Depression :: Health, Nursing, Long Term Care

Evidence suggests that depression is associated with high levels of morbidity and mortality and adversely affects the quality of life and social functioning (Katona, 1994). Some of these patients do not move about much, and with depression added to this premise, the transition from what these patients were used to, to a completely new environment is usually traumatic. Nursing care providers can ease the trauma felt by these new arrivals by conducting assessments to determine whether these individuals are suffering from depression, so as to remedy this malady as soon as possible. Depression affects approximately 5% of the population at any one time, with depressive symptoms being more common in people over 65, with prevalence estimates ranging from 10 to 15% (Baldwin, 1995). Depression in nursing homes has been recognized as especially problematic states Ames, (1994). Depression is not a normal consequence of aging, and it is known to be under-recognized and under-treated, especially in hospitals, outpatient settings, and nursing homes. (Patry, 2004). Problem Background Older people entering long-term care facilities face major adjustment challenges and are particularly vulnerable to mental health problems (Murphy, 1982; Mikhail, 1992; Manion & Rantz, 1995). Newly admitted residents in long-term care facilities are particularly vulnerable to depression and the early recognition and treatment of depression is therefore crucial around the time of admission to a home. (Bagley et al., 2000). By day 14 of their nursing home stay, thirty-eight percents of the admitted residents sampled in a study conducted by Boyle et al. (2004) were positive for depressive symptoms. Depression then is still a highly significant problem among those admitted to a nursing home. (Boyle, 2004). In contrast, the authors’ stated that depression recognition in the nursing homes has improved. Michigan's Quality Improvement Organization (MPRO) conducted a study of 14 nursing facilities to improve the accuracy of assessments, targeting, and monitoring of care. 69% of participants were female 46% were 76-85 and 37% were 86 or older. Among men, 24% were age 75 or younger 51% were 76-85 and 25% were 86 or older. It was found that out of 818 residents, 313 (38%) had depressive symptoms by day 14. Out of the 313, 213 (68%) were admitted with a diagnosis of depression. (Boyle, et al., 2004). The nursing homes in this study use the Geriatric Depression Scale (GDS) to assess symptoms of depression; however, its use is highly selective. (Boyle, et al., 2004). The authors stated that additional research in developing strategies to ensure continuity of care to people across treatment settings would be useful.

Economics Coursework †Demand Essay

Manufacturers and dealers want UK to follow Europe into scheme to give cash to drivers who scrap old cars to buy new The government was facing renewed pleas to bail out Britain’s ailing motor industry yesterday as figures showed sales of new cars had dropped by almost a third year on year. Only 313,912 cars were registered in March – a 30.5% fall in sales from this time last year, figures from the Society of Motor Manufacturers and Traders (SMMT) showed, prompting fresh calls for the government to pay motorists to trade in their old cars for new ones. The motor industry and lobby groups are hoping this month’s budget will include a scrappage scheme, under which car owners are given a financial incentive of about à ¯Ã‚ ¿Ã‚ ½2,000 to swap their old vehicle for a new greener model. Treasury officials have told the industry they are seriously considering including such a stimulus in the budget a fortnight tomorrow although ministers publicly insist that no decision has been taken. A scrappage scheme in Germany – which offers car owners à ¯Ã‚ ¿Ã‚ ½2,500 (à ¯Ã‚ ¿Ã‚ ½2,263) for getting rid of any vehicle over nine years old – has attracted more than half a million buyers, with sales soaring 40% there in March. The SMMT estimates that 280,000 Britons would take advantage of a similar programme over an 18-month period. This would cost around à ¯Ã‚ ¿Ã‚ ½560m, a figure the SMMT told the Guardian would involve a net cost of à ¯Ã‚ ¿Ã‚ ½150-160m. The rest of the money would come from the VAT charged on new cars. But green groups counselled against such a â€Å"knee jerk† response and said the money could be better used to fund sustainable transport solutions. Some environmental organisations fear funds could be diverted from existing pots of money set aside by the government for investment in green technologies, such as the à ¯Ã‚ ¿Ã‚ ½400m earmarked in the pre-budget report for an â€Å"environmental transformation fund†, which supports the development of new low-carbon energy and energy efficiency technologies in the UK. Pro-motoring lobbyists argue that if the government does not move quickly to boost the industry, further jobs would be lost and some manufacturers may transfer their business to other countries. In Whitehall, the debate is still swirling over the wisdom of adopting a â€Å"scrappage† scheme. Lord Mandelson, the business secretary, said in February that his department was examining the experience of other countries, notably Germany, to see whether it would work in Britain and carmakers were asked to produce costed proposals, but no decision has been made. David Cameron told the Guardian in January that the Tories were looking at the idea but he was yet to be convinced. In the meantime, demand for cars has crashed across the world, throwing the global industry into its biggest crisis and forcing American giants General Motors and Chrysler to the brink of bankruptcy. Manufacturers in the UK have also been hit, with factories such as Honda’s plant at Swindon mothballed and thousands of jobs cut. Last month’s decline in sales follows falls of 30.9% in January 2009 and 21.9% in February. March, when new number plates are issued, is a key period for the industry and traditionally accounts for nearly a fifth of annual sales. If things do not improve, the SMMT is forecasting that only 1.72m new vehicles will be sold in 2009, compared with 2.13m in 2008. However, there was one bright note with the rise of the small car segment, where sales increased 84%, indicating a trend towards downsizing among consumers. The top three best-selling models were the Ford Fiesta, Vauxhall Corsa and Ford Focus. Yesterday SMMT chief executive, Paul Everitt, said: â€Å"March new-car registrations are a barometer of confidence in the economy, from businesses and consumers alike. The fall in the market shows that the government needs to do more to boost confidence. â€Å"A scrappage scheme will provide the incentive needed and the evidence is clear that schemes already implemented across Europe do work to increase demand. The UK is the only major European market not to implement a scheme.