Amusing Ourselves to Death and You Just Dont Understand Essay

Interesting Ourselves to Death and You Just Dont Understand - Essay Example Section one arrangements with how the American media created through the ages, with an accentuation on the printed word from the start, and afterward the appearance of the message and radio. These subjects are examined first, in a sequential request, to make a specific situation and fill out of sight. Section two ganders at present day media, with an accentuation on the entertainment biz, film and particularly TV. The structure offers two fundamental contentions: how things have grown above all else, and afterward what this implies for the cutting edge world. Deborah Tannen’s You Just Don’t Understand isn't organized sequentially, but instead takes a scope of various points regarding the matter of men’s language and women’s language and manages them individually. It begins for the most part, with a depiction of how ladies and men are associated in isolated spaces, and create various procedures. The key expression â€Å"Asymmetry† is presented (section 2) and characterized as the hole between the genders. In the center parts increasingly explicit points, for example, interferences, and tattle are examined, and afterward last section (part 10) returns to the possibility of asymmetry and the creator depicts some solution for this mis-coordinate, to be specific to open up lines of correspondence that the two people can comprehend. An afterword composed ten years after the principal distribution reports how effective the book was, and responds to certain inquiries which perusers and pundits have raised. The t opical structure recommends that the subject is being treated as an assortment of perceptions as opposed to a solitary line of contention. It permits the creator to extend unreservedly over numerous subtleties. Question 2 Postman depends on the prior thoughts of media and culture researcher Marshall McLuhan and notes that â€Å"the most clear approach to see through a culture is to take care of its instruments for conversation.† (Postman: 1985, p. 8) From this essential perception he moves to a nearby assessment of American talk, taking a gander at social wonders like Las Vegas, with its emphasis on high hazard and realism, and the vehicle of TV which offers unintelligent and monotonous material to keep residents discreetly devouring its concealed messages. A key issue for Postman is that autocracy need not be clear and brutal, similar to a fundamentalist system which commands people’s lives with physical hardship and hopelessness. A tyranny can be unpretentious and tr icky, and TV is simply such a power. It isn't only the message that the media offer, nor even only the vehicle of introduction that is significant, yet in addition the sweeping ramifications of both of these things together as they sway upon uninvolved watchers. The contention is persuading on the grounds that it summarizes the commercialization and â€Å"dumbing down† of TV during the 1980s and 1990s and calls attention to various risks which a great many people have not known about. Deborah Tannen’s book offers numerous expressions about the various ways that people use language, and clarifies this is regularly at the base of troubles which couples have in their relationship. Her contention depends on the control of phonetics, and she utilizes etymological phrasing in a significant specialized manner, clarifying how these highlights work, and what they suggest about male and female sexual orientation practices. A major element of the book is its request that male and female styles are both similarly legitimate: â€Å"Throughout this book, and all through my work, I take a no-flaw approach† (Tannen, 2001, p. 301) This is a praiseworthy point, however sadly the book doesn't generally adhere to it, and there is in excess of a pinch of genius women's activist argumentation, for instance in section on â€Å"dominance and control,† which alludes to other examination yet without away from of sources. There is a great deal

