Artery Structure, Function, and Disease

Essay about Dietetic Intern Position at Mount Mary College

I am writing to apply for a dietetic intern position at the Mount Mary College. After researching the entire dietetic internship (DI) programs on the Internet, I became very interested in pursuing a position in your dietetic internship. I am confident that it will provide me with a wide variety of practical hands-on experience and the valuable didactic training I need to be successful for my career goals. If given the opportunity, I am highly motivated to successfully complete the internship program and achieve my goal of becoming a Registered Dietitian (RD). Over the past six years, I have been committed to gaining as much work experience in the dietetic field as possible, regardless paid or volunteer, along with my academic course†¦show more content†¦I believe that the general rotations of the MMDI offer and provide me with a wide variety of clinical settings and outpatient services, which will help me learn how to best serve diversity of patients and discover new interests. My short-term goals are to enhance my knowledge of medical nutrition therapy, to gain experiences in all aspects of the dietetic field especially in clinical nutrition setting, and to become an RD and Certified Diabetes Educator. My long-term career goals are pursue a master degree in dietetics, engage in community nutrition to promote wellness and preventative health care for socio-economically and culturally fragile populations. My special interest has been always in the prevention of chronic disease diseases such as hypertension, cardiovascular disease, diabetes mellitus, obesity, and some types of cancers because I believe many of these conditions are preventable by modifying lifestyle factors, such as healthy eating and moderate physical activity. Eventually, I am interested in going into private practice after I have obtained sufficient outpatient experience. MMDI is one of few internship programs emphasizes on Health Promotion and Disease Prevention that provides opportuni ty to gain additional skills in the areas than other DI programs, which would be extremely beneficial to my short and long-term career goals. The most significant reasonsShow MoreRelatedStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesExtreme Jobs 610 Appendix A Research in Organizational Behavior 616 623 Comprehensive Cases Indexes Glindex 637 663 About the Authors Stephen P. Robbins Education Ph.D. University of Arizona Professional Experience Academic Positions: Professor, San Diego State University, Southern Illinois University at Edwardsville, University of Baltimore, Concordia University in Montreal, and University of Nebraska at Omaha. Research: Research interests have focused on conflict, power, and

Clinical In CVAD Dressing And Maintenance - Myassignmenthelp.Com

Question: Discuss about the Clinical In CVAD Dressing And Maintenance. Answer: Introduction The CVAD (Central Venous Access Devices) are used for several short and long-term care interventions. The general use of CVAD devices are to provide different fluids, medicines, parental nutrition, blood products, to collect blood samples, the to obtain the central venous pressure monitoring. Dressing of these CVAD areas should be done properly as improper dressing of that site further could lead to Central Line Associated Blood Stream Infection (CLABSI (Unnithan et al. 2014). The objective of this clinical audit was to understand the level of acquiescence with that of the standard of dressing of the CVAD site available against the current practice and guideline that are implemented in the healthcare settings. The procedures of clinical audits are crucial in healthcare settings as these audits are important part of the professional practices and improvement of the quality. Every clinical setting should comply completely with the policy and procedures and the main aim of this clinical audit is to identify those areas that fails to comply with the policy and procedures. Further, the identification of such processes will be helpful in developing opportunities for the quality improvement of healthcare settings (Gillam and Siriwardena 2013). The prime aim of this report is to discuss the process of conducting a clinical audit regarding dressing change on the site of CVAD. This assignment is going to cover different aspects of clinical audit and will discuss the clinical risk and background of clinical audit. Further, a clinical audit tool will be developed and critique for it will be mentioned. Result of the audit and discussion about the result will be put up and the assignment will provide recommendations for improving the quality of healthcare system. Background and clinical risk CVAD or the Central Venous Access Devices are small and flexible tubes that needs high quality care and maintenance as this tunnel provide food, medicine, blood and other important fluid to the body. Improper maintenance can lead to infections or injuries that extends the difficulty of the patient and the hospital stay also increases. There are several aseptic techniques and the insertion site should be protected from any kind of contamination such as microbial, chemical or biophysical contaminations (Moureau et al. 2013). The Australian Government has several health promotional policies that are divided in different local versions of CVAD management and dressing policies such as NSW (New South Wales) CVAD policy, Melbourne CVAD policies and the healthcare facilities has to comply their CVAD care policies with that of the states CVAD policy (Central Venous Access Device Insertion and Post Insertion Care 2018). The prime purpose of these healthcare policies is to minimize the level of complications related to the insertion, management and access to the CVAD devices. Furthermore, by doing so these policies also protects the patient from the bacteremia blood stream infections. All the healthcare providers and the staffs that perform this CVAD insertion and management need to comply with the process and policies of these CVAD maintenance policies (Chong et al. 2013). The Audit process and tool with critique Clinical audit is termed as a quality improvement process that helps to improve the quality of healthcare and its outcomes by reviewing the care provided to each patient through given criteria using systematic review processes. This process helps to implement necessary changes in the system and further monitors it to confirm the improvement in the healthcare system (Gillam and Siriwardena 2013). Therefore, this quality assurance process was carried out in the healthcare facility to monitor the level of compliance between the policy and procedures mentioned in the standard criteria and that in the healthcare facility. The policy of the Australian healthcare framework for dressing and maintenance if the CVAD site was assessed for the healthcare facility (Annal, Zahid and Tayyeb 2016). The hospital, in which the clinical audit was conducting, follows the Australian healthcare policy and the audit was aimed to observe that the hospital policy complies with that of the state policy of Australia especially in CVAD site dressing. The hospital had 33 beds and there were 28 patients, who had CVAD tubes inserted in their body. Therefore, for the clinical tool, those 28 patients were assessed. A new clinical audit tool was developed for the hospital, in which the audit is supposed to occur and the researchers set their questions to identify the topics or issues the hospital faces while providing care and maintaining the CVAD site of patients. The audit lasts for 24 hours and each of the patients were analyzed for the maintenance and dressing of the CVAD site. One of the auditor (myself) was obliged to perform the task in the first half of the working hour and after that, it was mandatory to answer 10 close-ended questions regarding the process and dressing techniques for C VAD. The qualities of the questions were high enough to obtain reliable answers and therefore the observer bias was reduced using explicit statements. Results Within 24 hours of the clinical audit, each patients dressing, maintenance of the CVAD site was assessed, and the auditor was destined to produce 100 percent compliance to the audit criteria. However, the result, which was achieved, had 13 completely met results, 9 partially met results and 11 not met results. Within the not met results, 2 was resulted as the nursing and physician staff were unable to comply with that of the Australian CVAD site dressing procedure, 3 of them did not followed the sanitation and cleanliness policies and further 1 did not informed the family or the patient prior to the application of the intervention. Furthermore, 2 of the not met results were due to the lack in the documentation procedure of the dressing and, maintenance of the CVAD site (Quality and Patient Safety Directorate 2018). Handover Compliance with Standards Group of bed No of beds Met Partially met Not met Group of beds, in which completely met result was found 13 Group of bed in which partially met result was found 9 Group of bed, in which not met results were observed 6 Patients of those 13 beds were provided with all the safety measures and while changing the dressing of the CVAD site, the proper cleaning, maintenance and securement of the site was determined. Within those 13, 9 processes met the audit criteria and compliance with the process by 100 percent. Further, 4 of them missed very negligible points and therefore met the criteria with 93 percent. They did not ensured only two-closed site in the CVAD, in which one is close to the insertion site, therefore 93 percent compliance was assigned. Discussion and analysis The prime problem, which was observed while the clinical audit process for the dressing and maintenance of the clinical audit process was noncompliance to the dressing and maintenance process and policy of the Australian government. The registered nurses that were assigned with the duties of dressing of the CVAD site of patients of those 9 beds, were not able to recall the steps of dressing technique. They missed on sanitization and cleaning process. Further, involving the patients or families in the process prior to every dressing is mandatory, which was not done in 2 of the cases. Despite of these factors, there are evidences that better dressing and maintenance of the CVAD site and the patients can be saved from different infections such as bacterial infection, blood stream related infection and many more. Further, the documentation of these dressings can help in maintaining update information, and involving the patient and their families in the care giving process. However, according to Ulman et al. (2017), patient and the nursing staff are the constants of the care giving process therefore; the understanding between them should be clear and honest. The nursing staff should be provided with training of the dressing and maintenance techniques for CVAD site. Practice improvement is necessary for the expected standard of care. The partially met results also need to be analyzed as the steps, which was missed by the healthcare professionals while taking care of the CVAD site of 28 patients. Those steps were very crucial and could have become the reason for the de terioration of the health of the patient. Each of the audit process was carried out under surveillance of bias-less auditors and therefore, this much clinical faults were highlighted in this clinical process (Gillanders et al. 2012). Quality improvement and recommendations The process of quality improvement is followed in any organization to improve the quality of the process by adhering to the current standards of the process and further provide service delivery to the customers or adjacent clients. Such quality improvement program should be properly designed, addressed for the users and should be monitored and evaluated by an authority of the organization (Broadhurst, Moureau and Ullman 2017). The change in the attitude is necessary for the hospital staff and registered nurses so that the high-risk activities like CVAD site dressing and maintenance can be done with proper dedication. Further, the improvement should be made in the process of dressing change. The associated workers should be provided with training and incentives so that they can stick to the core process and reduce their number of faults (Officer 2017). Two main stakeholders of the healthcare facility that is the end user or the patients and the care providers such as the registered nurses should be given with the power to implement changes that are beneficial for the entire care process. The opinions of the care providers or the nurses should be taken into consideration. The hospital authority should also come up with policies that can uplift the quality of the CVAD care and the nursing staff can learn the process within shorter time. The clinical audit team recommended the hospital authority that they should take their role seriously by reviewing the processes and implementing necessary changes. An evaluation plan should also be prepared so that the pre and post audit situation of the healthcare unit can be properly understood (Broadhurst, Moureau and Ullman 2017). Conclusion As mentioned earlier, audit is one of the vital processes that should be held in any productive organization to maintain the quality and understand the loopholes that prevent the organization to attain perfection. CVAD maintenance is one of the vital processes in clinical settings and the patients are vulnerable to different infections. Therefore to maintain the standards of CVAD care, dressing technique, sanitization process and maintenance, the Australian government has set out a policy, which is divided and adapted in different regions of Australia differently. This assignment discussed about a clinical; audit in healthcare setting and the audit was to identify and assess the CVAD dressing technique and care process. The results of the clinical audit indicated that the process contains some loopholes that need to be filled up within shorter period. A set of recommendations were provided for the same. This audit was about quality assurance and the prime aim was to comply the curren t process of CVAD dressing technique comply with the national standard completely. References Annals, K.E.M.U., Zahid, B. and Tayyeb, R., 2016. Clinical Audit of hysterectomies.Annals of King Edward Medical University,11(3). Broadhurst, D., Moureau, N. and Ullman, A.J., 2017. Management of Central Venous Access Device-Associated Skin Impairment: An Evidence-Based Algorithm.Journal of Wound, Ostomy, and Continence Nursing,44(3), p.211. Central Venous Access Device Insertion and Post Insertion Care (2018).Central Venous Access Device Insertion and Post Insertion Care. [online] Www1.health.nsw.gov.au. Available at: https://www1.health.nsw.gov.au/pds/ActivePDSDocuments/PD2011_060.pdf Chong, L.M., Chow, Y.L., Kong, S.S.C. and Ang, E., 2013. Maintenance of patency of central venous access devices by registered nurses in an acute ambulatory setting: an evidence utilisation project.International Journal of Evidence?Based Healthcare,11(1), pp.20-25. Gillam, S. and Siriwardena, A.N., 2013. Frameworks for improvement: clinical audit, the plan-do-study-act cycle and significant event audit.Quality in Primary Care,21(2). Gillam, S. and Siriwardena, A.N., 2013. Frameworks for improvement: clinical audit, the plan-do-study-act cycle and significant event audit.Quality in Primary Care,21(2). Gillanders, L., Angstmann, K., Ball, P., OCallaghan, M., Thomson, A., Wong, T. and Thomas, M., 2012. A prospective study of catheter-related complications in HPN patients.Clinical nutrition,31(1), pp.30-34. Moureau, N., Lamperti, M., Kelly, L.J., Dawson, R., Elbarbary, M., Van Boxtel, A.J.H. and Pittiruti, M., 2013. Evidence-based consensus on the insertion of central venous access devices: definition of minimal requirements for training.British journal of anaesthesia,110(3), pp.347-356. Officer, C.O., 2017. Care of Central Vascular Access Device:-Tunnelled.Policy. https://extcontent.covenanthealth.ca/Policy/vii-b-385.pdf Quality and Patient Safety Directorate (2018).Clinical Audit - Ireland's Health Service. [online] Ireland's Health Service. Available at: https://hse.ie/eng/about/Who/qualityandpatientsafety/Clinical_Audit/ Ullman, A.J., Cooke, M., Kleidon, T. and Rickard, C.M., 2017. Road map for improvement: Point prevalence audit and survey of central venous access devices in paediatric acute care.Journal of paediatrics and child health,53(2), pp.123-130. Unnithan, A.R., Gnanasekaran, G., Sathishkumar, Y., Lee, Y.S. and Kim, C.S., 2014. Electrospun antibacterial polyurethanecellulose acetatezein composite mats for wound dressing.Carbohydrate polymers,102, pp.884-892.

