.D Mean % 1 Knowledge 30 14.94 2.99 49.8 23.58 2.50 78.6 28.8 2 Skill 30 14.9 1.72 49.7 25.62 2.31 85.4 35.7 The above table shows that in pretest, the knowledge mean score is 14.94 ±2.99 and the mean percentage is 49.8%. Where is posttest, the knowledge mean score is 23.58 ±2.50 and the mean percentage is 78.06%. The difference in mean percentage between the pretest and the posttest was 28.8%. In pretest, the skill mean score is 14.9 ±1.72 and the mean percentage is 49.7%. Where is posttest, the skill mean score is 25.62 ±2.31 and the mean percentage is 85.4%. The difference in mean percentage between the pretest and the posttest is 35.7%. It shows that in posttest there is significant improvement in knowledge and skill when compared to the knowledge and skill in pretest. Section D a) Effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Table – 4.5: The mean, SD and ‘t’ value on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students in pretest and posttest. n=50 S.No Variables Maximum score Pretest Posttest Paired ‘t’ value Df Mean SD Mean SD 1 Knowledge 30 14.94 2.99 23.58 2.50 15.74 49 2 Skill 30 14.9 1.72 25.62 2.31 30.63 *significant at p≠¤0.05 level Table value: 2.02 The above table shows the pre test knowledge Mean score is 14.94 ±2.99 and the posttest knowledge mean score is 23.58 ±2.50. The Skill mean score in the pretest is 14.9 ±1.72 and the posttest skill mean score is 25.62 ±2.31. The Obtained‘t’ value for knowledge and skill is 15.74 and 30.63 respectively, which is significant at p≠¤0.05 level. Hence the hypothesis H1 was retained. Thus it becomes evident that Video Assisted Teaching Programme is effective in improving the knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the paramedical students b) Relationship between pretest and posttest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students Table – 4.6: Correlation between the pretest and the post test scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the paramedical students. n=50 S.No Group Knowledge Skill ‘r’ Mean SD Mean SD 1 Pretest 14.94 2.99 14.9 1.72 0.41 2 Posttest 23.58 2.50 25.62 2.31 0.65 The above table shows that, in the pretest mean score of knowledge and skill is 14.94 ±2.99 and 14.9 ±1.72 respectively, ‘r’ value was 0.41. The posttests mean score of knowledge and skill is 23.58 ±2.50 and 25.62 ±2.31 respectively, ‘r’ value is 0.65. This reveals that there is positive correlation between the pretest and the posttest knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students. Hence the formulated hypothesis H2 was retained at p≠¤0.05 level. c) Association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables. Table – 4.7: Chi Square test on the knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among the Paramedical Students with their selected Demographic Variables. n=50 S.No Demographic variables à ¯Ã‚ Ã‚ £2 Df Table value 1 Age 2.76 2 5.99 2 Gender 0.06 1 3.84 3 Religion 2.21 3 7.82 4 Category of course 0.001 1 3.84 5 Previous knowledge 0.023 1 3.84 6 If yes how did you obtain information 1.60 3 7.82 *significant at p≠¤0.05 level The above table shows that there is no association between pretest score on knowledge regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables such as Age, gender, religion, category of course of study, and previous knowledge. Hence the research hypothesis H3 was rejected at p≠¤0.05 level. Table – 4.8: Chi square test on the skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among Paramedical Students with their selected demographic variables. n=50 S.No Demographic variables à ¯Ã‚ Ã‚ £2 Df Table value 1 Age 0.27 2 5.99 2 Gender 0.63 1 3.84 3 Religion 1.04 3 7.82 4 Category of course 0.03 1 3.84 5 Previous knowledge 0.59 1 3.84 6 If yes how did you obtain information 1.18 3 7.82 *significant at p≠¤0.05 level The above table shows that there is no association between pretest score on skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables such as Age, gender, religion, category of course of study, and previous knowledge. Hence the research hypothesis H3 was rejected at p≠¤0.05 level. Summary: This chapter deals with the data analysis and interpretation in the form of statistical values based on the objectives, frequency and percentage on the knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among paramedical students and their selected demographic variables analyzed. The‘t’ test is done to evaluate the effectiveness of video assisted teaching programme on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among Paramedical Students. The chi-square analysis is used to find out the association between the pretest scores on knowledge and skill regarding successful ventilation with I-gel and Laryngeal Mask Airway among the Paramedical students and the selected demographic variables.