† Edmund King, the president of the AA, said: â€Å"The latest figures show the stark difference between a country with a scrappage scheme and one without. A vehicle-scrappage scheme has the potential to reduce emissions, reduce accidents and their severity whilst giving a boost to the UK motor industry. There are many benefits from getting older gross polluters off the road.† But green groups counselled against introducing such a scheme. Peter Lipman, policy director at Sustrans, the sustainable transport charity, said it would be â€Å"a really, really bad idea, wherever the money is coming from†. â€Å"There are so many better ways of spending government money if you are trying to deal with both the recession and climate change,† he added. The RAC motoring strategist, Adrian Tink, said: â€Å"The introduction of any car-scrappage scheme needs to be contingent on balancing the economic benefits with a concern for the environment. The scheme needs to be as much about getting old, high-polluting cars off the road as it is about stimulating car sales.† The dire sales figures bode ill for the economic recovery because new car sales are seen as a key indicator of consumer confidence. When the UK went into recession in the early 1990s, new car registrations dropped for 27 successive months. At one point, sales that had reached an annual peak of 2.3million in the late-1980s dipped as low as 1.5million. IB Economics: Internal Assessment Commentary Car industry begs for budget boost from Alistair Darling The article â€Å"Car industry begs for budget boost from Alistair Darling† found on the web page of The Guardian discusses the effects of the current recession on the car industry, particularly in the UK. The article states according to the SMMT a 30 % fall in sales from the year before at the same time. In order to take a first step to solving the problem the motor industry hopes to impose the scrappage scheme.. The drop of demand for cars during the recession creates an example of the laws of demand and supply. Demand is the quantity of a good or a service that consumers are willing and able to purchase at a given price in a given time period. Supply is the willingness and ability of producers to produce a quantity of a good or service at a given price in a given time period. Consumers being aware of the recession will rather save their money than choose to spend it on luxury purchase. The fall in income due to the recession has, according to the laws of supply and demand and assuming that all other things stay equal (Ceterus Paribus), caused the fall of demand. Although the article doesn’t state a percentage of the fall in income of the population, the income elasticity of demand for vehicles can be described as at least unitary if not elastic, the examples will make an attempt to prove this. Income elasticity of demand measures the proportionate response of quantity demanded to a proportionate change in income. The article gives two proves for that: First, the thought of the coming recession has already let people stop buying cars by 30.5% from one year to the other. People won’t buy any luxury goods in bad times. And second, subsidising car buyers by about 2000à ¯Ã‚ ¿Ã‚ ½ (scrappage scheme) will increase the purchases in a month by 40%. The fall in demand will also cause an excess supply even if the motor industry stops production directly. All car producers will hence have a massive amount of cars that are just not being bought because there is no demand. According to the rules of supply and demand, as demand falls, quantity supplied decreases as well. In this particular case, the quantity supplied decreases as well but probably not as much as it could to find a new equilibrium, the price at which supply equals demand. Why this is the case will be explained after the following The following graph will show how a fall in demand will cause the demand curve to shift to the left and therefore a fall in the quantity supplied of cars to find a new equilibrium. It can be seen that cars sales fell by nearly 25 % from 2008 to 2009 As stated above, this development is not quite that what happens in reality. According to the rules of unemployment, unemployment is a lagging factor and the demand for labour depends on the demand for, in this case, cars. That means that it begins to rise some time after the recession began. This is because of several reasons such as that firms want to keep skilled workers and will delay redundancies hoping that things might get better. Since firms want to keep skilled workers they would have to keep up the production to a certain extend. Of course production will decrease what will cause cyclical employment but to a certain extend production will be kept up to occupy the workers. The term cyclical unemployment can be defined as occurring when the economy is growing more slowly than estimated as the demand for labour is interdependent on the demand for goods and services. This situation can’t be kept up for long because firms lose money spending more money on workers they try to keep than actually gaining through sales and go bankrupt if the recession doesn’t end or if they are not being subsidized by the government. Hence the motor industry searches for ways of pushing demand. A possible solution could be the scrappage scheme which encourages motorists to swap their old cars against new ones by giving the buyer about 2000à ¯Ã‚ ¿Ã‚ ½ directly. The effect of the scheme on the demand for cars can be seen on the following diagram: Demand rises again due to the encouragement and shifts the demand curve to the right again. Concluding one can say that the law of supply and demand is displayed in the real world. In the article â€Å"Car industry begs for budget boost from Alistair darling† it is clearly shown how recession can affect the demand for cars and how therefore demand for labour interdepends on demand for, in this case, cars. Furthermore it can also be stated that things like the scrappage scheme can encourage demand again.