Roleof Women in the Things They Carried Free Essays

string(111) as he feels answerable for the defiant change of Mary-Anne, accordingly bringing dismissal upon himself. The Rose of the World Why do we fault Helen’s excellence for the Trojan War or Eve’s inquisitive nature for Adam’s decision to eat the apple, along these lines starting the human development? From the beginning of time men have thought that it was helpful to consider ladies liable for their own shortcomings and narrow mindedness. The disregard of hostile to women's activist and preservationist developments features the truth of the Stockholm disorder and medieval serfdom. Men have been the captors and the bosses of the ladies for time in times long past, yet we despite everything see compassion in ladies. We will compose a custom article test on Roleof Women in the Things They Carried or on the other hand any comparable subject just for you Request Now Henry Kissinger couldn't have summed up it any better when he stated, â€Å"Nobody will ever win the Battle of the Sexes. There is a lot of associating with the adversary. † Tim O’Brien’s The Things They Carried is neither about the clash of genders nor is it a women's activist declaration. The artistic deductions, socio-political setting, depiction of different female characters, and their effect on the male characters genuinely portray changes in the social impression of sexual orientation jobs, coming about clash, and their result for American culture. Alongside all the things the men of the Alpha Company conveyed, they additionally assumed the weight of sentiments of adoration for the ladies they had deserted. Ladies are a wellspring of inspiration, motivation, and solace. Lieutenant Cross discovers solace and escape from the war in his fantasies about Martha; for Henry Dobbins his girlfriend’s pantyhose are a token of her adoration, which he accepts is an actual existence sparing charm; Norman Bowker can accumulate fearlessness to converse with Sally Gustafson; and Fossie is frantically enamored with Mary-Anne to the degree that he orchestrates to fly her down to Vietnam. The translation of the word love has been romanticized to the degree that it never exemplifies the undesirable subsequent sentiments of outrage, desire, typification, envy, possessiveness, and frailty. Jimmy Cross’ love metamorphosizes into desire and envy; he is fixated on Martha’s virginity and starts to investigate each and every detail, even the shadows, in the photo. Despite the fact that Martha has never admitted about her inclination towards Jimmy Cross, his sentiments of desire and desire changes into outrage at the passing of Ted Lavender. Fossie’s love changes into envy, possessiveness, and frailty when he detects that Mary-Anne is floating away from him. He discovers it castrating that Mary-Anne presently likes to invest more energy with the Green Berets than with him and his partners. He overcomes her by forcing marriage on her, which is apparent when Rat Kiley says, Over supper she held her eyes down, jabbing at her food, curbs to the point of quietness [†¦. ] Nervously, she’d look over the table at Fossie. She’d hold up a second, as though to get a type of freedom, at that point she’d bow her head and mutter out an obscure word or two. There were no genuine answers (O’Brien 103). Mary-Anne’s state and Fossie’s commanding recommendation legitimize what Andrea Dworkin says about marriage: â€Å"Marriage as an establishment created from assault as a training. Assault, initially characterized as kidnapping, became marriage by catch. Marriage implied the setting aside was to stretch out in effort, to be utilization of as well as ownership of, or possession. † One can detect a sentiment of triumph, mockery, and pride in Fossie’s tone when he says, â€Å"One thing without a doubt, however, there won’t be additional ambushes. Not any more late nights†¦I’ll put along these lines we we’re formally engaged†¦Well hello, she’ll make a sweet lady of the hour [†¦. Battle ready† (O’Brien 103). This further legitimizes Andrea Dworkin’s asserts about marriage, victory of ladies, and their enslavement by men. The possibility of youthful officers doing battle for their nation, romanticizing about the affection for their life, and returning home successful to guarantee their trophies (the ladies they love), is so perfect and over wistful. This thought would be delegated the story truth by Tim O’Brien, something everybody might want to hear, however the incident truth that acknowledges the word love with every one of its implications is considered excessively negative by the story truth. P. B. Shelley’s sonnet â€Å"One Word Is Too regularly Profaned,† manages Shelley’s resolve not to utilize the word ‘love’ to communicate his sentiments since it has been utilized so freely that it has gotten too profane to even think about expressing the inclination for adoration. Single word is again and again degraded For me to debase it; One inclination excessively erroneously abhorred For thee to scorn it; I can give not what men call love; But shrivel thou acknowledge not. The romantic tales of Jimmy Cross, Mark Fossie, and Henry Dobbins end in either dismissal or depression. These accounts are more about cleansing reclamation and fearlessness as opposed to disappointment and agony. Jimmy Cross is changed into an utiful and mindful pioneer in the wake of disconnecting himself from Martha. The creator expect a contemplative tone as he reveals Lieutenant Cross’ change in the accompanying portion: There was the new hardness in his stomach. He che rished her yet he detested her†¦No more dreams, he let himself know. He would own up to the fault for what had befallen Ted Lavender. He would take care of business about it. He would look at them without flinching, keeping his jawline level, and he would give the new SOPs in a quiet, unoriginal manner of speaking, a lieutenant’s voice, ruling out contention and discussion† (O’Brien 24-25). Henry Dobbins dissimilar to Fossie, can keep himself together after his better half leaves him, and now those stockings around his neck represent his determination to withstand the agony of departure and transform it into the solidarity to battle and remain alive in the war. Dobbin’s excellent good cheer in the wake of perusing his girlfriend’s separation letter is clear when he says. â€Å"No sweat. The enchantment doesn’t go away,† as he wraps his neck with the stockings (O’Brien 118). Imprint Fossie is in outright wretchedness after Mary-Anne rejects him, to the degree that he doesn't talk or gobble for quite a long time and abandons his own reality. He is in a more terrible condition than Cross and Dobbins, as he feels liable for the defiant change of Mary-Anne, in this manner bringing dismissal upon himself. You read Roleof Women in the Things They Carried in class Papers From the male viewpoint, Fossie would mark Mary-Anne’s change as insubordinate, which he attempts to control somewhere near the suggestion of marriage and commitment. In any case, from a female point of view her change would be named as freeing. The Green Berets represent the renaissance men and social contracts of the ‘twenty first’ century who treat ladies as equivalents. Conversely, Mary-Anne represents and foretells the development of the self-assured ladies who are impenetrable to sexual orientation inclination, and are not reluctant to leave the safe house of men for accomplishing their own objectives. At last, Mark Fossie represents male closed-mindedness that is in decrease, and this proposes the organization of marriage can't be utilized as an instrument to bind ladies for their benefit. The female characters in The Things They Carried can be ordered into three subject based gatherings. The primary gathering comprising of Martha and Sally Gustafson portrays the regular love interests of the fighters. Martha is motivational for Jimmy Cross, yet she never realizes that she fills such a need in Jimmy’s life. She thinks of him letters, and gives him pictures, and sends him a stone for a good karma, yet never plans to be Jimmy’s sentimental intrigue or his young lady hanging tight at home for him. When of Ted Lavender’s demise Jimmy realizes that none of her letters has a sentimental plan to them and that the rock is just a rabbit's foot. She never makes reference to about the war in her letters to Jimmy. As it were, Martha’s character shows absence of sympathy towards Jimmy, who is in the midst of a war. It is clarified by the narrator’s thinking of Cross’ sentiments as he states, â€Å"In those consumed letter Martha never referenced the war, but to state, Jimmy deal with yourself. She wasn’t included. She marked the letters Love, yet it wasn’t love, and all the fine lies and details didn't matter† (O’Brien 24). Ladies like Martha feel thoughtful towards Jimmy, however they can't comprehend what the officers are experiencing. This is could be credited to the explanation that expectedly ladies don't serve a significant in wars with the exception of filling in as clinical attendants. Norman Bowker accept that Sally would not be keen on hearing anecdotes about Vietnam given her aversion of irreverence. The foulness, blood, and butchery in Rat Kiley’s letter to Curt Lemon’s sister would have had a similar impact. She was unable to have had the option to identify with Rat Kiley, and assist him with discovering comfort by answering to his letter. The lady, who counters to the narrative of the infant bison being tormented by Rat Kiley with sicken and disgrace, neglects to comprehend the idea of war and its impact on individuals. Every one of these ladies comply with the regular ideas and reservations in regards to the jobs of ladies in the public arena, particularly that ladies can't serve in battle. The second gathering of female characters comprises of just Mary-Anne. She portrays the freed and sure pool of 21st century present day ladies. Mary-Anne’s appearance takes after the primary gathering of female characters: â€Å"A tall, enormous boned blonde. Best case scenario, Rat stated, she was seventeen years of age, recently out of Cleveland Heights Senior High. She had long white legs and blue eyes and an appearance

How to Decide on a Summer Program 2018 TKG

How to Decide on a Summer Program 2018 So, you’re a little bit of an over-achiever and you got into all of the summer programs to which you applied. Congrats! Not a bad problem to have. Now, how are you going to choose between them all? The bottom line is, you want to create a singular message to send to these schools, kind of like how companies align on a singular brand identity. Some might say that JetBlue is all about a fun and friendly in-flight experience. Tesla was the first eco-friendly, luxury vehicle, and Toms is all about comfort and community. So, take a moment to identify the brand identity you’ve been developing in yourself for the past three or so years.Accentuate the under-Accentuated  At this point, you should be well on your way to identifying and shaping your personal brand. Perhaps you are a student who is super-interested in math, science, and engineering with the goal of studying engineering in college. You’ve already become president of the engineering club and you aced AP Calculus.  The summe r is really about emphasizing that one area of interest you emphasized slightly less than the others elsewhere in your application. In other words, this summer, it might be time to focus on science.A friend of one of our writers knew she wanted to matriculate to one of the best science/tech schools in the nation with hopes of becoming an engineer. She was a brilliant math student who had also logged hundreds of hours tutoring refugee children and was the president of the community service council. In the summer, she decided to take on an engineering internship. She was a triple threat:  gifted mathematician committed to community service with real-world experience in engineering. She went on to attend one of the nation’s top engineering programs.  Don’t Reinvent the Wheel While we do encourage you to bolster one area of your application that is less-developed than others, we do not advise picking up an entirely new area of interest. Summer is the time in which you must also expa nd upon a previously expressed interest. You’re clarifying and fortifying your brand identity, not developing an entirely new one. So again, you’ve established that you’re the science/math/engineering kid. Now dive deep into one of those focuses.Be Aggressive The other thing to remember is that these activities must take up time. Look, we know you worked hard this year. We recognized that you did a great job with engineering club and AP Calc, but now is not the time to rest on your laurels. Keep going. When narrowing down your activities, choose something that’s going to take up time and most of all, something that will be meaningful to you.

