Economics - 687 Words

Tutorial 1 Questions (based on Textbook End-of-Chapter Questions) Question 1 Refer to Q1.1 Chapter 2 (Page 118) What do economists mean by opportunity cost? According to this definition, is there anything that does not have an opportuntiy cost? Question 2 Refer to Q1.2 Chapter 1 (Page 78). What is scarcity? Why is scarcity central to the study of economics? Question 3 Refer to Q1.10 Chapter 1 (Page 79). In a paper written by Bentley College economists Patricia M. Flynn and Micheal A. Quinn, the authros state: â€Å"We find evidence that Economics is a good choice of major for those aspiring to become a CEO (Chief Executive Officer). When adjusting for size of the pool of graduates,†¦show more content†¦a. Why might firms that provide workers with health insurance pay a lower wage to obese workers than to workers who are not obese? b. Is Bhattacharya and Bundorf’s findings relevant to the question of whether health insurance provides people with an incentive to become obese? Briefly explain. Based on Jay Bhattacharya and M. Kate Bundorf (2009), â€Å" The Incidence of the Health Care Costs of Obesity,† Journal of Health Economics, 28(3), pp. 649-58. Question 6 Refer to Q2.8 Chapter 1 (Page 80). Centrally planned economies have been less efficient than market economies. a. Has this difference in efficiency happened by chance, or is there some underlying reason? b. If market economies are more economically efficient than centrally planned economies, would there ever be a reason to prefer having a centrally planned economy rather than a market economy? Additional Questions for Home Practice Question 7 Refer to Q1 and Q2 of Thinking Critically Chapter 2 (Page 117). Question 8 Refer to Q1.7 of 2 (Page 118). Suppose we can divide all the goods produced by an economy into 2 types: consumption goods and capital goods. Capital goods such as machinery, equipment, and computers, are goods used to produce other goods. a. Use a production possibilities frontier graph to illustrate the trade-off to an economy between producing consumption goods and producing capital goods. Is it likely that the production possibilitiesShow MoreRelatedEconomics And Economics On Economics Essay1142 Words   |  5 PagesWhen we talk about economics we must first defined the word. Economics is a social science that studies human behavior and how to allocate our limited (scares) resources, efficiently and effectively to meet our unlimited human wants. Now as we dive deeper in to the field of economics we realized that there are two separate categories that the study of economics breaks off into. The first is macroeconomics, macroeconomics is the study of the whole picture when it comes to economics. Macroeconomics willRead MoreEconomics : Economics And Micro Economics1238 Words   |  5 Pages Economics is the study of how our unlimited demand of certain things can be met by our limited amount of supply. For instance, if there was an unlimited amount of money for everyone, then everyone would have everything they had always wanted and would not have to work to get the money. Everyone would have billion dollar homes and the nicest cars in the world. Unfortunately, we do have a limited amount of money, so the economists find ways to get around that. There are two types of economicsRead MoreEconomics : Economics Of Business1361 Words   |  6 PagesHND Accounting Economics FINAL REPORT: The Economics of Business DUE DATE: 20 May 2015 Catherine Macintosh 11006620 For the attention of Sarah Sutherland Word count: 1,243 (Excluding Acknowledgements, Abstract/Executive Summary, Terms of Reference, References Appendices TABLE OF CONTENTS Page 1.0 Costs 3 1.1 Total costs 3 1.2 Average costs Read MoreEconomics1291 Words   |  6 Pageshis profit. Do you agree? Use a graph to illustrate your answer. The argument is incorrect. As the graph shows, a reduction in marginal cost will cause a monopolist to reduce his price. 2. Economist Harvey Leibenstein argued that the loss of economic efficiency in industries that are not perfectly competitive has been understated. He argued that when competition is weak, firms are under less pressure to adopt the best techniques or to hold down their costs. He referred to this effect as x-inefficiencyRead MoreEconomics1444 Words   |  6 Pagesresource is inefficient it means the resources are not used in the best distribution by firms or organizations. An ETS is executed when the environment has been polluted and the government intervenes in order to control the pollution by providing economic encouragements towards the firms and organizations to reduce the amount of pollution emitted in the environment (Brown* 2001). When ETS is implemented it reduces the pollution of the environment caused by different firms thus making it its main goalRead MoreEconomics1654 Words   |  7 Pagesï » ¿1. What is the ‘economic problem’? The fundamental economic problem is related to the issue of scarcity. Scarcity means that resources are limited and short in supply in the world (e.g. diamond). Because of limited resources and unlimited demands, society needs to decide how much to produce and distribute these relatively scarce resources. The basic economic problem can be define as what to produce, how much to produce and for whom to produce. Some countries are lucky to have great naturalRead MoreEconomics999 Words   |  4 PagesManagerial Economics MIDTERM Exam What changes can you envision to the real economy, should Rifkin’s vision of a zero marginal cost society, become reality? For me, Jeremy Rifkin is a great social theorist. I’m mostly agreeing with him, with his conclusions and visions of the future economy. They looks like perfect and definitely it’s a â€Å"think big† way of delivering the information. His book â€Å"The Zero Marginal Cost Society† is must read, of course. Trigger is a zero marginal cost. I’m completelyRead MoreEconomics1000 Words   |  4 Pagesconsumer change, there will be a much greater change in the production output in the capital equipment required to make those consumer goods. This change in the production of capital equipment, that is , investment spending speeds up the rate of economic growth or slump Since we are focused on short-run business-cycle fluctuations here, it is reasonable to ignore changes in K/Y that may be associated with long-run advances in technology. 15 – 10 proportional to the level of output in t, Kt Read MoreEconomics1134 Words   |  5 PagesMF 7701 Managerial Economics Quiz #1 Fall 2014 Instructions: 1. You may work on this quiz alone or with as many other students as you wish. If you work with other students, please submit only one (common) answer. 2. You may not talk about this exam with anyone outside of the two managerial economics sections. 3. You may work with people from the other section if they are taking this course. In all cases, please submit only one, common answer. 4. You must e-mail your finalRead MoreEconomic Growth And Economic Development917 Words   |  4 PagesEconomic growth refers to an increase in the capacity for an economy to produce goods and services as compared from one period of time to another. It can be measured either in nominal terms which include inflation, or in real terms that are adjusted for inflation. It is mainly influenced by unemployment, inflation, technology levels, rate of investment, population growth rate, among other factors. These factors are used further to explain the differences in the varying level of output per capita

Mohandas Gandhi and Nelson Mandela - 746 Words

Two of the most famous leaders Mohandas Gandhi in India and Nelson Mandela in African. There are many notable peacemakers who are famous in recent history. Mohandas Gandhi was born on October 2, 1869 and Nelson Mandela was born on July 18, 1918. One many have heard about, and the other some might not have heard about. However, they both are well known for many of their good deeds. This essay will show how much the two leaders are different and similar. Mohandas Gandhi was born in Porbandar, India and was killed by a fanatic, he studied law and came to advocate for the rights of Indians, both at home and in South Africa. Gandhi became a leader of Indias independence movement, organizing boycotts against British institutions in peaceful†¦show more content†¦Nelson Mandelas father, who was destined to be a chief, served as a counselor to tribal chiefs for several years, but lost both his title and fortune over a dispute. He said, I hate race discrimination most intensely and in all its manifestations. I have fought it all during my life; I fight it now, and will do so until the end of my days. And Those who conduct themselves with morality, integrity and consistency need not fear the forces of inhumanity and cruelty. Similarities they were both leaders, but in different areas. Gandhi was a leader of India. Nelson Mandela was a leader of South Africa. However, both of them have South Africa in common as Gandhi followed his sense of morality to become a political activist and champion of non-violent revolution in South Africa for the Indians living there both Nelson Mandela and Gandhi are well-known in their countries as very honorable men for the changes they made. Both of them worked to change their countries for the better. Gandhi is thought to be an icon of peace in his country. Both Nelson Mandela and Gandhi had seen the discrimination that went on in South Africa. Nelson Mandela had a hand as well as Gandhi to see a reconciliation of the people in South African and the Indians there. While Gandhi achieved success in leading the Indian people of India, Nelson Mandela fought for his native South African people. However,Show MoreRelatedThe Beliefs And Achievements Of Nelson Mandela And Mohandas Gandhi853 Words   |  4 Pagesachievements of Nelson Mandela and Mohandas Gandhi have made positive impacts on society throughout global history. They both helped people fight the restrictions against them in order to earn what they deserved; freedom. Mandela never stopped helping people achieve equal rights. Gandhi saw people were being mistreated so he took action by boycotting. Both men fought hard to earn the rights that people sill currently have today. In the 1960s, one of Sharpeville’s leaders, Nelson Mandela was put in prisonRead MoreMohandas Gandhi, Nelson Mandela, and Martin Luther King Jr. were True Inspirations608 Words   |  2 PagesA man known as the â€Å"father of the Indian nation†, Mohandas Gandhi, also known as Mahatma, was a man of true inspiration. He inspired well known civil-rights leaders Martin Luther King Jr. and Nelson Mandela, and also revolutionary scientist Einstein. Gandhi was well known for using peaceful methods such as peace marches, boycotts, and sit-ins. Most people could call Gandhi the father of peace, for it was he who help the world recognize the effectiveness of non-violence. Gandhi’s peaceful ideals helpRead MoreGandhi, King and Mandela: What Made Non-Violence Work?797 Words   |  4 Pagesï » ¿ Gandhi, King, and Mandela: What Made Non-Violence Work? All through history governments and empires have been overthrown or defeated primarily by the violence of those who oppose them. 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But although they looked strong on the outside, each one suffered from a disease that threatened the health ofRead MoreGandhi : Gandhi And Influential Religious Political Leaders Of The Twentieth Century1464 Words   |  6 PagesMohandas Karamchand Gandhi was one of the most admired and influential religious political leaders of the twentieth century. Gandhi is acknowledged as the Father of the Nation or Bapu due to his astonishing contributions towards the independence of India, by becoming an amazing freedom fighter who led India as a leader of Nationalism, against British rule. Gandhi was one of such that believed in nonviolence, the unity of people, and bringing spirituality upon Indian politics. He worked incrediblyRead MoreMan, Gandhi, Pope Francis, And Nelson Mandela808 Words   |  4 Pagesto cause a lot of change. 3 men, Gandhi, Pope Francis, and Nelson Mandela were the people that provide d the Inspiration. 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When a groupRead MoreGandhi s Life And Legacy1578 Words   |  7 Pagesincluding Mohandas Karamchand Gandhi. Gandhi was a very influential and inspiring leader that was able to lead billions of people. He was willing to give up everything for what he believed in even though he knew that his actions could possibly lead to imprisonment and other legal consequences. Gandhi’s bravery and perseverance led to changes that affected and influenced the whole world and brought about positive change for people whose voices would have went unheard. Mohandas Karamchand Gandhi was bornRead MoreLeadership Styles : Nelson Mandela And Mahatma Gandhi s Peace Movement1209 Words   |  5 Pagesleadership styles offers a foundation and direction that can be used in future conflicts to evolve positive change. Nelson Mandela and Mahatma Gandhi exemplified to the world that when disharmony shows its ugly face, there can be other ways to fight for change. 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Purpose Of Thinking For Tertiary Studies â€Myassignmenthelp.Com