Prostitution during the 18th and 19th century Essay

Prostitution became a significant of London’s history during the 18th and 19th century. At the time, prostitution was a chronic problem of the public order. It became so big in London that it attracted the attention of many groups such as, â€Å"the church, the state, the medical profession, philanthropists, feminists and others.† (Bartley, 1) All of these groups worked together in order to resolve the problem, even though at the time prostitution was not illegal. However, it was an activity that many felt was socially unacceptable. Prostitution began because Britain was experiencing political and social ferment during the Industrial Revolution. The industrial revolution brought up new social groups, which had struggled to exert themselves politically and culturally. (Fisher, 29) During the 18th & 19th centuries London had many deficiencies in their legal system, which can explain the openness of prostitution. A major factor of this problem lays in the fact that almost none of the laws under which prostitutes were most usually arrested in the 18th century referred to their offence by name. Instead, prostitutes were charged for violating laws. At the time, laws of night walking were put into the system. The main objective was to enforce a dawn-to-dusk curfew, so the police could keep the towns under close watch. London decided that it was time for to get involve and find a solution before the city went out of control. First of all, police officers started by taking more action on the streets. Also, they started policing Disorderly houses. In addition groups such as the Reformers, Commentators, Church and others, used their own methods of resolving this problem. Finally, how did the people of London feel towards prostitution and prostitutes? The streets were becoming an unsafe environment for the citizens of London. Prostitutes started occupying the streets of London more frequently. Throughout the 18th and 19th centuries, the policing of London’s streetwalkers were the responsibility of the constables, beadles, patrol, and watchman. Their duties were to enforce and maintain public order. There was a general police force consisting of upper and under Marshals, marshalmen, day and night patrols and even special forces for certain towns or areas such as the Smithfield area. Each city had twenty-six Wards, which in turn produced their own forces such as constables, beadles, and watchmen. All of these men were able to enforce the laws in the proximity of the Ward. Figure 1 & 2. â€Å"The police force was to be responsible for containing street disorder and averting the danger from the uncontrolled and un-socialized classes, the constable role was to act as a domestic missionary, translating and mediating bourgeois values in working-class communities.† (Mahood, 120) In 1784, day patrol was introduced in Westminster, Nevertheless, â€Å"before 1828 no parish anywhere in London had considered it either necessary or desirable to provide†¦ intensive daylight patrols.† (Henderson (1), 191) During that time all the resources devoted their time to nightly watch, as they believed it was more of a crucial period of the day for prostitution. Watchmen were the most intrusive in doing their work, and also reduced the importance of constables. A constable was usually in company with a beadle, whose duties consisted of patrolling the streets of the parish as frequently as possible throughout the night. (Henderson (1),192) However, while on duty, they would instead spend most of their time in a safer area around the watch house. Furthermore, they would not even show up sometimes for duty. Moreover, the Watchman was always expected to be on the streets from dawn till dusk. It was very important for the police to clear up the streets. Solicitors and prostitutes crowded the busy narrow streets of London. It was inevitable either group would come into conflicts with other citizens. The public streets were areas where one could enjoy the view and sights of the beautiful city, in addition to being the main passageways, for vehicles and pedestrians. However, â€Å"to the prostitutes the streets, and squares of London were a workplace.†(Henderson (1), 198) Mr. William Logan was given the duty in 1843 to research and find solutions of prostitution. He was an observer of many streets and brothel houses, and he stated several solutions towards prostitution. One of the solutions was the policing of the streets. He suggests, â€Å"from eight to ten o’clock at night, to bear in mind those who are employed to conduct the evening correspondence and carry it safely.† (Logan,40) Therefore, that crime should, be traced to its source as accurate as possible, and a system of  prevention must be introduced. (Asylums1817, 10) Police forces had many problems in assembling together and during the late 1840’s a quarter of the Edinburgh police force was dismissed annually for misconduct and 63 percent were recorded as drunk on duty. (Mahood, 120) Policing Disorderly house was another solution London brought about to eliminate prostitution. Disorderly and Bawdy houses were controlled, like streetwalking, because of their threat to the well being of the society. â€Å"They were the causes of endless mischief, and tended directly to the overthrow of Men’s bodies, to the wasting of their Livelihoods, and to the endangering of their souls.† (Henderson (1), 253) The general society saw these houses as a place without morals or religious principles, and rather a place of corruption. They were also concerned that the people that worked in the houses were being funded through fraud and robbery. Figure 3. Select Police Committee members in 1816 and 1817 showed great concern of the spread of these cheap licensed houses. They were catered only for thieves and prostitutes. The Committee introduced a license for selling alcoholic drinks, where if the house did not practice the laws, their alcohol license would be removed. The Justices of the Peace had the primary responsibility, to grant these licenses. This procedure began in 1729 and it still in effect today. Before 1729, it was possible to get a license from the Stamp Office, which was a practice that helped keep open the Disorderly Houses. In 1743, the Gin Act was introduced, and in 1751 confirmed and, â€Å"forbade any but tavern, victualling house, inn, coffee house, or alehouse keepers to hold a license to sell spirituous liquors.† (Henderson (1), 257) When it came time to renew licenses, the constable of each Ward or parish was to present to the magistrates a list of those houses requiring a renewal of their license. After that, each Constable would be placed under oath and questioned about the conduct of the house in his district, as well as if any neighbors had made any complaints. (Henderson (1), 258) Even though the Constable had spoken well of the house or not, any person that was present was able to state their objections towards the issue. Representatives of the parish or ward raised most of the objections,  and in some cases there would be the presence of the neighbors. In 1752, London passed the Disorderly House Act. This act encouraged people to turn in the houses and owners into the police. If the information led to a charge, the witness would receive  £20. The houses where divided into three different classes: First, Second, and Third. Figure 4. Wealthy merchants, military officers, and those in the higher circle of society usually visited the First class houses. The Second class houses were mostly intended for businessmen, and blue-collar people. Finally, the Third class houses were for the not so wealthy citizens. As a result of the close monitoring of these houses and liquor licenses, the amount of Disorderly houses dropped, by the end of