Is fast food consumption really not as advantageous to one’s health as consuming home cooked meals?

The problem that is trying to be resolved is fast food better than home cooked meals. Both fast food and home cooked meals are good things to eat. Fast food is good because it’s easier than going home making food from scratch but the negative thing about it is you have to pay every time you want something to eat. Home cook food is better because you can spend money on the ingredients you need to make the food, keep it and make it again anytime you want Home cooked meals can be made from fresh ingredients such as vegetables and fruits.They also do not have as much sodium and fat as fast food meals. They are more nutritional and don't have as many calories and saturated fat than fast food meals. They may take longer to prepare than fast food, but they are healthier and better tasting. The consequences of eating these foods include higher cholesterol, higher blood pressure, diabetes, heart disease and obesity. Additionally, fast food doesn’t provide basic of balanced nutri tion. It lacks essential vitamins and mineral, fiber, and antioxidants.Another health factor is that eating fast food in large amounts creates poison in the body. Introduction Most people are saying that Home cooked meals are generally considered healthier than fast food. This is because fast food meals typically contain high levels of calories, saturated fat, sugar and salt. People continue to eat fast food because it’s faster and don’t always have time to cook as soon as they get home.Possibly the advantage of home cooked meals over fast food is its cheaper cost but the reason might be because home cooked meals  generally take more time to prepare and require you to have cooking skills. On the other hand, the taste of home cooked meals is generally better, because you are able to select fresh and any type of ingredients you feel will make the meal good. Home cooked meals are different from fast food meals in terms of serving size and overall nutritional value. Afte r reviewing a article it said that ‘A typical fast food burger uses a combination of ground beef, bread and condiments that ends up having about 71 cal/oz for a sandwich that is about 3. 5 oz.It is possible to make home cooked burgers healthier by using lean ground beef and wheat bread as well as healthy condiments. If you choose your ingredients carefully, it is possible to make a home cooked burger that only has about 67 cal/oz for a 4. 5 oz sandwich. ’ Methodology The participants that will be studied are teens from ages 13-19. The way the research will be studied is on the benefits of fast food versus home cooked meals. The gender will be both male and females that have their experiences from cooking at home and eating fast food.The nationality would be all kind, not just base on one area of a specific nationality. The ethnicities that will be studied are Latinos, Samoans, African Americans, Filipinos, Asians and Hispanics. There is more than one way of collecting d ata. A way of collecting data will be doing surveys on teens that eat fast food and eat home cooked meals. Another way of collecting data to help my research will be using website, magazines and books that have any information on fast food and home cooked meals.Also watching videos and food network TV shows that show you on how to cook food will be a big help to my research. The area that my information will be collected and interviewing teens will be in the city of Carson. Surveying and interviewing teens and adults is the most effective way to collect data because one will hear from different points of view and opinions instead of from just one perspective. This is helpful because more than one source will be utilized in an effort to gain relevant information.This way of researching is effective because one can get a lot of information and it makes it a lot easier to understand the subject of the research. After receiving such feedback one wouldn’t really need to use the in ternet but it can help save time from completing the surveys. Results The purpose of collecting the research was to see if fast food was better than home cooked meals. One conclusion that can be drawn from the administering of such research is that of the 50 people surveyed, 25 people preferred home cooked meals and the remaining 25 preferred fast food.Survey results also indicated that the nutritional value associated with the two types of meals, fast food and home cooked, was almost near irrelevant as far as being a factor in their decision of what to consume. Therefore, the health benefits of one over the other were only a matter of importance to a select few, ten percent exactly. A second conclusion can be deduced from the interviews that were conducted. There were ten interviews that were conducted and the information gathered from those interviews was advantageous in deciphering