Question: Discuss About The Purpose Of Critical Thinking For Tertiary Studies? Answer: Introduction Education serves as a mean of empowering learners to participate actively in the transformation of the society. Individuals who have undergone the education process are distinct from those who did not. The importance of education in the modern society cannot be assumed. Currently, all fundamental societal activities are linked to education. With the globalization effect increasing the demand for quality education across all educational level, critical thinking has emerged as a concept of importance in learning institutions. Particularly, critical thinking competencies are vital elements for tertiary education. However, the development of these competencies depends on the interactions between the students and their instructors. Students and instructors should focus on developing the appropriate critical thinking competencies at lower stages of education to prepare for the more analytical and inferential tertiary studies. What Critical Thinking is About Recently, the concept of critical thinking has attracted discussions in the education sector. Although the understanding of critical thinking differs with societies, it serves the same purpose. Critical thinking defines the process of analyzing and evaluating thinking to improve it (Elder Paul, 2010). In simple terms, it involves the objective analysis and evaluation of a situation to make a judgment. Critical thinking works as an advanced form of standard thinking. Situations that require critical thinking are those that cannot be solved using general thinking strategies. Elder and Paul (2010) expound that critical thinking surpasses the most basic levels of intellectual thinking. Consequently, the concepts result in the restructuring of knowledge. Discrepancies exist on how students develop critical thinking capabilities. Some people use the constructivist view to argue that these skills are attained as the students mature. However, Elder and Paul (2010) refutes such suggestions. Instead, they deliberate that the development of critical thinking skills requires collaboration between the students and the teachers. Moreover, Tsui (1999) posits that students cannot develop sufficient critical thinking capacities if their teachers fail to utilize critical thinking in their instructions. According to Krathwohl (2002), there is a direct correlation between the students learning process and instruction method. As a result, teachers who employ critical thinking in their instructions propagate the same in their students. Critical thinking abilities present students with several benefits. Students utilizing critical thinking are self-directed, self-disciplined, and self-monitored thinkers (Elder Paul, 2010). Moreover, these students develop abilities to formulate precise questions, collect and evaluate pertinent informations, and develop well-thought solutions and inferences (Elder Paul, 2010). With the current global issues requiring well-structured and long-term solutions, critical thinking has become obligatory in the education system. What Tertiary Study is About The education system is divided into several levels. In many nations, the education system is divided into the preschool, junior levels, and the post-secondary stages. Out of all these levels, the post-secondary or the tertiary education level presents the most challenging phase in a students life. The application of the critical thinking competencies is mandatory at the tertiary education level. Tertiary study demands students to research by evaluating information, applying tactics to direct conclusions and develop alternative solutions, making sense of information and collaborating with other scholars to solve global issues (Boyer, 2015). According to Nold (2017), the primary goal of tertiary study institutions like colleges and universities is to develop the students critical thinking skills. In his study, Nold (2017) states that 95% of chief academic officers in institutions of higher learning assert that critical thinking as one of the most valuable skills in students. Moreover, Nold (2017) elaborates that 81% of employers want universities to put more emphasis on developing critical thinking in students. This call has been taken seriously by a significant percentage of institutions of higher learning. In fact, tertiary study insists on allowing students to work independently and collaboratively to solve existing and emerging problems. However, it insists on the independent construction of knowledge by the students under minimal supervision. This strategy to knowledge development is not present at the lower levels of learning. For instance, at the junior or primary levels, students are under constant supervision and assistance with their instructors. In summary, higher education is all about developing and applying critical thinking skills with minimal assistance from the tutors. Furthermore, it entails researching for solutions to the existing and emerging issues through analysis of existing information and predictions. Importance of Tertiary Study The development of nations is directly related to the success of their education system. Countries with well-structured education system also exhibit positive economic performance and innovation levels. Tertiary study exposes the students to a variety of strategies for addressing fundamental global issues. According to Tsui (1999), tertiary education enables students to communicate effectively and solve existing and emerging problems efficiently. The insistence on critical thinking in tertiary study equip students with a multidimensional approach to life. Furthermore, it allows students to utilize their life experiences in solving perennial global issues. Currently, tertiary education functions as the key to attain employment. Employers prefer individuals who have undergone tertiary study because of their insight on global issues. According to Nold (2017), the critical thinking competencies acquired in the tertiary study are a long-term survival tool for the students after their education. Importantly, the tertiary study does not only focus on the intellectual growth but also on the students' survival in the globalized world. Tertiary education also promotes the innovative capacity of the students. According to Krathwohl (2002), higher education exposes students to the dynamic nature of the modern society. The advanced training techniques at this level which focus on individual competence and growth propagate independence in students. Additionally, tertiary study promotes self-actualization, and its the backbone of economic growth and personal financial liberty. Currently, there is a close association of tertiary study and class. Peop le who have undergone tertiary study are regarded with respect and viewed as people who can initiate change in the society. How Critical Thinking is Beneficial for Tertiary Study Tertiary study involves the assessment of existing problems and recommending appropriate measures to address them. Activities like field experiments and going industrial attachment require individuals who can search, sort, and apply existing literature. However, these actions are not possible without the application of critical thinking principles. According to Krathwohl (2002), studies at tertiary level are objective and require higher thinking levels. Additionally, higher education calls for knowledge construction to address existing global issues. As a result, the students must employ critical thinking to identify the fundamental issues and formulate effective solutions and their alternatives. However, it is vital to note that critical thinking skills are acquired with time. In this respect, Boyer (2015) advises that it is vital to propagate critical thinking competencies in students at the lower education levels. Specifically, teachers are advised to nurture critical thinking skills in their students at the secondary education level. As Boyer (2015) explains, nurturing critical thinking skills at the lower education levels make the learning process easier at the tertiary level. In fact, at the tertiary level students should be at the application level of critical thinking, not development. However, this view calls for substantial changes to the current education system. Those in the education sector should design the curricula in a way that facilitates the development of critical thinking competencies. In spite of these educational shortcomings, critical thinking is vital in driving innovation, research, and comprehension at the tertiary education level. Conclusion The best education system is one that advocates of self-reliance and intellectual freedom. These goals can only be attained through promoting critical thinking skills at the lower educational levels. Tertiary studies rely heavily on the ability of students to think critically. Critical thinking allows students to devise new strategies to handle existing and emerging global issues. Additionally, it enables students to embrace a multidimensional approach to solving fundamental societal issues. In the modern society, tertiary education is essential in molding and producing individuals who are well-adapted to the globalized world. Moreover, it is necessary for providing solutions to the perennial issues that affect the well-being of the society through research. References Boyer, B. L. (2015). Collaborative Instructional Design for College Readiness. Knowledge Quest, 44(2), 60-65. Elder, L., Paul, R. (2010). Critical Thinking: Competency Standards Essential for the Cultivation of Intellectual Skills, Part 1. JOURNAL 0F DEVELOPMENTAL EDUCATION, 32(2), 38-39. Krathwohl, D. R. (2002). A Revision of Blooms Taxonomy: An Overview. THEORY INTO PRACTICE, 41(4), 212-218. Nold, H. (2017). Using Critical Thinking Teaching Methods to Increase Student Success: An Action Research Project. International Journal of Teaching and Learning in Higher Education, 29(1), 17-32. Tsui, L. (1999). Courses and Instruction Affecting Critical Thinking. Research in Higher Education, 40(2), 185-200.

NAEYC Reflection Essays - Fertility, Embryology, Midwifery

NAEYC Reflection Amber Williamson ECH/205 March 27, 2017 Yvonne Gould NAEYC Reflection NAEYC is full of different standards that are important to understand and learn to help children grow and develop appropriately. In the stages of prenatal development, genetic disorders, and environmental influences on the development of a fetus, it is critical that we understand the connection with these developments and why they are important in the start of a child's life. We all know that development of children starts during infancy but it starts during the prenatal period. During this time, there are remarkable changes that happens and it paves the way for the future of the child's development. There are three main steps that occur during prenatal development. First is the germinal stage that takes place in the first two weeks after conception. During this stage, the egg and sperm meet; then the egg moves to the uterus and begins cell division. After cell division, blastocyst begins with the development of skin, nervous, digestive, respiratory, muscle, and skeletal systems. Second is the embryonic stage, this is the second and third month. In this stage, the embryo separates into three different layers known as the body system. Within about a month the head followed by the nose, eyes, mouth, and ears are formed. Then the cardiovascular system begins as the blood vessels and heart become one and makes a heartbeat. All the major organs are development except for the reproductive ones. The last stage is the fetal stage. This stage happens around the third month of pregnancy until mom gives birth. In this stage the reproductive organs begin to develop and the baby continues to grow and become stronger. Towards the end of the pregnancy, the baby will begin to prepare for life outside the womb. Their lungs will start to contract and expand to build up the muscles for breathing. Some mothers look at prenatal development as a normal process, but for others there may be some issues that occur. As a mother, we all hope that we have a very easy and simple pregnancy but that is not always the case. Things can go wrong, in which are usually genetic and/or environmental problems. Some genetic problems that may occur during the prenatal development may be Down syndrome, also known as trisomy 21, and is the most common genetic anomaly that can be determined during pregnancy. This is caused by and extra copy of the 21st chromosome. There are also inherited diseases can be another source. Sickle cell anemia is an example of an inherited disease. There are also sex chromosomes problems that can occur such as Turner syndrome. This is caused by only having one X chromosome. Environmental issue is also critical during prenatal development. A toxic environment can affect the fetus when the mother is allowing these dangerous issues to affect her. If the mother is using drugs and alcohol, this can cause issues with the development of the fetus. It is poisoning the nutrients that the fetus is needing to grow appropriately. Maternal diseases can also have negative impact on the fetus. Examples of maternal diseases include herpes and AIDS. Herpes virus is the most common condition that has a major effect on the fetus. It can cause deafness, brain swelling, or mental retardation. The prenatal period is a time for growth and development but it has a great vulnerability and should be taken with caution, some of the dangers can be avoided while other cant. It is important for expecting mothers to be willing to put their fetus above all and take care of themselves as well. While there are also some things that mothers can avoid, genetic problems may be unavoidable. The best thing that any mother to be can do is to get the best prenatal care they possibly can and do what they can to make their womb a retreat for the unborn to relax and grow. References Environmental Impacts on Prenatal Development Source: Boundless. "Environmental Impacts on Prenatal Development." Boundless Psychology Boundless, 08 Aug. 2016. Retrieved 28 Mar. 2017 from https://www.boundless.com/psychology/textbooks/boundless-psychology- textbook/human-development-14/prenatal-development-71/environmental- impacts-on-prenatal-development. (2017). Retrieved from https://www.boundless.com/psychology/textbooks/boundless-psychology- textbook/human-development-14/prenatal-development-71/environmental- impacts-on-prenatal-development-274-12809/ Stages of Prenatal Development Share. (2017). Retrieved from https://www.verywell.com/stages-of-prenatal-development-2795073 Problems With Prenatal Development. (2017). Retrieved from https://www.verywell.com/problems-with-prenatal-development-2795120 NAEYC Standards for Early Childhood Professional Preparation. (2017). Retrieved from http://www.naeyc.org/ecada/standards

The Battle of Verdun and The Battle of The Somme Essay Example For Students

The Battle of Verdun and The Battle of The Somme Essay History 82/4/01The battle of Verdun and the battle of the Somme are two very important battles. They both took place in France, and were fought in the same year, 1916. The first battle was the battle of Verdun. It was fought near an ancient Roman fortress that was sacred to the French. The Germans chose this spot because they thought that if it were destroyed, the French would lose confidence. (Strokesbury, p.142) The second battle was the battle of the Somme. It was fought on the Somme River. The French chose the Somme as a chief battlefield for 1916. However, the French did little but assist the British in the battle of the Somme. (Heyman, p. We will write a custom essay on The Battle of Verdun and The Battle of The Somme specifically for you for only $16.38 $13.9/page Order now 40)The battle of Verdun began in February and lasted until the end of the year. Each attack made by the Germans hurt their army almost as much as it hurt the French army. Much of the fighting was done by heavy artillery. (Heyman, p. 19) In fact, there was an overall sum of 542 heavy guns used in the battle. Thirteen of them were 420mm howitzers and seventeen were 305mm howitzers. These howitzers were devastating to the other troops. (Keegan, p. 279)The Germans plan was actually quite simple. The French did not want to lose Verdun and they would send as many troops as needed to defend it. The Germans focused a great deal of troops and artillery on this battle. No matter how many troops the French sent in, they would not be able to put up a good fight, but if they stopped the Germans would surely destroy Verdun, and for the French, losing Verdun was not an option. They were trapped. They did not want to lose Verdun and they did not want to lose their troops. (Keegan, p.279)On February 21st the German troops moved in, but the German infantry did not attack in great strength. The idea of the operation was that heavy artillery would destroy the French defenses that would then be finished off by infantrymen. If the Germans did attack in full strength, they may have succeeded in advancing eight miles towards the fort.It was extremely hard to get supplies to Verdun. French general Philippe Ptain found several ways to get supplies to the fort. 0ne of those ways was improving the road to the fort developing continuing flow of supply trucks. (Heyman, p.19) On June 22, a new attack by the Germans began. It was followed by a bombardment of shells, on the French artillery lines. These shells contained a new deadly gas called Green Cross. Green Cross was an improved form of chlorine that could not be stopped by the French gasmasks. The artillery lines that where attacked contained 600 guns. Thats one third of the French artillery at Verdun. Robbed of their protection, the French had no defense against the Alpenkorps, an elite division of mountain troops made up of Bavarian guard and German infantry. Among the German infantry officers was Lieutenant Paulus, the future Commander of the Sixth Army at Staligrad. (Keegan, p.285)By the end of June, over two million men had been killed and wounded on each side. The landscape had been permanently altered by artillery shells. (Keegan, p.285) Nearly 400,000 French soldiers were killed. The Germans lost 340,000 soldiers. The French had lost more than the Germans, since they started out with only one third as many men than the Germans had. On July 11th, the Germans made one last attempt to take Verdun. They surprisingly managed to reach Fort Souville, but from there the attack was beaten off. (Keegan, p. .u61c96f2e75cd76acda533fb4a3f7a7fd , .u61c96f2e75cd76acda533fb4a3f7a7fd .postImageUrl , .u61c96f2e75cd76acda533fb4a3f7a7fd .centered-text-area { min-height: 80px; position: relative; } .u61c96f2e75cd76acda533fb4a3f7a7fd , .u61c96f2e75cd76acda533fb4a3f7a7fd:hover , .u61c96f2e75cd76acda533fb4a3f7a7fd:visited , .u61c96f2e75cd76acda533fb4a3f7a7fd:active { border:0!important; } .u61c96f2e75cd76acda533fb4a3f7a7fd .clearfix:after { content: ""; display: table; clear: both; } .u61c96f2e75cd76acda533fb4a3f7a7fd { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u61c96f2e75cd76acda533fb4a3f7a7fd:active , .u61c96f2e75cd76acda533fb4a3f7a7fd:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u61c96f2e75cd76acda533fb4a3f7a7fd .centered-text-area { width: 100%; position: relative ; } .u61c96f2e75cd76acda533fb4a3f7a7fd .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u61c96f2e75cd76acda533fb4a3f7a7fd .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u61c96f2e75cd76acda533fb4a3f7a7fd .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u61c96f2e75cd76acda533fb4a3f7a7fd:hover .ctaButton { background-color: #34495E!important; } .u61c96f2e75cd76acda533fb4a3f7a7fd .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u61c96f2e75cd76acda533fb4a3f7a7fd .u61c96f2e75cd76acda533fb4a3f7a7fd-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u61c96f2e75cd76acda533fb4a3f7a7fd:after { content: ""; display: block; clear: both; } READ: Prostitution Should it be legal misc Essay285)At the start of October the French attempted to take back the ground they lost. On October 24th the French recaptured Douaumont. By December 15th the French had regained much of the ground on the east bank that had been lost at the beginning of the battle. (Keegan, p. 285)Mean while another battle had already begun, The Battle of the Somme. The Battle of the Somme began July 1st, 1916. General Haig of the British army hoped that his forces would break through German defenses, and enter an open field. There

