Law School

Shiloh Essay - 1579 Words

Norma Jean Moffit is a simple, southern woman, but she is also a caterpillar who is discovering that there is more to life than crawling around on the ground. She has with-in her, the power to grow wings and fly away; The opportunity to view the world through the eyes of a butterfly. Since Larrys accident, she has come to realize that she has reached a crossroads in her life. If she goes straight on through, complacency and neglect are the only stops ahead. If she veers to either the left or right, there is mystery, knowledge, and change; The opportunity for a new life. It would appear with-in the story, she has opted for some change, and begins her adventure in experiencing new things such as quot;... cooking unusual foods - tacos,†¦show more content†¦quot;He has a steel pin in his hip. He will probably not be able to drive his rig again.quot; His truck quot;sits in the backyard, like a gigantic bird that has come home to roost.quot; are both symbolic of his coming home, l ounging around the house, and not quite knowing what to do with himself. He tries putting together some crafts and models, as well as trying his hand at needlepoint. He doesnt appear to possess any motivation, nor does he appear to have any direction in his life. Leroys life, as it stands, has become very complacent. quot;While on the road, he would pick up hitchhikers and tell them his life story. In time he had the feeling that hed been telling the story over and over....quot; Nothing in Leroys life has changed so drastically, as to place any variations in his story. Leroy drives around town by himself quite a bit, and he is quite careless in his driving habits. quot;He almost had one or two accidents, but having an accident in a car seems minor to him.quot; suggests that he knows that his life has no direction and it seems inconsequential to him. Leroy has this crazy idea about building a log cabin and had even sent away for the blueprints. quot;Ever since they were married, he h as promised Norma Jean he would build her a new home one day.quot; Leroy believes that building that house would bring them closer together, but it isShow MoreRelated Shiloh Essay1192 Words   |  5 PagesShiloh After Shiloh the South would never smile again. Known originally as the Battle of Pittsburg Landing, The Battle of Shiloh was the bloodiest battle fought in North America up to that time. Pittsburg Landing was an area from where the Yankees planned to attack the Confederates who had moved from Fort Donelson to Corinth, Mississippi. The North was commanded by General Ulysses S. Grant and the South by General Albert Sydney Johnston. The Union army was taken by surprise the first dayRead MoreEssay on Shelby Footes Shiloh1669 Words   |  7 PagesShelby Footes Shiloh In the novel Shiloh, historian and Civil War expert Shelby Foote delivers a spare, unflinching account of the battle of Shiloh, which was fought over the course of two days in April 1862. By mirroring the troops movements through the woods of Tennessee with the activity of each soldiers mind, Foote offers the reader a broad perspective of the battle and a detailed view of the issues behind it. The battle becomes tangible as Foote interweaves the observations of UnionRead MoreCivil War Battle Of Shiloh1846 Words   |  8 PagesCivil War Battle of Shiloh Scholars still debate the various causes of the U.S. Civil War (1861-1865). However, few disagree that the issue of slavery (and the status assigned to black Americans) had been eroding relations between Northern and Southern states from the first days of American independence, and culminated in actual armed conflict shortly after Abraham Lincoln’s first election to the presidency in 1860 (â€Å"The American Civil War,† n.d.). On April 12, 1861 Confederate troops underRead MoreInvestigating The Battle Of Shiloh1105 Words   |  5 PagesFor my battle analysis assignment, I have chosen to examine the battle of Shiloh. This battle began April 6 – 7 1862, in the Pittsburg Landing area of Tennessee. In Hebrew Shiloh, means â€Å"peace† nonetheless, this battlefield was far from a place of peace from April 6-7 1862. This battle was the bloodiest civil war battle to date and occurred between the Union and Confederate armies. Having analyzed the battle from multiple sources, I have discovered a number of operational, tactical, and logisticalRead MoreBattle of Shiloh Essay1998 Words   |  8 PagesIn the short story Shiloh written by Bobbie Ann Mason, she expresses a theme stating that taking life for granted causes individuals to lose sight of what is important and how people become blinded by everyone and everything around them. Emotions take a big toll on the way a person handles a situation and people do not necessarily compartmentalize in order to make the right decision with ease. There are various characters represented throughout the story ranging from dynamic to round charactersRead MoreThe Second Phase Of The Battle Of Shiloh Essay1448 Words   |  6 PagesThe second phase of the Battle of Shiloh starts as reinforcements from General Buell’s Army of the Ohio and a unit of Grant’s own reserve division joined the Union Army now positioned at Pittsburg Landing. These reinforcements added over 22,500 men to the Union lines13 bringing the total number of Union forces to over 45,000, which is more than they had on 6 April, the first day of fighting.14 On April 7, General Grant renewed the fighting with an aggressive counteract.15 Greatly outnumbered (ConfederateRead MoreA Blaze Of Glory : The Battle Of Shiloh1779 Words   |  8 Pageshappens in Shiloh, Tennessee, where the Battle of Shiloh takes place, the main event of the book. To be more specific, the Battle of Shiloh takes place at Pittsburg Landing, which is very close to Shiloh. (The Battle of Shiloh is also known as the battle of Pittsburg Landing). The events of the book take place from February 22, 1862, to April 28, 1862, during the Civil War. (The dates are in the book at the beginning of each chapter). However, the main battle of the book, the Battle of Shiloh, takesRead MoreThe Battle Of Shiloh : May It Never Be Forgotten2315 Words   |  10 PagesThe Battle of Shiloh: May It Never Be Forgotten On April 5th, 1862, the fields and thickets surrounding Shiloh church was just another peaceful backwoods landscape. Soon it would undergo a horrific transformation. The cheerful chirping of birds would be replaced by whizzing of flying pieces of metal shot with the intent to kill. The green grass of the hillsides would be trampled and splattered his blood and gore. Instead of the plains being inhabited by the occasional deer, they would beRead More Shiloh Essay1234 Words   |  5 Pages The Second Battle of Shiloh nbsp;nbsp;nbsp;nbsp;nbsp;The switch to college life can definitely change people. In high school, one makes friends that will hopefully last a lifetime. Then comes senior year, and after all the college admissions letters have been received, one must face the realization that his/her best friends will not be by their side 24 hours a day / 7 days a week any longer. Still ecstatic by what this new life, college, holds for them, students enter into their chosenRead MoreHistory of the Battle of Shiloh1902 Words   |  8 PagesBattle of Shiloh is historically known as one of the bloodiest battles of the Civil War. Part of the Western Campaign, Shiloh came on the heels of Union victories at Fort Henry and Fort Donelson, primarily as a Confederate attempt to halt the Unions advance into the deep South. Though causes of the Union victory at Shiloh may be disputed, the significance of this Battle to the Wars outcome is undeniable. Analysis When, Where and Why the Battle of Shiloh Took Place The Battle of Shiloh took place

Taking Advantage free essay sample

A study on the use of fallacious argument in advertising today. This paper examines the use of fallacious argument in advertising today. It describes that consumers must be critical and aware of the facts presented by the advertiser and that advertising as a whole, is one with many gray areas and should be treated as such. The author writes, because the power of advertising the power of words, images, context, and connections has become so fully developed, it remains imperative that the public view advertising critically to determine its veracity before accepting the ads messages. Advertisements are prolific in todays consumer-based world. Indeed, so important is the construction of effective advertising that many corporations and agencies utilize plethoric methods and strategies to make their ads successful. This does cause a problem: many of these are tainted with fallacy and exude false innuendo, thus misleading or confusing the public (U-Haul Intern v. We will write a custom essay sample on Taking Advantage or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jartran, 1994). Because the power of advertising the power of words, images, context, and connections has become so fully developed, it remains imperative that the public view advertising critically to determine its veracity before accepting the ads messages.

Sports Physical Education Essay Example For Students

Sports Physical Education Essay Physical Education is the basis of all sports. Throughout life we as Americans are exposed to physical education in elementary, secondary, and high school, therefore much of our athletic ability is due to our physical educational backgrounds. As in the theory of Existentialism our skills, values, etc., are all products of what we learned. Physical Education is a very important tool in helping the positive development of children in schools today. Any professional athlete today has probably had some sort of physical education in his/her life. Physical Education should be included in all schools and should be mandatory up until the last year of high school. Sports has probably been the best form of entertainment the world has ever experienced from the beginning of time. But, has sports been taken out of context? Being a professional athlete entitles one to be paid, but what about the programs that have been setup for college athletes. These particular programs allow alumni to adopt the student yea right! Colleges are becoming more and more corrupt and more restrictions should be put on them. Pragmatism states that individuals experiences are achieved through experimentation, and one cannot fully criticize the colleges nor the students without being in their shoes, but my point of view is that professionals should be paid for their skills, not college athletes . We will write a custom essay on Sports Physical Education specifically for you for only $16.38 $13.9/page Order now