20 Quotes That Help You See the Telltale Signs of Falling in Love

I have come across many a friend, who looked at me with dreamy eyes, while she said, I have fallen in love. Frankly it is amusing to observe the behavior of a hopelessly lovesick friend. The first blush of love can be quite charming. Many friends who have fallen in love display the common symptoms: absentmindedness, lack of appetite, spurts of euphoria, and of course the compulsive need to hug a pillow. Edmund SpenserAll for love and nothing for reward.Mignon McLaughlinA  successful marriage  requires falling in love many times, always with the same person.Charles Hanson TowneI need the starshine of your heavenly eyes, after the days great sun.Jorge Luis BorgesTo fall in love is to create a religion that has a fallible god.Connie Brockway,  The Bridal SeasonNo one ever fell in love gracefully.Richard BachIf you love something, set it free; if it comes back its yours, if it doesnt, it never was. Why Do We Fall in Love? A Scientific Perspective to the Mysteries of the Heart Love is a potent emotion. It affects the physical and mental state of wellbeing. The phrase smitten by love accurately describes those who have fallen in love. If you were to clinically examine the root cause of falling in love, it would filter down to one basic fact: preservation of human species. Love is nothing but your happy hormones going on overdrive when you find someone attractive. The attraction could be based on physical attributes, personality, or sexual tension. It could even be your current emotional state that makes you drawn towards another person. Rebound love relationships are an example of emotional distress causing love affairs. Sometimes, environmental conditions could trigger a feeling of falling in love. Watching a romantic movie with a person, being in close proximity with another for prolonged periods, or being with a person in a desolate location could trigger feelings of love.Scientific explanations notwithstanding, love is the glue that holds this world together. As Sean Connery said, Love may not make the world go round, but I must admit that it makes the ride worthwhile. Leo BuscagliaLove withers with predictability; its very essence is surprise and amazement. To make love a prisoner of the mundane is to take its passion and lose it forever.E. A. Bucchianeri,  Brushstrokes of a GadflyFalling in love is very real, but I used to shake my head when people talked  about soul mates, poor deluded individuals grasping at some supernatural ideal not intended for mortals but sounded pretty  in a poetry book. Then, we met, and everything changed, the cynic has become the converted, the sceptic, an ardent zealot.Anouk AimeeSome pray to marry the man they love, my prayer will somewhat vary: I humbly pray to heaven above that I love the man I marry.Sigmund RombergA love song is just a caress set to  music.Peace PilgrimPure love is a willingness to give without a thought of receiving anything in return.Alicia BarnhartTrue love  never dies for it is lust that fades away. Love bonds for a lifetime but lust just pushes away.Eric FrommTo love means to commit oneself without guarantee, to give oneself completely in the hope that our love will produce love in the loved person.Helen RowlandFalling in love consists merely in uncorking the imagination and bottling the common sense.Elbert HubbardLove grows by giving. The love we give away is the only love we keep. The only way to retain love is to give it away.William ShakespeareAs soon go kindle fire with snow, as seek to quench the fire of love with words. Elvis Presley put it best in this classic love song, Wise men say, only fools rush in. But I cant help falling in love with you. It is true that while we can choose those whom we talk to and whom we like, we cannot choose those whom who we love. Here are a few quotes about falling in love. Sara PaddisonYou’ll discover that real love is millions of miles past falling in love with anyone or anything. When you make that one effort to feel compassion instead of blame or self-blame, the heart opens again and continues opening.Isaac BashevisSometimes love is stronger than a mans convictions.D. H. LawrenceI am in love - and, my God, its the greatest thing that can happen to a man. I tell you, find a woman you can fall in love with. Do it. Let yourself fall in love, if you havent done so already. You are wasting your life.Ursula K. LeGuinLove doesnt just sit there like a stone; it has to be made - like bread, remade all the time, made new.

Analysis and Symoblism in The Story of an Hour Essay

In the Woods are related to each other through various similarities. Both describe a woman with despair and misery. Kate Chopin had experienced the same situation that was told in the short story. They also portray a situation that women go through and in many cases that they never get out of. Through the metaphor of color and the use of literary technique and images portrayed a sense of elation and a subtle depression. The portrait of the woman alone in the woods shows her standing their in solitude. The look in her face is of a type of contemplation. It is hard to determine whether it is a sad or happy inspiration or maybe both. Mrs. Mallard she instantly cried with sudden desertion and went off into the room all alone.†¦show more content†¦The background has areas of dark and light that may be representing a dark part of this womans life and the light area showing awakening in this womans soul. To me the woman in the painting is staring out into the world and realizing that there is so much out there for her. That she can walk out of there and not be lost any more. Mrs. Mallard felt the same way. In the room she realized that she can now live her life on her own the way she wants to. She walked out of the room with a sense of conquest and triumph. Before hearing that her husband was killed Mrs. Mallard was trapped in the life of being just a wife for the rest of her life . Now she was free of the title and could go back to living her own life. Back in the late 1900s almost all woman had felt the same way. They were almost nothing except for slaves to their own home. Even though it is over a hundred years ago the same situations still occur today. Our culture has gone very far with womans independence, but there are still many women out there who dream of getting out of the Im just a wife role that haunts them. In the end, Mrs. Mallard dies of a sudden heart attack. The freedom she was looking forward too was all instantly taken away from her with the sight of her husband. She was forced to being just Mrs. Mallard for the rest of her life and I think the idea of that is what made her die. In the portrait even though the woman