Free Essays on Tests

What is at Stake? When students graduate from high school, the public expects that each student will possess the skills to be successful at either work or secondary education. We know however, that not all students meet this expectation. A 2000 report from the Employment Policy Forum reported, â€Å"that is many as 70% of students entering the workforce do not have simple writing skills† (Workforce Preparation 1). In an effort to improve student achievement, (State Law 2, statutes of 1999), authorized the development of the California High School Exit Exam (CHSEE). Seniors in the class of 2004 will be the first California public school students who must pass the CHSEE in order to receive their high school diploma (Rubin, par. 5) Advocates say exit exams will motivate students and teachers to reach higher standards, therefore improving student achievement. Critics contend, however, that exit exams have no educational value and do not answer the question of how to best measure student learning. Furthermore, they argue that these high stakes tests will lead to higher dropout rates and do not ensure that students have an opportunity to learn the material being tested (Hicks 1-2). Graduation decisions should be based on many factors; one test should not be the sole determinant of any major decision. Proponents argue that high school exit exams are a crucial key to educational reform. A statewide exam will set uniform expectations and use the same evaluation instruments for all students. The CHSEE will hold all students accountable to the same with graduation requirements and hold schools accountable for student performance. Supporters of the CHSEE make strong arguments for the use of exit exams. However, whether these exams are accurate indicators of a student's abilities, is highly debatable. Stanford University's Linda Darling-Hammond writes, â€Å"there is no evidence high stakes testing improves school quality. Indeed, th... Free Essays on Tests Free Essays on Tests What is at Stake? When students graduate from high school, the public expects that each student will possess the skills to be successful at either work or secondary education. We know however, that not all students meet this expectation. A 2000 report from the Employment Policy Forum reported, â€Å"that is many as 70% of students entering the workforce do not have simple writing skills† (Workforce Preparation 1). In an effort to improve student achievement, (State Law 2, statutes of 1999), authorized the development of the California High School Exit Exam (CHSEE). Seniors in the class of 2004 will be the first California public school students who must pass the CHSEE in order to receive their high school diploma (Rubin, par. 5) Advocates say exit exams will motivate students and teachers to reach higher standards, therefore improving student achievement. Critics contend, however, that exit exams have no educational value and do not answer the question of how to best measure student learning. Furthermore, they argue that these high stakes tests will lead to higher dropout rates and do not ensure that students have an opportunity to learn the material being tested (Hicks 1-2). Graduation decisions should be based on many factors; one test should not be the sole determinant of any major decision. Proponents argue that high school exit exams are a crucial key to educational reform. A statewide exam will set uniform expectations and use the same evaluation instruments for all students. The CHSEE will hold all students accountable to the same with graduation requirements and hold schools accountable for student performance. Supporters of the CHSEE make strong arguments for the use of exit exams. However, whether these exams are accurate indicators of a student's abilities, is highly debatable. Stanford University's Linda Darling-Hammond writes, â€Å"there is no evidence high stakes testing improves school quality. Indeed, th...

The Risks of a Nuclear Power Plant Facility Essay

The Risks of a Nuclear Power Plant Facility - Essay Example Considering the concept in the light of nuclear power plant, the focus will be on the detrimental effects accompanied by the presence of such a facility. It deals with the unprecedented effects of a potentially precarious activity or event that has not been eliminated or avoided. The radioactive material produced in the nuclear power plants exposes humans to the risk of cancer (Clapp, 2005). Risk Management and its Relevance after the Occurrence of a Disaster Because of the potentiality of a risk to produce undesirable and hazardous results, policies and strategies should be put in place to manage them whenever they occur. This brings in the concept of risk management. Risk management entails a well-structured and organized process of risk identification, and the subsequent measurement of the risk and enactment of systems to handle it. The process can be analyzed through the stages of hazard identification, assessment of the risk, control of the risk, and the monitoring and evaluation of the risk. A hazard is something potentially harmful to the people environment or the property. Any hazardous material in whichever form it is should have their effects analyzed. A nuclear power plant utilizes Uranium that is hazardous when mishandled. There are other radioactive elements that are produced during the reaction process, all of which should be disposed well. Otherwise, the accompanying effects may have a profound effect to the society and the environment for generations. In order to identify hazards in a nuclear plant facility, nuclear reactors incidences should be well documented through use of appropriate report forms. Other strategies will include conducting self-inspection, doing regular maintenance checks, regular observations and consultations, knowledge sharing with other nuclear plants operators and research institutions and seeking of specialists to assist in specific areas. Risk assessment is the second critical process in risk management. Upon realization of a risk, it is imperative that the likelihood of risk occurrence is evaluated. The likelihood of occurrence is a factor of the probability and frequency (Cohen, 2005). Therefore, the probability of a risk should be considered, in the light of the Fukushima Diiachi plant incidence it is evident that the disaster was unprecedented. Considering this fact, the probability and frequency of tsunami can predict the trend in which such disasters can occur. An evaluation of the underlying consequences should also be looked at. The effects of the radioactive material produced in the nuclear plants should be assessed and proper strategies put in place to dispose them and to ensure that in case of a disasters like earthquakes, tornadoes, and tsunamis among others the harmful material will not spread to harm the environment. In risk assessment it is also important to classify the magnitude of the risk, is it extreme medium or low risk. More focus is given to extreme risks without assuming the low risks. Aft er the risk is assessed, then control measures should be put in place. The adoption of risk control measures should be done in a manner that the most risky situations are given prevalence. In risk control, the main objective is to eliminate the risk, a situation that is not possible instantly. However, efforts should be made to reduce the risk to an extent that its chances remain negligible. A

Week 6 Essay Example | Topics and Well Written Essays - 1000 words

Week 6 - Essay Example The next is Team / Shared leadership. It is important top put others first and value the input of those around you. You must constantly seek their input and let them know that you value their contributions. As Bandura points out, â€Å"...belief in their capabilities to master activities affects their aspirations, their level of interest in activities, and their accomplishments† (1994. p.130). A leader must also be Ethical and Honest, to be as upfront and straight forward as possible while acting in a professional manner. This is one of the most critical areas where one must lead by example. The next characteristic is Visionary Leadership. This often requires a leap out of the leader and perhaps the team’s comfort zone. In order to progress and grow, I this dynamic ever-changing environment, change is a necessity. But change, good or bad, is always difficult to implement This requires someone with vision that can also share that vision with others as well as the passion to complete it. This leads to the final characteristic of Influencer. Being able not only to share facts and communicate directive, but charging the task with emotional content is perhaps the most important aspect of a leader for the future. Gone are the days of work being its own reward, staff today need to feel empowered and part of the process both intellectually and emotionally. As Goldberg states, "Process your learning continually. Be open to amazement" (2001, p. 58). Keeping an open mind and continually learning and developing are both the secrets to not only good teaching and leaderships, but to a great life as well. In the past, a paradigm shift occurred when the industrial revolution created thousands of jobs and new technologies evolved for mass production. Then another shift occurred when the economy moved from produced goods to services and this is the present day situation. So now the future

Sophocles Antigone Essay Example | Topics and Well Written Essays - 250 words

Sophocles Antigone - Essay Example Like for example stop signs in places that do not warrant them. I have to admit that there may perhaps be occurrences where I have overlooked them. Be no mistake that I recognize the need for safety but there are just those that seem superfluous and unnecessary. The general thought that comes to my mind is the ardent belief that I am doing the right thing and that I was not blinded by personal misconceptions and that fundamentally no one will be hurt. I imagine that people will actually benefit from my acts and others may perhaps be enlightened. I consider that I may not always be right but there are moments when I have to be in the right. In this regard, I identify more with Antigone who has sacrificed herself to uphold what she believes in and refuses to be subjected to any law from the oppressive Creon. Her refusal to be subdued by restrictive orders is admirable in the sense that she honors her independence more than anything, even her life. To be able to live by one’s own virtues properly guided by ethical standards of morality is the greatest law anyone could