Mobility in stroke rehabilitation Essay Example

Mobility in stroke rehabilitation Essay Mobility in stroke rehabilitation BY Itsas0101289 Mobility in Stroke Rehabilitation The purpose of this assignment is to identify the nursing role in the mobility rehabilitation of a patient who had a lacunar ischaemic stroke affecting the right corona radiata. The nursing care and the interdisciplinary management of the impairment will be critically evaluated as well as the patient progress during the stay in the hospital. The patient that will be discussed in this assignment was given the pseudonym of Martha. Martha is a 76 year old female who had a lacunar ischaemic stroke of the ight corona radiata. She has relevant past medical history of hypertension. on admission, Martha was presented with weakness on her left side in both her leg and arm with sensation preserved and no cognitive impairments. The corona radiata is a white matter that contains both descending and ascending axons that carry information from and to the brain cells that make up the cerebral cortex, an area of the brain that is responsible for the processing of conscious information and where the orders to initiate voluntary movements (walking, tapping your foot) first originate (Similima, 2011). These areas of the nervous system activate muscles all over the body to move. Therefore if the corona radiata is affected by a stroke, movement will be interrupted. The type of stroke that affects the corona radiata is called Pure motor stroke and is the most common type of lacunar strokes, accounting for more than 50% of all cases (Similima, 2011). Pure motor strokes cause partial or complete weakness in the face, arm and leg on one side of the body. It can occur in any of these areas, alone or in combination with either of the other two. We will write a custom essay sample on Mobility in stroke rehabilitation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Mobility in stroke rehabilitation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Mobility in stroke rehabilitation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Most commonly, pure motor strokes cause either a combination of arm and leg eakness, sparing the face (this is the case of Martha), or a combination of arm, leg and face weakness. By definition, there is no loss of sensation anywhere in the body, no visual or speech symptoms or higher cognitive impairment (Wityk and Llinas, 2007). The hemiplegia is one of the most common neurological impairments following stroke and it needs to be managed by every member of the medical team all patients have the benefit of the range of expert advice needed for high quality care (NHS, 2010). Multidisciplinary teams (MDT) need to bring together staff with the ecessary knowledge, skills and experience to ensure high quality diagnosis, treatment and care. The MDT meeting is about considering the patients individual case not Just about treating a stroke. To support this, an MDT should take account of the patients views, preferences and circumstances wherever possible when consulting on the care that is most appropriate for the patients condition. MDTs should be alerted if there are significant changes to their recommendations and the reason for this is so they have the opportunity to review and build upon each case The aim of the Multidisciplinary approach to a patient who suffers from a motor impairment is to maximise functional ability by providing time, space for activities, aids and equipment, preventing injury and promoting safety (Woodward and Mestecky, 2011). When caring for a patient it is of the utmost importance to ensure there is no further injury, therefore the communication within the team is crucial. Every member of the team should know what the patient is able to do and how they should be cared for to gain the best rehabilitation. Marthas case was approached this way and her status was discussed twice daily in the handover. Also during the day it is the nurses duty to speak the physiotherapist and get her recommendations. When possible, I found very helpful going with the physiotherapist and doing the daily exercises together enabling me to get a better understanding of Marthas condition and Martha seemed to like the added support. This also gave Martha more confidence around me when doing transfers as sometimes it can be very scary for a patient trying to mobilise when suffering from hemiplegia. Along this the Multidisciplinary meetings were done twice a week with the consultant, the hysiotherapist, the occupational therapist, the ward sister and myself or the nurse who was on duty looking after Martha. Correct positioning and early mobilisation of a patient following stroke is important in preventing potential complications arising from impaired movement which can develope changes in muscle tone such as spasticity. Around 19% of patients suffer spasticity following a stroke associated with pain and which interferes with rehabilitation interventions (Woodward and Mestecky, 2011). On admission the physiotherapist performed the Modified Ashworth Scale and Martha scored 1 which eans that there was slight increase in muscle tone. This was manifested by a catch and release or by minimal resistance at the end of the range of motion when the affected part(s) is moved in flexion or extension (Bohannon and Smith, 1987) (Woodward and Mestecky, 2011). From the beginning Martha used to hate being in bed and after being assessed by the physiotherapist making sure she was safe to do so she used to spent most of the time sitting in the chair provided. She was educated to sit well back and in the centre of the chair placing the affected arm well forward n a pillow with the feet flat on floor and knees directly above the feet. She was very comfortable in that position and she always had the nursing bell close to her and used to call us if the pillow fell down or when similar issues arose. However, there were times that Martha was feeling tired and she had to spent longer periods resting. While in bed she usually prefer lying on her affected side so she could be more independent. She liked having two pillows for the head and the affected shoulder was moved well forward placing the good leg forward on a pillow and another pillow placed behind her back. Although her preference was lying on the affected side, after being educated of the complications of immobility she didnt have any problem to lie on the non affected side, especially during the night. The affected shoulder was placed forward with arm on pillow and the affected leg backward on a pillow. Plus an extra pillow was also placed behind her back. Another action taken postulated to be secondary to promotion of anti-gravity muscle activity in the trunk and lower limbs, maintenance or improvement in soft tissue and Joint flexibility, modulation of the neural component of spasticity through prolonged stretch and ltered sensory input, reduction of lower limb spasms and positive psychological effect (Stevenson VL, 2010). At the beginning this was Just carried out by the physiotherapist with the nurses help for safety reasons. Active movements were also performed to increase strength, re-educate movement patterns and improve cardiovascular fitness. Active movements should be encouraged because the effects are greater than those seen with passive exercise alone. These benefits have been seen in studies of people suffering from a stroke (Stevenson VL, 2010). Marthas rogress was incredible and when she left the hospital she was able to walk with a walking stick and the supervision of her daughter or with a zimmer frame and the Modified Ashworth Scale score was O. This was an achievement as when she came she wasnt able to mobilise at all. Another complication that can occur as a consequence of having a mobility reduction is the damage of the skin integrity therefore several tools were done to assess this risk. Within the first 6 hours of admission every patient needs to be assessed using the waterlow assessment and the MUST nutritional screening, also the skin needs to be inspected. Martha got a waterlow score of 17 on admission which placed her at high risk of developing a pressure sore, she was continent of faeces and urine and no pressure sore was found on admission. The taken actions according to NICE guidelines 2005 were to provide her an air mattress, to place her in a position chart ensuring that the prolonged pressure on bony prominences was minimised and ensuring the correct usage of manual handling devices in order to minimise shear and friction damage. Two sliding sheets were provided and the bony prominences were kept from direct contact from one another by using pillows in between them. At the beginning Martha found very difficult to get used to sleep on an air mattress because of the noise but the benefits of using it were explained and she agreed to use it. By talking to her I discovered that she loved listening to music when she was going to sleep and the following day when her family came to visit her, the difficulty of sleeping because of this device was discussed and they brought Marthas iPod with her favourite music which helped her to sleep peacefully through the night. Having a good night sleep is very important for any patient, specially for those who re having rehabilitation as they require a lot energy and strength. Additionally skin inspections were done regularly and Martha, as she wasnt mentally impaired was taught how to inspect her skin. She was shown what the high risk areas were (heels, sacrum, ischial tuberosities, elbows, temporal region of skull, shoulders, back of head and toes) and early signs of skin integrity deterioration (persistent erythema, non- blanching erythema, blisters, discolouration, localised heat, localised oedema and localised induration) (NDNQI, 2013). Regarding general hygiene, Martha required assistance due to her mobility impairment. Such care was provided regularly according to the RCN guidelines that recommends that skin cleansing should be done with mild detergents using warm water to minimise irritation and drying and particularly over bony prominences should be avoided (RCN, 2009). Martha was always very helpful and used to do as much as she could by herself, at the beginning she required more assistance but by the end of her time at the hospital we Just needed to supervise her when going to the shower and she used to do everything by herself. She usually liked to have her shower after the physiotherapist session and his preference was respected as much as possible. Also she didnt like to use the hospital clothes which according to her made her look less sick so the family brought her own clothes. The MUST score obtained was 1 on admission. Adequate nutrition is required by the body for maintaining tissue integrity and preventing tissue breakdown (NPUAP,2009) Due to this score Martha was put on food chart which helped us monitoring her food intake along with daily weight measurements and she was also referred to the dietician on the day of admission who put her on food supplements and which were discontinued when Martha started having a etter food intake. The family was made aware of the importance of having a good food intake and they brought Martha her favourite cakes and homemade food. At the beginning Martha needed assistance with feeding herself as she wasnt able to cut her food, opening leads etc. Assistance was given regularly and the kitchen staff was made aware about her requirements, therefore before serving her food they always used to come and talk to us first as it can be very frustrating not being able to feed yourself and have the food in front of you. Martha had a good progression during her tage in the hospital and she put on 3kg, her food intake was appropriate and she didnt develop any pressure ulcer. When the mobility of a patient is reduced the risk of VTE (Venous Thromboembolism) increases and therefore in a patient who suffers from hemiplegia after stroke should be assessed for this risk and preventive measurements should take place. According to The National Institute for Clinical Excellence (NICE, 2010), recommendations are that all patients should be assessed for risk of developing thrombosis (blood clots) on a regular basis. Martha was assessed on admission scoring 8 using the adapted tool rom Autar 2003 (Version 2PT 5/12) She was assessed again 24 hours after admission and when her mobility was better she was reassessed scoring 5. Because of the risk of developing a WE Martha was put on Enoxaparin and all the effects and risks were explained. Current NICE guidance suggests LMWH (Low Molecular Weight Heparin) prophylaxis for acute medical patients at WE risk unless there is a high bleeding risk (NHS, 2012). Stockings were not put on her because according to the Clots in Legs or Stockings after Stroke (CLOTS) trial 1 GECS (can even present a greater risk to patients f skin breaks, blisters, ulcers and skin necrosis (CLOTS Trial Collaboration, 2009). Early mobilisation is fundamental to prevent WE along with more risks and that is why this patient was mobilised as soon as possible with the physiotherapist support (NICE, 2010). A very weak arm due to its considerable hanging weight, is at risk of stretching the shoulder Joint structures and developing a partial dislocation or subluxation (Turner- Stokes and Jackson, 2002). Shoulder subluxation is considered a problem because it Many studies have suggested that trauma to the shoulder Joint can be prevented by roper positioning and handling. The shoulder should be protracted, the arm forward, the wrist in neutral or slight supination and the fingers extended. Another important aspect that needs to be considered is not to pull from limbs when doing transfers, especially from the affected one. Therefore Martha and family were educated not to do so. An arm sling was provided to her to support the affected arm. However,the sling was only used while doing transfer. When she was sitting on the chair a lap tray was provided positioning the arm away from the body, discouraging dduction and internal rotation and allowing bilateral upper limb activities (Turner and Jackson, 2002). Martha didnt develop a shoulder subluxation during her stage in the hospital. This was confirmed by an X-Ray that was taken to ensure there was no underlying problems. However she had pain on the shoulder and that is why this X- Ray was performed initially. Hemiplegic shoulder pain, or post stroke shoulder pain, occurs in at least 30 percent of patients although another estimate placed it at 70 percent . Post stroke shoulder pain can adversely affect both length of in patient ehabilitation and overall functional outcome (Woodward and Mestecky, 2011). Martha was on regular paracetamol but she wasnt put on NSAlDs from the beginning. When she started to feel this pain the consultant was informed who requested an X-Ray, the physiotherapist and the rest of the team were also made aware of the troubles. The consultant also put the patient on PRN Ibuprofen which was very effective in reducing the pain levels. I consider that the approach to this risk wasnt the most effective one as Martha suffered from shoulder pain and it can be an area to improve for future patients. However the communication within the team was very successful and the problem was solved in a short period of time. Another recommendation for the future supported by evidence based documentation could be the practice of passive movements which improve the spasticity (Lynch, et al. 005). After suffering a stroke the person can suffer an alteration on the body image understanding as such as the beliefs and feelings about how our bodies look and function. This is influenced by what we think we should look like, and how we think our bodies should perform. In Marthas case the main issue for her was the loss of unctionality of half of her body. Martha went from being able to perform all the activities of the daily life by h erself to require assistance for most of them. Successful adjustment and adaptation to this new situation depend on how well the acquirement of the new knowledge is and skills needed in order to get on with her life. (Woodward and Mestecky, 2011). The rehabilitation team role was crucial here because we needed to teach her new skills and this was achieved by good coordination and communication within the team. It was very important to proceed in the same way and reinforce the knowledge. As supportive measures a board was used to remind Martha the steps she had to follow and also it was very helpful for her family as they knew which was the appropriate way to help her mother. Also setting realistic goals was very positive for her as every day she had a new challenge to achieve and that kept her motivated. Motivation also plays a vital role in with the way in which a patient evaluates their chances of successful rehabilitation and that this is influenced by social or external factors (Woodward and Mestecky, 2011). Martha as already mentioned was always motivated to improve her skills and his had a very positive impact on her evolution. Also she had a very good support from her family who was always there to help her and a good support from the health team. After 5 weeks of rehabilitation Martha was discharged being able to perform the activities of the daily life by herself, walking with a walking stick and assistance from her daughter or with a zimmer frame. She went to a nursing home for a couple of weeks while they were adjusting her house for her (she lived with her daughter). After she was seen by the team (consultant, physiotherapist) as an outpatient and she also came to visit the team to the ward. Reference list Bader ,M and Littlejohns, L (2004) AANN Core Curriculum for Neuroscience nursing. th edition. Missouri. Saunders Bohannon, R. and Smith, M. (1987). Interrater reliability of a modified Ashworth scale of muscle spasticity. Physical Therapy 67(2): 206. Jun Hao Pan, Xin Yuan Song,; Sik Yum Lee, Timothy Kwok, (2008) Longitudinal Analysis of Quality of Life for Stroke Survivors Using Latent Curve Models. Stroke. Lynch, D; Ferraro, M; Krol, j; Trudell, C M; Christos, P and volpe, B T . (2005) Continuous passive motion improv es shoulder Joint integrity following stroke Clinical rehabilitation. Available at: http://cre. agepub. com/content/19/6/594. full. pdf *html (Accessed 9 March 2013) National Institute of Clinical Excellence (2010) Venous thromboembolism reducing the risk: full guideline. Available at: http:// www. nice. org. uk/nicemedia/live/12695/47200/47200. pdf (Accessed 8 March 2013) National Institute of Clinical Excellence (2001) Clinical practise guidelines, Pressure ulcer risk assessment and prevention, recommendations 2001. Available at: http:// www. nice. org. uk/nicemedia/pdf/clinicalguidelinepressuresoreguidancercn. pdf. Accessed: 6 March 2013) National Pressure Ulcer Advisory Panel (NPUAP) (2009) The Role of Nutrition in Pressure Ulcer Prevention and Treatment. Available at: http:// www. npuap. org/wp-content/uploads/2012/03/Nutrition-White-Paper-Website- Version. pdf (Accessed: 25 March 2013) NDNQI (2013) Pressure ulcers training. Available at: https://www. nursingquality. org/NDNQlPressureUlcerTraining/Module1/ Default. aspx (Accessed: 25 March 2013) NHS (2010) CLOTS trial 2: Thigh length versus below knee stockings for DW prophylaxis post stroke. Available at: http:// www. nelm. nhs. /en/NeLM-Area/News/2010September/21 /CLOTS-trial-2-Thigh- length-versus-below-knee-stockings-for-DVT-prophylaxis-post-stroke/ (Accessed: 6 April 2013) NHS (2010) The Characteristics of an Effective Multidisciplinary Team (MDT). Available at: http://ncat. nhs. uk/sites/default/files/ evidence. Available at: http://www. evidence. nhs. uk/documents/]-nhs-evidence-comms-publications-eyes-on- evidence-eyes-on-evidence-sle ep-apnoea-thromboprophylaxis-contraception-stroke- diabetes-and-more. pdf (Accessed: 6 April 2013) Royal College of Nursing (2009) RCN Masterclass (2009): Continence, Pressure Ulcers and Nursing Metrics. Available at: http://www. rcn. org. uk/_data/assets/pdf_file/0004/280777/Dettorri_M_Collier_ppt. pdf. (Accessed: 25 March 2013) Royal College of Nursing (2013) Preventing VTE. Available at http://www. rcn. org. uk/ development/practice/cpd_online_learning/ nice_care_preventing_venousthromboembolism/preventing_vte (Accessed 7 March 2013) Stevenson VL. (2010) Rehabilitation in practice: Spasticity management, Clin Rehabil 2010 24: 293. Available at http://cre. sagepub. com/content/24/4/293. full. pdf *html (Accessed: 7 March 2013) Similima (2011) Corona radiata. Available at: http:// www. similima. m/physiology-biochemistry (Accessed : 6 March 2013) Thompson H and Ryan A (2008) A review of the psychosocial consequences of stroke and their impact on spousal relationships. British Journal of Neuroscience Nursing Vol 4 No 4 pp 177- 184 Turner-Stokes L, Jackson D. Shoulder Pain After Stroke: A Review of the Evidence Base to Inform the Development of an Integrated Care Pathway. Clinical Reh abilitation, 2002: 16:276-298. Wityk, R and Litnas, R. (2007) stroke. Philadelphia : American College of Physicians Woodward, S. and Mestecky, AM. (2011) Neuroscience Nursing Evidence-Based Practice. Chichester:Blackwell Publishing Ltd.