Adolf Hitler A Man Who Changed The World - 1027 Words

Gene Offield Miss Sterger World History 27 August 2014 Adolf Hitler was a man who changed the world. He rose from poverty and took control of the country and brought them out of poverty as well. Adolf Hitler was born in the small country of Austria in the year 1889, he was the third son of the family. His family moved from place to place many times. Hitler was a good student in school at the beginning of his educational career, but his marks slowly became worse as time passed because he did not agree with his father s career expectations for young Adolf. His father died when Adolf was only 14 and his mother died when he was 18. Hitler applied twice to enter the Academy of Art in Vienna, but was rejected both times. From 1909-1913,†¦show more content†¦In 1920, the 25 Points in the manifesto of the Nazi Party were created. One of main points that was stressed was for the removal of the Jews from German society. The Nazi party tried to seize power by force in November 1923, but were cut short by the police. Adolf was convicted of high treason and sentenced to prison, where he served about a year. During that time, he began to write Mein Kampf (My Struggle), which later became the second Bible in Third Reich Germany. Also during his prison sentence he met a man by the name of Rudolph Hess which he appointed his right hand man during the Third Reich. Adolf resolved to achieve power legally, and after a series of events too numerous to detail here, he was made the Chancellor of Germany by President von Hindenburg in the year of 1933. Over the next 6 years, Hitler undertook a series of measures to rid Germany of its obligations that were put in place by the Treaty of Versailles (imposed on Germany after World War I), he would try to restore the economy, which had been devastated by the Great Depression, rearm the country, and acquire a living space for Germany. In his book Mein Kampf, he had written of the need for this living space which he said could only be acquired at the expense of countries to the east, notably Russia. In 1938, by a series of intrigues, Germany absorbed Austria and the southwest and northern portions of Czechoslovakia. In 1939 Germany occupied

Carbon Emissions and Economic Growth

Question: Discuss about the Carbon Emissions and Economic Growth. Answer: Introduction: The future management strategies should be as per the change in the policies of the companys existing in the different countries (Sbia et al., 2014). There needs to be improvement throughout the trading and the business management strategies with the global partners and moreover, the change in the policies of the different countries should be properly analyzed. Furthermore for the long term vision, the governmental strategy needed to be evaluated effectively as to enhance the future growth of the companies (Hatemi, 2016). Transforming of the UAEs economy is supposed to bring out the desired future growth for the firm on a large scale. References Hatemi-J, A. (2016). On the tourism-led growth hypothesis in the UAE: a bootstrap approach with leveraged adjustments.Applied Economics Letters,23(6), 424-427. Sbia, R., Shahbaz, M., Hamdi, H. (2014). A contribution of foreign direct investment, clean energy, trade openness, carbon emissions and economic growth in energy demand in UAE.Economic Modelling,36, 191-197.

My Family Tradition free essay sample

When I heard we had to write an essay about family traditions, I wasn’t sure what I should do. Should I tell the truth and reveal the fact that my family doesn’t have any traditions? {That would make for a very boring essay.} Should I make one up and BS my way through the entire thing? {You are a horrible liar, don’t even go there!} Should I steal someone else’s family tradition and call it my own? {Next, on â€Å"America’s Most Wanted†, a girl who has made a living off of stealing. Does she rob money, jewels or extra large televisions? Oh no, she takes family traditions from innocent civilians!} As you can probably tell, I was completely stuck. Until an intriguing thought popped into my head—why not just do all of the above? {You are so going to hell for this†¦} Like I mentioned before, my family doesn’t have a special tradition. We will write a custom essay sample on My Family Tradition or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I was assigned this essay, I went to my mother, hoping that we did have a tradition that I just overlooked! Needless to say, I was back at square one—she couldn’t think of any! I then began to look to my peers for help, which resulted in the usual, â€Å"Just say something obvious, like, ‘On the twenty-fifth day of December, my family opens presents that are left underneath an artificial tree by an obese man who has some strange obsession with red clothes and non-existent animals who can fly’!† That wasn’t much help either. I began to ponder why we didn’t have a tradition to call our own and came up with several logical reasons. One, my dad was in the Air Force while I was growing up, so we always seemed to move from place to place. I feel that many people that have family traditions were around their family most of the time, but since we were on the other side of the world, we couldn’t really spend time with our relatives. I hate saying it, but my immediate family and my extended family aren’t really amigos. There was some sort of ongoing fight with my dad’s side of the family, which eventually spread to my mom’s side. So my family really isn’t much of one. Maybe that could be part of the reason why we don’t have a tradition. I remember one time in a magazine people had sent in letters talking about strange (holiday) family traditions that they had. The ones that got chosen to be proudly displayed to the entire nation really were quite strange. I can vaguely remember one involving pickles on Thanksgiving and playing pranks on an unaware sleeping grandmother during Christmas. I wondered if maybe I could create my own and go into elaborate detail about how we hang old movie tickets on our Christmas tree instead of ornaments or something extremely random like that, but the thought of lying about something as important as family traditions seemed like one of the seven deadly sins. Maybe it is! Maybe Moses came back with the Ten Commandments and one of them read, â€Å"Thou shall not lie about family traditions†. Probably not. Stealing! People steal all the time, right? Jewelry, expensive clothes, electronics, packs of gum and maybe a family tradition every so often! I’ve never stolen before. Well, actually I think I did once when I was about seven years old, but I’m straying off the path here. One of my old friends, Jessica, had a hilarious family tradition. When somebody in their family turned sixteen, the parents (or whoever) would sneak into that person’s room while they were sleeping, pick them up, carry them outside, and throw them into the swimming pool. I remember how nervous my friend was—and she had a good reason to be—her birthday was in January! Lucky for her, the night before her sixteenth birthday was spent at a friend’s house and she was safe from the icy cold wake-up call. Part of me thought it would be a great idea to borrow her family tradition—it was funny, unique, and would make for a great essay—but eventually, my shoulder angel pushed the idea out of my head. All of these ideas really didn’t seem to work. But in the end, I discovered that I had an essay! One talking about how I shouldn’t lie or steal family traditions. One talking about how not every family has a tradition. One showing the world that my family’s tradition, is being completely untraditional.

