Noise Control Radon UV-Radiation Essay Example | Topics and Well Written Essays - 500 words

Noise Control Radon UV-Radiation - Essay Example These would include hearing impairment, interference with spoken communication, cardiovascular disturbances, disturbances in mental health, impaired task performance, and negative social behavior and annoyance reactions. As a citizen, I have all the right to protect me and my family’s health, however, if the plan has already been approved by the City government, then our interests would have to meet both ends. The nightclub shall be established if they will comply with the resident’s demands. First, they should consider the presence of private residents near the area. If a nightclub usually produces more than 90 dB, they should lessen it to about 70-80 dB. Second, the physical structure of the club should be enclosed so as to prevent the noise to be heard by the neighborhood. These suggestions, if implemented, would be very helpful for the entire neighborhood because this would protect the citizens from experiencing the effects of noise pollution. Radon Present in all w ater and soil resources in the planet, radon gases are present almost everywhere. A type of radon gas called Radon-222 is a radioactive substance, and also its decayed form, Radon 226 (Banas, 2010).

The Hours-Critique Essay Example | Topics and Well Written Essays - 1250 words

The Hours-Critique - Essay Example What colors the whole film is the knowledge that Virginia Woolf will take her own life at the end of the story due to her mental illness (Ehlen 45). These ideas and many others warrant a closer examination and clarification of the thoughts present in the film. As such, this paper will seek to identify and focus on the ideas of the film â€Å"The Hours†. To begin with, as the three main characters continue to search for a meaning in their lives, they evaluate suicide to be a means of avoiding the problems they encounter. Laura, Clarissa, and Virginia have a high credibility towards their perceptions and sensitivity with regard to the world around them. Every moment of their lives, traverses with their evaluation of how they feel about living. Thus, they from time to time see death as a solution to their problems that is why they constantly think of committing suicide (59). Given her mental illness, Virginia considers death as the only way out of her oppressive aspects in her li fe. As we analyze the film, we find that she finally ends her life towards the end of the story. Now that we know Virginia took her own life, it is understandable that her deliberations concerning Clarissa are partly a reflection of her own individual struggle and strive with the idea of suicide. Additionally, while in the same universal exploration of the literary work of Cunningham, the idea of humans fascinating with the idea of mortality revolves around the three main characters. Virginia ends her own life due to her aspects of oppressions following her mental illness. Laura Brown on the other hand, experiences feelings that makes see her trapped by the constraints of her function as a suburban homemaker. Due to these feelings, she considers suicide as the only possible escape. At this instant, the idea of shutting the clamor and chatter of living seduces this character. However, since she is an intellectual, at first, she finds her fascination with committing suicide is an inte rest, which has an academic objective. As a result, the thought of not being able to proceed with the killing crosses her mind constantly (66). Regardless of her thought and visions, the feeling of constraints befalls her more and she starts evaluating the idea of killing herself with a serious note. The idea of Laura’s suicide plan is no longer hypothetical when she stands at the mirror while staring at the sleeping pills. The indebtedness of Michael Cunningham to Virginia is too obvious. Consequently, some critics resolved to use the term pastiche with the view of describing his novel. For instance, as Mrs. Dalloway opens and as Clarissa prepares for a party in one fine morning in June, she departs from home to buy some flowers. This description finds its echo when the second chapter of The Hours opens. Intense clarification of this film points out that, a description that shows and describes what the audience already expects is too obvious. Nevertheless, we see the women w ithin this film trying to define the state of their lives within the roles that society set for them without sacrificing their individual identities (81). Occasionally, women such as Clarissa thinks that she is too domestic and Laura feels trapped within the life she finds herself living. This is a clear indication depicting that women of The Hours have varying degrees comforting their respective roles. Analysis of this situation brings about the idea of constrain of societal roles where trappings and domesticity of women illustrates its