Osteoarthritis Diagnosis and Care Plan

Osteoarthritis Diagnosis and Care Plan Patient Initials:  JA  Unit/Room DOB:  8/17/1926 Code Status Height/Weight 6’1’’ / 126 lb Allergies:  No allergies Temp (C/F Site) Pulse (Site) Respiration Pulse Ox (O2 Sat) Blood Pressure Pain Scale 1-10 97*F 79 18 160/80 8 History of Present Illness including Admission Diagnosis and Relevant Physical Assessment Findings (normal abnormal) Relevant Diagnostic Procedures Surgeries /Results (include dates, if not found state so) The patient is suffering from general osteoarthritis, muscle weakness, abnormal of gal, spinal stenosis, chronic pain neck, benign hypertension, Alzheimer, dementia with behavior disturbance, depressive disorder NEC, and myopia. The main symptom of osteoarthritis is sharp pain, or a burning sensation in the associate muscles and tendons, causing stiffness and loss of ability. OA can cause a crackling noise or crepitus when the affected joint is moved, and the patient may experience muscle spasm and contractions in the tendons. Occasionally, the joints may also be filled with fluid. Humid and cold weather increases the pain in many patients. OA commonly affects the hands, feet, spine, and the large weight bearing joints, such as the hips and knees, although in theory, any joint in the body can be affected. As OA advances, the affected joints appear larger, are stiff and painful, and usually feel worse, the more they are used throughout the day, thus distinguishing it from rheumatoid arthritis. In smaller joints, such as at the fingers, hard bony enlargements may form, and though they are not necessarily painful, they limit the movement of the fingers significantly. OA at the toes leads to the formation of bunions, rendering them red or swollen. OA is the most common cause of joint effusion, an accumulation of excess fluid in or around the knee joint (Moskowitz, 2007). Breast surgery: Right Tonsillectomy Total abdominal hysterectomy Past Medical Surgical History, Pathophysiology of medical diagnoses (with APA citations) Pertinent Lab tests/ Results (with normal ranges) with dates and rationales The patient has a history of dementia, hypertension, alcohol abuse, UTI, insomnia, and urinary incontinence. Her cause of dementia is Alzheimer’s disease. This condition frequently begins with memory loss or subtle impairments in other cognitive functions. These changes might initially manifest as simple forgetfulness or absentmindedness or as minor problems with language, judgment, or perception. As dementia progresses, memory loss and cognitive impairment extend in scope until the person can no longer remember basic social and survival skills or function independently. Language, spatial or temporal orientation, judgment, perception, and other cognitive capacities decline, and personality changes may occur (Bourgeois Hickey, 2011). She suffers from hypertension whose symptoms include: Blood in the urine Severe headache Vision problems Fatigue or confusion Chest pain Difficulty breathing Irregular heartbeat Pounding in the chest, neck, or ears (Izzo Black, 2003). Urinary tract infections (UTI) do not always cause signs and symptoms, but they can include: A strong, persistent urge to urinate A burning sensation when urinating Passing frequent, small amounts of urine Urine that appears cloudy Urine that appears red, or bright pink colored, which is a sign of blood in the urine Strong-smelling urine Pelvic pain in women (Kilmartin, 2002) Heart: Normal in size. Elevate of right diaphragm. Motion artifact involve left lung base which obscure distal. No pneumothorax. 1/31/15 Impression: no definite infiltrates or masses although motion artifact degrades the quality of the image especially left lung base. Follow up film as indicated. Elevate right diaphragm 1/27/15 Prealbumin 4 Regular diet 11/17/14 Glucose 79 BUN 22 Creatinine 0.74 RBC 4.82 Phosphate 97 hemoglobin 13.7 SGot 15 MCV 85.3 SGPT 0.5 MCH 28.5 Calcium 8.6 MCHC 33.4 Sodium 140 RDW 13.8 Potassium 3.9 platelet 216 Chloride 105 monocyte 7.9 Co2 28 lymph 28 Protein 5.7 eos 2.5 Albumin 3.5 baso 0.5 Morphology normal Globumin 2.2 A/G ratio 1.6 GFR value 83 CBC 7.7 WBC 4.82 7/21/14 Compressibility and patency through the deep venous system with augmentation noted. Right foot demonstrates no fracture or evidence of bony destruction. No definite neoplastic progress of right foot is demo Erikson’s Developmental Stage with Rationale (APA citations) Socioeconomic/Cultural/Spiritual Orientation Psychosocial Considerations The patient is over 80 years old. Therefore, she fits in the 8th Psychosocial Stage of Integrity vs. Despair. The patient is now a senior citizen. She tends to slow down on productivity, and explore life as a retired person. It is during this time that she contemplates her accomplishments and is able to develop integrity if she sees herself as leading a successful life. If she sees her life as unproductive, feel guilt about her past, or feel that she did not accomplish her life goals, she will become dissatisfied with life and develop despair, often leading to depression and hopelessness. Success in this stage will lead to the virtue of wisdom. Wisdom will enable her to look back on her life with a sense of closure and completeness, and also accept death without fear. (Shaffer, 2008) The patient lives with her son who takes care of her medical and financial needs. The patient has a decreased cognitive ability and is not able to safely take medication by herself. She experiences a high level of insomnia/sleep deprivation. She also suffers from depression exacerbated by a lack of self-efficacy. Potential Health Deviations, Predisposing Related Factors; Interventions to Assess or Prevent Potential Health Deviations â€Å"At Risk for†¦Ã¢â‚¬  nursing dx (AT LEAST TWO) Inter-professional Consults, Discharge Referrals, Current Orders (include diet, test, and treatments) with Rationale With APA citations Exercising. Exercise could increase her endurance and strengthen the muscles around her joints, making her joint more stable. She can try walking, but she should stop if she feels new joint pain. New pain that lasts for hours after she has exercised probably means she has overdone it, but does not mean she should stop exercising altogether. Using hydrotherapy, local heat and cold to manage pain: Both heat and cold can relieve pain in her joints. Heat also relieves stiffness, and cold can relieve muscle spasms and pain. Applying over-the-counter pain gels/creams. Creams and gels available at drugstores might offer temporary relief from osteoarthritis pain. Some creams numb the pain by generating a hot or cool sensation whereas other creams have medications, such as aspirin-like compounds, that get absorbed into the skin. Pain creams would work best on joints that are close to the surface of her skin, such as knees and fingers. Using assistive devices. Assistive devices could make it easier for her to go about her day without stressing the painful joints. A cane might take weight off her knees or hips as she walks. Weight management. Being overweight can increases the stress on her weight-bearing joints, such as her knees and hips. Therefore, the patient should maintain her weight to prevent putting pressure on her joints, which could increase her pain. 1/27/15HPN 4oz TID with meals for supplement 7/20/14 Regular diet 1/26/15 Ice cream at HS 9/16/14 4.1.1 benign hypertension. Amlodipine Besylate 2.5mg PO QD. Hold if BP 11/27/14 Colace 250 PO QD bowel management 7/20/14 Namenda 5mg PO BID 7/20-7/21/14 Donepezil 10mg PO QHS for Alzheimer. Tylenol 325mg 2tabs Q4H if temp >101 10/18/14-11/2/14- Mylanta 30cc PO QD PRN for indigestion 7/20/14 Effexor 37.5 mg PO QD: depressive, sadness 7/20/14 Monitor antidepressant drug side effects and episode of verbal of sadness. Assess QS for pain 0-10 4/6/15 Left and right inner buttock redness clean with NS, pat dry, Baza cream 7/31/14 RNA ambulation with FWW with QD 6x/week 10/4/14 Half left side rail up 1/31/14 CXR for cough and congestion 7/20/14 May get up on wheelchair as tolerated. Admitted to Parkview hospital for dx Dementia, depression, Alzheimer, hypertension. 11/25/14 Nursing to incorporate ROME during daily ADL care Psych drug: Effexor 37.5mg for depression and verbalization sadness. Outcome: Resident was admitted consent and order for use of med, will observe and monitor behavior 10/31/14 Resident had behavior episode during this quarter will continue to observe and monitor behavior episode. Nursing Diagnosis (at least 2) Planning (outcome/goal) Measurable goal during your shift (at least 1 per Nursing diagnosis) Prioritized Independent and collaborative nursing interventions; include further assessment, intervention and teaching (at least 4 per goal) Rationale (use APA citations) Evaluation Goal Met, Partially met, or not Met and Explanation 1. Severe pain associated with distention of tissue by the inflammatory process The pain showed reduced or controlled Looks relaxed, can rest, sleep and ability to participate in appropriate activities. Follow the treatment program. Using the skills of relaxation and entertainment activities in a pain control program. Assess pain and note the location and intensity of pain (scale 0-10). Write down the factors that accelerate and signs of non-verbal pain. Give hard mattress and small pillow. Elevate bed when a patient needs to rest or sleep. Help the patient take a comfortable position when sleeping or sitting in a chair. Depth of bed rest as indicated. Help patient to frequently change positions. Help the patient to a warm bath at the time of waking. Help the patient to a warm compress on the sore joints several times a day. Monitor temperature compress. Give a massage. Encourage the use of stress management techniques such as progressive relaxation bio-feedback therapeutic touch, visualization, self-hypnosis guidelines imagination, and breath-control. Engage in activities of entertainment that is suitable for individual situations. Give the drug before activity or exercise that is planned as directed. Assist patients with physical therapy. Rest of systemic, recommended during the acute exacerbation phase of disease and all that is important to retain the power to prevent fatigue. Eliminates pressure on the tissue and increase circulation. Facilitate patient self-care and independence. Proper removal techniques can prevent skin abrasion tear. Increasing the stability (reduce the risk of injury) and necessary joint position and body alignment, reduced contractor. To maximize joint function and maintain mobility. It may be necessary to suppress the acute inflammatory system. Useful in formulating training programs / activities based on individual needs and in identifying the tool (Moskowitz, 2007). The patient met this outcome. Her worst pain reduced to 6 and her tolerance increased to 5 with less verbal and facial expression. 2. Impaired Physical Mobility associated with skeletal deformities, pain, discomfort, and decreased muscle strength. Maintain a function of position in the absence / restrictions contractures. Maintain or improve strength and function of compensation of the body. Demonstrate techniques or behaviors enabling activities Monitor the level of inflammation / pain in joints Maintain bed rest / sit if necessary Schedule of activities to provide a rest period of continuous and uninterrupted nighttime sleep. Assist patients with range of motion active / passive and resistive exercise and isometric if possible. Slide to maintain an upright position and sitting height, standing, and walking. Provide a safe environment, for example, raise the chair / toilet, use a high grip and tub and toilet, the use of mobility aids / wheelchairs rescue. Collaboration physical therapist / occupational and specialist visional. The level of activity / exercise depends on the development / resolution of the inflammatory process. Systemic Rest is recommended during acute exacerbations, and all phases of the disease is important to prevent exhaustion maintain strength Maintain / improve joint function, muscle strength and general stamina. Eliminates stress on the network and improves circulation. Facilitate patient self-care and independence. Proper removal techniques to prevent tearing skin abrasion. Increase stability (reducing the risk of injury) and maintain the necessary joint position and body alignment, reducing contractor. To maximize joint function and maintain mobility Avoiding injury due to accidents / falls Useful in formulating training programs / activities based on individual needs and identifying tools (Grifka Ogilvie-Harris, 2012). The patient met this outcome because she is able to walk without any appliance and her mobility is independent. MEDICATION LIST Medications (with APA citations) Class/Purpose Route Frequency Mechanism of action / Onset of action Common side effects Nursing considerations specific to this patient Namenda NMDA receptor antagonist, 5-HT3 antagonist. Oral 5mg 2times a day Namenda reduces the actions of chemicals in the brain that may contribute to the symptoms of Alzheimers disease. Diarrhea, dizziness or headache. Donepezil HCL Parasympathomimetic Oral 1tab/day at bed time This medication is an enzyme blocker that works by restoring the balance of natural substances (neurotransmitters) in the brain. Nausea, vomiting, diarrhea, loss of appetite/weight loss, dizziness, drowsiness, weakness, trouble sleeping, shakiness (tremor), or muscle cramps Amlodipine Calcium channel blocker Oral 2.5mg PO Amlodipine relaxes (widens) blood vessels and improves blood flow. Dizziness, lightheadedness, swelling ankles/feet, headaches, or flushing Hydrochlorothiazide Thiazide diuretic Oral 12.5 mg 1tab PO QD Hydrochlorothiazide helps prevent the body from absorbing too much salt, which can cause fluid retention. Stomach upset, dizziness, or headache Effexor Antidepressant Oral 37.5mg 1x a day Venlafaxine affects chemicals in the brain that may become unbalanced and cause depression. Vision changes; nausea, vomiting, diarrhea, changes in appetite or weight, dry mouth, yawning; dizziness, headache, anxiety, feeling nervous, fast heartbeats, tremors or shaking, insomnia, strange dreams, tired feeling, increased sweating, and decreased sex drive. Bibliography Bourgeois, M. S., Hickey, E. (2011). Dementia: From Diagnosis to Management A Functional Approach. New York: Taylor Francis. Grifka, J., Ogilvie-Harris, D. (2012). Osteoarthritis: Fundamentals and Strategies for Joint-Preserving Treatment. New York: Springer Science Business Media. Izzo, J. L., Black, H. R. (2003). Hypertension Primer: The Essentials of High Blood Pressure. New York: Lippincott Williams Wilkins. Kilmartin, A. (2002). The Patients Encyclopaedia of Urinary Tract Infection, Sexual Cystitis and Interstitial Cystitis. Boston: Angela Kilmartin. Moskowitz, R. W. (2007). Osteoarthritis: Diagnosis and Medical/Surgical Management. New York: Lippincott Williams Wilkins. Shaffer, D. (2008). Social and Personality Development. Boston: Cengage Learning.

Aristotle :: essays papers

Aristotle According to Aristotle, a tragedy is â€Å"an imitation of an action that is serious, complete, and of a certain magnitude; in language embellished with each kind of artistic ornament, the several kinds being found in separate parts of the play; in the form of action, not of narrative; with incidents arousing pity and fear, wherewith to accomplish its catharsis of such emotions†(Nahm 7). Aristotle categorizes the six basic parts of any tragedy as plot, characters, thought, diction, spectacle and melody. Shakespeare’s Romeo and Juliet follow this definition of a tragedy and adhere to Aristotle’s six elements of a tragedy: plot, character, diction, thought, spectacle, and song. The Plot, the first principle, refers to the combination of incidents in the story. Aristotle thinks this to be the most important feature of the tragedy. William Shakespeare’s Romeo and Juliet contain a plot that complies with the first line of Aristotle’s definition o f a tragedy, which states â€Å"the imitation of an action is serious and also, as having magnitude, complete in itself†(Nahm 7). This refers to the first element of a tragedy, the plot, implying that Shakespeare’s Romeo and Juliet deal with one issue that is very serious in magnitude such as the conflict between the two families which lead to innocent deaths. Shakespeare also follows Aristotle’s idea of the tragedy being of a certain magnitude. This is because the characters are realistic therefore the audience is capable of relating to them easily. Romeo and Juliet are upset, while grieving over their impending separation and angered about the circumstances surrounding their families. They are also unsure of themselves how they should handle the situation. The audience can relate to this uncertain feeling and they are able to empathize with Romeo and Juliet. Aristotle believed the plot should depict the fall of a man who is basically good, but who suffers from some error or frailty. In the play, Romeo’s frailty is his apt to fall in love too quickly and deeply. In the start of the play he is in love with Lady Rosalynn, but soon falls for Juliet, a member of the Capulets, a rival family. Romeo is blinded by love, unable to think with rational, which cause a string of negative events to come to pass. The suffering of the tragic hero also extends beyond himself.