Definition and Examples of Conditional Clauses

Definition and Examples of Conditional Clauses In English grammar, a conditional clause is a type of adverbial clause that states a hypothesis or condition, real (factual) or imagined (counterfactual). A sentence containing one or more conditional clauses and a main clause (which expresses the result of the condition) is called a conditional sentence  (also known as a conditional construction). A conditional clause is most often introduced by the subordinating conjunction if. Other conditional subordinators include unless, even if, provided that,  on condition that, as long as, and  in the case of. (Note that unless functions as a negative subordinator.) Conditional clauses tend to come at the beginning of complex sentences, but (like other adverbial clauses) they may also come at the end.   Examples and Observations If we had no winter, the spring would not be so pleasant; if we did not sometimes taste of adversity, prosperity would not be so welcome. (Anne Bradstreet, Meditations Divine and Moral)Romans park their cars the way I would park if I had just spilled a beaker of hydrochloric acid on my lap. (Bill Bryson,  Neither Here Nor There: Travels in Europe. William Morrow, 1992)Even if it snows, even if there is a tornado, nothing will put off this expedition. (J.F. Powers, Death of a Favorite, 1951)After that first taste of the sandal in the dining room, I foolishly believed I would be safe as long as I stayed away from the table. (Adrienne Kress,  Alex  . Weinstein Books, 2007)and  the Ironic GentlemanIf you can keep your head when all about youAre losing theirs and blaming it on you,If you can trust yourself when all men doubt you,But make allowance for their doubting too;If you can wait and not be tired by waiting,Or being lied about, dont deal in lies,Or being hated, dont give wa y to hating,And yet dont look too good, nor talk too wise...(The first stanza of Rudyard Kiplings If- , 1895) What Are 'Conditions'? Conditions deal with imagined situations: some are possible, some are unlikely, some are impossible. The speaker/writer imagines that something can or cannot happen or have happened, and then compares that situation with possible consequences or outcomes, or offers further logical conclusions about the situation. (R. Carter,  Cambridge Grammar of English. Cambridge University Press, 2006) Stylistic Advice: Positioning Conditional Clauses Conditional clauses have traditionally been placed at the beginning of a sentence, but you should feel free to place a conditional clause elsewhere if doing so would make the provision easier to read. The longer the conditional clause, the more likely it is that the provision would be more readable with the matrix clause rather than the conditional clause at the front of the sentence. If both the conditional clause and the matrix clause contain more than one element, you would likely be better off expressing them as two sentences. (Kenneth A. Adams,  A Manual of Style for Contract Drafting. American Bar Association, 2004) Types of Conditional Clauses There are six main types of conditional sentence: For example, the equilibrium between liquid and vapor is upset if the temperature is increased.(General rule, or law of nature: it always happens.)If you start thinking about this game, it will drive you crazy.(Open future condition: it may or may not happen.)But if you really wanted to be on Malibu Beach, youd be there.(Unlikely future condition: it probably wont happen.)If I were you, I would go to the conference center itself and ask to see someone in security.(Impossible future condition: it could never happen.)I would have resigned if they had made the decision themselves, she said.(Impossible past condition: it didnt happen.)If he had been working for three days and three nights then it was in the suit he was wearing now.(Unknown past condition: we dont know the facts.) (John Seely,  Grammar for Teachers. Oxpecker, 2007)

Iraq and Afghanistan War and the US Essay Example | Topics and Well Written Essays - 750 words

Iraq and Afghanistan War and the US - Essay Example The war in Afghanistan is one of the major United States military offensives aimed at destroying the terrorists’ hideouts that had inflicted heavy damages on American interest around the globe. Iraq war was launched to overthrow the regime of Saddam Hussein accused by the government of possessing weapons of mass destruction with intention of using them to spread terror. Both wars were executed with highly sophisticated weapons that allowed the United States forces to demolish the enemy defenses with high precision aerial weaponry and at unprecedented rate. The quick demolition and annihilation of strategic enemy areas enabled subsequent entrance of the ground forces into the countries to finish off the remaining resistance (DOD, 2007). According to Anne(2004,p15), the execution of both wars heralded a new era of military tactics, which heavily relied on technologically enhanced devices in carrying out of both aerial and ground combat. This strategy was more precise, faster, an d resulted to lower number of military and civilian casualties. DOD (2007) noted that the war strategy in both wars was culmination of coordination high technology military hardware with enhanced communication devices that enabled them to strike with pinpoint precision.  

Corporate social responsibility Essay Example | Topics and Well Written Essays - 4500 words

Corporate social responsibility - Essay Example Some theorists as well as practitioners describe CSR as a form of corporate compliance with the spirit and the letter of the law; or, as a business approach that takes into account the manner in which the organization’s activities impacts upon its different stakeholders (Nehme & Wee, 2008:129). Pursuant to its legal mandate, CSR is seen as a condition where the corporation acts as a free agent of the state, to the extent that the expressed social objectives are imposed on the corporation by law (Manne & Wallich, 1972, p. 40). On the other hand, more than just compliance with legal mandate, CSR is also thought to pertain to the corporation’s efforts above and beyond regulatory requisites, in effect finding an equilibrium between the needs of stakeholders on one hand, and those of making a profit for the investors in the other (Nehme & Wee, 2008:132). CSR is â€Å"[a] concept whereby companies integrate social and environmental concerns in their business operations and in their interaction with their stakeholders on a voluntary basis† (European Commission, in Nehme & Wee, 2008:131). CSR, from a market viewpoint, has been identified as a source of competitive advantage, as the company explores ways of approaching and engaging with their stakeholders (Corporation and Market Advisory Committee, 2006). â€Å"CSR is the result, implicit or explicit, of the nature of a firm, its role in society, and its relationships with its internal and external stakeholders† (Argandoà ±a and Hoivik, 2009, p. 229). The same activities, it is observed, may be undertaken whatever theory is adopted, as even community-focused activities may actually be undertaken in the service of corporate interests – a form of market development effort. Nevertheless, embarking on these activities which do not directly comprise the company’s main business operations are taken to be external manifestations of the company’s CSR program. Ever since the advent of

Effects of Behavioral Interventions on Disruptive Behavior and Affect in Demented Nursing Home Residents Essay Example for Free