whether or not fast food is of health benefit when compared to that of home cooked meals.The result s of those interviews distinctly indicated that ninety percent of those interviewee candidates felt home cooked meals had more health benefits to offer than fast food meals. Hence consuming home cooked meals would be advised for those who wish for a healthier alternative to fast food and are seeking health benefits. Such benefits include lower cholesterol, lower probability of heart problems, and diabetes. A third conclusion drawn from the collecting of the data noted above is that home cooked meals offer more nutrients and thus have higher nutritional value than fast food meals.Home cooked meals have higher nutritional value generally because one can select the ingredients that go within the meal(s). Fast food meals come with pre-designated nutrients and most of which are high in sodium and the disadvantageous fats. Therefore, one has no control over what ingredients go in their selected meal. Even though many fast food establishments now offer healthier alternatives it is still no t enough to outweigh those that stem from home cooked meals, at least according to the data gathered from this study. DiscussionThe new solution about this whole research would be to stop eating fast food so much and eat at home a lot more because its more healthier than what fast food produce. Its ok to eat fast food when you need to but if its not mandatory you shouldn’t take risk at destroying the body. Eating fast food is better nutrition and people wouldn’t have so much problem about what there body size weight. Cooking itself is a relaxing activity. It can be a great way to settle down from a stressful workday and bring family together. Kids can help set up the table or help prepare the food.Cooking on the grill also bring family and friends together over the summer, Christmas and thanksgiving. Conclusion Eating home cook meals is the best way to eat healthier than fast food. Not all fast food is bad for everybody. One can manage a healthy diet even if one choose to eat fast food sometimes. By not ordering the biggest sizes, drinking water, choosing items that are grilled or baked, manage are more likely to keep one body healthy. Everybody eats fast food and home cook meals but more people eat home cook meals because of the costs and what people can get out of it.

Into the Wild Paper

Mehakpal Grewal Professor King Work, Leisure, & Play April 13, 2011 How Krakauer Balances his Bias? Jon Krakauer's non-fiction novel  Into the Wild  explores the mystery surrounding Christopher McCandless and his life before he inevitably ran off  into the heart of the Alaskan wilderness in an attempt to discover himself in some manner. In order to tell this story as accurately as possible, Krakauer uses a variety of techniques to give different perspectives to Chris’ life.The most prominent decision Krakauer makes though is in regards to his decision to try include or exclude himself and his views from the text. When telling Chris’ story, Krakauer takes an almost fully unbiased approach, and yet when he does present his biased empathy towards McCandless, he has full knowledge, and makes the reader fully aware. So, whether the reader ends up feeling empathetic towards McCandless or finds him rather selfish in dependent on how much they connect with him through his story.Because Krakaeur is able to portray McCandless’ life with such finesse and accuracy, including his faults, while incorporating his own personal observations and similar life experiences, he ultimately lets the reader make up their own mind in regards to how they should feel toward him. In order to truly understand Chris’ story to the smallest detail, Krakauer put a great amount of effort into retracing his past up until his death.As he states, â€Å"I spent more than a year retracing the convoluted path that led to his death in the Alaska taiga, chasing down details of his peregrinations with an interest that bordered an obsession† (Author’s Note 2). Even before the start of the novel, Krakauer points out that he followed Chris’ life like an â€Å"obsession† and became very attached to his story. Krakauer recognizes that his obsession or â€Å"bias† to the Chris will reveal itself throughout the story but makes a key decision i n letting the reader know that he doesn’t â€Å"claim to be an impartial biographer† but does try to â€Å"minimize his authorial presence† (AN 2).Krakauer, like most authors, has some type of bias. In his case, it would be even worse because of how close he got to Chris’ life and his emotional connection to the story. Despite this, Krakauer has already made it clear that his bias is there and his â€Å"convictions will be apparent† in order to â€Å"leave it to the reader to form his or her own opinion of Chris McCandless† (AN 3). So, while he may show empathy toward Chris throughout the novel, he gives enough perspective