Standardized Testing and Assessments and Alternative Testing Essay Example

Standardized Testing and Assessments and Alternative Testing Essay The paper is concerned with the identification of the characteristics and effects of different testing methods on individuals and how these practices are reflected at international level. Therefore, a comparison between standardized testing and alternative testing is offered, but the particular case of the students with special educational needs is taken into consideration as well. The nature of each process is discussed, its impact at individual and country level is reflected and recommendations are suggested. In educational context the problem of assessment and standardized testing are key matters. In the US, the law â€Å"No Child Left Behind Act† signed by President Bush on January 8, 2002 makes explicit call for educational accountability. The law focuses on ways that lead to academic progress and reinforces the use of tests and assessments at the state level to monitor student progress toward 100 percent proficiency for all students by 2014. As a result, districts, schools, and teachers have placed a new emphasis on tests and additional assessments to monitor student learning and ensure that students can do well on state tests (The nature of assessment: A guide to standardized testing, retrieved from site). The standards underlie the quality of assessment practices used by teachers, state and federal agencies to measure student achievement. Standardized testing is the most important part of a systematic type of assessment, involving the collection and interpretation of educatio nal data. Concisely expressed by Popham (1999) standardized testing is a quality of a test of being â€Å"administered and scored in a predetermined, standard manner†. The standardization refers to the identical administration of the test, requiring the application in the same conditions every time. Such a strict control of other variables leads to the possibility of inferring that the results may be attributed to students’ performance. Moreover, this allows for a further comparison of schools, districts, or states regarding the performance on tests. A great advantage and a strong point of these tests are the psychometric qualities (test study, design, and administration) standards for reliability, validity, and lack of bias (Zucker, 2003; Joint Committee on Testing Practices, 2004). Reliability refers to the possibility of administering the test repeatedly and getting approximately the same score; validity means that the test measures accurately the construct that is intended to measure. These qualities of standardized tests explain their use on a large scale and support inferences and comparisons between groups of learners. We will write a custom essay sample on Standardized Testing and Assessments and Alternative Testing specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Standardized Testing and Assessments and Alternative Testing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Standardized Testing and Assessments and Alternative Testing specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The premises which reinforced the necessity of this type of testing concern the perception that effective education requires information about learning at different points during the process. Therefore, two kinds of assessment have evolved—formative and summative. Formative assessment provides information about learning in process. It may consist of weekly quizzes, tests, essays given by teachers to their students. The results of formative assessments help teachers and students understand how students progress in learning and what adjustments need to be made in instruction. (The nature of assessment: A guide to standardized testing, retrieved from site). Summative assessment refers to â€Å"high-stakes†, â€Å"standardized† testing carried out by the states and created a great deal of controversy in the educational field. Summative assessment is focused on the state of student learning at certain end points in a student’s academic career—at the end of a school year, or at certain grades such as grades 3rd, 5th, 8th, and 11th. It is a standardized form of summing up students’ learning experiences. The term â€Å"high-stakes testing† has been coined to label the consequences to schools (or students) that, as a result of state testing, fail to maintain a steady increase in achievement across the some categories of students in schools (i.e., minority, poor, and special education students). Thus, it becomes obvious there is a great amount of pressure on schools to demonstrate academic progress, and this pressure comes mainly in the form of standardized testing, since high-test scores have become a primary criterion against which the worth of an educational system is judged (Pawlak, Julie). The characteristic forms of standardized tests are: multiple choice, fill in the blank, and true/false tests. Criticisms has been put forth on these assessment forms as they are considered to measure only a few of the standards, at the same time providing only single measures of student learning at a certain point in time. Though efforts have been made to create more sophisticated multiple choices tests it remains true that this kind of tests â€Å"are clearly limited in the kinds of achievement they can measure† (Zucker, 2003). Another type of tasks integrated in standardized tests is the open-ended test in which students are asked to respond either by writing a few sentences in a short answer form, or by writing an extended essay. The â€Å"constructed response† allows students to display knowledge and apply critical thinking skills, but it is more difficult to score. At this point several types of large-scale standardized tests should be mentioned. Among these are: N ational Assessment of Education Progress (NAEP), certain international tests such as Trends in International Mathematics and Science study (TIMSS) and the program for International Student Assessment (PISA), college admissions (SAT, ACT), and combined program of courses and examination of which Advanced Placement (AP) and International Baccalaureate (IB) are representative. Of these, NAEP is representative as it covers a large spectrum of subject matters and US states. The test covers various subject areas and is administered to students in 4th, 8th, and 12th grade every two years in reading and mathematics and at longer intervals in other academic subjects such as science, history, and geography. Fifty-one states and territories now participate in NAEP. Returning to the debate concerning standardized tests, another issue is the group-administration of these forms of evaluation together with the decontextualized form in which they assess and promote learning have been another major disadvantages underlined by teachers and researchers. The high-stakes considered in the context of state tests have been identified as yet another soft point of the national educational systems, since certain researchers consider these type of tests a way of boosting the scores, or an opportunity for educators to â€Å"devote most of their energy to raising students’ scores on conventional achievement tests† (Meisels et al., 2003). Such line of reasoning highlights other arguments for criticism of standardized testing such as the fact that they are intended to assess the current status of student’s achievement and are not designed to determine appropriate instructional strategies. The nature of instructional strategies is influenced in a negative way by such standardized tests, since it relies mainly on the use of worksheets, narrowing the curriculum and the acquisition of (cognitive) skills. In what concerns educators, they are most often held responsible for the performance of their students. The sanctions or rewards to which they may be exposed are provided as a result of exposing the results of a school’s performance to the public in newspapers and on television; the comparative framework is often use in order to emphasize the performance of schools considered as â€Å"failing†. In such a context, it has been underlined that all kinds of comparisons are encouraged, from urban to rural schools, this leaving place for inaccuracy and misjudgment notwithstanding the same scale is used (Natriello, 2000; Meier, 2002; Darling-Hammond, 2003, cited in Pawlak J.). A negative effect has also been attested on children in the form of test anxiety provoked by the â€Å"high-stakes†. Reasons which maintain high levels of anxiety in children have been identified in the form of: the duration of testing two or three hours of each test-taking day, the unfamiliar se tting, their knowledge that the state-wide curriculum is evaluated by an end-of-the-year test, and, of course, the consequences that accompany stressful evaluative situations. Grade retention and denial of diplomas are two possible negative consequences that impact greatly students’ further academic achievement. As showed above the major criticism against standardized testing is the restriction imposed to the educational opportunities of students. This is an argument for gaining awareness that this method, though practiced on a large scale, and attested by the United States educational system as the most objective and scientific way of assessing performance, is not the only existent measure of performance. The preoccupation with standardized tests coexists in the educational area with other forms of assessment of a more traditional, formative nature, based on the students abilities to recognize, recall or apply newly learned knowledge. In such context educators have felt the need for a more authentic assessment, which would highlight improved strategies of teaching and learning. Authentic assessment, also referred to as performance assessment, portfolio assessment, curriculum-embedded instruction, or integrated education, represents an alternative to standardized testing. Alternative assessment has been described as â€Å"an instructional-driven measurement in which students’ actual classroom performance is evaluated in terms of standards-infused criteria† (Meisels, 2003). Such type of assessment is rather multidimensional, evaluating students learning by taking into account broader concepts of intelligence, ability, intrapersonal, and interpersonal abilities and learning through visual, auditory, kinesthetic modalities. The skills become an integral part of the instructional cycle, and feedback provided by the teacher is meant to be formative (used for immediate feedback into learning and teaching) r ather than summative (summarizes where students have reached in their development at the end of the topic). The distinction between standardized testing and alternative testing may be circumscribed in formative and summative terms as described at the beginning of this