Maybe You Can Learn to Say Maybe in Spanish

Maybe You Can Learn to Say Maybe in Spanish Spanish has several ways of saying maybe, perhaps, or possibly. Most of the expressions of possibility are frequently used with a verb in the subjunctive mood. Uses of Quizs  or Talvez to Express Possibility Quizs or, as it is also spelled, quiz, is typically used with verbs in the subjunctive mood, although it is not unusual to hear it used with a verb in the indicative mood. Quiz(s) can be used interchangeably with ​talvez, also spelled tal vez. These words are typically placed at the beginning of sentences.   Puede  que, literally meaning it can be when it is the subject of a sentence, is an alternative phrase for expressing possibility. It is normally followed by a verb in the subjunctive mood. Spanish Sentence English Translation Quizs te cases, o quizs no. Perhaps you will get married, or perhaps not. Quiz en otra vida t y yo fuimos amantes. Perhaps in another life you and I were lovers. Quizs ms tarde. Perhaps later. Quiz no venga nadie. Maybe nobody will come. Talvez yo te pueda ayudar. Perhaps I can help you. Tal vez maana sea solo un recuerdo. Perhaps tomorrow will be only a memory. Tal vez no pensaron en esto. Maybe they didnt think about it. Puede que debas cambiar por otro medicamento. Perhaps you ought to switch to another medication. Su plan dental puede que no cubra el costo total de su cuenta. Your dental plan maybe wont cover the total cost of your account. Puede que estemos equivocados. Perhaps we are mistaken. Using Posible The Spanish adjective  posible, meaning possible, can be used to form the adverb  posiblemente, and  can be used in much the same way as  quizs and tal vez, although it is less common than its English counterpart, possibly.   Es posible que, literally meaning it is possible that, can also be used as an alternative to one of the other ways of expressing possibility, and in standard Spanish, it is followed by a verb in the subjunctive mood. Like the English phrase it stands for, es  posible  que often expresses a greater degree of doubt than maybe. For example, Es posible que hoy te vea  translates to, It is possible I will see you today. Spanish Sentence English Translation Posiblemente Cuba no participar en campeonato. Maybe Cuba wont participate in the championship. Posiblemente sea mi imaginacin. It could be my imagination. Si presenta sntomas en primavera, posiblemente sea alrgico al polen. If symptoms appear in the spring, you may be allergic to pollen. Colloquial Way of Expressing Possibility A lo mejor is a more colloquial way to express possibility than quiz and tal vez. Although its literal translation is at what is best, it isnt used that way.  Do  not use the subjunctive mood with a lo mejor. Spanish Sentence English Translation A lo mejor soy imbcil. Perhaps I am stupid. Hay tres cosas que a lo mejor no sabes de m. There are three things that perhaps you dont know about me. A lo mejor nos estn haciendo un favor. Maybe they are doing us a favor.