My Csp Project

Community Service Project (CSP 1001) University of Technology, Jamaica Name: Shanece Robinson ID#: 1200775 Year: 2012/13 School: University of Technology, School of Pharmacy Semester: Two (2) Name of Agency: University Hospital of the West Indies Lecturer’s name: Miss Stacy-Ann Nelson Tutorial day/time: Friday 9am-10am Reflection #4 The best part of my community service at the University Hospital of The West Indies was the time spent interacting and assisting the needy patients. Each minute spent at community with them gave me a sense of joy.It was really great to know that I used my interpersonal skills to make these persons feel hopeful in their dull moments. Another best part of my service was organizing the documents, I felt quite active and vibrant about doing it. The worst part however, was being there and hearing the cries of pain of the patients. It was very heart aching to hear the patients moaning the pain they were undergoing, it felt even worst to know that I could n’t help stop the pain they were feeling. Another devastating experience was the amount of hours that some of the nurses had to work, most of them started work from like 8. am and wasn’t off until like 8. m in the night or even later. I achieved my objectives to a moderate extent; I gained a sense of self growth, I assisted the nurses in whatever ways I could thus alleviating their work load. In doing that the nurses were able to offer their 100% service to the sick patients. With this done the patients were being released at earlier dates, thus providing space other sick patients to admit. Also I was able to improve my time management skills, this was achieved by having specific time by which I volunteer and get my school work done. Working by a formal schedule I am now able to manage my time more efficiently.My communication skills improved as well, that was one of my main objectives. This was achieved through the amount of time that was spent interacting with the nu rses and patients. I became more assertive and confident, and as such I’m compelled in a sense to do some more community service. I was able to enhance my problem-solving skills, ability to work in teams, and planning abilities. This I know will be of great benefit to me when I’m in the working world and as such I will surely be an asset to that organization. I was also able to enhance my civic engagement attitudes, skills and behaviors.The community, in which I worked, benefited in a number of ways; the nurses and doctors spent less time searching for files/documents, since they were arranged in an appropriate manner. The patients felt better about their well being, since I motivated, and wished them well throughout their sicknesses. The disabled persons felt a sense of caring ,since I supplied them with the necessary tings they were unable to get for themselves, such as water, bed pan, food, etc. The nurses were able to assist the patients more promptly, since I orga nized their tools so that they were easily accessed.Also it influenced the opportunity of the hospital to expand their mission and reach without substantially increasing costs by engaging a cadre of competent, motivated young people who share their time and talents in support of the organization's mission. By working with youth and getting them committed to its mission, the hospital will be able to cultivate a new generation of volunteers for either their own organization or their broader cause. Service-learning at the hospital cultivated connections between the organization, schools, and other community groups.The organization would benefit from having more csp projects, since other volunteers could assist in answering phone calls and feeding patients. This would ease the workload of the nurses; therefore they would have more time to attend to the patients. Also the patients would be supported emotionally since, volunteers would be there to encourage and make them feel better about themselves. Other volunteers could assist in sterilization of the hospital tools this would reduce the transmission of diseases from one patient to another.This would further reduce the prevalence of diseases in the population. New energy, ideas, and enthusiasm as well as specialized skills that young people bring to the hospital would be increased. The more volunteers in the hospital settings the better it is for the community at large since youths are engaged in something constructive rather than on the streets promoting violence. CSP 1001 could be improved by having more in course work, so that students will take the course more seriously and will thus feel enthusiastic about community service.Instead of having just a few community services classes, classes should be kept at least every other week, so that students will be able to share their experiences about the times spent weekly at the specific organization. Also at these classes students should be taught the benefits of com munity service, so that they will value the course more or rather be more appreciative. Csp coordinators should organize activities so as allow the students to volunteer within specific areas of the school so as to help enhancing the school property as well as services. Lecturer’s signature†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦

Anthropologists essays

Anthropologists essays Anthropologists trace the origin and evolutionary development of the human race through the study of changing physical characteristics and cultural and social institutions. Anthropological data, including that acquired by archeological techniques, may be applied to solving problems in human relations such as race and ethnic relations and People have always been interested in their past history. Although anthropology dates back to Aristotle, it is a commonly accepted fact that it became an established science during the Victorian era or the era of exploration. Anthropology has developed slowly since then with little real development until the 1930's when the use of applied anthropological research began to be stresssed by a number of various governments. Prior to the 19th century, anthropologists relied primarily on facts gathered from travelers' reports and documents received from other nonprofessional observers. During the early years of this century Scandinavian archaeologists developed a new approach to artifacts. C.J. Thomsen classified the material on the basis of three successive technological ages of stone, bronze, and iron. Then by the 20th century, much stress has been placed on actual exploration by trained anthropologists. Anthropologists constitute the smallest group of social scientists, yet they cover teh widest range of subject matter. Cultural anthropology, the area in which the greatest number of anthropologists specialize, deals with human behavior, both past and present, as well as the beliefs people hold in relation to religion, language, and many other areas. To study this effectively, cultural anthropologists often work with smaller, less complex, and perhaps more easily understood societies including teh tribal societis of Asia. Physical anthropologists are concerned primarily with the biology of human groups. They study the differences between the member...

Consider the significance of t essays

Consider the significance of t essays Consider the significance of the auteur theory to the development of film theory and film culture. Is it still a relevant concept? In this essay, I shall endeavor to outline the beginnings of the auteur theory, and show the arguments that support and oppose the relevance of the auteur theory in modern film. It is my opinion that it is still relevant, though ultimately only to the individual. That is; the theory may be more relevant to a follower of the industry, and in particular a follower of a certain director, than to a person who takes a film at face value and has no interest in its connection with past works. There are a number of arguments both favouring, and against this theory, which I will look further into. I will concentrate on the work of Steven Spielberg, showing the influences through his work and the relevance they have with regard to auteur theory. Arising in France in the late 1940s, the auteur theory was the production of the cinematic theories of Andr Bazin and Alexandre Astruc. The theory of director as author was first put forward in Bazin's periodical Cahiers du cinema, (founded in 1951). Two of its theoreticians, Franà §ois Truffaut and Jean-Luc Godard, later became major directors of the French New Wave . Unknown, (02/12/2000 [A-level Film Studies Tutorial, online]). The auteur theory means that a film is most valuable when it is the product of the director, and his personal style, rather than taken as the content of the film. The influences of the director can therefore be seen through all of his works, with aspects of his personal life often seen, portrayed in different manners, through each film. Ideally the director can be identified by watching the film, without knowing previously who is responsible for it. A term also used closely in conjunction with the auteur is the metteur en scene. Cahier critics distinguished between auteurs and metteurs en scene. The term metteurs...

To what extent does education and improved documentation impact Annotated Bibliography

To what extent does education and improved documentation impact hospitals compliance - Annotated Bibliography Example The involvement, intended to enhance antidepressant prescription compliance and usage of behavioral healthcare services, achieved a modest effect on usage of psychotherapy in conjunction with antidepressant medications and on uniformity of antidepressant medication usage. Moreover, intervention patients on combination medication were more prone to remain on antidepressant pills into the continuation period of treatment. This article documents a study that was aimed at evaluating compliance to radiation therapy for medical patients with higher level HNSCC at a metropolitan tertiary-care county healthcare facility. The study was conducted using retrospective review method. Data was retrieved from the charts of one-hundred and thirty six successive patients who had received prior advice to undertake chemo-radiotherapy for recently detected HNSCC from 2004 to 2006. Demographic data and information regarding tumors was gathered, as well as compliance of patients to radiation treatment. Duration of treatment, total dose, and hypothetical "loss of loco-regional control" was computed and benchmark compliance data were retrieved from select journals. Fifty-five of the participants did not start treatment or relocated to other health facilities. Twenty-five percent of the remaining patients had improper general treatment paths. Fifty-nine percent of the patients obtained below the useful dose due to missed t reatment days while sixty-three percent of patients had more than ten-percent computed loss in loco-regional control. Multivariate and univariate analysis did not produce any extrapolated value for node status, gender, stage, ethnicity, or primary site on compliance. Patient and tumor traits assessed in this study do not forecast compliance. The study recommended that future research evaluate interventions to enhance compliance and measurement of its effect on survival. This article is about a report on methodical review looking into research

How are Night Vision Devices Beneficial to Society Research Paper

How are Night Vision Devices Beneficial to Society - Research Paper Example This essay stresses that one of the filed that has solely relied in these devices is the military. Military has benefited on this technology close to a century. This has enabled them to perform most of their vital operations in the darkness. This paper declares that before the development of this technology the military carried out their main operations during the day. This technology of night vision devices was markedly enhanced with the advent of World War II. At this period, both Germany and Britain developed a basic infrared sniper. However, few of these innovations were used during this reign. This is because this basic apparatus only assisted in offering a perimeter defense. Additionally, they were extremely heavy and required continuous replenishing of power. This reduced their effectiveness and worth during this period. However, these challenges experienced at this time helped in development of improved technological materials. This led to the development of an advanced night vision technology. Most of the military leaders saw the usefulness of such technology beyond just operating under the cover of darkness. This potential existed in the use of night vision goggles, helmets and weapons that was to help armies o perate effectively under the cover of darkness. This meant that there was to be an improvement that would ensure there was no need of IR searchlight. This would ensure that the enemy could not detect the position of the soldier. (Night Vision and Electronic Sensors Directorate, n.d.). T

Classify different types of vacations Essay Example | Topics and Well Written Essays - 250 words

Classify different types of vacations - Essay Example Different vacation areas have various categories of bookings depending on prices. They base their categorization on the services offered in each category. As a result, a client who wants to visit their premises must select the category that best suits his/her financial category. The reason behind this categorization is to ensure that all interested parties in taking vacation are catered for despite their financial status. Some of the categorization based on price includes fist class, second class and economy category (Scarry Sandra & Scarry John 2010). People have different interests when selecting their vacation. Some of these have their interest in mountain climbing, others in beaches; desert etc. categorization under special attraction ensures that clients select the appropriate vacation section that will earn him/her maximum satisfaction (Scarry Sandra & Scarry John 2010). Many vacation takes several days. As a result, it is important to decide the type of accommodation that one wants to undertake based on the interests and financial status. Some of the available accommodation categories include motels, cabin, trailer; tents etc. proper selection helps the individual attain satisfaction from the vacation (Scarry Sandra & Scarry John 2010). Classification of the vacations based on the above basis gives the client an ability to restructure the plans and incorporate all activities that one wants to undertake in order to attain maximum satisfaction. It also enables one not to be extravagant as one stick to the outline plan despite getting other enticing activities during