paper. These types of tasks aimed at assessing performance are contrasted to multiple choice exercises since students are encouraged to express their knowledge by making use of open-ended questions, essay, portfolio, story retelling, writing samples, projects/exhibitions, experiments/demonstrations etc., and integrated performance assessments which require higher-order thinking, authentic tasks (tasks that are meaningful, challenging, and engaging, relevant in a real context), integrative tasks (tasks that call for a combination of skills across curriculum), and constructed responses (values the process as well as the product of the answer) (Callison, 1998, cited in Pawlak, J.). As opposed to the limitations of standardized testing in the form of traditional multiple-choice, short answer, true/false, or fill-in-the-blank tests that only evaluate a single measure of student learning and consider only narrow portion of students’ abilities, the curriculum-embedded performance assessment that encompasses developmental guidelines and checklists, portfolios, summary reports etc. provides a more comprehensive evaluation and facilitation of learning and progress. This line of practice is very different from the standardized one since the latter is based on government regulations that include annual targets for academic achievement, participation in assessments, graduation rates for high schools. The debate arises mostly from the fact that the targets established must be applied to the major racial and ethnic groups, the economically disadvantaged, special education students, and students with limited English proficiency (Jewell, M.). These being taken into co nsideration, it becomes clear that the form of alternative assessment is more efficient when working with students with special needs since including a variety of types of assessments provide students with ample opportunities to demonstrate their abilities at their own pace. Moreover, each individual is taken into consideration, the performance is assessed using multiple sources and instruction may be adapted to ones’ special learning needs. In standardized testing, the format is more rigid, fosters stress and a universal learning pace, assessed as a summary of one educational stage. The assessment is carried out in groups and the individual is offered the possibility to obtain a numeric score which allows him to pass or fail. The consequences of this type are the only feedback individual students receive in standardized testing. In alternative assessment feedback is very important and reinforces learning, stimulating performance on a gradual long term basis. On the other hand, a possibility to improve the performance of the students with special needs is the preparation in advance and a familiarization with the content. Jewell, M. insisted that schools should ensure that special education students and students with limited English proficiency receive the appropriate accommodations permitted by the test. In addition, thorough instruction of students in appropriate test taking strategies will help improve test performance and reduce test anxiety. Arnold, N. acknowledged the necessity of including the students with special educational needs in the assessment and accountability system and of critical importance is therefore to ensure appropriate allocation of resources and learning opportunities for these students. After considering the individual differences in testing and the relationships with various testing formats, an important matter to be discussed is the comparison of the US assessment standards with those of other countries. The US educational system consists of different levels primary school, secondary school, undergraduate level and graduate level. The major assessments are carried out usually at the end of a school year, or at certain grades such as grades 3rd, 5th, 8th, and 11th. The majority of students are enrolled in public schools. More specific, the students are measured annually in reading and math from third through eight grade and at least once during high school (Education in the United States, 2002, cited in Huang, Kelly). The main goal of such testing is to indicate if a school has been improving or not. Another type of standardized testing exists in the country that applies to students planning to attend a postsecondary education. Usually during high school students are required to take either the Scholastic Aptitude Test (SAT) or the American College Testing (ACT) in order to qualify for most universities (Education in the United States, 2002). On the other hand, in China, standardized testing has a greater impact on students further education. Junior high school students start to prepare to score high enough on the national senior high school entrance exams at the end of the 8th  grade, so that they can attend one of the most prestigious senior high schools in the country (â€Å"Education in the Republic of China,† 2005, cited in Huang, Kelly). After getting into a senior high school, the main goal is to score well enough on the national university entrance exams, in order to attend a four-year university. If they fail the exam, then they cannot apply to any of these schools. China and Japan assessment systems are similar to the US by making use of standardized testing. However, it appears that these countries place an even stronger emphasis on standardized testing than does the US. Due to the strong reinforcement of high-stakes testing in China and Japan, the negative effects among students are even more prominent that for the US students. Japanese and Chinese students study a longer period of time that their American counter parts, are exposed to higher levels of stress, are more anxious in evaluative situations and have a stronger sense of academic achievement. Such high academic expectations in these countries lead to low self-esteem, high rates of depression and suicide among students (â€Å"Education in the Republic of China,† 2005). However, there is a difference in outcomes as well, in performance, between the three countries since Japan and China score higher that American and other international students at different testing sessions. Moreover, another distinction is made in terms of curriculum and instructional strategy. In Japan for instance the teachers teach on the same curriculum, and use the same instructional strategies. They strive to teach the same thing in the same way. In the US, however, teachers manifest a greater flexibility towards the curriculum and instruction. They also make use of alternative te sting and feel free to use any kind of strategy or material they consider would help instruction. In what concerns the European educational system, a general aspect is the fact that final year exams are very common (example: France and Germany). Added to this, several European countries (the United Kingdom, the Netherlands, Slovenia, and Lithuania) combine school-leaving examinations with university entrance examinations. Similar to the US, tests are carried out at a national level and based on curriculum. The preoccupation with examinations linked to explicit national (or state) standards are doubled by the concern for an alignment with international expectations reflected, for instance the indicators in Organization for Economic Co-Operation and Development (OECD) or the results of multinational assessments such as the Third Mathematics and Science Study (TIMSS) (Crighton, J.). The debate in the US education concerning national testing is also heard in the UK, for instance where student performance on national curriculum key stage testing at ages seven, eleven, fourteen, and si xteen has led to the publication of league tables listing schools in order of their students performance. The analysis of various educational systems as reflected in testing practices may be summarized by identifying two major tendencies: the focus on national standards and the focus on competences. The focus on national standards is reflected in the summative approach to education and is less adequate when it comes to students with special educational needs. The emphasis on competences is better illustrated by normative or alternative assessments and instructional practices. This kind of approach is more adequate for students with special needs since allows for multi-source assessment and is concerned with individual performance being able to monitor progress. However, individuals and countries differ when it comes to such issues. When teachers and students are concerned, it is important to take into account both sides of assessment the objective, standardized one, and the more qualitative and subjective one. Both are important to assess students and are relevant for developing further instructional strategies and governmental policies. The category of students with special needs benefits more from a qualitative approach. In what concerns the countries, differences arise in terms of system organization and emphasis on standards or competences. But however, the belief systems and values of a nation have a great impact on educational assessment (for instance the case of Japan) Bibliography 1.  Ã‚  Ã‚   Popham, J. W. (1999). Why standardized tests don’t measure educational quality. Educational Leadership, 56(6), 8-15. 2.  Ã‚  Ã‚   Meisels, S., Atkins-Burnett, S., Xue, Y. (2003). Creating a System of Accountability: The Impact of Instructional Assessment on Elementary Children’s Achievement Test Scores. Educational Policy Analysis Archives, Vol 11 (9). 3.  Ã‚  Ã‚     Huang Kelly. Standardized Testing, Retrieved from site on March 22   http://sitemaker.umich.edu/finalhuangk.356/standardized_testing 4.  Ã‚  Ã‚   Crighton, Johanna V. Standardized tests and Educational Policy, Retrieved from site, March 22 http://education.stateuniversity.com/pages/2505/Testing.html 5.  Ã‚  Ã‚   Zucker, S. (2003). Fundamentals of standardized testing. San Antonio TX: Harcourt Assessment, Inc. 6.  Ã‚  Ã‚   Joint Committee on Testing Practices. (2004). Code of fair testing practices in education (Revised). Washington D.C.: American Psychological Association 7.  Ã‚  Ã‚   The nature of assessment: A guide to standardized testing Retrieved from site on March 22 www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.2506203/k.680A/Standards_and_testing.htm 8.  Ã‚  Ã‚   Jewell, M. No Child Left Behind: Implications for Special Education Students and Students with Limited English Proficiency Retrieved from site on March 22 http://www.newhorizons.org/spneeds/improvement/jewell.htm 9.  Ã‚  Ã‚   Arnold Nancy, Introduction to Alternate Assessments Retrieved from site on March 22   http://www.newhorizons.org/spneeds/inclusion/teaching/arnold.htm 10. Pawlak, Julie, Standardized Testing vs. Authentic Assessment, Retrieved from site on   March 22 www.bankstreet.edu/gems/neweducators/standardizedtestingvs.doc