Should Prisoners Lodging Be More Spartan Essay Example | Topics and Well Written Essays - 1250 words

Should Prisoners Lodging Be More Spartan - Essay Example The punishment sought to inflict pain in the body of the guilty. The nineteenth century represented a more civilized and humanitarian response to wrongdoing and penology seeks a humanitarian aspect of 'imprisonment' by reduction of rights rather than infliction of pain. Life in prison is more disciplined and tough to transform the idleness and social irresponsibility of the prisoner into more constructive one. (Sundaram 24) whole idea of incarceration is punishment, not comfort. These critics would argue that conditions of the prisoners should be spartan, if not hard. But, the hard treatment should not be inhumanness and degradingness. Environment such as overcrowded prisons, an inadequate low calorie diet, unsanitary conditions that go unrectified, are inhumane. The person who has committed a crime by breaking law is deprived of some liberty in a prison environment. The lodging conditions should not be so constrained that the prisoners are deprived of the kinds of choices that manifest their human standing and self-respect. They should be having freedom to worship, access to the courts and to express their opinions on various matters. (Victor 225) What kinds of comforts may prisoners expect to have Prisoners lodging should have some basic needs such as disease-free beds, a place to write, sanitary toilet and washing facilities, and access to current information about the world outside should have access to medical care. Should they expect color TVs, video players, and movies of their choice, coffeemakers, libraries, and so on Or should prisoners be deprived of cigarettes, access to the entertainment and news media, have their mail censored, and required to perform hard labor. If we make it worse then we aren't really increasing their punishment much, having to be in jail and all the other problems with being in jail is tough enough. If we cut down on the few luxuries that they have then will be harder to control. Page 3 As rightly quoted by Victor Hassine, from JPP1 - "People who believe prisoners are not being punished point with disdain to a color television set and a ghetto blaster in a prison cell to support their arguments. To them, it appears that physical, emotional, and psychological pain that one can see with the naked eye is the only real form of punishment. Likewise, there are parents who punish their children by physical beatings because they believe anything short of physical pain will not be effective. I suggest the same applies to some guards and their daily treatment of prisoners. If a prisoner is not in obvious pain and anguish, if he is not being made to visibly suffer, punishment is not being properly administered. Still, any person who has suffered long term emotional and psychological abuse would be horrified that anyone would be so lacking in insight and understanding that they would point to

Reflective Account Essay Example | Topics and Well Written Essays - 2500 words - 1

Reflective Account - Essay Example 3. Generalised analysis and learning - moving away from the specific example, what did this raise about how the volunteering practice and theory relate to each other more generally (e.g. did a conversation raise any issues about the methods used by the agency? or about working professionally? or did the meeting or activity raise issues about policy or systems or procedures?) The conversation really made me understand the importance of volunteering practice as a bridge between theoretical work and practice. The school encourages teachers to be very close to the unique needs of students. The teachers are expected to act on the student’s needs in manners that motivate and encourage renewed energy. This was one case invoked me to place myself as the teacher in the shoes of the student in Oder to understand her predicament and act practically appropriately. Following the conversation I saw the need to follow up and assist motivate the student so as to help her develop a better self image despite the situation. My follow up will involve helping the girl adopt strategies that help her turn her situation into an opportunity to excel in her academic and general life. In future as part of my learning and development I will be more careful hewn handling learners from different social, cultural and economic backgrounds. These are factors affecting behaviour and communication among learners and as a teacher I need to be more proactive and culturally

Evil, its symbols and the environment Essay 2 Example | Topics and Well Written Essays - 1500 words

Evil, its symbols and the environment 2 - Essay Example Two rebel groups clashed against the Sudanese government because of its neglect of Darfur and its citizens, Justice and Equality Movement (JEM) (sometimes also called Liberation and Justice Movement) and Sudan Liberation Army (SLA). The Sudanese government unleashed an attack against the rebel forces and the ordinary citizens in the city were just collateral damage. Men, women, and children of all ages were murdered on both sides of the conflict (Reuters). Though at present the atrocities in Darfur have somewhat ceased, the harrowing events that went before were enough to leave the community in despair and disarray. The best symbol I can associate to the conflict in Darfur is the balance. As defined in J. C. Cooper’s work, the balance symbolizes â€Å"justice; impartiality; judgment; man’s merits and demerits weighed. The equilibrium of all opposites and complementaries†¦Ã¢â‚¬ (26). The warring parties think that the balance of justice and power are tipped agains t their side that is why they sacrifice countless lives to try and tip it in their favor. In thus struggle, the community pays the price. According to Barbara Coloroso, genocide is an experience of evil which shatters human communities. In this paper, I would like to present how genocide wrecks communities through three different perspectives: through the eyes of the Sudanese government, the eyes of the rebels, and through the eyes of the common citizen. Then I will try to draw conclusions from these differing perspectives in light of being a student of religion and culture – gleaning practical and philosophical lessons and insights from the experience of those that have witnessed and participated in the genocide at Darfur. The Perspective of the Sudanese Government Strong yet compassionate leadership is essential for a community to progress. Darfur became a territory of Sudan in 1916 and for more than a century, everything was relatively peaceful though there were insurgent groups that wanted to restore Darfur as an independent state (O’Fahey). The attack of the rebel forces against the government of Sudan was not tolerated because tolerance would be seen a sign of weakness. And so the bloody war and genocide started on 2003 continuing until the present with the fighting spreading to neighboring countries like Chad and the Central African Republic (Hentoff). The issue of trust. As the leaders of the community, it is expected that a country’s government will protect its territory and will most likely extinguish any flames of insurgency so as to unite its people and keep them safe. But communities are first and foremost built on trust. If the government doubts members of its citizenry and brands them as rebels and insurgents, then they will not be able to uphold their responsibility as protectors and mediators for peace. One of the government’s responsibilities is to uphold justice but in Darfur’s case, the line between good c itizens just trying to make those who are in power see that they have been neglected, and those that just want to destabilize the rule got blurred. Thus, whom will the government protect? Who can they trust? The issue of â€Å"the greater good†. Part of the responsibilities in leading a community is making tough and unpopular decisions. UN estimates that at least 300,000 people have died because of the atrocities in Darfur (Reuters). That is just .08% of the 37.2