George Eliots Silas Marner: Analysis of Masculinity

George Eliots Silas Marner: Analysis of Masculinity Silas Marner, A Tale of Two Cities. Essay topic: Silas Marner and masculinity 1. Introduction. This essay is about the construction and representation of Silas’s masculinity (including some questions proposed in the essay topics on the virtual campus that I found interesting). I saw things that can make him appear more like a woman but it is not necessary or required to understand this matter in this way; I wanted to find his good-will not as a weakness or a woman issue but as strong way of showing tenderness, because I think there is nothing stronger that absolute tenderness and nothing more tender that true strength and I see Silas as a very strong person calm but strong. The main themes here are his isolation, the gender issue, and finally how viable or non-viable his manhood is. In the conclusion I have included some aspects more related to Silas’s life. 2. Silas’s isolation. About his family, it is only mentioned in the book that he had a mother and a little sister, both of them named Hepziba, but his sister was called Eppie, which is why he chooses this name for his adoptive daughter. His period of isolation starts in Raveloe when he sends their neighbours away with a growing irritation (It started when he helped Sally Oats and after that he became someone like the official herbal doctor of the neighbourhood). From this moment on he spends his days working sixteen hours a day and contemplating his gold every night. He is like a hermit only concentrated on earning money. It wasn’t always like this. At first when he lived in Lantern Yard he was a sociable man who interacted with society, he lived a normal life, and was engaged to marry a woman named Sarah. He also had a friend, William Dane, and then both of them betrayed him. But at the moment he is an entity separated from the community, self-sufficient. 3. Silas in gender terms. What’s wrong with Silas before the loss of his gold? This point has a connection with Silas’s isolation as discussed in the previous section. He is considered an outcast by the community: at first he is described like a â€Å"spider† or a â€Å"spinning-insect†. This has no relationship with the issue of masculinity but rather with the issue of humanity: through this description he is portrayed more as an insect than as a man, this is a way of dehumanizing him. When he loses his gold he is obligated to go and communicate it to the authorities. At first, when he arrived, people thought he was a ghost, is important to mention that Silas’s appearance is a bit strange, he shows a physical deterioration, he has signs of aging and illness, and he is described as an old man. And as I commented previously, he was an isolated hermit obsessed with his gold, admiring it every night, and his world is reduced to his work and his coins. This is the problematic that is established before the loss of his gold. Why not let him weave and enjoy his money until he’s too old to keep on weaving? Why draw this out for so long? In my opinion, the idea I get from the book is that Silas earned more money on Raveloe than in Lantern Yard (where he has to pay some money to the church) and he saw this fact, after which began his obsession and he lived like this for sixteen years. And he could have lived on this way until his death but when Eppie came to his home it brought about a change in his whole life. I think he draws it out because work and money becomes the centre of his life; he lives only for work and to admire his gold. 4. Silas’s masculinity in a viable way. Is this one kind of masculinity or masculinity in general? I think this is one kind of masculinity because not all men have a situation like Silas’s. Other male characters like the Cass brothers have a masculine role and are seen more like a men than Silas is. I see this as a viable way because I believe that Silas is completely masculine even if there are things that show him with a lack of manhood. I’ll start with the â€Å"negative† points against his masculinity. Starting with his occupation, it was established that spinning and weaving had a gender division and that it was a female task, in this point, I don’t think that this job defines his masculinity, he is a man and here the only important thing is that he has an occupation and he is working to support himself. In addition, Silas’s behaviour is interesting on a mental level. I see his capacity for self-control a masculine skill too; it is a characteristic of a great man. For example, when William and Sarah betrayed him, he knew it and acted quietly and did nothing; only go on with his life. Another way of showing self-control is in his isolation, and his high degree of rationality. He has been injured, accused of robbery, abandoned by his fiancà ©e, rejected by the community only because he did not want to be an ONG and after that he has the rationality to make a decision. After