Preparation of Identification by Ir and Nmr Spectroscopy free essay sample

The reactive acid chloride can then be treated with a primary or secondary amine to give the amide along with HCl, which reacts with the excess amine to give an alkylammonium chloride salt. The mechanism of this process is shown on the following page in Scheme 22: [pic] Scheme 2 To carry out this reaction, the apparatus shown in Figure 1 will be assembled. The apparatus must be dry, since thionyl chloride will react with water to give sulfur dioxide and hydrogen chloride. The acid chloride will then be cooled to room temperature and dissolved in anhydrous ether. Ice-cold diethylamine will be added as a solution in anhydrous ether to form the amide. The resulting ether mixture will washed with aqueous sodium hydroxide (to remove any excess acid chloride), then washed with hydrochloric acid (to remove any excess diethylamine). The resulting ether solution of DEET will be dried and evaporated to yield the crude product, which will then be purified by column chromatography to afford pure DEET. We will write a custom essay sample on Preparation of Identification by Ir and Nmr Spectroscopy or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The percent yield from m-toluic acid will be determined and the product will be analyzed by transmission infrared spectroscopy (IR) as a neat sample using NaCl plates5 to confirm its structure by (1) looking at the major absorptions and comparing them to a correlation table6 and (2) by comparing the spectrum to that of an authentic sample. Thionyl chloride is toxic and corrosive! Do not breath the vapors! Use in a hood! When heating a reaction apparatus, be sure that it is open to the air so that pressure build up and subsequent rupture of the apparatus does not occur. When heating liquids, make sure the liquid is stirred (or a boiling chip is added) to prevent â€Å"bumping†. When performing an extraction, make sure to vent the separatory funnel often to prevent pressure build-up. The apparatus shown in Figure 1 was assembled. The 10-mL reaction flask was charged with 0. 275 g of m-toluic acid (0. 0020 mol) and 0. 30 mL of thionyl chloride (0. 492 g, 0. 0041 mol). The condenser water was started, and the mixture was gently heated with stirring on an aluminum block (block temp ~ 90 oC) until boiling started. The reaction mixture was then gently boiled for about 15 minutes. After the boiling period was finished, the reaction mixture was cooled to room temperature. 4. 0 mL of anhydrous ether were added, and the mixture was stirred at room temperature until a homogeneous mixture was obtained. To this solution was added (dropwise over a 15 minute period) a solution of 0. 6 mL of cold (0 oC) diethylamine (0. 462 g, 0. 0063 mol) in 1. 33 mL of anhydrous ether. During the addition, a thick white cloud of diethylamine hydrochloride was formed. After complete addition, the reaction mixture was stirred at room temperature for about 10 minutes. 10% aqueous sodium hydroxide (2 mL) was then added, and the reaction mixture was stirred for an additional 15 minutes at room temperature, then poured into a separatory funnel and allowed to separate. The aqueous layer was discarded, and the organic layer was washed with an additional portion of 10% aqueous sodium hydroxide (2 mL), followed by a portion of 10% hydrochloric acid (2 mL). The organic layer was washed with water (2 mL), dried (Na2SO4) and evaporated to yield crude N,N-diethyl-m-toluamide as dark brown liquid. The crude product was filtered through a short alumina column using hexane as the eluent (~ 5 mL). The hexane solution was evaporated to give 0. 340 g of pure N,N-diethyl-m-toluamide as a yellow liquid. Reaction of m-toluic acid with thionyl chloride, followed by diethylamine produced 0. 340 g of a yellow liquid the IR spectrum of which unequivocally showed the presence of the amide carbonyl functional group at 1633 cm-1. In addition, absorptions due to aliphatic C-H (2980 – 2880 cm-1), and aromatic C=C (at 1585 cm-1). The IR spectrum is attached to this report. These data are consistent with the structure of N,N-diethyl-m-toluamide (DEET), shown in Figure 2 below: [pic] Figure 2: N,N-Diethyl-m-toluamide (DEET) In addition, the IR of the product closely corresponds with that of an authentic sample of N,N-diethyl-m-toluamide (DEET) shown in the lab text. 9 Also, the 1H-NMR shows the presence of four (4) aromatic protons in the region 7. 3 – 7. 1 ppm, as well as a three (3) proton singlet at 2. 35 ppm, which corresponds to the benzylic methyl group. The presence of two ethyl groups is clearly shown by the presence of two quartets which integrate to 2 protons each at 3. 53 and 3. 24 ppm, and two triplets which integrate to 3 protons each at 1. 23 and 1. 09 ppm.

Essay on Government Form and Public SpendingEssay Writing Service

Essay on Government Form and Public SpendingEssay Writing Service Essay on Government Form and Public Spending Essay on Government Form and Public SpendingToday, the US has two dominant forms of government, mayor-council and council-manager. Even though there is another form of government, commission, but this form is not popular anymore and survived only in about 1% of the US cities, while the overwhelming majority of the US cities have either council-manager or mayor-council form of government, which are almost equally spread throughout the US (Forms of Municipal Government 2). Therefore, the effectiveness of either form of government can reveal which form of government is more prospective.At first glance, the growing share of council-manager form of government implies that this form of government is more effective. However, in economic terms, the mayor-council form of government is more effective because it is more cost-efficient compared to council-manager (Coate 3).   However, the theoretical justification of the higher efficiency of the mayor-council form of government does not mirror the public attitude to the city government in the US. The share of council-manager city governments has increased from 48% in 1996 to 55% in 2006 (Forms of Municipal Government 2). Therefore, the economic efficiency of the mayor-council form of government is not the determinant factor for the public to define the overall effectiveness of the government. Hence, along with the economic efficiency, there is the public efficiency.   In this regard, the council-manager form of government is more efficient in terms of social and political performance, such as representation of diverse social groups.Thus, the mayor-council and council-manager form of government in the US cities are almost equally popular. In this regard, the mayor-council form of government is more efficient in economic terms, while the council-manager form is more efficient in social and political terms. This is why these are the two most popular forms of government.

What challenges does cultural diversity present for social psychology Essay

What challenges does cultural diversity present for social psychology - Essay Example nguage also plays a part in this discussion because it is an intricate part of what makes up a culture and the language can help or hinder an individual or group as they attempt to acclimate themselves in different circumstances. Some of the work that has been done in this area is through the use of cultural models and cultural theories. One of the theories is the social schema theory. According to Wikipedia, the social schema theory helps the individual when they are in familiar situations. This brings all of the information to the individual that is relative to their current experience. "Schemas unique to individuals are created from personal experiences, whereas those shared by individuals are created from various types of common experiences" (Garro, 2000 cited in "Cultural Schema Theory" ). Garro also says that this theory helps to understand why some people have more knowledge than others. The more conversations individuals have with each other, the more information they obtain about the culture (Garro cited in Rodriguez, 2005, p. 7). Britt and Heise (1997) write about this theory in relationship to pride in culture. They support that pride and shame are related because they both can be results of how the individual perceives them. Through this they develop their understanding of their culture and their emotions help them to understand how to act inside the culture. The last part of this theory says that there are three states that people have when getting information: The situation works with an example. When people go into any type of situation whether it is cultural or business, they understand going in that they have a role to play and others have a similar role. If someone within the group acts out, they will be interrupting the reference state and that behavior will be deflected to bring the situation back to the reference state. Deflection of the situation is always relative to how much disruption is occurring. These are just a few of the theories

Elements of a Contract for a business Research Paper

Elements of a Contract for a business - Research Paper Example Contracts make clear what each party’s expectations are, and what each party is ready to give in return for the expected results. Elements of a business contract are many e.g. the Parties of a contact, which are the entities that are involved in the agreement. There is also the Consideration, which states and explains what the involved parties stand to gain from the agreement or arrangement. Terms and Conditions of business contacts do stipulate the obligations and rights of each party. Competent Parties; the parties involved must also be competent ones since a contract can be considered invalid in case it can be conveyed that a party was not mentally competent at the time of the contract agreement and signing. A business contract has to be of or for a Legal Purpose so that it can be regarded as being valid (www.expertlaw.com). Consideration is what both parties give to the other as the approved price for the others promises. Regularly, but not a must, the consideration is the payment of cash. It can be anything valuable including the promise of not doing something, or to desist from applying some right. The payment does not need to be fair. The courts will not intercede where a party has made a hard negotiation unless unconscionable conduct, duress or fraud is involved. If the consideration is there, then I as the former employee to the fabulous hotel will have to compensate them in one way or the other. Together with the hotel, would agree on what the compensation should be (www.smallbusiness.wa.gov.au). With in a contract, only what has been offered can be accepted. This implies that the offer has to be accepted precisely as it has been offered without conditions. If any new terms are suggested, then they are considered to be a counter offer which can be rejected or accepted. There can be numerous offers and counter offers before an agreement is reached. Who makes the final offer is not significant;

Scientists clone sheep Essay Example | Topics and Well Written Essays - 1000 words

Scientists clone sheep - Essay Example y that, but Dolly’s birth created a huge reaction all over the world as it led people to think of the possibility of human cloning (Rantala and Milgram 1). But still, Dolly’s birth remains a landmark achievement for both, the scientists who were responsible for it and for the world of science. Cloning can be defined as a â€Å"laboratory procedure in which the nucleus from the somatic(body) cell is transferred or transplanted into an egg cell from which the original nucleus has been removed† ( Saunders 131). In the process of cloning, the organisms that are genetically identical to each other and to ‘parent’ are obtained using asexual reproduction (Dale and Schantz 25). Even though clones are genetically identical, they are not identical in actual appearance and behavior as it the external factors like environment that influences their behavior (Dale and Schantz 25). In case of Dolly, as her cytoplasm came from a Scottish Blackface ewe, she was not an identical twin to her cell donor mother (Campbell 58). Scottish embryologist Ian Wilmut headed the team at the Roslin Institute in Edinburgh which produced Dolly (Kunich 7). Dolly, the cloned sheep was born on July 5, 1996 (Kunich 7). Previously, the mammals had been cloned using early embryonic cell, but Dolly was the first to be cloned from fully differentiated adult somatic cells (Kunich 7). The birth of Dolly proved wrong the 100 year old dogma that â€Å"once cells are committed to adulthood, they cannot again be totipotent† (Wilmut, Campbell and Tudge 209). 3. The embryonic development is started by jump-starting the activation of the cell division cycle of egg with the new nucleus (Baldi 51). â€Å" The developing embryo can then be implanted into foster mother