the 19th century. Other major groups besides the police wanted to get involved to put a stop to prostitution. These groups consisted of Parish committees, Reformers, and Philanthropist. They all contributed in different ways. The Church helped out the police by hiring watchmen, for the area that surrounds them. In 1796, St. James parish in Westminster was employing sixty-four watchmen, six beadles and two inspectors as well as its body of constables. (Henderson (1), 192) Even the smaller parishes helped out and had larger numbers of people working. This was all possible because in Westminster from 1753, on, a series of Watch Acts where introduced. These acts gave individual parishes, or to the City and Liberty as a whole, the right and duty to establish a parochial watch, under the general supervision of the Middlesex Watch Justices of the Peace. (Henderson (1), 190) Also the churches forbade women that were working as prostitutes of any religious rights. If they were still doing the trade until they died, they would not receive proper burial rights. The Church also made its own court and was responsible for maintaining acceptable standards of Christian behavior. (Henderson (2),81) Reformers believed that prostitutes were victims of upper class men who seduced them. However, they also believed that prostitution was the outcome of personal moral weakness, and therefore blamed women for prostitution. (Bartley, 5) â€Å"Moral reformers demanded that the police be granted the authority to curb soliciting and brothel keeping.† (Mahood, 121) The  Reformers believed the only way to eliminate prostitution was to get rid of prostitutes. In turn, they started and founded a variety of institutions, such as large penitentiaries, asylums, and even small homes. These centers were used as places of rehabilitation. Figure 5. These institution centers were located within most large cities and towns. In 1758, in Whitechapel, London the Reform opened up The Magdalen Hospital. It was a great success and thus led to the opening of more institutions. The Church tried not to connect all institutions with a religious aspect, like Lock Hospitals with lock wards. This kind of institution dealt more with unmarried females and tried to treat them for venereal diseases. Figure 5. By the end of the 19th century, a special group was formed, National Union of Women’s Worker (NUWW), whose members met once a year to discuss strategies and to compare practices. (Bartley, 26) Each institution had its own managerial system; the upper and middle class managed most of them. â€Å"There were three main methods of managing a reform institution: some were managed by men who employed female workers as matrons and laundry workers; some where managed jointly by men and women; some were managed by women only.† (Bartley, 27) Reform Institutions had great success. Which resulted in a decline in prostitution. Furthermore, a mixture of clergy and laymen and women ran institutions that were set up by the Church of England. Philanthropists saw prostitution as a problem because of its negative effect on the population. They too implemented institution and ran them similar to the Reform. The majority of the people in London did not agree with prostitution, nor did they understand it. People of London felt that prostitution was affecting the Modernity of London. â€Å"Prostitutes disordered the state and threatened the empire.† (Ogborn, 47) People felt that kids that are surrounded by prostitutes, especially boys would not grow up to be healthy, and productive men because prostitutes were only spreading ruin, disease, and death. Prostitution was an interference of social relations and the geographies that surrounded them, which created new relationships and new spaces. It also was responsible for subverting the relations of the public sphere; even  the hierarchies and equalities of the public sphere were being affected. They also felt that prostitution caused the ruin of families. Prostitutes were looked upon as evil people, and were treated as though they were infected with the plague. They were â€Å"public nuisances† as one shopkeeper describes. â€Å"The activities of prostitutes and their bullies along Fleet street and Ludgate Hill adversely affected their business.† (Henderson (1), 195) It also became hard for all the women in the town, for they were also treated like prostitutes. For example if a woman were walking on the streets just after dusk, she would be harassed and insulted. On the other hand, people believed that men who engaged with prostitutes were not at fault because of the temptation the women give off the male passer-bys. In 1864, the Contagious Disease Act (CD Acts) was passed. It was meant to make paid sex safer for people, especially those in the armed forces. This act was passed because, at the time in the Army and Navy, many men had contracted venereal diseases. So, the government enforced that all women that were practicing prostitution must be inspected. Police were given the authority to arrest any woman that was suspected of practicing prostitution, and make her undergo an internal examination at a Certified Hospital. If a disease were found she would be detained until the disease was cured. Reformers felt that it was fair to say that Prostitution helped spaced out the wealth of men, because there would be different sections in the community. In one area you would have men that were well off and in another area men that were not well off. William Logan describes the girls that he observed were poor and innocent children that were constantly being abused by their supporters. (Logan, 26) It is clear that prostitutes played a very important role during the 18th and 19th centuries, which were modernity times of London. Consequently, it was not a good role. Prostitution affected the development and growth of the city. As a result, the city had to put a stop to the acts and began by policing the streets. They tried to control the narrow overcrowded streets to make them a safer place for other individuals. Secondly, they tried to control Disorderly houses. They achieved this by hiring inspectors and  constables to watch the houses, and even enforced Liquor Licenses. Moreover, groups such as the Church and Reformers had their own techniques to stop prostitution. Both groups built a series of institutions that were treated as rehab centers. Ultimately, citizens of London had their own view and understanding of prostitution. Most felt that it was the ruin of London, and it was affecting the modernization of the city, especially concerning the social relations and the geographies that went along with them. Others felt sorrow for these young girls; they believed they were victims of upper-class men. Although prostitution still exists today, its evolution in the 18th and 19th centuries will be a significant part of London’s history forever. Work Cited Bartley, Puala. Prostitution: Prevention and Reform in England. London: Routledge, 2000. Fisher, Trevor. Prostitution and the Victorians. New York: Sutton, 1997. (1) Henderson, Anthony. Female Prostitution in London 1730-1830. London: University of London, 1992. (2) Henderson, Tony. Disorderly Women in the 18th Century London. New York: Longman, 1999. Logan, William. Female Prostitution in London, Leeds, and Rochdale. London: Personal Observation, 1843. Mahood, Linda. The Magdalenes: Prostitution in the 19th Century. London: Routledge, 1990. Ogborn, Miles. Spaces of Modernity. New York: Guilford Press, 1998. Report of the Committee of the Guardian Society for the preservation of public morals, providing temporary Asylums for Prostitutes. Dec. 1815. Report of the Committee of the Guardian Society for the preservation of public morals, providing temporary Asylums for Prostitutes. Oct. 1817.

