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Marianna [84]
3 years ago
15

Read this excerpt from Dean Kamen's "On Becoming an Inventor." I had just finished making a complicated piece of equipment that

was to be used for a show opening in Philadelphia called "Fiorello." When the machine arrived they had trouble wiring it, so instead of going off to college that morning for an orientation, I spent several days at the theater fixing my light/sound equipment. The show received poor reviews, except for the mention by one reviewer of the "special effects," which, he wrote, were "outstanding." How does the writing shape readers' impressions?
A- Kamen's opinion seems to be that machines are more important than anything else. He supports this with an example of his work on a machine for a show in Philadelphia. His tone is formal and directed at a scholarly audience.


B- Kamen’s opinion seems to be that hard work can overcome any obstacles. He supports this with an example of hard work on a light machine. His tone is humorous and directed at young audience.


C- Kamen’s opinion seems to be that his inventions are more important to him than other activities. He supports this by sharing an example of skipping college orientation to fix sound equipment. His tone is informal and directed at a general audience.


D- Kamen's opinion seems to be that special effects can make a show outstanding. He supports this with an example of his own special effects machine. His tone is formal and directed at a scientific audience
Social Studies
1 answer:
Ksivusya [100]3 years ago
6 0

Answer:

C

Explanation: We can come to this conclusion fairly easy as he was skipping college which is pretty important to most people. He did this just to fix his equipment when the show got mostly poor reviews anyways. Thus coming to the answer of c. Hope this helps!

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I didnt know how to answer this and i still wanted to help you so i looked it up and this is what i found. it is just an abstract like a lab review 
AbstractAims and objectives

To examine the literature reporting the experiences and perceptions of registered nurses who supervise international nursing students in the clinical and classroom setting.

Background

Nursing education relies on clinical experts to supervise students during classroom and clinical education, and the quality of that supervision has a significant impact on student development and learning. Global migration and internationalisation of nursing education have led to increasing numbers of registered nurses supervising international nursing students. However, a paucity of relevant literature limits our understanding of these experiences.

Design

An integrative literature review.

Methods

Comprehensive database searches of CINAHL, Informit, PubMed, [email protected], [email protected] and Medline were undertaken. Screening of 179 articles resulted in 10 included for review. Appraisal and analysis using Whittemore and Knafl's (Journal of Advanced Nursing, 52, 2005, 546) five stage integrative review recommendations was undertaken.

Results

This review highlighted some unique challenges for registered nurses supervising international nursing students. Identified issues were, a heightened sense of responsibility, additional pastoral care challenges, considerable time investments, communication challenges and cultural differences between teaching and learning styles.

Conclusion

It is possible that these unique challenges could be minimised by implementing role preparation programmes specific to international nursing student supervision. Further research is needed to provide an in‐depth exploration of current levels of preparation and support to make recommendations for future practice, education and policy development.

Relevance to clinical practice

An awareness of the specific cultural learning needs of international nursing students is an important first step to the provision of culturally competent supervision for this cohort of students. There is an urgent need for education and role preparation for all registered nurses supervising international nursing students, along with adequate recognition of the additional time required to effectively supervise these students.

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Similarly "consequently" marks an effect, which means that it can be a signal for cause and effect clause. For example:  I didn't study. Consequently, I failed.
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