that it is normal that he wishes to be alone working and earning money. And finally, even if he is portrayed as an insect or a weak man, in an attempt to diminish his masculinity the capacity that he finds for being a father, a mother and a protector of little Eppie is highly admirable without question. By having enough knowledge for self-sufficiency, to me he is a secure man who knows what he wants and simply acquires and achieves it. In addition I’d like to say that making his home more comfortable for the child, decorating it, a â€Å"nest† for her-, is the sweetness way in which a man can show how capable of being tender is. Preparing his home for Eppie’s needs is something to be expected from a very masculine man. In his own way, he did what every man must do: work, support a household, have a family and protect his family (according to this nineteenth-century period, nowadays it is different, as women can do this alone too). And he did it; he is totally a man. 5. Conclusion. We have seen Silas’s journey, not a physical journey, but throughout his life. At first he has a normal life, he later becomes an outcast obsessed with gold and after Eppie’s arrival he undergoes a kind of social rehabilitation into an ordinary member of the community. After meeting the child he completely changes his role inside the neighbourhood, every place or home he visits for work he must sit and talk with people about the child. Through her his life changes and he becomes another man. We see his domestic, social and paternal side and how he achieves the role of masculinity in the nineteenth century; not exactly as it was imposed, but by in his own way. Through the adoption of the child we see Silas accomplishing both – a male and female role, because he is completely devoted to the little girl, and how he passes from a completely isolated life to finding meaning in all the things around him. In Eppie he finds a reason to live, a family that was denied him (his mother and little sister died, and we do not know about his father), the comfort of being love sincerely by someone, of being needed, and of being a father, and there is no moment, in my opinion, where his masculinity could be misunderstood. We can also see, through the adoption the morality and responsibility that Silas is prepared to assume fatherhood, which is too a masculine characteristic, it is necessary to emphasize that the duties that Silas accepts are those that Godfrey Cass, Eppie’s biological father has no morality or responsibility to assume. Throughout the book there is no moment when I feel Silas is not achieving the role of a man. I only felt adm iration even if didn’t have obvious masculine characteristics such as physical appearance of a strong and wealth man like Godfrey Cass. Even when he grows old he still has this powerful appearance that Silas, in contrast does not. Godfrey does not have to work because he was inherited from his father and Silas worked as an independent man. This was a prototype of industrial manhood and a new ideal for men. To finish, another point that I found interesting is that Silas didn’t want to achieve the ideals of the perfect man according to society but he ended up doing so, though his virtuous nature, his generous heart, his courage. By adopting the child he was not only taking on a responsibility but he was taking on the responsibility of another man. Bibliography. Silas Marner, A Tale of Two Cities. George Eliot. Silas Marner in Wikipedia the free encyclopaedia. Silas Marner study guide and literature. Virtual Campus. Class hand-outs.

A Separate Peace :: essays papers

A Separate Peace2 Breaking The Mold In John Knowle’s, A Separate Peace, there is a transformation in all the key elements in the book, from the rivers to the tree to the seasons to the characters. The transformation is specifically seen in Leper, Gene, and Phineas. These three young men experience a change not just because of the transitions through adolescence. These changes also come about because of the war, the school, and an injury. Leper Lepellier is a very odd young man. He is quiet and is finds himself always taken by surprise. He really is not popular and that does not concern him in any way. Leper really has no true friends at the Devon school, but talks to Gene. He entertains himself by collecting snails, looking for beaver damns, and skiing. His personality does not allow him to depend on anyone for help. As time progresses and the other boys start the winter session he decides to enroll in the war. A couple of months later Gene receives a telegram from Leper saying he is in his â€Å"Christmas location† This is the first sign that Leper demonstrates that he needs people. He realizes the happiness, fear and anger have to be shared with others. Leper then tells Gene â€Å"I escaped† and he says he did it to please himself. He is starting to realize things that are going on in the world. He no longer lives in his bubble. Gene Forrester is a quiet, envious, introverted, and lonely young man. His insecurities are especially seen when Finny is around. There is a constant rivalry through Gene’s eyes between them. He always chooses to compete or argue with Phineas. The first example of his competitive personality is seen when Phineas asks him to jump out of the tree. Phineas says, â€Å"you were very good, once I shamed you into it. .. I am good for you that way. You have a tendency to back away from things otherwise.