Effects of Behavioral Interventions on Disruptive Behavior and Affect in Demented Nursing Home Residents Essay Behavioral interventions might ameliorate them and have a positive effect on residents’ mood (affect). Objectives: This study tested two interventions—an activities of daily living and a psychosocial activity intervention—and a combination of the two to determine their efficacy in reducing disruptive behaviors and improving affect in nursing home residents with dementia. Methods: The study had three treatment groups (activities of daily living, psychosocial activity, and a combination) and two control groups (placebo and no intervention). Nursing assistants hired specifically for this study enacted the interventions under the direction of a master’s prepared gerontological clinical nurse specialist. Nursing assistants employed at the nursing homes recorded the occurrence of disruptive behaviors. Raters analyzed videotapes filmed during the study to determine the interventions’ influence on affect. Results: Findings indicated significantly more positive affect but not reduced disruptive behaviors in treatment groups compared to control groups. Conclusions: The treatments did not specifically address the factors that may have been triggering disruptive behaviors. Interventions much more precisely designed than those employed in this study require development to quell disruptive behaviors. Nontargeted interventions might increase positive affect. Treatments that produce even a brief improvement in affect indicate improved quality of mental health as mandated by federal law. Key Words: affect †¢ Alzheimer’s disease †¢ behavior therapy †¢ dementia †¢ nursing homes Nursing Research July/August 2002 Vol 51, No 4 proximately 1. 3 million older Americans live in nursing homes today (Magaziner et al. , 2000). By 2030, with the aging of the population, the estimated demand for long-term care is expected to more than double (Feder, Komisar, Niefeld, 2000). Thus, nursing home expenditures could grow from $69 billion in 2000 to $330 billion in 2030 (Shactman Altman, 2000). About half of new nursing home res idents have dementia (Magaziner et al. , 2000). The disease has an impact on four major categories of functioning in persons with dementia. These are disruptive behavior (DB), affect, functional status, and cognition (Cohen-Mansfield, 2000). This article will focus on the first two categories. Disruptive behavior has received much more attention than affect has (Lawton, 1997), perhaps for three reasons. First, more than half (53. 7%) of nursing home residents display DB with aggression (34. 3%) occurring the most often (Jackson, Spector, Rabins, 1997). Second, DB threatens the wellbeing of the resident and others in the environment. Consequences include: (a) stress experienced by other resiCornelia K. Beck, PhD, RN, is Professor, Colleges of Medicine and Nursing, University of Arkansas for Medical Sciences. Theresa S. Vogelpohl, MNSc, RN, is President, ElderCare Decisions. Joyce H. Rasin, PhD, RN, is Associate Professor, School of Nursing, University of North Carolina. Johannah Topps Uriri, PhD(c), RN, is Clinical Assistant Professor, College of Nursing, University of Arkansas for Medical Sciences. Patricia O’Sullivan, EdD, is Associate Professor, Office of Educational Development, University of Arkansas for Medical Sciences. Robert Walls, PhD, is Professor Emeritus, University of Arkansas for Medical Sciences. Regina Phillips, PhD(c), RN, is Assistant Professor, Nursing Villa Julie College. Beverly Baldwin, PhD, RN, deceased, was Sonya Ziporkin Gershowitz Professor of Gerontological Nursing, University of Maryland. A Note to Readers: This article employs a number of acronyms. Refer to Table 1 to facilitate reading. 219 220 Effects of Behavioral Interventions Nursing Research July/August 2002 Vol 51, No 4 TABLE 1. Acronyms Term Activities of daily living Analysis of variance Apparent affect rating scale Arkansas Combined Disruptive behavior(s) Disruptive behavior scale Licensed practical nurse(s) Maryland Mini mental status exam Negative visual analogue scale Nursing home nursing assistant(s) Observable displays of affect scale Positive visual analogue scale Project nursing assistant(s) Psychosocial activity Research assistant(s) Acronym ADL ANOVA AARS AR CB DB DBS LPN MD MMSE NVAS NHNA ODAS PVAS PNA PSA RA decreases in targeted behaviors (Gerdner, 2000; Matteson, Linton, Cleary, Barnes, Lichtenstein, 1997). However, others reported nonsignificant reductions (Teri et al. , 2000), no change (Churchill, Safaoui, McCabe, Baun, 1999), or increased behavioral symptoms (Mather, Nemecek, Oliver, 1997). These studies used nursing home staffs to collect data, had sample sizes below 100, and measured an array of DB with different assessments. Only in the last decade have researchers investigated affect. Compared to studies to reduce DB, far fewer studies have measured interventions using affect as an outcome measure. Studies reported positive outcomes on affect from such interventions as simulated presence therapy (Camberg et al. , 1999), Montessori-based activities (Orsulic-Jeras, Judge, Camp, 2000), advanced practice nursing (Ryden et al. , 2000), music (Ragneskog, Brane, Karlsson, Kihlgren, 1996), rocking chair therapy (Watson, Wells, Cox, 1998), and pet therapy (Churchill et al. , 1999). The studies on affect used global measures that relied on observer interpretation, which could have compromised objectivity. Theoretical Bases A number of conceptual frameworks have guided intervention research on persons with cognitive impairment (Garand et al. , 2000). The theoretical basis for this study was that individuals have basic psychosocial needs, which, when met, reduce DB (Algase et al. , 1996) (Table 2). The interventions, one focusing on activities of daily living (ADL) and the other focusing on psychosocial activity (PSA), and a combination (CB) of the two, were developed to meet most of the basic psychosocial needs that Boettcher (1983) identified. These included territoriality, privacy and freedom from unwanted physical intrusion; communication, opportunity to talk openly with others; self-esteem, respect from others and freedom from insult or shaming; safety and security, protection from harm; autonomy, control over one’s life; personal identity, access to personal items and identifying material, and cognitive understanding, awareness of surroundings and mental clarity. The section on study groups specifies which interventions were designed to meet which needs. Positive affect usually accompanies interventions that meet basic psychosocial needs (Lawton, Van Haitsma, Klapper, 1996). Several researchers and clinicians have suggested that displays of affect may offer a window for revealing demented residents’ needs, preferences, aversions (Lawton, 1994), and responses to daily events (Hurley, Volicer, Mahoney, Volicer, 1993). The study reported here dents and staff; (b) increased falls and injury; (c) economic costs, such as property damage and staff burn-out, absenteeism, and turnover; (d) emotional deprivation such as social isolation of the resident; and (e) use of physical or pharmacologic restraints (Beck, Heithoff, et al. 1997). Third, before the Nursing Home Reform Act (Omnibus Budget Reconciliation Act, 1987), nursing homes routinely applied physical and chemical restraints to control DB with only moderate results (Garand, Buckwalter, Hall, 2000). However, the Act mandated that residents have the right to be free from restraints imposed for discipline or convenience and not required to treat the residents’ medical symptoms. Thus, researcher s have tested a wide range of behavioral interventions to reduce DB and replace restraints. The Act (1987) also stipulated that all residents are entitled to an environment that improves or maintains the quality of mental health. Interventions that promote positive mood or affect fulfill this entitlement. Therefore, this article will report the effects of an intervention to increase functional status in activities of daily living (Beck, Heacock, et al. , 1997), a