Using Proper English Pronunciation In The Theatre

Using Proper English Pronunciation In The Theatre Free Online Research Papers The stylistic effects of the divided lexicon in English are often used in literature in order to express ideas in unique way, to shape a character or to attract the reader’s attention to a certain part of the text. These effects became to possible due to the consequences of the Inkhorn movement during the Renaissance. The supporters of the Inkhorn movement believed that English language should be Latinized. As a consequence, many Latinized words entered the English vocabulary, but the Anglo-Saxon words also stayed within it. The difference between Anglo-Sacson words which are considered to be low (L) and Latinized words which are considered to be high (H) created two patterns in English. In spite of the efforts of the Latinization supporters (L) stayed to be the â€Å"natural† language of native speakers when (H) is used mainly on special occasions (Adamson 1989, p. 208). (L) is usually acquired by children as a first language, therefore the native speakers have more associations with it and they feel closer to it. When someone wants to ask his friend about his life he would say â€Å"How are you doing?† because the saying of â€Å"What is your emotional state?† would sound too official to the situation and even funny. (L) is the language of ordinary social conversations. Unlike (L), the (H) language is acquired in older age in schools and colleges, so it has less emotional charge attached to it. (H) is used mostly in literature, writing, official conversations and ceremonies (Adamson 1989, p. 206). The differences between (H) and (L) make it seem like they can be used only in entirely separate situations, but in fact, the combination of them can be very effective tool that is frequently used in literature. One of the effects that is made possible by using both is self-glossing – saying something, and then explaining it in different words to clarify the meaning. Sylvia Adamson (1989, p. 217) gives the next example to this effect: â€Å"Claribel, you’re incredible! Do you know what that means? It means you’re a very naughty dolly.† (Elizabeth W., aged 6) In this Example we can see how the clarity of the (H) word is achieved by explaining it in (L) words. Another effect that can be achieved by the combination of (L) and (H) is the comic effect. The use of (H) in situations where is usually used (L) and vice versa in most cases is unsuitable. For example the saying of a mother to her five year old child â€Å"approach towards me† instead of â€Å"come here† would seem to be inappropriate and comical. In many cases in literature the narrator feels the need to show a certain situation in positive or negative light. The mixing of (H) and (L) is also makes it possible as seen in the next example: Cassio: She’s a most exquisite lady Iago: And, I’ll warrant her, full of game†¦ (Othello 113-4) In this case Cassio describes the lady in (H) words, but Iago makes it lower and more vulgar by using (L) an it creates a negative view of her (Adamson 1989, p. 218). More examples for the effectiveness of the combined use of (L) and (H) can be seen in chapter 32 of George Eliot’s novel Middlemarch, characterizes Mr. Borthrop Trumbull in terms of : â€Å" He was an amateur of superior phrases, and never used poor language without immediately correcting himself†¦Ã¢â‚¬ . In this statement, we can see the sarcastic attitude of the narrator to this character. She describes him as one who shifts in his speech from (L) to (H), and in the narrator’s description of him we can se an echo of Mr. Trumbull’s speech manner. The description combines within it low words like â€Å"poor† and â€Å"never† together with high words like â€Å"amateur† or â€Å"superior†. It seems like the narrator makes fun of Mr. Trumbull by repeating his speech style and it shows that the narrator’s attitude to this character is not very respectful. The narrator’s description of Mr. Trumbull’s speech is proved to be truth further in the text. When (L) word like â€Å"ask† accidentally slips from his mouth, he immediately fixes it to â€Å"interrogate†. He is so obsessed by the â€Å"superior phrases† that he tries to make (H) phrase even higher than it is. For example when Mr. Trumbull says â€Å"..anybody may ask†, he immediately corrects himself by saying â€Å"Anybody may interrogate†, but this isn’t enough for him and he paraphrases the sentence again to â€Å"Any one may give their remarks an interrogative turn†. This obsession of his turns him to a comic character who is found in a constant run after a perfect language. He uses the self-glossing but in fact he glosses from (L) to (H) and saying the same things over and over again without a certain purpose. He tries to show himself as an educated person by using (H) but his repetitions are achieving the opposite, ironic effect and he looks funny and foolish . By using only superior language in his speech, Mr. Trumbull hopes to show himself as a scholarly person but we constantly see his slips to a low language that indicate that he is not really the man who he is trying to be. Another comic feature in Mr. Trumbull’s character is his use of high language in a simple conversation. The chat between him and Miss Garth is supposed to be a friendly talk, but he makes an effort to use high phrases like: â€Å"I think – he will not, in my opinion, be speedily surpassed†. This phrase is more appropriate to a lecture in university than to this situation and his inappropriate use of (H) make him seem amusing. From these examples taken from Middlemarch we can see how the narrator in the story shapes Mr. Borthrop Trumbull’s character trough his use of language in his speech. The combinations of high and low language and the shifting between the two styles from (L) to (H) give the writer the possibility to create a comic, character and to express her attitude to Mr. Trumbull. The ability to play with high and low styles in English language give the writers a powerful tool that allows them to shape their work on their own, unique way by showing the reader an unexpected side of a text, and creating comic situations in it. Research Papers on Using Proper English Pronunciation In The TheatreHonest Iagos Truth through DeceptionMind TravelQuebec and CanadaAnalysis Of A Cosmetics Advertisement19 Century Society: A Deeply Divided EraComparison: Letter from Birmingham and CritoStandardized TestingHip-Hop is ArtRelationship between Media Coverage and Social andAssess the importance of Nationalism 1815-1850 Europe

Uncle Toms House essays

Uncle Toms House essays After reading the tale Uncle Toms Cabin, many things were required of me to be included in this analytical response. then to a plantation up the Red River. At each new place Tom goes his faith in God is put to the test, but Tom stays devout and refuses to turn away from God. In Kentucky Tom is owned by Andy Shelby, a kindly master, who has fallen in to debt and is forced to sell his slaves. Tom is sold to a slave trader named Haley. He ends up in New Orleans in the possession of a romantic and flighty man by the name of St.Clare. After the unfortunate death of St.Clare and his daughter Tom is sold to a wicked plantation owner, Simon Legree, up the Red River. The main character in Uncle Toms Cabin is Uncle Tom. He is a kindly, uncommonly honest and over all a good man. Tom maintains his faith in God although it is often tested. He is an obedient and hard working slave. He endures his fate while helping others in need escape theirs. He befriends other slaves who want to escape in Canada. He has a wife named Aunt Chloe who is the Shelbys cook. She too is a very good and pious person. Who vows to buy back Tom when he is sold and works hard to try to do so. There is also Eliza, the Shelbys maid and her son Harry, whom she learns is being sold to the slave trader along with Uncle Tom. She is pain stricken to think that she my be separated from her son and asks Tom for help. Andys wife is against slavery and begs Andy not to sell Harry. She is pleased with Eliza and Harrys escape. When Eliza appeals to Tom for help he advises that she along with her son run and the two quietly slip into the night. Though Tom decides he will not do the same. Andys wife who is against slavery and begged Andy not to sell Harry is pleased with Eliza and Harrys escape. Soon after the search for Eliza and Harry begins. The slave trader, Haley, along with two slaves track Eliza down but she narrowly escape ...