Meaning of life - Question Essay Example for Free

Meaning of life Question Essay Freud, like Newton and Darwin, did not consider himself to be a philosopher but had an enormous influence over philosophy, he believed that to consider the question: â€Å"what is the meaning of life? † is a waste of time. The question, he thought, is rather meaningless and has no ultimate answer, asking it is being somewhat like asking what the color of time is (Mason). There are serious arguments that can be advanced in support of this point of view, especially if we agree that meaning is not something inherent to events, things, and other processes and so on, but something we ascribe to them (Mason). To think otherwise would involve ascribing them something that is a product of our intellect and consciousness. The meaning of X, whether X is an event, a thing, or a process, is actually the connection or a set of those connections X has with other events, things, and processes and so on, which we choose to consider to be of particularly importance to us (Mason). This is why the same events have different meaning for different people. For a Chinese, be he a Communist or an anti-Communist, the meaning of the war in Korea is that it marks the end of a century of national humiliation and a permanent threat of devastation through a long series of military defeats by foreign powers; for an American, the meaning of that very same war is that it put an end to the attempts to expand by direct military invasion the influence of Chinese Communism (Adams). There are undoubtedly countless amounts of explanations to this riddle, and there are many circumstances that can change one’s perspective towards this problem, but ultimately, there is no right or wrong answer. Paragraph 2: Everything changes radically, of course, if we belong to a Church. Everything is noted under God’s eye For believers, their life long goal is to sustain God’s knowledge and go his way. Go to the right passage and obey his â€Å"laws† Their passage of life consists of saving one’s immortal soul. Duty of life makes up the meaning of life. Paragraph 3: The practical Romans grasped something that over the head of two millennia of Christianity resonates with contemporary pragmatism, and with the life philosophy resumed in the dictum â€Å"the meaning of life is life itself† Meaning of life is life itself Living the life in happiness is the meaning of life. Anything that fits you the best will become your meaning of life. Find out your goals, what you want to achieve life, and that will become your meaning of life ultimately. Limitations will apply. Paragraph 4: Living your life according to this life philosophy, which is the most commonly chosen among the life philosophies derived from the answer â€Å"the meaning of life consists in living life†, is usually not too difficult for a â€Å"normal† person living under â€Å"normal† circumstances. Meaning of life depended on the status of the person. Meaning of life is to live a good life. Do not know what exactly is a good life but a good life will be noted. Everyone has different meanings to life. Paragraph 5 (Conclusion): But be it Confucius, Aristotle or even Kant with his theory of being impossible to achieve moral perfection or any other of the great minds each of whom spent years of their lives trying to provide humanity with an answer to the fatal question, essentially, they trying to tell us what to live for and how to live. Namely, almost all the answers they offered have the same basic flaw: when they are workable at all, they work only for very few exceptional individuals and are way beyond the reach for the rest of us (Shields); us, those weak, silly and prone to sin creatures that make up the vast majority of humankind. Luckily, this vast majority do not worry too much about what great minds have in mind, but just live their lives as they best can according to their own, petty, senseless wishes and notions (Metz): work their gardens, even if they never heard of Voltaire, and whether they know that Freud existed or not, do not waste their humble intellectual potential trying to answer a question that has no answer (Metz). The rest is a senseless waste of time, â€Å"Primum vivere, deindre filosofare†, and if you spend too much time and effort philophizing, you will have no time nor energy to live, which involves earning money to pay the bills. As to the great eternal and fundamental questions, let’s leave them to professional philosophers whom society pays to do this specific job, as it pays plumbers to do the plumbing, scientists to explore nature, nurses to help the sick, the clowns to entertain us.

Gender Roles and Kids Toys Essay -- Exploratory Research

Gender Roles and Kids Toys In David Barry's article, Guys vs. Men, he discussed the differences between "guys" and "men". This article made several valid points, including that guys will try and out perform each other where sports are concerned and that the space shuttle is the ultimate guy toy. My question is why do only guys play with all the neat toys? Part of the answer to this question might be that men are encouraged to play with hi-tech toys while girls are given a Barbi doll or a toy oven. The best time to see how these differences are encouraged by our society is during the Holiday season. The toys I have seen for boys are mainly Star Wars action figures or Nintendo 64 games. The toys advertised for girls were mostly easy bake ovens (that now makes M&M cakes) or Barbi dolls with various accessories. I am not saying that a Barbi doll is necessarily a bad thing, besides the fact that some of her outfits are frightening, but I would rather have the life like rocket that can fly a 100 feet up before it returns to the ground. This discussion might appear superficial at first, but there is an underlying problem to why a parent might want to encourage their young daughters to play with a science kit instead of deciding what evening gown Barbi looks best in. A lot of the toys designed for boys might also be used as a learning tool. When a boy plays with legos and starts to create buildings he is developing his creativity. This act could lead him into a career as an architect or engineer. When he is encouraged to play with rockets or a microscope he has the potential of developing an interest in science that could lead him into a career working on satellites. The kinds of toys that young girls are encouraged to pl... ...der Wars. The object of this game is to select what gender the player wants to be. Once the gender is selected the player tries to destroy the opposite gender. This games appears interesting, but it has the potential to create more conflict between men and women. Encouraging girls to play with different kinds of toys might also help the girls to understand men a little better when the girls grow up. If they share a common interest then it is possible that they will reach an understanding of what can be expected from the opposite gender. Works Cited Lunsford, Andrea A. and Ruszkiewicz, John J. The Presence of Others 2nd ed. St. Martin's Press, 1997 excerpt Barry, Dave Guys vs. Men1995 Bureau of Labor Statistics Data 12/3/97 http://stats.bls.gov/cpsatab1.htm SCi (Sales Curve Interactive) Ltd. Software (C) 1996 http://www.gtgames.com/games/genderwars/

The Soldier by Rupert Brooke

â€Å"The Soldier† A Detailed Look at a Criticized Poem Grief, death, devastation: with the strong exception of Rupert Brooke, these were the themes reflected in most war poetry during WWI. Brooke laced his poetry with sentimentality and nationalism, which was very different from the themes of other works during the time. Many people love and admire his poems, but despite his poetry being criticized by the public, Rupert Brooke was a talented young poet throughout World War I. This poem was first published in Brooke’s book of sonnets, 1914 rightly named for the year they were authored. WWI was an influential time for poetry and a catalyst for an important movement in poetry; war poetry. The poetry of this time reflected the feelings of the general public at the commencement of WWI. Brooke’s â€Å"The Soldier,† though seen as a hymn to the great nation of England during WWI, is today seen as overly sentimental and as romanticizing the horrors of the war through strong figurative language and symbols (â€Å"The Soldier†). The theme reflected most prominently in â€Å"The Soldier,† patriotism, is seen again in many of Brooke’s war sonnets, but not commonly in the poetry of emerging poets during the war. Brooke is notorious for his use of sentimentality and nationalism in his war poetry. The voice in â€Å"The Soldier† talks about his untimely death in a fiercely patriotic manner, undaunted by his likely demise. When referring to the foreign field in which he will be buried, he describes it with â€Å"†¦there’s some corner of a foreign field that is forever England. There shall be in that rich earth a richer dust concealed† (Brooke). In these lines Brooke is saying that the dust, the earth, in which he is buried in will be richer because an English soldier lies in it; because a piece of England lies beneath the earth. Through this statement, Brooke is associating the soldier in the poem with England, making him not just English, but England. Patriotism shines through again in the next lines, â€Å"A dust whom England bore, shaped, made aware,/ Gave, once, her flowers to love, her ways to roam,/ A body of England’s, breathing English air†¦Ã¢â‚¬  (Brooke). â€Å"A body of England’s† supports Brooke’s embodiment of soldiers as not only English, but England. It is these examples of Brooke’s strong patriotism reflected in his poetry that created the riticism for its maudlin nature (â€Å"The Soldier†). In continuation, the second most prominent theme employed by Brooke is the notion of transformation, which is distinguished clearly throughout â€Å"The Soldier. † The second stanza was a prime example of the conversion displayed in the poem. The line in the second stanza, â€Å"And think, this heart, all evil shed away† (Brooke) implies a tr ansformation from a soldier, ordinary and human, to a cleansed soul who will live forever through England. The second stanza is saying that with death for your country comes great honor and transformation into a pure soul, forever remembered for fighting to the end for their country. By making yourself a martyr, you have â€Å"cleansed your soul† and this is a great transformation. This idea is what inspired soldiers to be willing to die for their country, and to want to fight for England. Brooke is saying that there is a larger purpose that can be achieved through death, which is another example of Brooke romanticizing the war and death. To soldiers, the thought of being transformed into a great soul, forever linked to your nation because of your connection with England, is consistent throughout, which is why transformation is a prominent theme of the poem (â€Å"The Soldier†). The figurative language in â€Å"The Soldier† defines the poem and displays the message, but also supports the fact that Brooke’s poem approaches the horrors of war in an indirect and romantic manner. When Brooke refers to â€Å"some corner of a foreign field† he is using the field as a symbol for the simple graveyards soldiers were buried in. Here, Brooke is addressing the war in a lighter tone, which critic Chris Semansky criticized Brooke for. The line in â€Å"The Soldier† addressing how the earth in which an English soldier is richer again uses a light symbol for a serious subject of war. Brooke refers to dust as a body in the line, â€Å"In that rich earth a richer dust concealed;† (Brooke). Dust is used again in the next line, â€Å"A dust whom England bore, shaped, made aware†¦Ã¢â‚¬  (Brooke). In both lines â€Å"dust† is a symbol for a dead soldier. Another example of Brooke’s figurative language is his repetition of England in his poem. This is another prime example of the theme of patriotism that is presented throughout in â€Å"The Soldier. † Critic Bruce Meyer calls attention to more use of symbols in the poem, including the line, â€Å"And think, this heart, all evil shed away† (Brooke) which is symbolizing a man being purified before offering himself as a lamb to the slaughter (Meyer). The poem also uses an Petrarchan and Shakespearean rhyme scheme, using an alternating rhyme scheme of ABABCDCD rhyme scheme in the first stanza, which is Shakespearean, and then in the second stanza, a EFGEFG rhyme scheme, which is Petrarchan. Many of Brooke’s poems use a Shakespearean alternation rhyme scheme consistently. The entire style of the poem remains â€Å"English,† polite and â€Å"gentlemanly,† and the style matches the figurative language and poetry techniques used: symbols to lighten the poetry’s subject and a Shakespearean rhyme scheme (â€Å"The Soldier†). Furthermore, the time in which Brooke’s â€Å"The Soldier† was written is crucial to understanding not only the poem, but why â€Å"The Soldier† has slipped from a famous to infamous piece of literature. The poem was written in 1914, at the beginning of WWI, during which Brooke had enlisted in the Royal Naval Division. Archduke Franz Ferdinand and Sarajevo, his wife, were murdered by Serbian nationalists, which had catapulted England into WWI (â€Å"The Soldier†). This was a time when England was sending their young men off to fight, without the assurance that they would return home. The public was coping with the deaths of their sons and husbands, and Brooke’s poem was playing to the times. It was a reassurance to the general public about the war and the death occurring, and its strong level of patriotism was met with the public’s own patriotism, as critic Semansky reiterates (â€Å"Semansky†). Brooke had war experience himself, through the Royal Naval Division, but was not fighting on the front lines or having any major experiences in war. He spent his first assignment assisting civilians in the evacuation of Antwerp, though he was originally assigned to help hold down the Channel ports with the navy. He did not complete his next assignment, to take back Constantinople from the Turks, because of his death, of fever, on the way to Gallipoli. Brooke did not have the immense war experience many other poets of the war had, and it influenced the demeanor of his poetry. Other war poets, Sassoon, Owens and Rosenburg did not adopt Brooke’s heavily patriotic views, but rather questioned his attitude towards the war. By the public, â€Å"The Soldier† was revered, but as the war continued, and eventually ended and the horrors of the war made themselves more evident, â€Å"The Soldier† was thought of as sentimental literature, and not as a personification of the war (â€Å"The Soldier†). In conclusion, Rupert Brooke’s â€Å"The Soldier† reflected the attitude of England during the start of WWI, a comparison which has made it both famous and infamous. The historical context of the poem, the background being WWI, is a key to complete understanding the poem and the reason for its notoriousness. â€Å"The Soldier† gives you a small insight into the ideology of soldiers and the public, who were looking for a deeper meaning for the death and destruction occurring. Through this, the poem informs your understanding of Rupert Brooke’s reactions to England, the war, and the mayhem of the beginning of the war. His general attitude towards the war was strongly patriotic, and criticized for being as sentimental as it was. Brooke, as you can determine through the poem, felt that death during the war was a sacrifice for England that would ultimately be rewarded in the afterlife, and that it was the greatest show of devotion that one could show for their country. He felt strongly for England, and appealed to the people, but his poetry lost its appeal as the war progressed and the lightness in which Brooke regarded the war was recognized (Semansky). Through the fact that â€Å"The Soldier† was accepted during 1914, you can make the connection that the public shared Brooke’s view of hope for a deeper meaning to the war and death. â€Å"The Soldier† meshes with Rupert Brooke’s ideology, experiences and style, as well as with the time period. Though Brooke’s fiercely patriotic and light take on WWI in â€Å"The Soldier† strongly appealed to the public as they coped with loss during the commencement of WWI, its sentimentality has been criticized for romanticizing the war and masking the true horrors England was experiencing. If I should die, think only this of me: That there's some corner of a foreign field That is for ever England. There shall be In that rich earth a richer dust concealed; A dust whom England bore, shaped, made aware, Gave, once, her flowers to love, her ways to roam, A body of England's, breathing English air, Washed by the rivers, blest by suns of home. And think, this heart, all evil shed away, A pulse in the eternal mind, no less Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of friends; and gentleness, In hearts at peace, under an English heaven. WORKS CITED: Brooke, Rupert. â€Å"The Soldier. † Poet’s Corner. 1914. http://www. theotherpages. org/poems/brooke01. html. Meyer, Bruce. â€Å"The Soldier. † Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 . Semansky, Chris. The Soldier. † Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 . â€Å"The Soldier. † Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 .