The Wretched Of The Earth, Franz Fanon

The Wretched Of The Earth, Franz Fanon Frantz Fanon was a black psychiatrist and author from Martinique who also led a life as a philosopher and revolutionary (Micklin 1). He was from a middle-class family, but soon started supporting very liberal ideas when he personally experienced the abuse of the Martinique people by the French army (at the time, Martinique was a French colony). He spent some time in Lyon for school and even served in the French army. However, he believed that speaking French was a method of accepting French oppression. He wrote a few influential novels, but his most famous novel, The Wretched of the Earth, addressed the abuse of the Algerians by their French colonizers (Micklin 1). Because of its controversy, France eventually banned the book (Ehrenreich 1). Although the novel mainly deals with the struggle of colonized countries in the hands of their European colonizers, it also focuses on how ideology is spread, the effects of imperialism and nationalism, racism, and particularly the role of violen ce in the problem and solution. This book was especially interesting because of its strong style. At first, it seemed that it would be difficult to sympathize with anything in the novel, since it is advertised as a very radical book. But Fanons blunt, passionate words sound so natural and honest that it is almost as if Fanon is lecturing this book from a podium. This is probably because he actually dictated this novel from his deathbed, while he was dying from leukemia (Micklin 1). Fanon wrote this novel so that is has no plot or characters. Instead, he refers to only the colonists and the colonized as the two main opposing forces. He gives some examples of these, most of which are about French Algeria (the French were the colonists and the Algerians were the colonized), since he had seen this occur firsthand. This leads to another reason as to why the book is so effective. Fanon is not speaking from an unbiased perspective. He is putting himself in the place of the colonized, repetitively stating things like the W est wants to condemn us, letting the reader know that the situation has affected him too (57). In addition, this illustrates how passionate he is about the subject since it is personal for him. He also gains credibility and his audience is more likely to listen to him and trust him. Fanon splits this book into five main sections-the first, and perhaps most unforgettable, is called On Violence. In this portion of the text, Fanon basically labels the entire act of colonizing as an act of violence. First of all, the colonists commit violence against the colonized. And in return, the colonized respond with violence. However, the colonists are truly violent. Fanon claims that the work of the colonist is to make even dreams of liberty impossible for the colonized (50). The colonized are only violent in response because that is what it expected of them and it unifies the people (51). This is the only way for them to decolonize and maybe one day reach their goal-according to Fanon-of eventually being the colonists (16). So even though Fanon criticizes colonization as a cycle of violence, he advocates violence as the only solution for colonized to take. The second part of the novel, Grandeur and Weakness of Spontaneity, deals a lot with nationalist parties and the general distrust of rural masses. Fanon discusses the lumpenproletariat, which is the group of people below the working class (81). These people are criminals, prostitutes, homeless people, and anyone who does not fit into the working class. They are crucial for revolutions because they were typically not modernized or educated and probably were not fully integrated into the newly introduced colonial society. Therefore, they would not be oppressed by accepting the new language and culture and would be more willing to take action. So Fanon rallies them to take revolt, as they are probably the most likely to succeed. This is interesting though because if he really is trying to rally the lumpenproletariat, this is a very weak way. The literary rate of the lumpenproletariat probably would not have been very high since they were mostly uneducated. This is only made worse by the fact that this book is particularly difficult to read and understand. So how would the lumpenproletariat be able to read Fanons message (unless they had it tediously dictated to them)? The third section, The Trials and Tribulations of National Consciousness, focuses on racism. Because Frantz Fanon was black, much of his writing is focused on the plights of Africans and their struggles under European rule. But although he focuses on this particular group of people, it is reasonable to assume that his analyses could be extended to most other colonies. Europe, after all, has colonies all across the world and not just in Africa. Another important point Fanon makes in this section is that the behavior of the national bourgeoisie of certain underdeveloped countries is reminiscent of members of a gang who, after every holdup, hide their share from their accomplices and wisely prepare for retirement (118). This is interesting since Fanon obviously portrays the bourgeoisie as the savages as opposed to the less educated, working class. He assumes that their desperation means that their success is short-lived and because of the lack of stable government and political leaders, the army becomes necessary as an arbiter. This continues the cycle of violence just as Fanon mentioned in the first section. In the final section, Colonial War and Mental Disorders, Fanon claims that because of the systematized negation of the other, a frenzied determination to deny the other any attribute of humanity, the colonized are forced to ask who am I in reality? (182). When France colonized the Algerians, the Algerians completely lost their individual identities and their culture. The Europeans impose their own culture on them, but they obviously will never become a true European. This fits in interestingly with their determination to overthrow the government. It is a very smart move to remove each colonized citizens identity, because then they are less likely to fight for themselves if they have no idea who they are. This section was also interesting because it examined different cases of mental disorders resulting from colonization. This included the psychological effects on both the Algerians and the Europeans. So even if a European comes across Fanons novel and is not affected by the Algerians problems, perhaps he would feel sympathy for his fellow Europeans. For example there is the European police officer that met one of his Algerian victims at the hospital (194) and the European police officer that was so used to torturing Algerians that he tortures his own family (196). Both find their personal lives highly influenced by their past actions. This also illustrates that war really does affect everyone, even when it doesnt seem like it. Although this book was interesting and provocative to read, Fanon could have improved in a couple of areas. This novel would have been better if it was more fluid and comprehensible. Fanon seems to jump from point to point without much order. This could partly be attributed to the books translation from French. Since Fanon mostly used his own personal experiences and a few primary sources for the novel, it would have been better with a lot more secondary sources comparing the colonization of Algeria to other instances of colonization. Fanon could have described other situations where colonized people revolted and whether they successfully or unsuccessfully decolonized. If he could have found an example where the colonized used violence successfully, that would have helped his argument a lot. In Jean-Paul Sartres introduction to the novel, he states that many do not agree with Fanons support of violence as a solution (xlvi). But Fanon had valid points in his argument. In fact, maybe F anon should have expanded more on his On Violence section because it seems like this is the only section that offers true solutions to the problem. So Fanon does not necessarily go too far when he says the colonized must rise up and revolt with violence. The colonists used violence during their colonization and didnt seem to listen to the colonizeds protests. So that only leaves violence as a logical solution. Even though this novel is very radical, most of Fanons points are understandable; it is easy to imagine how they could apply to many modern situations-anticolonialism, civil rights, and even our current situation in Iraq. It is interesting to think about this in a time when there are not many direct methods of colonialism. Because of this novels exploration of colonial struggles, The Wretched of the Earth has become one of the most famous novels dealing with decolonization.

Slavery and the Atlantic Trade :: Slavery Essays

The demand for agricultural goods in European countries created the Atlantic Economy. Europeans wanted certain things that were too expensive if bought from Asia, one of the most important of these being sugar. Other important trading commodities were tobacco, cotton, rice, cacao and coffee. Slaves were the number one commodity for trading. The slave trade started when European shops sailed to African ports. Through this, Africans (captured to be slaves) were taken to the New World and Forced to work. Britain, France, the Dutch Republic, Spain and Portugal all participated in the slave trade. These European empires created an Atlantic economy in which slave trade was a major feature. These five countries came into contact with each other through the want and demand for slaves. Political and religious ideas became intermingled and developed within new environments. Plantation owners in the New World needed slaves for agricultural labor of their plantations. The slaves became disciplined and were forced to work in bad conditions for long hours at young ages in harsh temperatures. Slavery has been used throughout history but the African slave trade of the seventeenth and eighteenth century is the most brutish known to history. It was unique in three major ways. The amount of slaves being traded was tremendous. More than eleven million African slaves were â€Å"shipped† to the New World between 1519 and 1867. Of these eleven million, only 9.5 million reached the sure because of disease and extremely poor traveling accommodations. Also, during this time, whites had an attitude of supreme superiority over the black people. The third major feature was commercial character. The whole purpose was to give slave trades a profit and slave owners the free labor they desired. African slaves were viewed as property, they were not seen as equal to the whites. A good example of this is Captain Collingwood who compared the slaves to horses in court, they were seen as just property. The slave trade became a competition between the five major powers. Each country tried to create a monopoly over certain trade routes. Slavery and the Atlantic Trade :: Slavery Essays The demand for agricultural goods in European countries created the Atlantic Economy. Europeans wanted certain things that were too expensive if bought from Asia, one of the most important of these being sugar. Other important trading commodities were tobacco, cotton, rice, cacao and coffee. Slaves were the number one commodity for trading. The slave trade started when European shops sailed to African ports. Through this, Africans (captured to be slaves) were taken to the New World and Forced to work. Britain, France, the Dutch Republic, Spain and Portugal all participated in the slave trade. These European empires created an Atlantic economy in which slave trade was a major feature. These five countries came into contact with each other through the want and demand for slaves. Political and religious ideas became intermingled and developed within new environments. Plantation owners in the New World needed slaves for agricultural labor of their plantations. The slaves became disciplined and were forced to work in bad conditions for long hours at young ages in harsh temperatures. Slavery has been used throughout history but the African slave trade of the seventeenth and eighteenth century is the most brutish known to history. It was unique in three major ways. The amount of slaves being traded was tremendous. More than eleven million African slaves were â€Å"shipped† to the New World between 1519 and 1867. Of these eleven million, only 9.5 million reached the sure because of disease and extremely poor traveling accommodations. Also, during this time, whites had an attitude of supreme superiority over the black people. The third major feature was commercial character. The whole purpose was to give slave trades a profit and slave owners the free labor they desired. African slaves were viewed as property, they were not seen as equal to the whites. A good example of this is Captain Collingwood who compared the slaves to horses in court, they were seen as just property. The slave trade became a competition between the five major powers. Each country tried to create a monopoly over certain trade routes.