Annotated Bibliogrophy

Unequal moving to Being Equal: Impact of â€Å"No Child Left Behind† in the Mississippi Delta. (91),. pp. 18-32. This article looks at 3 specific elementary schools tracking the achievement level index of said schools in the Mississippi Delta from 2003 to 2007. They analyzed the teachers of these schools and looked at what is needed to make the NCLB work. Upon further research of the authors they have written a plethora of scholarly articles many concerning education; furthermore, the data published in this article if very clear and informative. Although this article is based on a very small sample group it gives a look at the educator’s point of view on how to make the NBCL work better. Also the data was collected very recently. Again being that this article is a very small sample size I would conclude that it is bias toward these three specific school’s needs but they do represent a larger population of lower income schools all across America. This will not be a main source for my research but this article will be useful in that the NBCL is criticized for hurting smaller, low income school systems in which this article was written. Dee, S,Thomas. , Jacob, A,Brian. (2010). The Impact of No Child Left Behind on Students, Teachers, and Schools. Brookings Papers on Economic Activity, (2),:pp. 149-207. This article studies how the NCLB act has changed accountability in our school systems with new testing. Furthermore their studies indicate that at lower grades we are finding gains but at higher grades there are little to no gains. Both Thomas and Jacob are affiliated with two major universities making this article both scholarly and relevant. With over 5 pages of graphs and other forms of research this article is broadly based and the statements made have sufficient research to back up said statements. Because of the recent data that this article provides I will use the studies as a major research in the NCLB act and testing in general. Hoikkala, T. , Rahkonen, O. , Tigerstedt, C. , Tuormaa, J. (1987) Wait a Minute, Mr Postman! -Some Critical Remarks on Neil Postman’s Childhood Theory. Acta Sociologica, (30),. 1: pp. 87-99. In this critique the authors assess Neil Postman’s views and theories on how children learn in a technologically driven society. The author’s points out in many instances were Postman contradicts himself throughout his works as time and technology changes. The leading authors of this scholarly article both hold major positions at a University levels making this critique a worthy article to cite. Written in 1987 I feel this article was written at a time in America were technology was changing from television to computers making this an interesting view on how children in America are learning and growing up in a different world than the birth of television. While the article feels bias towards Postman it still has very worthy points on education, testing in America, and how children in our society grow up with new forms of technology. This article while helping my research on the effects of the NCLB act and testing in general will not be a primary source but will provide me with a view on our society concerning this subject at the time right before computers were in every household and therefore I find it very useful. Lohmeier, L, Keri. (2009). Aligning State Standards and the Expanded Core Curriculum: Balancing the Impact of the No Child Left Behind Act. Journal of Visual Impairment Blindness, (103),. 1:pp. 44-47. This article addresses the vision impaired learning process concerning the NCLB act and how law makers can merge laws concerning the teaching the vision impaired to better work with the NCLB. Keri L. Lohmeier, Ed. D. , sits as a cochairman of National Agenda Goal 8, board of directors, Division on Visual Impairments making her more than qualified on the subject at hand. The charts and tables she sites are well organized and easy to follow giving the reader an idea why her ideas on changing the way we teach the vision impaired at a governmental level. Written in 2009 this article is recent and relevant. The subject of vision impaired education points out how major acts such as the NCLB have difficulty in helping all of our students and although this article will not be a major part of my research on testing the fact stated above proves how general testing has major problems reaching all students. Mayers, M, Camille. (2006). Public Law 107-110 No Child Left Behind Act of 2001: Support or Threat to Education as a Fundamental Right?. Education, (126),. 3:pp. 449-461. The article looks at the goal of the NCLB concerning helping lower income students having the opportunity to the right of a fair education. Camille is works as an Educational Guidance and Counseling at the California State University making this article scholarly and or worth in my research for testing and NCLB. I would deem his research trustworthy as his points and statistics backing them up are up to date and relevant. His conclusion is one that I share in that the NCLB does not help lower income students as intended so I may be bias but his sources are scholarly and his arguments are not biased. If this article covered more than just lower income students I would defiantly consider this as a main source of research but unfortunately it is not. Pederson, V, Patrica. (2007). What is Measured is Treasured: The Impact of The No Child Left Behind Act On Nonassessed Subjects. Clearing House. , (80),. 1:pp. 287-291. In this article the author studies the impact that the NCLB act has played on the arts and humanities subjects in our school systems. Upon further research of Pederson she has many published scholarly articles concerning education making this article worthy or research. The tables and data shown in this article are gathered from 2001 to 2005 and are well detailed and comprehensive. As with most of my previous articles chosen for this research it is written our current times this one being 2007. The article is very clear in that it does not delve in subjects that the NCLB was intended for but how it takes away from other important subjects that law makers overlooked in the act. This article will not serve as my primary source of evaluating the NCLB act but it is very important to understand how this act effects studies in subject in which it was not intended and why law makers feel they are not as important. Postman, N. (1992). Technopoly: The Surrender of Culture to Technology. New York: Knopf. In this book author Neil Postman analyzes technology from the viewpoint not often looked upon, the negative effects it has on society. From the mid 60’s to present day Neil Postman has been writing and teaching his views on technology making any of his works a worthy topic in this field. Technology is changing every day. Being that this book was published over 20 years ago one would infer that it is out of date but on the contrary many of his theories on the subject are still being analyzed. The author’s thoughts on testing in an educational form make this book very useful for analyzing and critiquing the NCLB. Postman, N. , Weingartner, C. (1969). Teaching as a subversive activity. New York: Delta Books. In this book the authors take a look at the problems as they seem them with the education system in America and propose solutions to this problem. As I have already stated in this bibliography Postman is more than a worthy source to analyze concerning education and testing. This book has theories and opinions stated by the authors that some may agree or disagree with but in my humble opinion it is the problems that are pointed out in this book that are most concerning especially considering that it was written in 1969 and we still have many of these problems. While the authors are very opinionated in their ideas they promote a new way of thinking about our problems with education in America. Even though this book was written in 1969 I feel the ideas and solutions to education make this book worthy of a main resource. Powell, Deborah. , Higgins, J, Heidi. , Aram, Roberta. , Freed, Andrea. (2009). Impact of No Child Left Behind Act on Curriculum and Instruction in Rural Schools. Rural Education, (30),. 