on Chris’ life for the reader to make their own decision.Throughout the novel, Krakauer manages to show us a character, Chris McCandless, who can be seen in a positive or negative light depending on how you connect to his story. Krakauer points out how McCandless â€Å"took life’s inequities to heart† (p. 113). He mentions how â€Å"Chris didn’t understand how people could possibly be allowed to go hungry, especially in this country† and on one occasion â€Å"Chris picked up a homeless man†¦ brought him home†¦ and set the guy up in the Airstream trailer his parents parked beside the garage† (p. 113).It is apparent here that Krakauer is painting McCandless in a positive light and possibly showing his bias in mentioning such minor details of his life. He also alludes to how Chris spoke out against the racial oppression of apartheid in South Africa and how Chris â€Å"believed that wealth was shameful, corrupting and inherently evil† (p. 115). However, he claims his view on wealth is hypocritical or ironic because he mentions how Billie, Chris’ mom, claimed â€Å"Chris was a natural-born capitalist with an uncanny knack for making a buck.Chris was always an entrepreneur† (p. 115). He describes in detail how he grew vegetables to se ll door to door when he was eight and started a neighborhood copy business when was twelve. Here, Krakauer is showing Chris’ hypocritical nature that has stayed with him throughout the years. Krakauer continues to show McCandless in a more negative light throughout the book. During Chris’ senior year at Emory, he â€Å"seldom contacted his parents and this caused Walt and Billie [to] grow increasingly worried about their son’s emotional distance† (p. 124).He furthers this by describing how Chris’ parents sent a letter saying† You have completely dropped away from all who love and care about you. Whatever it is—whoever you’re with—do you think this is right? † (p. 124). According to Krakauer, Chris saw this â€Å"as meddling and referred to the letter as stupid when talked to Carine† (p. 124). At this point, Krakauer is clearly pointing out Chris’ flaws and how he seemingly didn’t enough about hi s family to bother contacting them for long periods of time. He builds upon this when mentioning how Chris went on trans-continental journeys through he Mojave Desert and various places multiple times without saying a word. He even goes as far as to describe how in July 1992, 2 years after Chris left Atlanta, his mother awoke one night with tears rolling down her cheeks screaming, â€Å"I don’t know how I’ll ever get over it. I wasn’t dreaming. I didn’t imagine it. I heard his voice! He was begging, ‘Mom! Help me! ’† (p. 126). Krakauer could have deliberately left out such disheartening details that portrayed Chris in a negative manner, as someone who would make his mother suffer in such a way, but he included them in order to give the reader as much perspective on Chris as possible.In chapters eight and nine, Krakauer interrupts Chris’ story to tell a few strikingly similar stories of journeys into the wilderness. Through these chapters, he doesn’t characterize McCandless in a completely positive or negative light. While describing the story of Everett Ruess, who disappeared while in a remote area of Utah, he points out that Ruess, like Chris, â€Å"was a loner but he liked people too  Ã‚  damn much to stay down there and live in secret the rest of his life. A lot of us are like that –I’m like that† (p. 96).So while drawing parallels to Chris’ story and personality, he describes Chris as a loner but is quick to point out that many people including him are like that. While most of us would consider loners as outcasts from society and see them in a negative light, Krakauer’s personal comments leave us feeling some empathy toward him as an individual. Here, Krakauer shows a balance between his own feelings and looking at Chris through completely unbiased eyes. Through chapters fourteen and fifteen, Krakauer diverges from Chris’ story once again when makes a comparison of his own journey into the wilderness to that of Chris’.One would expect a very evident bias in these chapters that would show Chris in an overwhelmingly positive light but that is not the case. Although, Krakauer creates a parallel between his journey through Devils Thumb and Chris’ journey into the Alaskan wilderness, he is simply trying to give a different perspective to McCandless’ story. He mentions this is his notes when he claims he does this† in the hope that my experiences will throw some oblique light on the enigma of Chris McCandless† (AN 2).His point is made clear when he ends his personal account of his near death experience by proposing, â€Å"In my case—and I believe, in the case of Chris McCandless—that was very different thing from wanting to die†(p. 156). So while some may argue Krakauer may be showing some sympathy toward Chris, this is only because his story struck a