Ricardo’s theory of rent Essay

     Ã‚  Ã‚  The term â€Å"rent† comes from the Latin word â€Å"rendita’, which means â€Å"returned†. Rent as an income of one of the factors of land attracted attention since old times. Further, in the economic theory the concept of economic rent as a part of income of any factor appeared and developed. One of the theorists that formed and developed the concept of rent was David Ricardo, who is considered to be one of the fathers of the theory of rent. However, despite the old origins, the theory has been criticized a lot by both theorists and practitioners.   Ã‚   David Ricardo first mentioned rent in his book â€Å"The foundations of political economy and taxes† (1817). In this book, Ricardo defines rent as a part of the land product, which is paid to the landowner for the use of the soil. The logic of Ricardo is quite simple. Given the law of supply and demand, nobody pays for the use of air and water (as well as any other nature’s gift, which is widely available). Thus, any brewer or producer of any good constantly uses air and water to produce their goods. But because the air and water are limitless, they are not paid for. Following this logic, Ricardo comes to a conclusion that rent is paid for the use of soil just because the amount of land is not limitless and the quality of land is not the same. With the rise of the population, the worst land or the lands that are situated inconveniently are also get cultivated. When the cultivation touches the lands of so-called second category, i.e. the worse, the lands of the first category simultaneously form the rent, which depends on the quality of those two types of land.   Ã‚   The peculiarity of Ricardo’s theory lies in the fact that he approached the rent as a concept from only one perspective. Ricardo thought of rent as a solely agricultural one. Moreover, Ricardian rent is a rent for a raw product of agriculture in general, but not the rent for the land given for the one peculiar type of a product. It is considered that the land used as a field cannot be used a pasture; labor and capital change from one piece of land to another, but the use of soil itself remains unchangeable. Because the amount of land is limited, as it was already mentioned, and it is used in a single way, rent is determined by price and not vice-versa. According to Ricardo, the rent is paid because the bread is expensive and not vice-versa. (Henderson, 1922)   Ã‚   Practitioners notice that Ricardo’s theory of rent has also another shortcoming. Ricardian rent is solely the payment for the soil itself. Thus, it excludes any payment for the interest on capital invested by landowner in the form of buildings, drain constructions etc. Moreover, Ricardo’s concept of rent also excludes the income from the wood development or the extraction of any mineral resources on the rented land. There remains the â€Å"pure† rent for soil, which is regarded as the land designed for cultivation and not touched raw material richness, which is though limited in amount and completely specialized on the production of one type of product not considering certain distinctions in placement and fertility.   Ã‚   However, later on Ricardo developed another branch of his theory. According to Ricardo, rent has two sources. If the land is homogenous, its limit provokes the rent of â€Å"rareness†. In this case, rent is a difference between the product of all applied capital and labor and the product of the final input in the form of intensive use of soil. When the land differs in quality, the limited amount of certain quality is the source of so-called differentiated rent. Ricardo thought that Europe of that time had quite substantial amount of land, which didn’t give rent. However, from the perspective of his theory, nothing could have changed, if this had been true. Rent wouldn’t be simply differentiated, but would have remained the rent of â€Å"rareness†.   Ã‚   The important input of Ricardo’s theory is the fact that he proved that the source of rent was the work of labor that cultivated the land. Thus, rent becomes a social phenomenon in Ricardo’s theory. The emergence of rent is connected with the emergence of private ownership for land. The emergence of differentiated rent Ricardo explained from the point of view of the law of value. Differentiated rent in Ricardo’s theory doesn’t arise as the special form of added value, i.e. the exploitation of hired labor, though Ricardo characterizes rent as added product.   Ã‚   Yet, because of the insufficient development of labor theory of value and inappropriate and insufficient understanding of the correlation between value and the price of a product, Ricardo didn’t research the absolute land rent and denied its existence based on the fact that it didn’t conform to the law of value. Ricardo though that because the cost of agricultural products produced under the worst conditions regulate the cost and the price of all the rest of the same products, those lands cannot give any rent, because rent is a difference between the cost of production on the worst pieces of land. Otherwise, rent would be simple margin for the price of a product. Aspiring to retain this basis, Ricardo denied the existence of absolute land rent. Another reason why Ricardo denied the existence of absolute rent was the fact that he didn’t understand the division of capital on constant and variable parts. Thus, Ricardo failed to detect the difference in organic structure of capital in industry and agriculture, and consequently the excess of added value in agriculture, which is actually construct the absolute rent.   Ã‚   In such a way, though Ricardo contributed much to the overall understanding of economic theory and the theory of rent in particular, the latter has many inherent flaws derived from the misunderstanding and fault mixture between the concept of value and the concept of price. The main advantage of the theory is the definition of so-called differentiated rent, i.e. the attempt of the explanation of the economic essence of rent. The foremost fault of Ricardo’s theory of rent on the earliest stages is that he regarded rent as the payment solely for the use of soil, excluding reinvested capital and interest. The second foremost flaw of the theory is the denial of the existence of the absolute rent, thinking that rent can be derived only from those land that are more fertile. However, Ricardo didn’t count the fact that landowners of worse land wouldn’t give this land in temporary usage for free. References Debrah Y. (2002) â€Å"Globalization, Employment and the Workplace† Routledge, London Henderson H. (1922) â€Å"Supply and demand† McGraw Hills, New York March, James G., and Simon, Herbert A., (1958). Organizations. New York: McGraw Hill Moorhead G. and Griffin Ricky W. (1995), Organizational Behavior, 4th ed., Houghton Muffin Company, Boston, MA Shove G. F. Varying costs and marginal net products // Econ. J. 1928. Vol. 38. Jun. P. 258-266 Winters A. (1992) â€Å"International Economics† Routledge, London   

Progress Essay Example

Progress Essay Example Progress Essay Progress Essay Progress Having the experience and guidance to enhance my writing skills with the support of a college professor and other students has helped me greatly. Although I still feel that I struggle with having my essays flow, I am confident that I am a better writer after taking the course Written Expression. The majority of the essays involved analyzing a piece of literature and making a point of something. Every essay involved an argument and being able to prove what I believe. The significance of structure and creating an outline before beginning an essay as greatly stressed. I learned a specific way of creating an outline, an introduction, how to conduct an appropriate thesis statement, key points and being able to transition from broad to specific. I also worked on being able to organize an outline with a main topic, two ideas, and two examples for each idea in order to have the essay flow. Tackling essays involving arguments has taught me how to make a substantiated statement and being able to follow it up, while using a rational in my thesis statement. I argued against child beauty pageants by discussing and proving hat they create a false image of how females should behaving and look, while creating insecurities throughout younger generations. I argued against bullying in schools by explaining the long -term effects it can have on children, and how it can be prevented. My professor gave us the opportunity to choose a piece of literature of our choice and create an argument. I chose the short story Hansel and Greeter and elaborated upon how children could have separation anxiety and a fear of abandonment from hearing stories about parents leaving their children and being introduced to deception and witches traps. Taking a different approach aside from the general assignments based on literature, we learned what different texts are. A text is anything that has been created by human beings, to convey meaning, which does not have to be in writing. I was able to choose an object of my choice, which is a text rather than having to write an essay based off of a piece of writing. Each student in the classroom having to come up with an object that he or she felt would suffice for a strong argument strengthened the classrooms ability to come up with valid points, without having to upend on a piece of literature for an argument. For practice the classroom would come up with arguments together and create outlines, without taking the next step of writing an essay. I have improved greatly in my development of analyzing what I read, my writing skills, researching academic databases and conducting thesis statements. Being given the opportunity to be in more of a discussion based class allowed me to communicate with the class in regards to my writing by hearing others ideas, and incorporating them into my writing. By deemed 204

Categories That Generate Stories for School Newspapers

Categories That Generate Stories for School Newspapers Working at a high school or college newspaper can be a great training ground for an  aspiring young journalist,  but coming up with story ideas can be intimidating. Some school papers  have editors who are full of great story ideas. but finding an assignment is often up to the reporter. Interesting stories are plentiful if you know where to look. Here are descriptions of several types of stories to trigger your search for topics. plus examples of real stories involving those topics done by college journalism students: News This category includes coverage of important issues on campus and developments that affect students. These are the kinds of stories that typically make the front page. Look for issues and developments that make a difference in the lives of students, and then think of the causes and consequences of those events. For instance, lets say your college decides to raise student tuition. What caused this action, and what are its consequences? Chances are you will be able to get several stories out of this single issue. Clubs Student-produced newspapers often report  about student clubs, and these stories are fairly easy to do. Chances are your schools website has a clubs page with contact information. Get in touch with the adviser and interview him or her along with some student members. Write about what the club does, when they meet, and any other interesting details. Be sure to include contact information for the club, especially the website address. Sports Sports stories are the bread and butter of many school papers, but a lot of people just want to write about pro teams. The schools sports teams should be at the top of the reporting list; after all, these are your classmates, and many other media outlets deal with the pro teams. There are almost as many ways to write about sports as there are teams. Events This area of coverage includes poetry readings, speeches by guest lecturers, visiting bands and musicians, club events, and major productions. Check bulletin boards around campus and the events calendar on the schools website for upcoming events. In addition to covering the events themselves, you can do preview stories in which you alert readers to the event. Notables Interview a fascinating teacher or staff member at your school and write a story. If a student has accomplished interesting things, write about him or her. Sports team stars always make good subjects for profiles. Reviews Reviews of the latest movies, plays, TV shows, video games, music, and books are big reader draws on campus. They can be a lot of fun to write, but remember that reviews dont give you the kind of reporting experience that news stories do. Trends What are the latest trends students are following on your campus? Are there trends on other campuses that your classmates might find interesting? Find trends in technology, relationships, fashion, music, and social media usage and write about them.

Special Business Forms Essay Example | Topics and Well Written Essays - 250 words

Special Business Forms - Essay Example This involves the issue of how risks can be accommodated between and amongst the coalescing parties. Moreover, the person needs to come to familiarize with the terms and conditions governing such a form of partnership (Emerson, 2009). However, in the case of Bateson Corp, it is very challenging to join the other two companies. Any move to partner with either of the two companies is poised to result to big losses to Bateson Corp. this follows that Bateson Corp is not familiar with the way such businesses operate. In addition, Bateson Corp is not familiar with some of the terms and conditions that may govern their partnerships. In such a case, forming a partnership with such business ventures may most likely result to losses on the side of Bateson. For instance, such business corporations may breach the contracts of the partnership. In case such happens, it is most likely that such corporations may even fail to pay for the equipment that may have been supplied by Bateson Corp. This is likely to result to big losses on the side of Bateson

Contemporary Mathematics DB 2 Essay Example | Topics and Well Written Essays - 750 words

Contemporary Mathematics DB 2 - Essay Example corporation for the year ended December 31, 2005 was very high at $3,372,065 while the net income for the year ended Dec 31, 2004 was lower at $3,235,851 while the lowest net income occurred in the year ended December 31, 2003 at only $2,752,233. All the above Abbott Amounts are in thousands of United States Dollars. For the company Bank of America, the net income for the year ended December 31, 2005 was very high at $16,465,000 while the net income for the year ended December 31, 2004 was lower at $14,143,000 and the lowest net income occurred in the year ended December 31, 2003 at $10,810. All amounts above are recorded in thousands of United States Dollars. For the company Cola Cola, the net income for the year ended December 31, 2005 was $4,872,000 while the net income for the prior year ended December 31, 2004 is $4,847,000 while the net income for the earlier year ended December 31, 2003 is only at $4,347,000. All the above amounts are in thousands of United States