† and Gene states â€Å"you didn’t shame anybody into anything. I never backed away from anything in my life.† Gene would have never jumped off the tree if it were not for Finny. Gene depends on Finny as his security blanket. As time progresses the rivalry increases and the tension in Gene’s head is gets worse. When Gene can not take anymore of Finny and his abilities his jealousy takes control and he jounces the limb. A Separate Peace :: essays papers A Separate Peace2 Breaking The Mold In John Knowle’s, A Separate Peace, there is a transformation in all the key elements in the book, from the rivers to the tree to the seasons to the characters. The transformation is specifically seen in Leper, Gene, and Phineas. These three young men experience a change not just because of the transitions through adolescence. These changes also come about because of the war, the school, and an injury. Leper Lepellier is a very odd young man. He is quiet and is finds himself always taken by surprise. He really is not popular and that does not concern him in any way. Leper really has no true friends at the Devon school, but talks to Gene. He entertains himself by collecting snails, looking for beaver damns, and skiing. His personality does not allow him to depend on anyone for help. As time progresses and the other boys start the winter session he decides to enroll in the war. A couple of months later Gene receives a telegram from Leper saying he is in his â€Å"Christmas location† This is the first sign that Leper demonstrates that he needs people. He realizes the happiness, fear and anger have to be shared with others. Leper then tells Gene â€Å"I escaped† and he says he did it to please himself. He is starting to realize things that are going on in the world. He no longer lives in his bubble. Gene Forrester is a quiet, envious, introverted, and lonely young man. His insecurities are especially seen when Finny is around. There is a constant rivalry through Gene’s eyes between them. He always chooses to compete or argue with Phineas. The first example of his competitive personality is seen when Phineas asks him to jump out of the tree. Phineas says, â€Å"you were very good, once I shamed you into it. .. I am good for you that way. You have a tendency to back away from things otherwise.† and Gene states â€Å"you didn’t shame anybody into anything. I never backed away from anything in my life.† Gene would have never jumped off the tree if it were not for Finny. Gene depends on Finny as his security blanket. As time progresses the rivalry increases and the tension in Gene’s head is gets worse. When Gene can not take anymore of Finny and his abilities his jealousy takes control and he jounces the limb.

Major Depressive Disorder and Patient Essay

Please complete the following: 1. Select correct answer 2. Provide rationale 3. If you complete all successfully, all points will be awarded. 4. Total points: 34 1pt for correct answer, 1 pt for rationale 1. Select the example of tort. a. The primary nurse does not complete the plan of care for a patient within 24 hours of the patient’s admission. b. An advanced practice nurse recommends that a patient who is dangerous to self and others be voluntarily hospitalized. c. A patient’s admission status is changed from involuntary to voluntary after the patient’s hallucinations subside. d. A nurse gives a PRN dose of an antipsychotic drug to a patient to prevent violent acting out because the unit is short staffed. Rationale: 2. A patient states, â€Å"I’m tired of all these therapy sessions. It’s just too much for me.† Using supportive confrontation, the nurse should reply: a. â€Å"It will get better if you just keep trying.† b. â€Å"You are doing fine. Don’t be so hard on yourself.† c. â€Å"Tell me more about how the therapy sessions are too much.† d. â€Å"I know you find this difficult, but I believe you can get through it.† Rationale: 3. What is the best analysis of this interaction? Patient: I get discouraged when I realize I’ve been struggling with my problems for over a year. Nurse: Yes you have, but many people take even longer to resolve their issues. You shouldn’t be so hard on yourself. a. The nurse has responded ineffectively to the patient’s concerns. b. The patient is expressing lack of willingness to collaborate with the nurse. c. The patient is offering the opportunity for the nurse to revise the plan of care. d. The nurse is using techniques that are consistent with the evaluation step of the nursing process. Rationale: 4. A patient with schizophrenia says to the nurse, â€Å"I feel really close to you. You’re the only true friend I have.