â€Å"personal note† in him (AN 2). Regardless of this, Krakauer’s willingness to show Chris’ faults in a similar manner balance out Krakauer’s moments of including himself and his bias within the story.So, whether you end up liking McCandless to some sort of â€Å"hero† or find him rather selfish and irritating depends on how much you end up connecting with his story. Regardless of how you feel in the end, it is difficult to deny validity and effort Krakauer puts into this novel. He takes a mostly unbiased approach when telling McCandless’ story and even when the bias slips by, he makes it fully known to the reader. Krakauer might have a personal bias toward Chris but in capturing his story, he was able to keep a balance between showing Chris in a positive or negative light.Krakauer recognized â€Å"McCandless came into the country with insufficient provisions, that he tried to live entirely off the country†¦without bothering to master†¦crucial skills† b ut he like Roman, can’t help identifying with the guy† (p. 180, 181-82, 185). Despite â€Å"identifying† with Chris throughout the novel, Krakauer ultimately allows the reader to make their own decision in regards to Chris and the decisions he made leading up to his death. Works Cited Krakauer, Jon. Into the Wild. New York: Anchor, 1996. Print.

Galileos Discoveries of How Things Work Essay - 1695 Words

Have you ever thought about the different types of resources or laws that explain and define the marvels of the world? All the things that explain and describe the way things work didn’t just come out of thin air, someone; somewhere thought these laws through, they experimented and worked hard just to make sure that they came to correct conclusions. With many obstacles put in his way Italian philosopher Galileo Gallilei, still managed to work out a great amount of laws that defined and explained how things work. He took other peoples laws and looked them over, he faced family challenges and hardships with the church, but none of the conditions he put him to the test were able to stop him from accomplishing all the things he st himself to†¦show more content†¦While he was at the university he was working and examining the pendulum. His interest of learning how the pendulum worked began while he was watching a lamp swing back and forth at the cathedral; however he did n ot discover how the actual pendulum worked until 1602. He discovered that the period, or the time in which the pendulum swings back and forth does not depend on the shape of the arc on the swing. After he discovered how the pendulum worked, he came up with the idea of the pendulum clock. Due to some financial difficulties he was going through he was forced to withdraw from the university in 1585 before he could earn his degree. After leaving the University Of Pisa he continued to study mathematics on his own and supported himself by getting small teaching jobs. During this time, Galileo started and worked on his two decade study on objects and their motions. He published a book named The Little Balance, in which he explained and described the hydrostatic principles of weighing small objects, which meant In 1588 a bit right before 24 year old Galileo Gallilei got the position as an instructor of math at the University of Pisa, he was invited to present a lecture. The lecture that G alileo decided he would do was Dante’s Inferno. This lecture revolved around mathematically being able to map Dante’s route to hellShow MoreRelatedThe Importance Of Looking At The Sky1336 Words   |  6 Pagesmiddle of the Renaissance era. Galilei was the first born of six children to a famous musician and scholar by the name of Vincenzo Galilei and Giulia degli Ammannati. His family belonged to another family of nobility. Sometime in the early 1570s, Galileo’s family and he had moved to Florence, Italy. In the year 1581, Galileo had started attending the University of Pisa to study medicine roughly around the age of seventeen. 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In response to ‘blind faith,’ the â€Å"scientific creationists substitute a materialist definition of faith demanding that science confirm scripture and scripture confirm science, while simultaneously attacking the materialism of scientific explanation†(AliffRead MoreThe Most Significant Of The Scientific Theories Have Made Considerable Progression1372 Words   |  6 Pagesworld was in stagnation, mostly Europe, the Islamic Empire was able to build a thriving scientific focal point, allowing scientific theories and ideas to emanate from within. If not for these luminous ideologies, the world would be quite different than how w e see it today. Downstream through the flow of time came Galileo Galilei in the sixteenth century, the brilliant Italian who changed the view of astronomy and mathematics. Finally, there is Isaac Newton, the Father of Modern Science. 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