1:pp. 19-28. This article examines a number of rural elementary schools concerning how the NCLB has affected their curriculum and how it will further shape what is taught in rural schools in order to help students pass tests created by said act. While the authors are unknown to myself the journal in which it is published concentrates on specific government acts concerning education. The data portrayed in this article varies from negative to positive making this source unbiased and being that this article was published in 2009 makes this data up to date and useful. While still up in the air in which role this article will play in my research the article directly delves into a topic that hits home as a future educator in a rural school system; furthermore, what and why the NCLB act changes what we teach our youth. Ross, M, S. (2009). Postman, Media Ecology, and Education: From Teaching as a Subversive Activity through Amusing Ourselves to Death to Technopoly. The Review of Communication, (9),. 2: pp. 146-156 The purpose of this review of three of Neil Postman’s major works concerning Education is to point out Postman and his sometimes co-author Weingartner’s theories, concerns and solutions to education and teaching. Susan Ross, an educator herself, writes this review while providing examples of how these books helped shape her career as an educator. Susan is an assistant professor and the Gulf Coast Speaking Center Director in the Speech Communication Department at the University of Southern Mississippi therefore giving her readers a valuable view at the subject at hand. This article was published in 2009 making it relevant to today’s standards. While this will not be my primary research on Neil Postman and his impact on education concerning The No Child Left Behind (NCLB) Act and the use of conventional testing Ross does delve into Postman’s ideas and concerns on testing and furthermore the article was written during the era of the NCLB. Tavakolian, Hamid. , Howell, Nancy. (2012). The Impact of the No Child Left Behind Act. Franklin Business and Law Journal, (1),:pp. 70-77. This article is a direct look at the NCLB and its impact on the graduation rates of the American school system and how that in turn relates to young adults enrolling into a higher learning institution. The authors are concerned with how the NCLB impact on today’s demanding job market and whether or not our education system promotes an environment where children can compete in said market. The leading author is a Professor of Management at California State, Fullerton making this work a scholarly. I find this article to be of worth because the overall objective of education should giving our youth the best opportunity possible at competing in the job market. Published this year, this article gives a very fresh look at the NCLB act and its impact on our educational institutions. Because of the articles specific purpose this will be a major resource in which I will use in writing about the NCLB act. Annotated Bibliogrophy Unequal moving to Being Equal: Impact of â€Å"No Child Left Behind† in the Mississippi Delta. (91),. pp. 18-32. This article looks at 3 specific elementary schools tracking the achievement level index of said schools in the Mississippi Delta from 2003 to 2007. They analyzed the teachers of these schools and looked at what is needed to make the NCLB work. Upon further research of the authors they have written a plethora of scholarly articles many concerning education; furthermore, the data published in this article if very clear and informative. Although this article is based on a very small sample group it gives a look at the educator’s point of view on how to make the NBCL work better. Also the data was collected very recently. Again being that this article is a very small sample size I would conclude that it is bias toward these three specific school’s needs but they do represent a larger population of lower income schools all across America. This will not be a main source for my research but this article will be useful in that the NBCL is criticized for hurting smaller, low income school systems in which this article was written. Dee, S,Thomas. , Jacob, A,Brian. (2010). The Impact of No Child Left Behind on Students, Teachers, and Schools. Brookings Papers on Economic Activity, (2),:pp. 149-207. This article studies how the NCLB act has changed accountability in our school systems with new testing. Furthermore their studies indicate that at lower grades we are finding gains but at higher grades there are little to no gains. Both Thomas and Jacob are affiliated with two major universities making this article both scholarly and relevant. With over 5 pages of graphs and other forms of research this article is broadly based and the statements made have sufficient research to back up said statements. Because of the recent data that this article provides I will use the studies as a major research in the NCLB act and testing in general. Hoikkala, T. , Rahkonen, O. , Tigerstedt, C. , Tuormaa, J. (1987) Wait a Minute, Mr Postman! -Some Critical Remarks on Neil Postman’s Childhood Theory. Acta Sociologica, (30),. 1: pp. 87-99. In this critique the authors assess Neil Postman’s views and theories on how children learn in a technologically driven society. The author’s points out in many instances were Postman contradicts himself throughout his works as time and technology changes. The leading authors of this scholarly article both hold major positions at a University levels making this critique a worthy article to cite. Written in 1987 I feel this article was written at a time in America were technology was changing from television to computers making this an interesting view on how children in America are learning and growing up in a different world than the birth of television. While the article feels bias towards Postman it still has very worthy points on education, testing in America, and how children in our society grow up with new forms of technology. This article while helping my research on the effects of the NCLB act and testing in general will not be a primary source but will provide me with a view on our society concerning this subject at the time right before computers were in every household and therefore I find it very useful. Lohmeier, L, Keri. (2009). Aligning State Standards and the Expanded Core Curriculum: Balancing the Impact of the No Child Left Behind Act. Journal of Visual Impairment Blindness, (103),. 1:pp. 44-47. This article addresses the vision impaired learning process concerning the NCLB act and how law makers can merge laws concerning the teaching the vision impaired to better work with the NCLB. Keri L. Lohmeier, Ed. D. , sits as a cochairman of National Agenda Goal 8, board of directors, Division on Visual Impairments making her more than qualified on the subject at hand. The charts and tables she sites are well organized and easy to follow giving the reader an idea why her ideas on changing the way we teach the vision impaired at a governmental level. Written in 2009 this article is recent and relevant. The subject of vision impaired education points out how major acts such as the NCLB have difficulty in helping all of our students and although this article will not be a major part of my research on testing the fact stated above proves how general testing has major problems reaching all students. Mayers, M, Camille. (2006). Public Law 107-110 No Child Left Behind Act of 2001: Support or Threat to Education as a Fundamental Right?. Education, (126),. 3:pp. 449-461. The article looks at the goal of the NCLB concerning helping lower income students having the opportunity to the right of a fair education. Camille is works as an Educational Guidance and Counseling at the California State University making this article scholarly and or worth in my research for testing and NCLB. I would deem his research trustworthy as his points and statistics backing them up are up to date and relevant. His conclusion is one that I share in that the NCLB does not help lower income students as intended so I may be bias but his sources are scholarly and his arguments are not biased. If this article covered more than just lower income students I would defiantly consider this as a main source of research but unfortunately it is not. Pederson, V, Patrica. (2007). What is Measured is Treasured: The Impact of The No Child Left Behind Act On Nonassessed Subjects. Clearing House. , (80),. 