Anorexia Nervosa: Symptoms, Treatment and Impact

Anorexia Nervosa: Symptoms, Treatment and Impact Circulatory system is made up of the vessels and the muscles that help and control the flow of the blood around the body. Blood contains antigens and antibodies to protect us from infectious and non-infectious diseases which called the immune system. Whenever antigen and antibody interlock, the antibody marks the antigen for destruction. Everyone would want to have the ideal body. They will do everything so that their bodies could be perfect form, especially female. Approximately 95% of those affected by anorexia are female, but males can develop the disorder as well. Anorexia nervosa is a non-infectious disease. Anorexia nervosa or usually called anorexia is an eating disorder or loss of desire for food (appetite). When people have this disease, they are called to be anorexic. The process of too much limiting the amount of food into the body is likely to result a person experiencing anorexia. People with anorexia nervosa behave to be very high achievers, performing very well in many activities. Professionals for instance athletes, model or superstar are easily got anorexic, because of their professional requirement. Anorexia is mostly resulted from one maintaining an extremely low weight, and formed as a result of changes in ones behavior, emotions, thinking, perceptions, and social interactions. When people called to be anorexic, they dont have any nutrition in their body and thus anorexias antigen could attack antibodies. When antibodies failed to prevent anorexias antigens, our body will get tired, weak and other symptoms of anorexia will occur. Even though there have been many anorexia cases, at the end of the millennium, people health will be better and anorexics will decrease because of the technology improvement. This essay will discuss the causes, symptoms, prevention methods, and treatment methods towards anorexia disease. Anorexia is a very dangerous disease because it is happening in all over the world. A record has been made in 2004 by world health organization statistical information system to prove how harmful is this eating disorder. There are approximately 20 countries counted for the people death caused by anorexics. Below is the diagram of the record. Anorexics might cause by having troubled relationships or being teased about their size or weight at their past. When being teased, person felt of not good enough, low self-esteem, and even anger. Thus this will affects their social life. According to a research suggests that a combination of certain personality traits, emotions and thinking patterns, as well as cultural and environmental factors might be responsible. People who have anorexia are behaving to deny that they have a problem. Due to people with anorexia often hide their condition symptoms are not easy to see. But as time goes by, as anorexia progresses symptoms may be seen and its start to be difficult for them to deny. The symptoms are: Anorexics read food labels to measures and weighs the calories of the food that they will eat. Anorexics will pretend that they had eaten before when someone ask them to or throw the food away. They preoccupy with food. By collecting recipes, reading food magazines or cooking for friends may make other think that they are normal and forgotten about their previous thought of (he/she) getting anorexia. Anorexics will cut food into small pieces and chewing every bite a certain number of times. The affected person uses various methods such as vomiting or laxative abuse to prevent weight gain. Most individuals with anorexia nervosa do not recognize that they have an eating disorder. And usually hide their feelings, thoughts, intentions and actions from other people (secretive). They may easily get tired, weak, and most of the time dizzy because of low blood pressure. Have purplish skin color on their arms and legs from poor blood flow. They also happen to have yellow skin and dry mouth. Patient of anorexia nervosa are easily getting confused and slow thinking. Not all of cases involving this type of non-infectious disease can be prevented. Despite that, there may be some ways to be done to prevent some cases to happen. What can be done are: teaching and encouraging healthy eating habits and realistic attitudes about food and body image to people that are suspected might experience anorexia. The role of parents in a family is also important. In particular, mothers should create a healthy lifestyle in order to show her children how important to consume particular amount of food, and fathers should not criticize too much on his children body shape and weight. In addition, parents should promote a healthy and supporting environment for their children. On the other hand, the media can also be used to promote healthier lifestyle. It must represent the society, as the basic characteristic of an individual is that they may tend to follow others lifestyle. The media can also display programs that are created to prevent eating disorder. Many of anorexics died before they could get a well treatment. Anorexics that are in a very underweight condition, must be treated carefully, or hospitalized. After anorexics get the medical treatment, they need to get psychological counseling in order for them learn about healthy foods and lifestyle. The psychological counseling may includes nutritional counseling, individual counseling and group counseling. Nutritional counseling will teaches anorexics to count calories of body needed in comfortable method. And to help with weight gain, doctors usually use liquid food supplements. Anorexics may also need some therapies such as cognitive-behavioral therapy or known as CBT in the individual counseling. CBT teachers will help anorexics to change their attitudes and behaviors about eating. Group counseling is also needed for anorexics, to share their experiences and to encourage their friends (who also experience anorexia) to recover. Family therapy is very helpful, especially for teen with anorexics. Parents and siblings could support the anorexics during treatment emotionally and physically. Another effort to help anorexics recover is by letting them expressing their feelings and doing something enjoyable for them for instance doing their hobbies. Then, doing relaxation is also important. By having yoga, massage and the traditional Chinese relaxation exercises will build a healthy relationship with their body. Bibliography ThinkQuest, ThinkQuest. Circulatory System. 30-11-09 . National Cancer Institute, USA, National Cancer Institute, USA . Antigens and Antibodies. 29-12-09 . Stoppler, Melissa. Anorexia nervosa. medecinenet.com. 29-11-09 . ehealthMD, ehealthMD. Anorexia nervosa. 30-11-09. NationMaster.com, NationMaster.com. Mortality Statistics > Eating disorders (most recent) by country . 1-12-09 . Cleveland Clinic, Cleveland Clinic. Anorexia nervosa. 1-11-09 . Depression and Anxiety in Older Adults: Knowledge Gaps Depression and Anxiety in Older Adults: Knowledge Gaps Depression and Anxiety in Older Adults:  Are there gaps in current knowledge regarding diagnosis and treatment? Introduction Mental health problems in older adults can cause a massive social impact, often bringing about poor quality of life, isolation and exclusion. Depression is one of the most debilitating mental health disorders worldwide, affecting approximately 7% of the elderly population (Global Health Data Exchange, 2010). Despite this, it is also one of the most underdiagnosed and undertreated conditions in the primary care setting. Even with estimates of approximately 25% of over 65’s living in the community having depressive symptoms severe enough to warrant medical intervention, only one third discuss their symptoms with their GP. Of those that do, only 50% receive treatment as symptoms of depression within this population often coincide with other later life problems ( IAPT, 2009; World Health Organisation (WHO), 2004). Chapter 2: Literature Review 2.1: Depression and Anxiety in older adults Many misconceptions surround ageing including the fact that depression is a normal part of the ageing process. Actual evidence indicates that other physical health issues often supersede the presentation of depressive symptoms in older adults which may suggest that the development of depression is influenced by deteriorating physical health (Baldwin, 2008; Baldwin et al, 2002). Depression may present differently in older adults in comparison to adolescents or even working age adults. Although the same disorder may be present throughout different stages of the lifespan, in older adults certain symptoms of depression may be accentuated, such as somatic or psychotic symptoms and memory complaints, or suppressed, such as the feelings of sadness, in comparison to younger people with the same disorder (Baldwin, 2008; Chiu, Tam Chiu, 2008). O’Connor et al (2001) carried out a study into ‘the influence of age on the response of major depression to electroconvulsive therapy†™ and found that when confounding variables are controlled (age at the beginning of a study), there is no difference in the remission rates for depression in both younger and older adults, however, relapse rates remain higher for older adults. Backing this up, Brodaty et al (1993) conducted a qualitative naturalistic study into the prognosis of depression in older adults in comparison to younger adults and again confirmed that the prognosis and remission for depression in older adults is not significantly worse than for younger adults. However, the rigor of a qualitative naturalistic study is argued by proponents as being value-laden in nature, while criticisms of this study approach highlight it as being subjective, anecdotal and subject to researcher bias (Koch, 2006). In addition to depression, anxiety disorders are also common among older adults, often presenting as a comorbid condition. In 2007, 2.28 million people were diagnosed as having an anxiety disorder in the UK, with 13% of those individuals aged 65 and over. By 2026, the projected number of people diagnosed with an anxiety disorder is expected to rise by 12.7% to 2.56 million with the greatest increase expected to be seen in the older adult population (King’s Fund, 2008). Despite the prevalence rate, anxiety is poorly researched in comparison to other psychiatric disorders in older people (Wetherell et al, 2005). Of the anxiety disorders, phobic disorders and generalised anxiety disorder (GAD) are the two most common in older people (Bryant et al, 2008). It wasn’t until 1980 that the American Psychiatric Association (APA) published the Diagnostic and Statistical Manual of Mental Disorders (DSM) 3rd Edition which introduced Generalised Anxiety Disorder (GAD) into the psychi atric nomenclature, distinguishing it from other anxiety disorders for the first time (APA, 1980). MCManus et al (2009) estimate that in England alone, as many as 4.4% of people suffer with GAD with prevalence rates between 1.2 and 2.5 times higher for women than men (Prajapati, 2012). Post-Traumatic Stress Disorder (PTSD) continues to gain increased recognition and has received more clinical interest lately, correlating with individuals from the Second World War, Holocaust and Vietnam Veterans reaching or being well into old age. Despite this, data relating to prevalence rates still remains limited with research tending to focus on specific populations as opposed to community figures, for example, with regards to UK war veterans, approximately 30% will develop PTSD (pickingupthepieces.org.au, 2014). Unfortunately, stigma tends to misrepresent PTSD statistics as sufferers tend not to seek diagnosis or researcher bias is present. Britt (2000) found that many service personal within the military stated that admitting to a mental health problem was not only more stigmatising that admitting to a physical health problem but they also believed it would have a more detrimental impact on their career prospects. Furthermore, Mueller (2009) conducted a study into disclosure attitudes in which it was concluded that these attitudes can strongly predict symptom severity. With this in