† Select the nurse’s most therapeutic response. a. â€Å"We are not friends. Our relationship is a professional one.† b. â€Å"I feel sure there are other friends in your life. Can you name some?† c. â€Å"I am glad you trust me. Trust is important for the work we are doing together.† d. â€Å"Our relationship is professional, but let’s explores ways to strengthen friendships in your life.† Rationale: 5. As a patient and nurse move into the working stage of a therapeutic relationship, the nurse’s most beneficial statement is: a. â€Å"I want to be helpful to you as we explore your problems and the way you express feelings.† b. â€Å"A good long-term goal for someone your age would be to develop better job-related skills.† c. â€Å"Of the problems we have discussed so far, which ones would you most like to work on?† d. â€Å"When someone gives you a compliment, I notice that you become very quiet.† Rationale: 6. Complete this goal statement for a newly admitted patient. â€Å"By the end of the orientation stage of the therapeutic relationship, the patient will demonstrate: a. Greater independence.† b. Increased self-responsibility.† c. Trust and rapport with two staff.† d. Ability to problem-solve one issue.† Rationale: 7. A patient with a history of self-mutilation says to the nurse, â€Å"I want to stop hurting myself.† What is the initial step of the problem-solving process to be taken toward resolution of a patient’s identified problem? a. Deciding on a plan of action b. Determining necessary changes c. Considering alternative behaviors d. Describing the problem or situation Rationale: 8. A patient says, â€Å"I went out drinking only one time last week. At least I’m trying to change.† The nurse responds, â€Å"I appreciate your effort, but you agreed to abstain from alcohol completely.† The nurse is: a. Using cognitive restructuring. b. Preventing manipulation. c. Showing empathy. d. Using flooding. Rationale: 9. A nurse and patient who developed a therapeutic relationship enter the termination phase. An important nursing intervention for this stage is for the nurse to: a. Provide structure and intensive support. b. Inform the patient of the progress made. c. Encourage the patient to describe goals for change. d. Discuss feelings about termination with the patient. Rationale: 10.Which patient behavior would require the most immediate limit setting? a. The patient makes self-deprecating remarks. b. At a goal-setting meeting, the patient interrupts others to express delusions. c. During dinner, a patient manipulates an older adult patient to obtain a second dessert. d. A patient shouts at a roommate, â€Å"You are perverted! You watched me undress.† Rationale: 11.A patient playing pool with another patient throws down the pool cue and begins swearing. The nurse should initially intervene by: a. Asking other patients to leave the room. b. Calling for assistance to restrain the patient. c. Suggesting a time-out in the patient’s room. d. Restating rules of the milieu related to swearing. Rationale: 12.A nurse says, â€Å"What step would you like to take next to resolve this issue?† The patient stands up and shouts, â€Å"You are so controlling! You want me to do everything your way.† What is the likely basis of the patient’s behavior? a. Projection b. Dissociation c. Transference d. Emotional catharsis Rationale: 13.A patient with suicidal ideation is hospitalized. What is the priority intervention? a. Negotiating a no-harm contract. b. Facilitating attendance at groups. c. Administering a psychotropic drug. d. Determining the precipitating situation. Rationale: 14.Following the admission interview, a spouse of a patient asks the nurse, â€Å"Why did you ask my partner all those questions? Some of them had nothing to do with current problems.† The nurse’s best response is, â€Å"Those questions help us understand: a. The patient’s current status.† b. The complete family history.† c. The patient’s past experiences.† d. What the patient prognosis will be?† Rationale: 15.After breakfast, a depressed patient pleads with the nurse, â€Å"Please let me go to my room to lie down for a while.† The nurse should: a. Explain that the patient must attend scheduled activities. b. Bargain with the patient to attend the next activity, then rest. c. Rearrange the patient’s schedule to accommodate the request. d. Explain that the team will be displeased if the schedule is not followed. Rationale: 16.When communicating with a withdrawn, depressed patient who speaks slowly and in monosyllables, the nurse should: a. Be as cheerful as possible. b. Use simple, direct sentences. c. Use silence while assisting the patient. d. Frequently encourage the patient to elaborate. Rationale: 17.Which topics should be included by the nurse preparing psychoeducational groups for patients with major depressive disorder and their families? Select all that apply. 1. Flight of ideas 2. Changes in weight and sleep 3. Feelings of importance or elation 4. Psychomotor retardation or agitation 5. Inability to concentrate or make decisions a.1,2,3 b.2,3,4 c.2,4,5 d. 1,2,3,4,5 Rationale:

Distance Education Versus Face-to-Face Learning Essay

December 1 , 2009 Persuasive Essay – Game Theories Has Virtual Reality Taken Things Too Far? Distance Education versus Face-to-Face Learning In Clive Thompson’s â€Å"Game Theories†, the author illustrates how virtual worlds, such as Everquest and Second Life, have surprisingly become much like the real world. Everquest is an online virtual reality video game that allows individuals to create fictional characters to â€Å"generate goods as they play, often by killing creatures for their treasure and trading it† (Thompson 332). This has created an economy-like setting in he game but has eventually evolved to leak into the real world economy by exchanging real money for the purchase of virtual characters and their winnings. Thompson’s article shows how the line between virtual reality and real world reality often becomes blurry, encouraging people to consider ways where virtual technology can enhance and possibly replace the current systems already in place. However, not everything done through computers and virtual technology are as effective as one thinks. Sometimes, the traditional way of doing things are perfectly fine and more effective Just the way they are. Distance education, in particular, is a phenomenon that has been a growing popular alternative to traditional face-to-face education. I am here to argue that learning behind a computer at home cannot effectively replace the traditional face- to-face education offered at colleges and universities. Difficulty in self-directed learning and instructional misunderstandings can occur in any online course, a lack of a set schedule allows for distractions and procrastination, non-existent interaction inhibits growth and learning, and the probability of cheating is greater among online tudents versus campus students. Although there are many people who favor the online-learning alternative, this paper will challenge their confidence and counter- arguments on the issue. Distance education can be quite difficult. There are several courses that have concepts that can be quite tricky and complicated to understand, especially if one is learning on their own using a textbook. Shelia Tucker, an assistant professor at East Carolina University, stated that â€Å"students learn far too little when the teacher’s personal presence is not available because the student has far more to learn from he teacher than texts† (par. 2). For example, an accounting teacher can easily explain the advanced calculation of earnings per share and diluted earnings per share through the use of their own methods and organizational charts. Learning the same topic but reading texts from a course book can be quite challenging without a teacher to provide tips and tricks for remembering the formulas. As I am an accounting student aspiring to be a CGA, I am tremendously afraid of entering their factors influencing completion and non-completion of community college online ourses, â€Å"students indicated that online learning did not fit their learning style preference. Comments were received from students that they could not get a response from their instructor, the materials were not available, and the course was confusing† (Aragon & Johnson 155). Because of the difficulty experienced in online courses, â€Å"some community colleges are reporting drop-out rates 20% higher than in face-to- face classrooms† (Aragon & Johnson 146). Another drawback of online learning is the lack of a set schedule. Without a fixed timetable, the opportunity for distractions and procrastination often presents itself. These online courses require motivation and self-discipline to complete the courses and programs in a timely manner. This will be especially hard for those who tend to procrastinate and need the extra push from teachers to complete the work or require constant reminders of assignment due dates and examination dates. Because the online courses are quite flexible, these courses can often be put on the â€Å"backburner†, because the students are aware that some of these courses are self-paced. One major downfall of distance education is non-existent interaction that results from learning and working behind a computer. Communication with the teacher is limited to text correspondences and even replies to the emails may be delayed. Comparing this scenario to a classroom course, questions are answered and uncertainties are clarified immediately after the teacher is asked. There is no personal attention given to students and these learners are expected to find their own resources for completing assignments. Not only is interaction limited with teachers, but interaction with other