1:pp. 287-291. In this article the author studies the impact that the NCLB act has played on the arts and humanities subjects in our school systems. Upon further research of Pederson she has many published scholarly articles concerning education making this article worthy or research. The tables and data shown in this article are gathered from 2001 to 2005 and are well detailed and comprehensive. As with most of my previous articles chosen for this research it is written our current times this one being 2007. The article is very clear in that it does not delve in subjects that the NCLB was intended for but how it takes away from other important subjects that law makers overlooked in the act. This article will not serve as my primary source of evaluating the NCLB act but it is very important to understand how this act effects studies in subject in which it was not intended and why law makers feel they are not as important. Postman, N. (1992). Technopoly: The Surrender of Culture to Technology. New York: Knopf. In this book author Neil Postman analyzes technology from the viewpoint not often looked upon, the negative effects it has on society. From the mid 60’s to present day Neil Postman has been writing and teaching his views on technology making any of his works a worthy topic in this field. Technology is changing every day. Being that this book was published over 20 years ago one would infer that it is out of date but on the contrary many of his theories on the subject are still being analyzed. The author’s thoughts on testing in an educational form make this book very useful for analyzing and critiquing the NCLB. Postman, N. , Weingartner, C. (1969). Teaching as a subversive activity. New York: Delta Books. In this book the authors take a look at the problems as they seem them with the education system in America and propose solutions to this problem. As I have already stated in this bibliography Postman is more than a worthy source to analyze concerning education and testing. This book has theories and opinions stated by the authors that some may agree or disagree with but in my humble opinion it is the problems that are pointed out in this book that are most concerning especially considering that it was written in 1969 and we still have many of these problems. While the authors are very opinionated in their ideas they promote a new way of thinking about our problems with education in America. Even though this book was written in 1969 I feel the ideas and solutions to education make this book worthy of a main resource. Powell, Deborah. , Higgins, J, Heidi. , Aram, Roberta. , Freed, Andrea. (2009). Impact of No Child Left Behind Act on Curriculum and Instruction in Rural Schools. Rural Education, (30),. 1:pp. 19-28. This article examines a number of rural elementary schools concerning how the NCLB has affected their curriculum and how it will further shape what is taught in rural schools in order to help students pass tests created by said act. While the authors are unknown to myself the journal in which it is published concentrates on specific government acts concerning education. The data portrayed in this article varies from negative to positive making this source unbiased and being that this article was published in 2009 makes this data up to date and useful. While still up in the air in which role this article will play in my research the article directly delves into a topic that hits home as a future educator in a rural school system; furthermore, what and why the NCLB act changes what we teach our youth. Ross, M, S. (2009). Postman, Media Ecology, and Education: From Teaching as a Subversive Activity through Amusing Ourselves to Death to Technopoly. The Review of Communication, (9),. 2: pp. 146-156 The purpose of this review of three of Neil Postman’s major works concerning Education is to point out Postman and his sometimes co-author Weingartner’s theories, concerns and solutions to education and teaching. Susan Ross, an educator herself, writes this review while providing examples of how these books helped shape her career as an educator. Susan is an assistant professor and the Gulf Coast Speaking Center Director in the Speech Communication Department at the University of Southern Mississippi therefore giving her readers a valuable view at the subject at hand. This article was published in 2009 making it relevant to today’s standards. While this will not be my primary research on Neil Postman and his impact on education concerning The No Child Left Behind (NCLB) Act and the use of conventional testing Ross does delve into Postman’s ideas and concerns on testing and furthermore the article was written during the era of the NCLB. Tavakolian, Hamid. , Howell, Nancy. (2012). The Impact of the No Child Left Behind Act. Franklin Business and Law Journal, (1),:pp. 70-77. This article is a direct look at the NCLB and its impact on the graduation rates of the American school system and how that in turn relates to young adults enrolling into a higher learning institution. The authors are concerned with how the NCLB impact on today’s demanding job market and whether or not our education system promotes an environment where children can compete in said market. The leading author is a Professor of Management at California State, Fullerton making this work a scholarly. I find this article to be of worth because the overall objective of education should giving our youth the best opportunity possible at competing in the job market. Published this year, this article gives a very fresh look at the NCLB act and its impact on our educational institutions. Because of the articles specific purpose this will be a major resource in which I will use in writing about the NCLB act.

Nteroperability in EHR implementations Analyze and communicate Article

Nteroperability in EHR implementations Analyze and communicate necessary data from EHR systems - Article Example However, their frequency and lack of necessity often incline to fatigue. Alert fatigue is a serious problem affecting health officers and physicians alike. Despite the safety precautions meant by these alerts, their frequency often results in the physician in question ignoring the alert all together (AHIMA 34). In such a case, the alerts are considered irrelevant and can often result in situations where even the important alerts are disregarded. According to recent studies, the ignore rate for these alerts ranges between eighty and ninety percent. This problem can be mitigated by reducing the number of alerts that pop up during a prescription. In most cases, prescribers are even unsure of why these alerts are generated in the first place. Thus, it would be vital to advice the relevant physicians and medical practitioners on the importance of these alerts (AHIMA 37). At the same time, alerts should be assigned in such a way that they only pop up to the appropriate practitioner to reduce fatigue. For instance, an alert meant for a physician should not appear in the screen when a pharmacist is describing drugs to a patient. This way, unnecessary alerts would be overridden, which would ultimately help in the reduction of alert fatigue. A request for proposal, commonly referred to as RFP, is a formal request that is often sent by a solicitor to a vendor. The RFP seeks to find out specific responses about the company, its products and its services that meet the requirements needed by the organization. Generally, an RFP includes a comprehensive summary of related costs for both software and hardware, and services for training, support, consulting and implementation (AHIMA 41). On the other hand, an RFI, which is a request for information, is used by an organization in an attempt at soliciting information about products and services being offers by the vendors (AHIMA 48). This is commonly considered as a