Aphasiology: Disorders and clinical practice Essay

Acquired Aphasia Introduction Abstract   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The paper describes aphasia in details and also the challenges that are faced by the individuals who suffer from aphasia. The paper also describes about the executive functioning and what it entail including the relationship between productivity outcomes and executive functions. The paper also highlights the challenges that aphasia patients face in their day to day lives. For instance, how these individuals handle their daily tasks. The paper shows that these patients face a lot of challenges including discrimination since they are misunderstood by many people. Also this paper shows how these patients can undergo therapy treatment as a way of improving their language and also to be educated on how to cope and interact with other people who do not have aphasia. Finally the paper describes the implications of this therapy treatment on aphasia patients.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Aphasia refers to comprehension impairment and language production which is usually led by damage in language constituent brain hemisphere. Aphasia is a family of disorders involving varying impairment degrees in four fundamental areas: Spoken language comprehension Spoken language expression Reading comprehension, and Written expression   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An individual who have aphasia usually have comparatively nonlinguistic cognitive skills which is intact like executive and memory function skills even though these and other cognitive discrepancies may co-occur together with aphasia. Sensory deficits like visual and auditory agnosia and visual field deficits may also be present (Bhagal et al, 2003).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The result of aphasia is challenging to predict due to the wide symptoms variability. Aphasia result varies extensively from individual to individual depending on the brain insult severity and the lesion location. The indicator of the long- term recovery which is easily predictable is initial aphasia severity together with lesion size and site. Other factors which are usually considered concerning prognosis consist of the individual’s education level, gender, age among other comorbidities (Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasia). When scrutinized properly, however, these factors appear to be weak predictors of the degree of recovery. Assessment of aphasia is goal-oriented, organized appraisal of the variety of pragmatic, linguistic and cognitive components of language. Executive function refers to the abilities and skills which enables individuals to achieve activities which are goal-directed. Prior to a head injury or traumatic brain, these abilities can be adversely affected (Simmons et al, 2010). Executive Functioning and completing a task Completing a task involves some steps as follows: Planning: planning and/ or knowing the steps for a specific activity Initiation: initiating an activity Doing the task: Executing the plans and at the same time self regulating and self monitoring. Evaluating- checking the outcomes of your work. Changing and improving- checking ways of simplifying the task next time and keeping away from any errors.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The above executive functions are used for all types of everyday tasks like shopping, laundry and cooking. In order to complete a task an individual must initiate each step, put in order, follow through and as this continues adjusting and monitoring of actions should be done. Most individuals do these activities without planning or any thought. However, for a person who is suffering from a brain injury he or she may face a challenge while initiating the task in the initial place. Such individuals may not have a thought of going food shopping and doing the washing even if their fridge is empty or there is a pile of laundry which is dirty, these clear cues may not initiate the thought process which makes them start a plan of action (Dickey et al, 2010).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   People with acquired aphasia may start an activity however not have thought it through therefore they make errors. A simple illustration would be going for shopping however forgets carrying a shopping list or wallet. Although this can also happen to any individual however it occurs more frequently if an individual have a brain injury. Individuals with acquired aphasia may not learn from past errors and they end up repeating similar mistakes over and over again while they try accomplishing a task (Mesulam, 2001).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   An individual with aphasia usually lack insight into their own capabilities to execute tasks, even in a case where individuals make suggestions which are positive. Treatment and rehabilitation usually involves executing systems and strategies to assist individuals with executive functioning difficulties: Daily organizers and planners Home information centre which includes calendars, notice boards etc. Reserve time each day purposed for planning Use a Dictaphone and timers for reminders Using step by step checklists Executive functions and regulating thinking and behavior   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Another purpose of executive functions is that they assist individuals to control their behavior to respond and act properly. Problems with self regulation can result to verbalizations and impulsive behavior and may happen in numerous ways: Uttering inappropriate statements or remarks Dominating the conversation Being rude Being unable to stay on topic Continuously talking about a particular subject   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With an aid of a duly qualified language and speech therapist some people with aphasia can be trained on picking up on a listener’s facial expressions or reactions thus realizing when they are making error in their communication. Recovery from aphasia may imply re-learning what facial expressions and social conventions signify, however it may imply just re-learning how to react appropriately to particular facial expression for instance, if a certain person say something and his or her communication partner seems to be shocked this may imply that the person have spoken a wrong thing (Hurkmans et al, 2012). Functional communication and executive function in aphasia   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Functional communication refers to the capability of receiving and conveying a message, in spite of the mode, to converse successfully and independently in a particular environment. Broca and wernicke perceived language to be different from cognition where they argued that patients who have aphasia are cognitively integral however they deficits in their language. On the other hand, recent studies shows that cognitive impairments like attention, working memory and sequencing are possessed by individuals who have aphasia. Outcomes illustrates that diminished executive function capability may be linked to declined functional communication capability in individuals with aphasia. The executive function usually depends in communication success (Cherney et al, 2011).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Davis et al (2004) functional communication and executive function ability are associated closely in individuals with aphasia. Language impairment may not correlate always with real like communication capability. Thus, executive function may be an ideal functional communication ability indicator (Davis, 2004).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a case where there is impairment of Executive function in aphasia patients, this may be due to the fact that functional communication capability is more impaired than what is indicated by severity of language impairments.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relationship between executive functions and productivity outcomes following stroke, disability and rehabilitation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This study shows the need of assessing executive functions thoroughly in order to direct cognitive rehabilitation interventions as a result of a stroke. This is different from carrying out a cognitive screening incorporating merely one or two elements of executive functions.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Additionally, the findings show that more comprehensive evaluation of executive functions may be acceptable for younger people that have suffered from stroke. The evaluation will establish their ability to return to productive tasks which include tailor rehabilitation and employment to provide aid to needs consequently.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Future research is suggested in order to study efficacy of approaches which evaluate the interactive and separate influence of fundamental executive functions and cognitive processes. In addition, methodical assessment of rehabilitation practices to help management of individuals of executive dysfunction in everyday’s life is recommended.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Relations between semantic processing, short-term memory deficits and executive function   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Allen et al (2012) shows that semantic processing capabilities, semantic short-term memory deficits are highly related to general or specific executive function deficits. A research was conducted involving a total of 20 patients with STM deficits and aphasia were evaluated on basis of semantic processing, short -term retention and both simple and rigid executive function activities. The study found no evidence that semantic STM deficits result due to deficits in executive function (Brady et al, 2012).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Executive function tasks performance was found to relate with some semantic processing tasks performance proposed that a relational combination function may bring about performance on both sorts of tasks. Correlation between some executive function activities and phonological STM was realized where phonological rehearsal and storage play great role in executive function activities with verbal element (Engelter et al, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Clinical repercussions for the elucidation of the executive function role in language-processing activities and the achievable contributions of executive function deficits and STM in treatment regimes.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Executive function capabilities depend on fundamental cognitive resources. Relational integration- role in discourse   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   EF role in treatment of language deficits depends on aspect of language which is being treated.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Found no relation between performance and semantic STM on complex and simple executive function activities (Pedersenet al, 1995). Instead they realized that executive function tasks and phonological STM were related in activities that had a verbal element recommends that performance in several executive function activities depends on rehearsing or maintaining phonological codes. Although semantic STM was unrelated to executive function capability, semantic processing tasks performance was connected to the executive function (Moxley, 2002).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   After the completion assessment stage, a plan for treatment is obtained from the outcomes of the assessments. Clinician must assess the form of treatment approach they will utilize. It has been investigated that early intervention is more ideal compared to late intervention. The basic goal in aphasia treatment is to improve functional communication so as to participate in tasks of daily living. The main goal of the patient is to recuperate enough language to carry on with their life normally as possible (Faroqui-Shah et al, 2010). Treatment of executive function and language   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Impairment based Approach:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This approach uses cognitive processing to find out the processes and components which have been fractioned as a result of brain damage. The approach also uses normal cognitive processing models to come up with the processes and components, which are damaged. Treatment is determined on basis of these outcomes. The approach argues that brain has ability of reorganizing and that reorganization is shaped directly by the environment. There is a perception that language and executive function will return as a successful treatment product (Teasell et al, 2011). Consequence Approach   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It is also known as social, functional, psychological, life participation approach. This approach targets the outcomes of life participation impairment and creates treatment goals on basis of these impairments. A therapist who uses consequence approach should comprehend fully the limitations aphasia has on the life of an individual. The consequences approach influences values and principles which are separate it from impairment based approach (Hier et al, 1994).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There is growing support for the notion that executive/attention function skills in people with aphasia are remediable. Moreover, there is a significant relationship between functional communication and executive/attention function in individuals with aphasia. The outcomes recommend that treatment of executive/attention function in aphasia may lead to measurable variations in these skills and in the conversation communication success. References Bhogal, S. K., Teasell, R., & Speechley, M. (2003). Intensity of aphasia therapy, impact on recovery. Stroke, 34, 987-993. Brady, M. C., Kelly, H., Godwin, J, & Enderby, P. (2012). Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, 5, CD000425. Cherney, L., Patterson, J., & Raymer, A. (2011). Intensity of aphasia therapy: Evidence and efficacy. Current Neurology and Neuroscience Reports, 11, 560-569. Cherney, L., Patterson, J., Raymer, A., Frymark, T., & Schooling, T. (2010). Updated evidence-based systematic review: Effects of intensity of treatment and constraint-induced language therapy for individuals with stroke-induced aphasia. ASHA’s National Center for Evidence-Based Practice in Communication Disorders. Rockville, MD: American Speech-Language-Hearing Association. Civil Rights Act of 1964  § 7, 42 U.S.C.  § 2000e et seq (1964). Davis, G. A. (2007). Aphasiology: Disorders and clinical practice (2nd ed.). Needham Heights, MA: Allyn & Bacon. Dickey, L., Kagan, A., Lindsay, M. P., Fang, J., Rowland, A., & Black, S. (2010). Incidence and profile of inpatient stroke-induced aphasia in Ontario, Canada. Archives of Physical Medicine and Rehabilitation, 91, 196-202. Engelter, S. T., Gostynski, M., Papa, S., Maya, F., Claudia, B., Vladeta, A.G., †¦ Phillipe, A. L. (2006). Epidemiology of aphasia attributable to first ischemic stroke: Incidence, severity, fluency, etiology, and thrombolysis. Stroke, 37, 1379-1384 Faroqui-Shah, Y., Frymark, T., Mullen, R., & Wang, B. (2010). Effect of treatment for bilingual individuals with aphasia: A systematic review of the evidence. Journal of Neurolinguistics, 23(4), 319-341. Framework for Outcome Measurement (FROM). Aphasia Institute. Toronto, Ontario, Canada. OR Kagan, A., Simmons-Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., †¦ & Sharp, S. (2008). Counting what counts: A framework for capturing real-life outcomes of aphasia intervention. Aphasiaology, 22(3), 259-280. Hier, D. B., Yoon, W. B., Mohr, J. P. & Price, T. R. (1994). Gender and aphasia in the stroke bank. Brain and Language, 47 , 155-167. Hurkmans, J., de Bruijn, M., Boonstra, A., Jonkers, R., Bastiaanse, R., Arendzen, H., & Reinders-Messelink, H. (2012). Music in the treatment of neurological language and speech disorders: A systematic review. Aphasiology, 26, 1-19. Intercollegiate Stroke Working Party. (2008). National clinical guidelines for stroke (3rd ed.). London, United Kingdom: Royal College of Physicians. Limited English Proficiency – A Federal Interagency Website (2013). Available from www.lep.govLingraphica (n.d.). Who gets aphasia? Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasiaMoxley, A. (2002, November 05). Make your grant count: Igniting change through research. The ASHA Leader. Murray, L. L., & Chapey, R. (2001). Assessment of language disorders in adults. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (pp. 55-126). Philadelphia, PA: Lippincott, Williams & Wilkins. Mesulam, M. (2001). Primary progressive aphasia. Annals of Neurology, 49, 425-432. National Aphasia Association (2011). www.aphasia.orgNational Institute of Neurological Disorders and Stroke. (n.d.). NINDS aphasia information page. Retrieved from http://www.ninds.nih.gov/disorders/aphasia/aphasia.htmNational Stroke Association. (2008). http://www.stroke.orgNational Stroke Foundation (2010). Clinical guidelines for acute stroke management 2010. Melbourne, Australia: Author. Stroke Foundation of New Zealand and New Zealand Guidelines Group (2010). New Zealand Clinical Guidelines for Stroke Management 2010.Wellington, New Zealand: Stroke Foundation of New Zealand. Pedersen, P. M., Jorgensen, H. S., Raaschou, H. O., & Olsen, T. S. (1995). Aphasia in acute stroke: Incidence, determinants, and recovery. Annals of Neurology, 38, 659-666. Plowman, E., Hentz, B., & Ellis, C. (2012). Post-stroke aphasia prognosis: A review of patient-related and stroke-related factors. Journal of Evaluation in Clinical Practice, 18, 689-694. Rogers, M. (2004). Aphasia, primary progressive. In R. D. Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 245-249). Cambridge, MA: MIT Press. Taylor-Goh, S. (Ed.) (2005). Royal College of Speech and Language Therapists Clinical Guidelines: 5.12 Aphasia. Bicester, United Kingdom: Speechmark. Simmons-Mackie, N., & Kagan, A. (2007). Application of the ICF in aphasia. Seminars in Speech and Language, 28, 244-253. Simmons-Mackie, N., Raymer, A., Armstrong, E., Holland, A., & Cherney, L. R. (2010). Communication partner training in aphasia: A systematic review. Archives of Physical Medicine and Rehabilitation, 91, 1814-1837. Catalan Agency for Health Technology Assessment and Research (2007). Stroke: Clinical practice guideline (2nd ed.). Barcelona, Spain: Author. Teasell, R. W., Foley, N. C., & Salter, K. (2011). Evidence-based review of stroke rehabilitation (14th ed.). Retrieved from www.ebrsr.comManagement of Stroke Rehabilitation Working Group (2010). VA/DOD clinical practice guideline for the management of stroke rehabilitation. Journal of Rehabilitation Research & Development, 47(9), 1-43. World Health Organization. (2001). International classification of functioning, disability and health. Geneva, Switzerland: Author. Bhogal, S. K., Teasell, R., & Speechley, M. (2003). Intensity of aphasia therapy, impact on recovery. Stroke, 34, 987-993. The book reveals the significance of therapy. Intense therapy over a short time frame can improve outcomes of language and speech therapy for stroke patients suffering with aphasia. Brady, M. C., Kelly, H., Godwin, J, & Enderby, P. (2012). Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, 5, CD000425. The book shows the evidence of appropriateness of SLT speech and language therapy to patients suffering from aphasia due to stroke in regard to improvement functional communication, expressive and receptive language. Cherney, L., Patterson, J., & Raymer, A. (2011). Intensity of aphasia therapy: Evidence and efficacy. Current Neurology and Neuroscience Reports, 11, 560-569. The book emphasizes the need of determining the intensity of treatment for any treatment program for aphasia. The intensity may vary depending on the specific stimuli, type of intervention and response needed by the patient. Cherney, L., Patterson, J., Raymer, A., Frymark, T., & Schooling, T. (2010). Updated evidence-based systematic review: Effects of intensity of treatment and constraint-induced language therapy for individuals with stroke-induced aphasia. ASHA’s National Center for Evidence-Based Practice in Communication Disorders. Rockville, MD: American Speech-Language-Hearing Association. The book explains the impact of intensity and constraint-induced language treatment to patients with aphasia induced by stroke. Civil Rights Act of 1964  § 7, 42 U.S.C.  § 2000e et seq (1964). The act outlines how people with disorders should not be discriminated against. The law prevents applicants and employees from discrimination in all terms, privileges and conditions of employment. Davis, G. A. (2007). Aphasiology: Disorders and clinical practice (2nd ed.). Needham Heights, MA: Allyn & Bacon. The book outlines the fundamental principles and approaches for assessment of six neurologically based disorders. Every disorder reveals different order of revealing signs of communicative behaviors. The book emphasizes the need of placing the needs according to hierarchy in order to prescribe the appropriate treatment. Dickey, L., Kagan, A., Lindsay, M. P., Fang, J., Rowland, A., & Black, S. (2010). Incidence and profile of inpatient stroke-induced aphasia in Ontario, Canada. Archives of Physical Medicine and Rehabilitation, 91, 196-202. The book explains the factors that determine the incidents of stroke-induced aphasia. The book also highlights the clinical and demographic features for stroke patients with or without this disorder. Engelter, S. T., Gostynski, M., Papa, S., Maya, F., Claudia, B., Vladeta, A.G., †¦ Phillipe, A. L. (2006). Epidemiology of aphasia attributable to first ischemic stroke: Incidence, severity, fluency, etiology, and thrombolysis. Stroke, 37, 1379-1384 The book explains the relationship between aphasia and first ischemic stroke. Cardioembolism and advanced age showed a positive relationship, where they have a great risk for this condition. Fluency and severity of aphasia were not influenced by demographic variable. Faroqui-Shah, Y., Frymark, T., Mullen, R., & Wang, B. (2010). Effect of treatment for bilingual individuals with aphasia: A systematic review of the evidence. Journal of Neurolinguistics, 23(4), 319-341. The book is about managing of stroke induced aphasia in a cultural diverse world. There is an increased likelihood of bilingual patients due to the cultural diversity. Framework for Outcome Measurement (FROM). Aphasia Institute. Toronto, Ontario, Canada. OR Kagan, A., Simmons-Mackie, N., Rowland, A., Huijbregts, M., Shumway, E., McEwen, S., †¦ & Sharp, S. (2008). Counting what counts: A framework for capturing real-life outcomes of aphasia intervention. Aphasiaology, 22(3), 259-280. The book reveals the incidents of distinguishing of stroke-induced aphasia. The book explains how stroke patients are more susceptible to this disorder. Hier, D. B., Yoon, W. B., Mohr, J. P. & Price, T. R. (1994). Gender and aphasia in the stroke bank. The book is about the relationship between gender and stroke-induced aphasia. Aphasia incidence is high in females than in males especially to women with infarcts. Brain and Language, 47 , 155-167. The book explains the coordination between brain and language. The book reveals how organization of brain is vital for language. Hurkmans, J., de Bruijn, M., Boonstra, A., Jonkers, R., Bastiaanse, R., Arendzen, H., & Reinders-Messelink, H. (2012). Music in the treatment of neurological language and speech disorders: A systematic review. Aphasiology, 26, 1-19. The book explains the significance of music therapy in rehabilitation of speech disorders. Music is a common treatment of apraxia and aphasia of speech. Music usually stimulate brain functions associated to speech. Intercollegiate Stroke Working Party. (2008). National clinical guidelines for stroke (3rd ed.). London, United Kingdom: Royal College of Physicians. The book highlights the guidelines which clearly provide the necessary management skills for stroke patients. The guide contains the recommendations for language and speech therapy. Limited English Proficiency – A Federal Interagency Website (2013). Available from www.lep.govLEP. gov encourages a cooperative and positive understanding of the significance of language access to federally assisted and federal conducted programs. Lingraphica (n.d.). Who gets aphasia? Retrieved from http://www.aphasia.com/about-aphasia/who-gets-aphasiaThis site explains the factors that make people more prevalent to aphasia. The most common cause is stroke while other symptoms include some neurological conditions, brain tumors, and head injuries. However, the disorder can occur to people of all age brackets, nationalities, races and genders. Moxley, A. (2002, November 05). Make your grant count: Igniting change through research. The ASHA Leader. The article is about the report from an examination carried out between Spanish Latinos and English speakers. The English examination was administered to test their fluency. Murray, L. L., & Chapey, R. (2001). Assessment of language disorders in adults. In R. Chapey (Ed.), Language intervention strategies in aphasia and related neurogenic communication disorders (pp. 55-126). Philadelphia, PA: Lippincott, Williams & Wilkins. The book reveals that there is a relationship between stroke-induced aphasia and ageing. Old people suffering from stroke are more susceptible to the condition. Mesulam, M. (2001). Primary progressive aphasia. Annals of Neurology, 49, 425-432. The book define primary progressive as a focal disorder characterized by gradual and isolated disbanding of language function. The condition starts with anomia, proceeds to impair of grammatical structure finally difficulty in semantics. National Aphasia Association (2011). www.aphasia.orgIts is a non-profit organization that praises research, public education, support and rehabilitation services to aphasia patient and their families. National Institute of Neurological Disorders and Stroke. (n.d.). NINDS aphasia information page. Retrieved from http://www.ninds.nih.gov/disorders/aphasia/aphasia.htmClearly explains the causal effects of this disorder, the symptoms as well as the relationship between stroke and aphasia. National Stroke Association. (2008). http://www.stroke.orgIt is a non-profit organization that helps with research, education and services to the aphasia patients as well as their families. National Stroke Foundation (2010). Clinical guidelines for acute stroke management 2010. Melbourne, Australia: Author. These guidelines explain the appropriate therapy for language and speech. They are guidelines to the clinicians for easy identification of the aphasia stage in order to prescribe appropriate treatment. Stroke Foundation of New Zealand and New Zealand Guidelines Group (2010). New Zealand Clinical Guidelines for Stroke Management 2010.Wellington, New Zealand: Stroke Foundation of New Zealand. The network aims at enhancing the implementation of appropriate treatment in stoke care all over New Zealand by improving the expertise of stroke physicians as well as maximizing their effectiveness. Pedersen, P. M., Jorgensen, H. S., Raaschou, H. O., & Olsen, T. S. (1995). Aphasia in acute stroke: Incidence, determinants, and recovery. Annals of Neurology, 38, 659-666. The book explains the causes, determining factors and recovery methods of aphasia. Stroke is the major contributing factor. Plowman, E., Hentz, B., & Ellis, C. (2012). Post-stroke aphasia prognosis: A review of patient-related and stroke-related factors. Journal of Evaluation in Clinical Practice, 18, 689-694. The book recommends the recovery procedure for people suffering from post-stroke aphasia. Predictive factors are challenging due to their constant variability making prognosis of aphasia recuperation troublesome. Rogers, M. (2004). Aphasia, primary progressive. In R. D. Kent (Ed.), The MIT encyclopedia of communication disorders (pp. 245-249). Cambridge, MA: MIT Press. The book highlights the progressive stages starting with initial to the aphasia stage. It clearly explains aphasia as a communication disorder. Taylor-Goh, S. (Ed.) (2005). Royal College of Speech and Language Therapists Clinical Guidelines: 5.12 Aphasia. Bicester, United Kingdom: Speechmark. These guidelines provide the recommendation for the appropriate care attention to the aphasia patients. The guide explains suitable therapy for speech and language. Simmons-Mackie, N., & Kagan, A. (2007). Application of the ICF in aphasia. Seminars in Speech and Language, 28, 244-253. This approach is used as a rehabilitation method to the people suffering from aphasia. It explains its effectiveness and how to understand the patient response after application of this method. Simmons-Mackie, N., Raymer, A., Armstrong, E., Holland, A., & Cherney, L. R. (2010). Communication partner training in aphasia: A systematic review. Archives of Physical Medicine and Rehabilitation, 91, 1814-1837. The book clearly outline different approaches towards aphasia recovery and treatment. The clinicians should be well endowed with expertise to treat this disorder. Catalan Agency for Health Technology Assessment and Research (2007). Stroke: Clinical practice guideline (2nd ed.). Barcelona, Spain: Author. These guidelines provide the recommendation for appropriate treatment for aphasia. The guide also provide the necessary therapy for speech and language. Teasell, R. W., Foley, N. C., & Salter, K. (2011). Evidence-based review of stroke rehabilitation (14th ed.). Retrieved from www.ebrsr.comHighlights different methods of dealing with this disorder. It poses difficult to prescribe appropriate treatment due to variability of this condition, thus doctors are required to understand different methods of treatment. Management of Stroke Rehabilitation Working Group (2010). VA/DOD clinical practice guideline for the management of stroke rehabilitation. Journal of Rehabilitation Research & Development, 47(9), 1-43. There should be good management of people suffering from aphasia. Cultural diversity is one of the challenges. People should not be discriminated against due to condition, race, religion or any other factor. World Health Organization. (2001). International classification of functioning, disability and health. Geneva, Switzerland: Author. This is a non-profit organization that fights for the rights of people with disabilities. It not only provide support in terms of funding, but also in educating and advising affected people. Source document