psychosocial intervention, and a combination of both on reducing DB and improving affect of nursing home residents with dementia. TABLE 2. Basic Psychosocial Needs Relevant Literature Literature suggests that behavioral interventions offer promise in managing DB. A wide range of modalities and approaches have been tested: (a) sensory stimulation (e. g. , music); (b) physical environment changes (e. g. , walled garden); (c) psychosocial measures (e. g. , pet therapy); and (d) multimodal strategies. Many studies found significant Territoriality Communication Self-esteem Safety and security Autonomy Personal identity Cognitive understanding Nursing Research July/August 2002 Vol 51, No 4 Effects of Behavioral Interventions 221 adopted the inference by Lawton et al. (1996) that frequent displays of positive affect when basic psychosocial needs are met might indicate improved emotional wellbeing. is leg continually and without apparent reason needs redirection. This intervention lasted 45–60 minutes a day during various ADL. PSA Intervention. A PNA also conducted the PSA intervention, which involved 25 standardized modules designed to meet the psychosocial needs for communication, selfesteem, safety and security, personal identity, and cogni tive understanding through engagement in meaningful activity while respecting the individual’s unique cognitive and physical abilities (Baldwin, Magsamen, Griggs, Kent, 1992). The intervention was chosen because it: (a) provided a systematic plan for the PNA to address some of the participant’s basic psychosocial needs; and (b) represented clinical interventions that many long-term care facilities routinely used, but had not been formalized into a research protocol or systematically tested. Each module contained five psychosocial areas of content (expression of feelings, expression of thoughts, memory/recall, recreation, and education) and stimulated five sensory modalities (verbal, visual, auditory, tactile, and gustatory/olfactory). For instance, Activity Module I involved life review, communicating ideas visually (identifying and making drawings), clapping to different rhythms, massaging one’s face, and eating a snack. Initially, many participants tolerated less than 15 minutes of the activity but eventually habituated and participated 30 minutes. CB Intervention. This treatment consisted of both the ADL and PSA interventions and lasted 90 minutes daily. Placebo Control. This involved a one-to-one interaction between the participant and PNA. It controlled for the effect of the personal attention that the PNA provided to the three treatment groups. The PNA asked the participant to choose the activity, such as holding a conversation or manicuring nails. It lasted 30 minutes a day. No Intervention Control. This condition consisted of routine care from a NHNA with no scheduled contact between participants and the PNA. Instruments: Disruptive Behavior Scale. The 45-item disruptive behavior scale (DBS), designed to construct scores based on the occurrence and severity of behaviors, assessed the effect of the interventions on DB (Beck, Heithoff et al. 1997). Gerontological experts (n 29) established content validity, and interrater reliability tests yielded an interclass correlation coefficient of . 80 (p . 001). Geropsychiatricnursing experts weighted the behaviors using a Q-sort to improve the scale’s capacity to predict perceived patient disruptiveness. Factor analysis identified four factors (Beck et al. , 1998). Two corresponded to two—physically aggressive and physically nonaggressive—of the three categories from the factor analysis of the Cohen-Mansfield Agitation Inventory (Cohen-Mansfield, Marx, Rosenthal, 1989). The third category of the Inventory was verbally agitated; in contrast, the factor analysis of the DBS produced a third and fourth category—vocally agitated and vocally aggressive. To obtain a score for the DBS, a trained individual completed a DBS form for every hour of a shift by check- Methods The primary aim was to conduct a randomized trial of the ADL and PSA interventions individually and in combination (CB) for their effect on DB and affect on a large sample of nursing home residents. The experimental design consisted of three treatment groups (ADL, PSA, and Combined) and two control groups (placebo and no intervention). Individual residents were assigned to one of the five groups at each of seven sites in Arkansas and Maryland, which controlled for site differences. To demonstrate the practicability of the interventions and assure adherence to the treatment protocols, certified nursing assistants were hired and trained as project nursing assistants (PNA). They implemented the interventions Monday–Friday for 12 weeks. Afterward, one-month and two-month follow-up periods occurred. Nursing assistants employed by the nursing homes (NHNA) recorded DB. To measure affect, raters were hired for the study to analyze videotapes filmed during intervention. Research Subjects: The sample initially consisted of 179 participants. The study design allowed for the detection of an improvement in DB scores on the Disruptive Behavior Scale (DBS) (Beck, Heithoff et al. , 1997) across time of at least 1. 6 units with a power of 80%. This power calculation assumed that the repeated measures would be correlated with one another at 0. 60. Inclusion criteria were age 65; a dementia diagnosis; a Mini Mental Status Exam (MMSE) (Folstein, Folstein, McHugh, 1975) score of 20; and a report of DB in the previous two weeks. To form a more homogeneous group for generalizing findings, exclusion criteria were a physical disability that severely limited ADL; a psychiatric diagnosis; and a progressive or recurring medical, metabolic, or neurological condition that might interfere with cognition or behavior. Study Groups: ADL Intervention. A PNA used the ADL intervention during bathing, grooming, dressing, and the noon meal based on successful protocols that improved functional status in dressing (Beck, Heacock et al. , 1997). It attempted to meet residents’ psychosocial needs for territoriality, communication, autonomy, and self-esteem to promote their sense of safety and security. The intervention also tried to respect participants’ cognitive and physical abilities by prescribing three types of strategies specific to the individual participant. First, strategies to complete an ADL address specific cognitive deficits. For example, the person with ideomotor apraxia needs touch or physical guidance to start movements. Second, standard strategies are behaviors and communication techniques that work for almost everyone with dementia. For example, the caregiver gives a series of one-step commands to guide the resident to put on her shoe. Third, problem-oriented strategies address particular disabilities such as fine motor impairment, physical limitations, or perseveration. For example, a subject who rubs his hand back and forth on 222 Effects of Behavioral Interventions ing the behaviors that occurred. The score for a behavior was the frequency (0–8) times the weight. The item scores were summed to obtain each of the four subscale scores. Mini Mental Status Exam. The Mini Mental Status Exam (MMSE) (Folstein et al. 1975) provided a global evaluation of participants’ cognitive statuses for screening subjects for the study. Test-retest reliability of the MMSE is . 82 or better (Folstein et al. ). Cognition is assessed in seven areas, and scores lower than 24 out of 30 indicate dementia. Nursing Research July/August 2002 Vol 51, No 4 Observable Displays of Affect Scale. The Observable Displays of Affect Scale (ODAS) (Vogelpohl Beck, 1997), designed to rate videotaped data, contains 41 behaviors categorized into six subscales of positive and negative facial displays, vocalizations, and body movement/posture. Raters indicate presence/absence of each behavior during five 2-minute intervals from a 10minute videotape. Scores range from 0–5 for each item. The range of scores for each scale is: facial positive (0–20), Aggression during bathing facial negative (0–20), vocal positive (0–45), vocal negative (0–50), body could stem from physical positive (0–30), and body negative discomfort or rough (0–40). Interrater reliabilities (Kappa handling coefficients) for the ODAS range from . 