mind, it is important to stress the importance of practicing within the limits of NMC (2008) code of conduct in which unconditional positive regard must be shown by all nursing staff whilst incorporating a non-bias attitude in practice. Anxiety and depression comorbidity is well established. A longitudinal study, noted for its beneficial adaptability in enabling the researcher to look at changes over time, conducted by Balkom et al (2000) found that in a random community sample of adults (55 and older), who were diagnosed as having an anxiety disorder, 13% also met the criteria of major depressive disorder (MDD). Adding weight to the evidence of anxiety and depression comorbidity in older adults, Schaub (2000) who also conducted a longitudinal study, found that 29.4% of a sample of older adults in a German community diagnosed with an anxiety disorder also met the criteria for a depressive disorder. Longitudinal studies are thought to vary in their validity due to the attrition of randomly assigned participants during the course of the study, thus producing a final sample that is not a true representation of the population sampled (Rivet-Amico, 2009). King-Kallimanis, Gum and Kohn (2009) examined current and lifetime comorbidity of anxiety with depression. Within a 12 month period they found 51.8% of older adults with MDD in the United States also met the diagnostic criteria for an anxiety disorder. There is evidence to suggest that the first presentation of anxiety symptoms in older adults suggests an underlying depressive disorder (Chiu et al, 2008). Unfortunately, comorbid anxiety and depression in older adults is associated with much higher risks of suicidal symptoms (Bartels et al, 2002; Lenze et al, 2000) in addition to increased reports of more severe psychiatric and somatic symptoms and poorer social functioning when compared to depression alone (Lenze et al, 2000; Schoevers et al, 2003). 2.2 Diagnosis and Screening Tools The U.S. Preventive Services Task Force (USPSTF) (2009) states that screening for depression and anxiety in older adults allows GPs and mental health practitioners to look for these conditions despite the service user not reporting the symptoms. However, recommendations on the use of screening tools should be limited to services where there are adequate systems in place to refer service users on for in-depth assessment and treatment as screening without adequate treatment and follow-up is highly ineffective as highlighted by O’Conner (2009) and USPSTF (2009) in separate research reviews. Snowden et al (2009) further stipulates that screening should only be carried out in appropriate settings using approved depression screening tools designed specifically for older adults. Some of these specific screening tools include the Geriatric Depression Scale (GDS) and the 2 –item and 9-item Patient Health Questionnaire (PHQ-2 /PHQ-9). It is necessary to be mindful of the fact tha t screening tools are not diagnostic assessments, they merely identify the likelihood of someone have depression/anxiety (Snowden et al, 2009) and should be used in conjunction with a clinical examination to aid diagnosis (Chie et al, 2008). The self-administered Geriatric Depression Scale is the most widely accepted screening tool for depression in older adults, first developed by Yesavage et al in 1983. It is available in both a ‘long form’ and’ short form’. The ‘long form’ consists of a 30-item questionnaire, which asks the older adult to answer ‘yes’ or ‘no’ to specific questions in reference to how they have been feeling over the past week. The ‘shorter form’ (see appendix 1) was developed in 1986 following validation studies of the ‘long form’ and takes approximately 5 minutes to complete. This is often the more suitable screening tool as it can be more easily used by individuals who are physically unwell and those suffering from mild to moderate cognitive impairments such as dementia who may have relatively short concentration spans. It comprises of 15 specific questions from the ‘long form’ that generated the highest association with depressive symptoms. Scores of 0-4 on the GDS ‘short form’ are considered normal; 5-8 indicate mild depression; 9-11 indicate moderate depression; and 12-15 indicate severe depression (Yesavage et al, 1983; 1986). The GDS have proven to a highly reliable and valid screening tool. One study carried out by Paradela et al (2005) found that the GDS had 81% sensitivity and 71% specificity when evaluated against diagnostic criteria in the DSM-IV. In a validation study completed Sheikh and Yesavage (1986) comparing the GDS Long and Short Forms, both were successful in distinguishing depressed from non-depressed older adults with a high correlation. Within the NHS, several screening tools are more widely used than the GDS. These include the PHQ-9 (Spitzer et al, 1999), PHQ-2 (see appendix 2) (Kroenke et al, 2003) and ‘Whooley questions’ (see appendix 3) (Whooley et al, 1997). Both the PHQ-2 and PHQ-9 use a psychometric Likert scale format while the ‘Whooley questions’ uses simple yes/no answers. The PHQ-2 and ‘Whooley questions’ fall into the category of ‘ultra-short’ questionnaires comprising of as little as three, two or one single detection questions. Despite the use of these ultra-short questionnaires being used in practice, evidence from Mitchell and Coyne (2007) suggests that ‘one-question’ screening tools identify as little as one third of patients with depression making them unacceptable and unreliable screening tools if exclusively relied upon. Despite this, there is still support for the use of two and three question screening tools, specifically the PHQ-2 which has been found to identify as many as 80% of individuals with depression in primary care settings (Ross, 2010; Mitchell and Coyne, 2007). As with all good practice, caution should be used when utilising these screening tools are they can present false-positive results (Mitchell and Coyne, 2007). By comparison, the PHQ-9 is a self-administered 9-item questionnaire aimed at the detection of depression (Kroenke et al, 2001). It value within mental health screening is well known due to the robust evidence surrounding it validity and excellent levels of sensitivity (91.7%) and specificity (78.3%) (Kroenke et al, 2010). Chapter 3: Application to Nursing Practice Dementia, along with depression and other priority mental disorders are included in the WHO Mental Health Gap Action Programme (mhGAP). This programme aims to improve care for mental, neurological and substance use disorders through providing guidance and tools to develop health services in resource poor areas. Synthesis and utilization of empirical research is an important aspect of evidence-based care. Only within the context of the holistic assessment, can the highest quality of care be achieved. References: Baldwin, R., Chiu, E., Katona, C., and Graham, N. 2002. Guidelines on depression in older people: Practising the evidence. London: Martin Dunitz Ltd. Baldwin, R. 2008. Mood disorders: depressive disorders. In: Jacob R et al, Oxford Textbook of Older Age Psychiatry. Oxford: Oxford University Press. Balkom, V., Beekman , A., de Beurs, E., et al. Comorbidity of the anxiety disorders in a community-based older population in the Netherlands [Online]. Acta Psychiatrica Scandinavica 101(-). Pp 37–45. Available at: https://www-swetswise-com.abc.cardiff.ac.uk/FullTextProxy/swproxy?url=http://onlinelibrary.wiley.coc/resolve/doi/pdf?DOI=10.1034/j.1600-0447.2000.101001037.xts=1409279416128cs=1533436201userName=0000884.ipdireciemCondId=884articleID=25446758yevoID=1585273titleID=2498remoteAddr=131.251.137.64hostType=PRO [Accessed: 29th August 2014]. Bartels, S., Coakley, E., Oxman, T., et al. 2002. Suicidal and death ideation in older primary care patients with depression, anxiety, and at-risk alcohol use. American Journal of Psychiatry.159(10) pp.417–427. Brodaty, H., Harris, L., Peters, K., Wilhelm, K., Hickie, I., Boyce, P., Mitchell, P., Parker, G., and Eyers, K. 1993. Prognosis of depression in the elderly. A comparison with younger patients [Online]. The British Journal of Psychiatry 163(-) pp589-596. Available at: http://bjp.rcpsych.org/content/163/5/589#BIBL [Accessed 27th August 2014]. Chiu, H., Tam,W., and Chiu, E. 2008. WPA educational program on depressive  disorders: Depressive disorders in older persons. World Psychiatric Association (WPA). King’s Fund. 2008. Paying the price: The cost of mental health care in England to 2026 [Online]. London: King’s Fund. Available at: http://www.kingsfund.org.uk/sites/files/kf/Paying-the-Price-the-cost-of-mental-health-care-England-2026-McCrone-Dhanasiri-Patel-Knapp-Lawton-Smith-Kings-Fund-May-2008_0.pdf [Accessed: 17th August 2014]. Koch, T. 2006. Establishing rigour in qualitative research: the decision trail. Journal of Advanced Nursing 53(1) pp. 91-100 Lenze, E., Mulsant, B., Shear M, et al. 2000. Comorbid anxiety disorders in depressed elderly patients [Online]. American Journal of Psychiatry. 157(-): pp.722–728. Available at: http://ajp.psychiatryonline.org.abc.cardiff.ac.uk/data/Journals/AJP/3712/722.pdf?resultClick=3 [Accessed: 29th August 2014]. O’Conner, A. 2009. Screening for depression in adult patients in primary care settings: a systematic evidence review [Online]. Annals of Internal Medicine. 151(11). Pp.784-793. Available at: http://annals.org.abc.cardiff.ac.uk/article.aspx?articleid=745314resultClick=3 [Accessed: 22nd August 2014]. O’Connor, M., Knapp, R., Husain, M., et al. 2001. The influence of age on the response of major depression to electroconvulsive therapy: a CORE report. American Journal of Geriatric Psychiatry. 9(-): pp. 382–390 Rivet-Amico, K. 2009. Percent Total Attrition: A Poor Metric for Study Rigor in Hosted Intervention Designs [Online]. American Journal of Public Health 99(9): pp 1567-1575. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2724469/ [Accessed 22nd August 2014]. Schaub, R., Linden, M. 2000. Anxiety and anxiety disorders in the old and very old—results from the Berlin Aging Study (BASE) [Online]. Comprehensive Psychiatry. 41(-) pp 48–54. Available at: http://ac.els-cdn.com.abc.cardiff.ac.uk/S0010440X00800085/1-s2.0-S0010440X00800085-main.pdf?_tid=25fb884e-2f25-11e4-ae4a-00000aab0f6bacdnat=1409279912_0012d28347b6791e31a8b5199f3daaa1 [Accessed: 29th August 2014]. Schoevers, R., Beekman, A., Deeg, D., et al. 2003. The natural history of late-life depression: results from the Amsterdam Study of the Elderly (AMSTEL) [Online]. Journal of Affective Disorders.76(1): pp 5–14. Available at: http://ac.els-cdn.com.abc.cardiff.ac.uk/S0165032702000605/1-s2.0-S0165032702000605-main.pdf?_tid=1814aa80-2f34-11e4-a381-00000aab0f27acdnat=1409286331_4cb7efb58af9c004b37dc4825f8831d5 [Accessed 19th August 2014]. Sheikh, J., and Yesavage, A. 1986. Geriatric Depression Scale (GDS). Recent evidence and development of a shorter version. In T.L. Brink (Ed.), Clinical Gerontology: A Guide to Assessment and Intervention .pp. 165-173. New York: The Haworth Press. Snowden, M., Steinman, L., Frederick, J., and Wilson, N. 2009. Screening for depression in older adults: recommended instruments and considerations for community-based practice [Online] Clinical Geriatrics. 17(9). Pp 26-32. Available at: http://www.consultant360.com/articles/screening-depression-older-adults-recommended-instruments-and-considerations-community [Accessed: 19th August 2014]. USPSTF. 2009. U.S. Preventive Services Task Force. Screening for depression in adults: U.S. preventive services task force recommendation statement [Online]. Annals of Internal Medicine: 151 (11). Pp 784-792. Available at: http://annals.org/article.aspx?articleid=745304 [Accessed: 19th August 2014]. Yesavage, A., Brink, L., Rose, L., Lum, O., Huang, V., Adey, M., and Leirer, O. 1983. Development and validation of a geriatric depression screening scale: A preliminary report [Online]. Journal of Psychiatric Research, 17(1). pp 37-49. Available at: http://ac.els-cdn.com.abc.cardiff.ac.uk/0022395682900334/1-s2.0-0022395682900334-main.pdf?_tid=3e351376-2f84-11e4-80c4-00000aab0f02acdnat=1409320755_7707825345e33994a5a5539c953dac90 [Accessed 29th August 2014]. Appendix 1.