The Management of Restraint and Seclusion for Aggression in Essay

The Management of Restraint and Seclusion for Aggression in Psychiatric Patients in Inpatient Units - Essay Example Although initially nonviolent, Jane turned aggressive during normal sampling for tests and punched the nurse who was collecting samples for the tests. On becoming excessively aggressive, the patient was secluded and further restraint to minimize harm to her, her loved ones and the facilities’ staffs and other clients. However, these interventions are rather controversial and the family members opposed their use just as health care and legal professionals and the public continue to question their therapeutic capacities. Consequently, their use is questioned and opposed in equal measures. Instead, aggression management strategies such as individualized safety plans, patient-specific and focused restraint management and prevention, staff notification of restraint and seclusion phenomena, official briefing and debriefing about restraint and nursing staff mentoring are encouraged. In applying these interventions, a nurse leaders and managers should work with all other stakeholders, especially other medical and nursing staff and the families or caretakers of the patient. Consultative approach to leadership would have been quite appropriate for dealing with Jane’s situation. Transformational leadership theory, which postulates that great leadership emerges in cases of problems and encourages collaboration and teamwork, could also apply in this situation. In addition, the contingency theory, which expects leaders to different behaviours and contexts or circumstances are and react accordingly is also appropriate for handling Jane’s aggression. This paper proposes strategies likely to help eliminate or reduce the use of restraint and seclusion as the first choice measures whenever a psychiatric patient turns aggressive on self or others. Introduction For many nurses working in psychiatric inpatient units, violence and aggression are common phenomena. Aggression continues to pose serious challenges to psychiatric inpatient unit nurses despite the many modern and universal methods and strategies of restraint (Schacht, 2006). The two most commonly used interventions applied in the treatment and management of violent and disruptive conducts in psychiatric patients are seclusion and intervention (Anderson & West, 2011). Notably, the application and management of these nursing interventions vary from one country and institution to another. The central role played by these interventions have been largely highlighted in quite a number of nursing and health care studies and literatures, with most of the authors citing numerous recommendations for managing and reducing mental patient aggression (Peterson, 2004). In most of the studies and literatures, the effects of seclusion and restraint on mental illness patients and the prevention of seclusion and restraint or the reduction of their use are among the most highlighted aspects of seclusion management (The Joint Commission, 2008). Whereas seclusion refers to retaining and placing a ment ally ill inpatient in a room so that the immediate aggressive clinical situation is contained, restraint entails the use of different techniques that are custom-made to confine a mentally person to specific body motions (Cruzan, 1992). Despite the difference in meaning, both seclusion and restraint are measures generally used with the aim of preventing further injuries to patients, harm to nurses and to reduce violence and agitation (Centers for Medicare & Medicaid Services, 2006). This paper explores the appropriate management and leadership strategies for handling restraint of mentally ill inpatients by nurses. The following case study of an aggressive patient will form the basis of the proposed aggression management strategies outlined in the paper. Sample Case Jane (name changed for confidentiality)