students is limited as well. Randy S. Hanson, Ph. D. , made a point that the only interaction with classmates are through email, chat ooms and discussion boards. Parties and offline get-togethers [were] rarely experienced among online students (par. 17). In her article about the controversy of distance education, Roda Joanna Abaya asserts that â€Å"students do not learn only on formal and educational conversations. As social beings, it is important that they too interact with others and have informal talks or converse with lighter topics† (par. 8). Another concern that Abaya has about distance education is the lack of hands-on training in online courses (par. 7). Interaction with people and objects are vital in the earning process and because of these missing components in online courses, the effectiveness of education falls short when compared to the traditional face-to-face classes. According to an article about academic honesty in online courses, â€Å"some claim that because students and faculty do not interact directly in such classes, online classes will invite more cheating than traditional classes† (GriJalva, Therese C. et al. par. 2). This is certainly true in that distance education is being carried out at home, away from teacher supervision. Anne Mullens exclaims that â€Å"cheating appears to be ncreasing at universities, especially at the larger campuses and impersonal classes†¦ † (23). In an examination of cheating in both traditional and online criminal justice and legal studies courses, Lanier (2006) found the behavior to be more common in online courses† (Dobbs, Rhonda R. et al 13). Who knows how many students cheat during an online exam, having their books open in front of them while actual student writing the exam? Cheating is unethical and universally wrong but there are many students who cannot help themselves from get ting all the help they can get to score the good grades. There are several counter arguments that can be raised against the thesis of this paper. After â€Å"googling† and researching the pros of distance education, the recurring and most significant point was the flexibility of online courses. There are no set class times and it is the student’s discretion when to complete the assignments and readings so those with busy schedules are able to accommodate education. Stephen Downes states that there is â€Å"more work in the distance ed version†¦ simply because it tries to make up for the lack of any class contact† (par. 1). I have heard students and riends complain about the amount of work required for the online LIBS 7001 course at BCIT, where as the in-class version compares much favorably. With the course load being heavy for online courses, the flexibility to dedicate time to other priorities is hindered with the stress of work to be done for distance education. Some argue that online learning benefits those who requires more time, are language challenged, or are introverted. But on the contrary, it hinders rather than allows growth and learning. Those who require more time will always have that excuse to fall back on. Next thing they know, a year has passed since having started the course. The things learned at the beginning of the on-line class will have been forgotten and time would have been wasted. Those who are foreign students that struggle with the language barrier would benefit much more with an available teacher who is able to give them personal attention and needed help. To leave them on their own, trying to understand the course concepts from a textbook or a set of written notes can leave them overwhelmed and confused. Even those who are shy do not gain any benefit for enrolling in online courses. In fact, it is more of a detriment to their development and knowledge. Attending campuses and universities allows students to interact with classmates, and even encourages group projects to develop team buildings skills for individuals. At BCIT, students are often required to do presentations in front of the class and even in lecture halls. This is because the real world will often put people in similar situations and the training for that is attained easily when attending school on campus. This will also develop individuals’ interpersonal skills, and will help them overcome any shyness they may have. Another counter argument that can be raised is that costs are reduced when taking distance education. Not only are travel costs and commuting time decreased, but the necessary housing costs and meal plans are also saved if one is required to move to campus for attending university. However, the â€Å"cost of training teachers, the cost of hardware and software, human resources such as technicians and other people involved are to be considered, we can say that establishing online education is not as cheap as it may seem for others† (Abaya par. 6). These costs will certainly rickle down to the students, eventually having them pay through the increasing course fees.