Gatsby is Not Really Great Essay -- The Great Gatsby F. Scott Fitzgera

Is Gatsby Really Great? The first thing you see when you pick up this book is the Title â€Å"The Great Gatsby† So already you expect Gatsby to great before you have even opened the book. As the first chapter unravels The Narrator and Gatsby’s Neighbor Nick Carraway, tells us plainly that he loathes Gatsby, however by the end of the paragraph he describes Gatsby’s character as â€Å"gorgeous†. He also says â€Å"No Gatsby turned out alright in the end.† From now we begin to wonder about how great Gatsby really is? On one hand he is â€Å"vile† because Carraway tell us he has â€Å"Unaffected scorn† for him while on the other hand he is â€Å"gorgeous†. We consider Nicks opinions to be very accurate as he is a fair and sensitive person who is also the probably the only person that really knew Gatsby. Gatsby is the stories protagonist when we first meet him he is very mysterious and â€Å"God Like† which adds to his sense of greatness. Nick says Gatsby has : â€Å"come out to determine what share of our local heavens ." The first thing we see Gatsby doing is reaching for a green light. This green light represents his dream. A dream he is striving to achieve. When considering Gatsby’s Greatness, we must remember always that this is the 1920’s the â€Å"Jazz Age†. And Gatsby was a young successful man with lots of money. Not only is this the ideal of the American dream, but he also through gigantic parties every Saturday in his gothic mansion, where all the rich and famous would gather. He was a perf...

Rude American

Rude Americans Stories are often told about rude American tourists, neighbors, or simply Americans. They have been labeled as rude because of their actions and their portrayal in the media and our society. Most of the complaints involve tourists. According to businessperson. Com, Tripods, a travel blob, conducted a survey last year involving 700 respondents from 62 countries about bad tourist behavior. It covers everything from travel etiquette and manners (like hogging the armrests and asking to switch seats incessantly in plane rides) to drunken misbehaver and foreign fertilization.A whopping 33% of respondents, three times as many as the next worst, Britain, agree that Americans are terrible tourists. 44% of the American respondents even agreed that their countrymen are the worst tourists. As the stereotype goes, they're loud, rude, fat, and make terrible fashion choices. Stereotype aside, why are Americans seen as rude and disrespectful? Aside from the Internet research, a survey was also done in class asking the students their opinions on why Americans are often seen as rude.The top reasons turned out to be 1) the US is involved in a lot of wars, 2) the American bringing and 3) cultural differences and misunderstanding. The supports, however, were mostly based on information from the Internet and personal observations. First reason on why Americans are often seen as rude is the role of the US in wars around the world. The US has been a world superpower for so many years and is considered as one of the â€Å"Most Reliable Countries. Being one of the richest and most powerful countries, Americans tend to think they are superior and can overpower anyone, making them come off as rude and disrespectful. American rudeness and disrespect also comes from the wars hey were involved in the past to gain power or just for the sake of warring such as World Wars I and II, Vietnam, Korean, Afghanistan and Iraq wars. Even if they didn't win without the help of other coun tries, it still made Americans act and think that they are above anyone, which carries on up until now.Second reason of American rudeness is the American upbringing. It is the environment that they grew up in; it is how they were raised. Many Americans are loud and outspoken because they grew up in a similar environment especially if they grew up in a city since American cities tend to be hectic and Hattie. They are often seen glued and yelling over their phones, which may be just talking normally for them. They are also seen as rude because of their informality when meeting strangers and they think everything is funny.This is because they are comfortable with other people although they don't realize that the same open behavior comes across as disrespect to other people. Americans are seen as rude because many of them feel that they have to insult others because everything has to be their way. Many Americans are known to be chain-swears like it's a part of them, like it's a normal t hing. When they do not get what they want, they become frustrated. They just lack manners and social graces because they feel the need to become dominant and take control of everything without thinking about how to treat others.Americans also seem to have a bad reputation with not realizing that the whole world did not grow up learning English to serve them, and that speaking slower to someone who doesn't understand or speak English, doesn't make a difference. Third reason is cultural differences. As mentioned in the previous reason, the open behavior of Americans comes across as disrespect to other people cause they aren't used to such culture, whereas Americans often view familiarity as a good thing. Mistakes made by tourists when visiting other countries are often seen as disrespectful.They may not be fully aware, but some people actually get offended. For example, if you're in France and you're invited to dinner at someone's house, you should bring a gift but do not bring a bott le of wine because it implies that your hoses wine is not good enough. Since it is habitual for polite Americans to bring a bottle of wine as a gift for one's hosts, it may be a problem especially if they aren't familiar with he French rule. Americans are also known for their busy lifestyle, wherein their time costs so much that they don't waste it in apologizing or thanking others.Some people as a child has been taught that saying â€Å"thank you,† â€Å"you're welcome,† or â€Å"I'm sorry/' is a way of showing good manners, so not doing any of the mentioned may seen by others as rude. The way they show their nationalism and pride makes them seem to look down on other countries since they say that other countries are nothing compared to them, and that the US is the best country in the world. Maybe we are just used to he respectful culture, but some of the ways they show nationalism and pride may be disrespectful to other countries.Some of the things they say may also sound offensive but they actually mean something different. An example would be their use of the phrase, â€Å"Oh, really? † A person could take it as someone challenging his opinion but in reality it simply means, â€Å"Interesting Can you elaborate? † The portrayal of arrogance among Americans through their actions, the media and the society is caused by the role of the US in wars, the American upbringing and cultural differences. Not all Americans are rude; they were just stereotyped as such.That is why everyone should respect and appreciate each others differences and try to learn and understand them and their culture. It is important to learn and understand them to avoid getting too offended, and to know how to react to certain situations. It also helps in getting to know and socializing with Americans instead of avoiding them for being intentionally or unintentionally rude because after all, they are humans just like everyone else.