Parental Involvement Essay Example for Free

Parental Involvement Essay The goal of positive and productive family and community involvement is on every school improvement list, but few schools have implemented comprehensive programs of partnership. Research suggests that this goal is an important one to reach because families and communities contribute to childrens learning, development, and school success at every grade level. Studies are accumulating that show that well-designed programs of partnership are important for helping all families support their childrens education in elementary, middle, and high schools. That is, if schools plan and implement comprehensive programs of partnership, then many more families respond, including those who would not become involved on their own. Three questions need to be addressed to help educators move from believing in the importance of family and community involvement to conducting effective programs of partnership: What is a comprehensive program of school, family, and community partnerships? How do family and community partnerships link to other aspects of successful schools? How can all schools develop and sustain productive programs of partnerships? Components of a Comprehensive Program of Partnerships A framework of six types of involvement guides schools in establishing full and productive programs of school-family-community partnerships. This section summarizes the six types of involvement and discusses a few sample practices that are being implemented in schools across the country that are working to improve and increase family and community connections. Also noted are some of the challenges that all schools must overcome to create successful partnerships, along with examples of results that can be expected from each type of involvement for students, families, and educators. Comprehensive programs of partnerships include activities for all six types of involvement. Because there are many activities to choose from, elementary, middle, and high schools can tailor their programs of partnerships by selecting activities that match specific school goals and the interests and needs of students and families. Type 1–Parenting. Type 1 activities are conducted to help families strengthen parenting skills, understand child and adolescent development, and set home conditions to support learning at each school level. Type 1 activities also enable families to provide information to schools so that educators understand families backgrounds, cultures, and goals for their children. Sample practices. Among Type 1 activities, elementary, middle, and high schools may conduct workshops for parents; provide short, clear summaries of important information on parenting; and organize opportunities for parents to exchange ideas with other parents, educators, and community experts on topics of child and adolescent development. Topics may include health, nutrition, discipline, guidance, peer pressure, preventing drug abuse, and planning for the future. Type 1 activities also provide families with information on what to expect and how to prepare for students transitions from pre-school to elementary school, elementary to middle school, and middle to high school. Additional topics for successful parenting may concern family roles and responsibilities in student attendance, college planning, and other topics that are important for student success in school. Schools also may offer parents General Educational Development (GED) programs, family support sessions, family computer classes, and other learning and social opportunities for parents and for students. To ensure that families provide valuable information to the schools, teachers may ask parents at the start of each school year or periodically to share insights about their childrens strengths, talents, interests, needs, and goals. Challenges. One challenge for successful Type 1 activities is to get information from workshops to parents who cannot come to meetings and workshops at the school building. This may be done with videos, tape recordings, summaries, newsletters, cable broadcasts, phone calls, and other print and nonprint communications. Another Type 1 challenge is to design procedures that enable all families to share information easily and as needed about their children with teachers, counselors, and others. Results expected. If useful information flows to and from families about child and adolescent development, parents will increase their confidence about parenting, students will be more aware of parents continuing guidance, and teachers will better understand their students families. For example, if practices are targeted to help families send their children to school every day and on time, then student attendance will improve and lateness will decrease. If families are part of their childrens transitions to elementary, middle, and high school, then more students will adjust well to their new schools, and more parents will remain involved across the grades. Type 2–Communicating. Type 2 activities increase school-to-home and home-to-school communications about school programs and student progress through notices, memos, conferences, report cards, newsletters, telephone calls, e-mail and computerized messages, the Internet, open houses, and other traditional and innovative communications. Sample practices. Among many Type 2 activities, elementary, middle, and high schools may provide parents with clear information on each teachers criteria for report card grades; how to interpret interim progress reports; and, as necessary, how to work with students to improve grades or behavior. Type 2 activities include parent-teacher conferences; parent-teacher-student conferences; or student-led conferences with parents and teachers. Student involvement in conferences helps youngsters take personal responsibility for learning. Activities may be designed to improve school and student newsletters by including student work, a feature column for parents questions, calendars of important events, and parent response forms. Many schools are beginning to use e-mail, voice mail, and websites to encourage two-way communication between families and teachers, counselors, and administrators. Challenges. One challenge for successful Type 2 activities is to make communications clear and understandable for all families, including parents who have less formal education or who do not read English well, so that all families can understand and respond to the information they receive. Other Type 2 challenges are to know which families are and are not receiving and understanding the communications in order to design ways to reach all families; develop effective two-way channels of communication so that families can easily contact and respond to educators; and make sure that students understand their roles as couriers and interpreters in facilitating school and family connections. Results expected. If communications are clear and useful, and if two-way channels are easily accessed, then school-to-home and home-to-school interactions will increase; more families will understand school programs, follow their childrens progress, guide students to maintain or improve their grades, and attend parent-teacher conferences. Specifically, if computerized phone lines are used to communicate information about homework, more families will know more about their childrens daily assignments. If newsletters include respond-andreply forms, more families will send ideas, questions, and comments to teachers and administrators about school programs and activities. Type 3–Volunteering. Type 3 activities are designed to improve recruitment, training, and schedules to involve parents and others as volunteers and as audiences at the school or in other locations to support students and school programs. Sample practices. Among many Type 3 activities, schools may collect information on family members talents, occupations, interests, and availability to serve as volunteers. These important human resources may help enrich students subject classes; improve career explorations; serve as language translators; monitor attendance and call parents of absent students; conduct parent patrols and morning greeters to increase school safety; and organize and improve activities such as clothing and uniform exchanges, school stores, and fairs. Schools may organize volunteers to serve as home-room parents, neighborhood representatives, and sports and club contacts and may establish telephone trees to help parents communicate with each other about school programs and events. Schools may establish a corps of volunteers to offer a wel-come wagon of information about the school to students and families who enroll during the school year. Schools also may create opportunities for mentors, coaches, tutors, and leaders of after-school programs to ensure that students have experiences that build and expand their skills and talents and that keep them safe and supervised after school. Some Type 3 activities may be conducted in a parent room or family center at the school where parents obtain information, conduct volunteer work, and meet with other parents. Challenges. Challenges for successful Type 3 activities are to recruit volunteers widely so that parents and other family members feel welcome; make hours flexible for parents and other volunteers who work during the school day; provide needed training; and enable volunteers to contribute productively to the school, classroom, and after-school programs. Volunteers will be better integrated in school programs if there is a coordinator who is responsible for matching volunteers available times and skills with the needs of teachers, administrators, and students. Another Type 3 challenge is to change the definition of volunteer to mean anyone who supports school goals or students learning at any time and in any place. This includes parents and family members who voluntarily come to school as audiences for students sports events, assemblies, and musical or drama presentations, and for other events that support students work. It also includes volunteers who work for the school at home, through their businesses, or in the community. A related challenge is to help students understand how volunteers help their school and to encourage students to interact with volunteers who can assist them with their work and activities. Results expected. If tasks are well designed, and if schedules and locations for volunteers are varied, more parents, family members, and others in the community will assist elementary, middle, and high schools and support students as members of audiences. More families will feel comfortable with the school and staff; more students will talk and interact with varied adults; and more teachers will be aware of and use the time, talents, and resources of parents and others in the community to improve school programs and activities. Specifically, if volunteers serve as attendance monitors, more families will assist students to improve attendance. If volunteers conduct a hall patrol or are active in other locations, school safety will increase and student behavior problems will decrease because of a better student–adult ratio. If volunteers are well-trained as tutors in particular subjects, student tutees will improve their skills in those subjects; and if volunteers discuss careers, students will be more aware of their options for the future. Type 4–Learning at home. Type 4 activities involve families with their children in academic learning activities at home that are coordinated with students classwork and that contribute to student success in school. These include interactive homework, goal-setting for academic subjects, and other curricular-linked activities and decisions about courses and programs. Sample practices. Among many Type 4 activities, elementary, middle, and high schools may provide information to students and to parents about the skills needed to pass each class, course, or grade level and about each teachers homework policies. Schools also may implement activities that can help families encourage, praise, guide, and monitor their childrens work by using interactive homework strategies; student-teacher-family contracts for long-term projects; summer home-learning packets; student-led at-home conferences with parents on portfolios or folders of writing samples or work in other subjects; goal-setting activities for improving or maintaining good report card grades in all subjects; and other approaches that keep students and families talking about schoolwork at home. Family fun and learning nights are often used as a starting point to help parents and students focus on curricular-related topics and family interactions. These meetings require parents to come to the school building. A systematic approach to increasing academic conversations at home is found in the Teachers Involve Parents in Schoolwork (TIPS) interactive homework for the elementary and middle grades. Challenges. One challenge for successful Type 4 activities is to implement a regular schedule of interactive homework that requires students to take responsibility for discussing important things they are learning, interviewing family members, recording reactions, and sharing their work and ideas at home. Another Type 4 challenge is to create a schedule of activities that involve families regularly and systematically with students on short-term and long-term goal-setting for attendance, achievement, behavior, talent development, and plans for college or careers. Results expected. If Type 4 activities are well designed and implemented, student homework completion, report card grades, and test scores in specific subjects will improve; and more families will know what their children are learning in class and how to monitor, support, and discuss homework. More students should complete required course credits, select advanced courses, and take college entrance tests. Students and teachers will be more aware of families interest in students work. Type 5–Decision-making. Type 5 activities include families in developing schools mission statements and in designing, reviewing, and improving school policies that affect children and families. Family members become active participants on school improvement teams, committees, PTA/PTO or other parent organizations, Title I and other councils, and advocacy groups. Sample practices. Among Type 5 activities, elementary, middle, and high schools may organize and maintain an active parent association and include family representatives on all committees for school improvement (e.g., curriculum, safety, supplies and equipment, partnerships, fund-raising, postsecondary college planning, career development). In particular, along with teachers, administrators, students, and others from the community, parents must be members of the Action Team for Partnerships, which plans and conducts family and community involvement activities linked to school improvement goals. Schools may offer parents and teachers training in leadership, decision-making, policy advocacy, and collaboration. Type 5 activities help to identify and provide information desired by families about school policies, course offerings, student placements and groups, special services, tests and assessments, annual test results for students, and annual evaluations of school programs. Challenges. One challenge for successful Type 5 activities in all schools is to ensure that leadership roles are filled by parent representatives from all of the major race and ethnic groups, socioeconomic groups, and neighborhoods that are present in the school. A related challenge is to help parent leaders serve as effective representatives by obtaining information from and providing information to all parents about school issues and decisions. At the high school level, a particular challenge is to include student representatives along with parents in decisionmaking groups and in leadership positions. An ongoing challenge is to help parents, teachers, and students who serve on an Action Team for Partnerships or other committees learn to trust, respect, and listen to each other as they collaborate to reach common goals for school improvement. Results expected. If Type 5 activities are well implemented in elementary, middle, and high schools, more families will have input into decisions that affect the quality of their childrens education; students will increase their awareness that families and students have a say in school policies; and teachers will increase their understanding of family perspectives on policies and programs for improving the school. Type 6–Collaborating with the community. Type 6 activities draw upon and coordinate the work and resources of community businesses; cultural, civic, and religious organizations; senior citizen groups; colleges and universities; governmental agencies; and other associations in order to strengthen school programs, family practices, and student learning and development. Other Type 6 activities enable students, staff, and families to contribute their services to the community. Sample practices. Among many Type 6 activities, elementary, middle, and high schools may inform students and families about the availability of community programs and resources, such as after-school recreation, tutorial programs, health services, cultural events, service opportunities, and summer programs. This includes the need to assist students and families to gain access to community resources and programs. Some schools work with local businesses to organize gold card discounts as incentives for students to improve attendance and report card grades. Collaborations with community businesses, groups, and agencies also strengthen the other five types of involvement. Examples include enhancing Type 1 activities by conducting parent education workshops for families at community or business locations; increasing Type 2 activities by communicating about school events on the local radio or television stations, and at churches, clinics, and supermarkets; soliciting volunteers from businesses and the community to strengthen Type 3 activities; enriching Type 4 activities by offering students learning opportunities with artists, scientists, writers, mathematicians, and others whose careers link to the school curriculum; and including community members on Type 5 decision-making councils and committees. Challenges. One challenge for successful Type 6 activities is to solve problems associated with community-school collaborations, such as turf problems of who is responsible for funding, leading, and supervising cooperative activities. The initial enthusiasm and decisions for school-community partnerships must be followed by actions that sustain productive collaborations over the long term. Another Type 6 challenge is to recognize and link students valuable learning experiences in the community to the school curricula, including lessons that build on students nonschool skills and talents, their club and volunteer work, and, in high school, their part-time jobs. A major challenge is to inform and involve families in community-related activities that students conduct. Related challenges are to help students understand how community partners help their school and to engage students, themselves, as volunteers and in service-learning in their own schools, in other schools, and in the community. Results expected. Well-implemented Type 6 activities will increase the knowledge that families, students, and schools have about the resources and programs in their community that could help them reach important goals. Well-designed community connections will increase student access to and participation in community programs. Coordinated community services could help many students and their families prevent health, social, and educational problems or solve problems before they become too serious. Type 6 activities also should support and enrich school curricular and extracurricular programs. Summary. The six types of involvement create a comprehensive program of partnerships in elementary, middle, and high schools, but the implementation challenges for each type of involvement must be met in order for programs to be effective. The quality of the design and content of the involvement activities directly affect the expected results. Not every practice that involves families will result in higher student achievement test scores. Rather, practices for each type of involvement can be selected to help students, families, and teachers reach specific goals and results. The examples above include only a few of hundreds of suggestions that can help elementary, middle, and high schools develop strong programs of partnerships. How Partnerships Link to Other Aspects of Successful Schools Good schools have qualified and talented teachers and administrators, high expectations that all students will succeed, rigorous curricula, engaging instruction, responsive and useful tests and assessments, strong guidance for every student, and effective school, family, and community partnerships. In good schools, these elements combine to promote students learning and to create a school climate that is welcoming, safe, caring, stimulating, and joyful for all students, educators, and families.

Analysis of a Story in the Newspaper -- Media Publication

Introduction ‘News media investigate, analyze, and report to stakeholder publics on issues and event s that occur around the globe in a twenty-four-hour, 365-day news cycle’ (Richard,2007:98). Because of the way news media works, we know what is happening in the world and we can have ‘connection’ to other places. With new media arising, the information transmission process become even faster. Though new media is getting more prevalent, still, a considerable amount of people rely on one of the traditional news media – newspaper. Facing the competition, the way news reported may change as newspapers ‘need to maintain large circulation figures to stay profitable’ (Bignell 1997:83). This directly affects how news is presented. To make news appeal to readers, information may under ‘design’ as mentioned by Thorne (2008), the function of newspapers in the 21st century is not only ‘referential’, ‘ entertainment has become equally important in the battle to win readers’(P.262). In this paper, a piece of news was taken from WiseNews for analysis. It was an event occupied a large coverage in newspaper and caught lots of public attention – The Manila Hostage Incident. I would like to see how journalist presents the story to their readers through looking at its structure and the use of language. Information Flow In reporting the news, journalist adopts the story-telling approach. ‘Journalists are professional story-teller of our age’ (Bell,1991:147). When reporting an incident. Journalists tend not to simply report the fact in each paragraph without linking the information together. Instead, they tend to make the piece of text into a story. Headline Te headline is considered as ‘an abstract of the abstract’ (Bell, 1991:149)... ...authority. Appraisal elements are used to align readers including concession, modality and appreciation. Echoing Bell (2004), journalists are ‘story teller’. When presenting news to readers, they do not simply report facts but tell a story by the use of certain format and lexical choices. Works Cited Bell, A. (1991). The Language of News Media. UK: Blackwell Publishers Bignell, J. (1997). Media semiotics. New York: Manchester University Press Kessler, L. and MnDonald, D. (1989). Mastering Writing with Substance and Style. USA: Wadsworth, Inc. Martin, J.R. and Rose, D. (2007). Working with Discourse. London: Continuum. Reah, D. (2002). The Language of Newspapers. NY: Routledge Richard, S. (2007). Media Relations. Australia: Oxford University Press. Thorne,S.(2008). Mastering Advanced English Language. Great Britain: Cromwell Press Ltd.