Favorite Teacher Essay Example

Favorite Teacher Essay Example Favorite Teacher Essay Favorite Teacher Essay Introduction The instructor was inquiring some simple inquiries in arithmetic. The category was larning the simple operation of division. When the instructor asked how many bananas would each boy get if three bananas were divided every bit among three male childs. person had an reply. One each. Thousand bananas divided every bit among thousand male childs? The reply was still the same. One. The category was come oning therefore. inquiry being asked by the instructor and replies being provided by the pupil. But there was a male child who had a inquiry. If none of the bananas was divided among no male childs. how much would each boy get? : The whole category explosion into laughter at what the pupils thought was a fast one or a cockamamie inquiry. But the instructor seemed to hold been impressed. He took it upon himself to explicate to the male childs that what the pupil asked was non a cockamamie inquiry. But the instructor seemed to hold been impressed. He took it upon himself to explicate to the male childs that what the pupil had asked was non a cockamamie inquiry but instead a profound one. He was oppugning the instructor about the construct of eternity. A construct that had baffled mathematicians for centuries. until the Indian scientist Bhaskara had provided some visible radiation. He had proved that nothing divided by zero nor one. but eternity. The pupil was Srinivasa Ramanujan. the mastermind who introduced the construct of nothing to the universe. LIFE OF SRINIVASA RAMANUJAN Srinivasa Iyengar Ramanujan. popularly known as S. Ramanujan was a great mathematician from India. He was born December 22. 1887 in Erode. Madras Presidency at the abode of his maternal grandparents. His male parent. K. Srinivasa Iyengar. worked as a clerk in a saree store and hailed from the territory of Thanjavur. His female parent. Komalatammal. was a homemaker and besides sang at a local temple. They lived in Sarangapani Street in a traditional place in the town of Kumbakonam. When he was about five old ages old. Ramanujan entered the primary school in Kumbakonam although he would go to several different primary schools before come ining the Town High School in Kumbakonam in January 1898. At the Town High School. Ramanujan was to make good in his full school topic and showed himself an able all unit of ammunition bookman. In 1900 he began to work on his ain on mathematics summing geometric and arithmetic series. It was in the Town High School that Ramanujan came across a mathemat ics book by G S Carr called Synopsis of simple consequences in pure mathematics. This book. with its really concise manner. allowed Ramanujan to learn himself mathematics. but the manner of the book was to hold a instead unfortunate consequence on the manner Ramanujan was subsequently to compose down mathematics since it provided the lone theoretical account that he had of written mathematical statements. The book contained theorems. expression and short cogent evidence. It besides contained an index to documents on pure mathematics which had been published in the European Journals of Learned Societies during the first half of the nineteenth century. The book. published in 1856. was of class good out of day of the month by the clip Ramanujan used it. By 1904 Ramanujan had begun to set about deep research. He investigated the series ? ( 1/n ) and calculated Euler’s changeless to 15 denary topographic points. He began to analyze the Bernoulli Numberss. although this was wholly his ain independent find. Ramanujan. on the strength of his good school work. was given a scholarship to the Government College in Kumbakonam which he entered in 1904. However the undermentioned twelvemonth his scholarship was non renewed because Ramanujan devoted more and more of his clip to mathematics and neglected his other topics. Without money he was shortly in troubles and. without stating his parents. he ran off to the town of Vizagapatnam about 650 kilometers north of Madras. He continued his mathematical work. nevertheless. and at this clip he worked on hypergeometric series and investigated dealingss between integrals and series. He was to detect subsequently that he had been analyzing elliptic maps. In 1906 Ramanujan went to Madras where he entered Pachaiyappa’s College. His purpose was to go through the First Arts scrutiny which would let him to be admitted to the University of Madras. He attended talks at Pachaiyappa’s College but became badly after three months study. He took the First Arts scrutiny after holding left the class. He passed in mathematics but failed all his other topics and hence failed the scrutiny. This meant that he could non come in the University of Madras. In the undermentioned old ages he worked on mathematics developing his ain thoughts without any aid and without any existent thought of the so current research subjects other than that provided by Carr’s book. Continuing his mathematical work Ramanujan studied continued fractions and divergent series in 1908. At this phase he became earnestly sick once more and underwent an operation in April 1909 after which he took him some considerable clip to retrieve. He married on 14 July 1909 when his female parent arranged for him to get married a 10 twelvemonth old miss S Janaki Ammal. Ramanujan did non populate with his married woman. nevertheless. until she was 12 old ages old. Ramanujan continued to develop his mathematical thoughts and began to present jobs and work out jobs in the Journal of the Indian Mathematical Society. He devoloped dealingss between elliptic modular equations in 1910. After publication of a superb research paper on Bernoulli Numberss in 1911 in the Journal of the Indian Mathematical Society he gained acknowledgment for his work. Despite his deficiency of a university instruction. he was going good known in the Madras country as a mathematical mastermind. In 1911 Ramanujan approached the laminitis of the Indian Mathematical Society for advice on a occupation. After this he was appointed to his first occupation. a impermanent station in the Accountant General’s Office in Madras. It was so suggested that he approach Ramachandra Rao who was a Collector at Nellore. Ramachandra Rao was a laminitis member of the Indian Mathematical Society who had helped get down the mathematics library. Ramachandra Rao told him to return to Madras and he tried. unsuccessfully. to set up a scholarship for Ramanujan. In 1912 Ramanujan applied for the station of clerk in the histories subdivision of the Madras Port Trust. Despite the fact that he had no university instruction. Ramanujan was clearly good known to the university mathematicians in Madras for. with his missive of application. Ramanujan included a mention from E W Middlemast who was the Professor of Mathematics at The Presidency College in Madras. Indeed the University of Madras did give Ramanujan a scholarship in May 1913 for two old ages and. in 1914. Hardy brought Ramanujan to Trinity College. Cambridge. to get down an extraordinary coaction. Puting this up was non an easy affair. Ramanujan was an Orthodox Brahmin and so was a rigorous vegetarian. His faith should hold prevented him from going but this trouble was overcome. partially by the work of E H Neville who was a co-worker of Hardy’s at Trinity College and who met with Ramanujan while talking in India. Ramanujan sailed from India on 17 March 1914. It was a unagitated ocean trip except for three yearss on which Ramanujan was airsick. He arrived in London on 14 April 1914 and was met by Neville. After four yearss in London they went to Cambridge and Ramanujan spent a twosome of hebdomads in Neville’s place before traveling into suites in Trinity College on 30th April. Right from the beginning. nevertheless. he had jobs with his diet. The eruption of World War I made obtaining particular points of nutrient harder and it was non long earlier Ramanujan had wellness jobs. Right from the start Ramanujan’s coaction with Hardy led to of import consequences. Hardy was. nevertheless. diffident how to near the job of Ramanujan’s deficiency of formal instruction. The war shortly took Littlewood off on war responsibility but Hardy remained in Cambridge to work with Ramanujan. Even in his first winter in England. Ramanujan was sick and he wrote in March 1915 that he had been badly due to the winter conditions and had non been able to print anything for five months. What he did print was the work he did in England. the determination holding been made that the consequences he had obtained while in India. many of which he had communicated to Hardy in his letters. would non be published until the war had ended. On 16 March 1916 Ramanujan graduated from Cambridge with a Bachelor of Science by Research ( the grade was called a Ph. D. from 1920 ) . He had been allowed to inscribe in June 1914 despite non holding the proper makings. Ramanujan’s thesis was on Highly composite Numberss and consisted of seven of his documents published in England. Ramanujan fell earnestly badly in 1917 and his physicians feared that he would decease. He did better a small by September but spent most of his clip in assorted nursing places. On 18 February 1918 Ramanujan was elected a chap of the Cambridge Philosophical Society and so three yearss subsequently. the greatest honor that he would have. his name appeared on the list for election as a chap of the Royal Society of London. He had been proposed by an impressive list of mathematicians. viz. Hardy. MacMahon. Grace. Larmor. Bromwich. Hobson. Baker. Littlewood. Nicholson. Young. Whittaker. Forsyth and Whitehead. His election as a chap of the Royal Society was confirmed on 2 May 1918. and so on 10 October 1918 he was elected a Fellow of Trinity College Cambridge. the family to run for six old ages. The awards which were bestowed on Ramanujan seemed to assist his wellness better a small and he renewed his attempts at bring forthing mathematics. By the terminal of November 1918 Ramanujan’s wellness had greatly improved. Ramanujan sailed to India on 27 February 1919 geting on 13 March. However his wellness was really hapless and. despite medical intervention. he died there the undermentioned twelvemonth. CONTRIBUTIONS TO THE DEVELOPMENT OF MATHEMATICS Ramanujan worked out the Riemann series. the elliptic integrals. hyper geometric series and functional equations of the zeta map. Ramanujan’s ain work on partial amounts and merchandises of hyper geometric series have led to major development in the subject. Possibly his most celebrated work was on the figure P ( n ) of dividers of an whole number N into summands. He made extraordinary parts to mathematical analysis. figure theory. infinite series. and continued fractions. The figure theory is the abstract survey of the construction of figure systems and belongingss of positive whole numbers. It includes assorted theorems about premier Numberss ( a premier figure is an whole number greater than one that has non built-in factor ) . Number theory includes analytic figure theory. originated by Leonhard Euler ( 1707-89 ) ; Geometric theory – which uses such geometrical methods of analysis as Cartesian coordinates. vectors and matrices ; and probabilistic figure theory based on chance theory. What Ramanujan did will be to the full understood by a really few. (

Robert Penn Warrens Why Boy Came to Lonely Place Explication

Robert Penn Warrens Why Boy Came to Lonely Place Explication Robert Penn Warren's "Why Boy Came to Lonely Place" is a poem of a man looking back at his past self. The lone character of the poem, who remains nameless, is in search of his true identity. He is alone, unnoticed, and wandering. He is running from something, and is unsure of his own reality in this cruel and unforgiving world. Now, as an adult, he is looking back at himself as a thirteen-year old, and wondering who he is and what he has become.Warren's "Why Boy Came to Lonely Place" starts by describing a peaceful location away from everything. The speaker of the poem is an adult who is talking to himself at the age of thirteen. This boy, who is completely alone, has traveled to this serene place. The speaker starts a trend of uncertainty when he states "I do not know why I have these miles come" (line 4-5).misty driverMuch like Nora in "A Doll's House" he questions his true identity and worth. Like a cloud, he wanders aimlessly with no purpose or reason. All the time wondering woul d anyone have care if he never existed. The words "crumbling" and "ragged" (lines 12,13) help show just how bleak his existence really is. The speaker believes he is no more than a name when he says, "You say the name they gave you. That's all you are" (line 18). He believes that life is no more than a series of possibilities that just occur and is not truly real. He mourns his solitary existence, and is left to wonder why he has come to this lonely place.Looking back on his past, the speaker tries to make sense of his meager state. He has wandered to this place only to find himself completely alone.

The Viability of Primary and Secondary Qualities Essay

The Viability of Primary and Secondary Qualities - Essay Example The essence of the philosophical debate, therefore, centered on Berkeley’s refusal to believe that reality consisted of abstractions that could be separated from a material object. In order to explore this debate in more depth, this essay will examine Berkeley’s critique of Locke regarding the viability of primary and secondary qualities. As a preliminary matter, for Berkeley, the proffered distinction between primary and secondary qualities, an integral theoretical concept underpinning John Locke’s notion of Abstract Ideas, was an issue of fundamental importance. Our knowledge of the world around us, in Berkeley’s view, was dependent on the viability of this distinction. Berkeley’s ultimate rejection of this distinction, and the theory of Abstract Ideas was bold; Locke, after all, was not the first philosopher to believe in the validity of the distinction. Indeed, Berkeley challenged some of the greatest thinkers as the distinction had also been em braced by such luminaries as Descartes, Newton, and Galileo. A brief presentation of Locke’s approach to primary and secondary qualities is necessary because it highlights the bases of Berkeley’s attacks and because Locke’s work served as the authoritative statement of the viability of the distinction between primary and secondary qualities.... He also pointed out the epistemological problems which, he asserted, rendered Locke's distinction nothing more than speculation. Locke, in Berkeley's view, was hardly an empiricist. Berkeley could simply not accept Locke's assertion that an underlying quality could be separated from the mind. Locke stated, by contrast, that a quality was a power that was capable of producing an idea in our mind. This definition was significant because it separated the quality from our mind; more particularly, Locke established a causal relationship in which a quality inherent in an object caused us to have an idea about that object. Berkeley, because he rejected the separation, also rejected the notion of causation. Berkeley's strongest criticisms, however, derived from Locke's attempt to divide a quality into two specific types. This criticism dealt with Locke's attempts to draw a distinction between what he termed primary qualities and secondary qualities. Locke characterised primary qualities as being inseparable from the object being observed. Everything had fundamental properties. These fundamental properties were constant. Locke viewed solids, extensions, figures, motion or rest, and number as primary qualities; Berkeley, for the reasons mentioned below, argued and demonstrated that these primary qualities did not exist. The denial of these primary qualities served as the basis for his rejection of the notion of abstraction of ideas. Berkeley stated that these qualities were illusory and therefore could not produce in us ideas about the object being observed. Ideas were ideas and nothing more. Nor did Berkeley accept the premise that a