68–1. 00, and intrarater reliability is . 97–1. 00. Ten gerontological nursing experts established content validity (Vogelpohl Beck). Apparent Affect Rating Scale. The Apparent Affect Rating Scale (AARS) (Lawton et al. , 1996) is designed for direct observation of persons with dementia and contains six affective states: pleasure, anger, anxiety/fear, sadness, interest, and contentment. (In later work, Lawton, Van Haitsma, Perkinson, Ruckdeschel [1999] deleted contentment). Each item has a noninclusive list of behaviors that might signal the presence of the affect from which observers infer the affect. The observer assigns a score of 1 to 5 to measure the duration of the behavior. Visual Analogue Scales. The Positive Visual Analogue Scale (PVAS) and Negative Visual Analogue Scale (NVAS) (Lee Kieckhefer, 1989; Wewers Lowe, 1990) are two 10centimeter lines on separate pages for rating positive and negative affect. The PVAS has end anchors of â€Å"no positive affect† and â€Å"a great deal of positive affect. † The NVAS has end anchors of â€Å"no negative affect† and â€Å"a great deal of negative affect. † Scores range from 0 to 100. Procedure: The study consisted of six phases: (a) preliminary activities, (b) a three-week normalization/desensitization period, (c) a 12-week intervention period, (d) a onemonth follow-up period, (e) a two-month follow-up period, and f) a videotape analysis. Preliminary Activities. The institutional review boards at the University of Arkansas for Medical Sciences and the Univer- sity of Maryland approved the research. Each nursing home identified residents with dementia and sent letters informing persons responsible for the residents that researchers would be contacting them. Responsible persons could return a signed form if they did not want to participate. Willing responsible persons received a telephone call explaining the study followed by a mailed written description along with two consent forms. Those willing kept one consent form for their records and signed and mailed back the other. Screening involved a review of the residents’ charts, recording their diagnoses, and interviews with the staff to find evidence of DB during the previous two weeks. Each resident took the MMSE to meet inclusion criteria. Within each home, female residents who passed these screens were randomized to one of the five groups by a drawing, but males were assigned to the five groups to ensure even distribution of their small number. Simultaneously, research staff members were hired and trained. Normalization/Desensitization. For the next three weeks, each PNA accompanied a NHNA to learn the routines of the facility but did not help care for potential study participants. A videotape technician placed a camera that was not running in the dining and shower rooms to desensitize residents and staff to its presence. In addition, nursing home staffs participated in two-hour training sessions on the DBS. Throughout the study, a gerontological clinical nurse specialist trained any new NHNA and retrained if behaviors reported on the DBS differed from those she observed during randomized checks. Intervention. During the 12-week intervention period, the first three weeks were considered baseline and the last two weeks postintervention. The PNA administered the treatment/s or placebo five days a week. Every day, they asked participants to give their assent and espected any dissents. During weeks 11–12 (postintervention), the PNA prepared the participants for their departure by telling them that they were leaving soon. To facilitate data collection, a separate form of the DBS for each of the three eight-hour daily shifts was developed. Eight one-hour blocks accompanied each item of the scale. The NHNA placed a check mark in the block that corresponded to the hour when the NHNA observed the behavi or. The NHNA completed the DBS on all participants during or at the end of a shift. In addition, a technician videotaped participants in the treatment and placebo groups every other week during an interaction with the PNA and no intervention group monthly during an ADL. The technician monitored positioning and operation of the camera from outside the room or behind a curtain to respect the participants’ privacy. One-Month and Two-Month Follow-up. One month and two months after the research team left the nursing home, Nursing Research July/August 2002 Vol 51, No 4 Effects of Behavioral Interventions 223 esearch assistants (RA) retrained nursing home staffs on the DBS. The NHNA then collected DB data on their shifts Monday–Friday for one week. tervention, week 16 as one-month follow-up, and week 20 as two-month follow-up. Participants with fewer than six observations at any time period were omitted. For each period, a total DBS score represented an averVideotape Analysis. The videotapes ranged in length from age of the participant’s data for the t hree shifts of each day less than five minutes to 40 minutes, depending on the across the five days of the observation week. Therefore, activity and the participant’s willingness to cooperate with total DBS scores were obtained for baseline (M of weeks the treatment (baseline and control participants’ tapes 1–3), intervention (M of weeks 4–10), postintervention (M tended to be shorter). To standardize the opportunity for of weeks 11–12), first follow-up (M of week 16), and secbehaviors to occur, an editor took 10-minute segments ond follow-up (M of week 20). The same procedure from the middle of baseline and final treatment eek tapes yielded subscale scores for physically aggressive, physically and randomized them onto videotapes for rating. Because nonaggressive, vocally aggressive, and vocally agitated videotaping occurred to ensure appropriate implementabehaviors for each of the five time periods. tion of interventions, the treatment groups had more A repeated measures analysis of variance (ANOVA) usable videotapes than the control groups did. consisted of two between- subjects and one within-subjects A master’s prepared gerontological factors. The between-subjects factors nurse specialist intensively trained six were intervention group and state (AR raters on the Observer III Software or MD) to account for regional differSystem (Noldus Information Technolences in scoring DB, and the withinogy, 1993) for direct data entry and subjects factor represented DBS scores the affect rating scales. The raters for the five different time periods. Each reached . 80 agreement with the speanalysis allowed for testing by intervencialist on practice tapes before they tion group, time period, and state. The Screaming may started rating the study videotapes. nalysis of the interaction effect of She monitored reliability for each tape intervention group by time period express pain or monthly, retrained as needed, and rantested the hypothesis that the intervenself-stimulation domized the sequence of rating the tions would decrease DB across time in scales. The raters entered the ODAS treatment conditions as compared to and AARS data directly into a comcontrol conditions. The analysis was puter using the Observer. The system repeated five times, once for each suballowed raters to watch videos repeatscale of the DBS and once for the total edly in actual time and slow action to score. Level of significance was set at document behaviors objectively and 0. 05. The researchers believed that the precisely. The raters indicated their small group sizes justified the liberal perception of the participants’ positive and negative level of significance. For the videotape analysis, analyses of affect by placing a vertical mark at some point between covariance occurred for the 14 variables observed from the the two end anchors of the PVAS and NVAS. They videotapes during intervention. The baseline score served marked neutral affect as negative. s a covariate for the final score. While a multivariate analysis would have been desirable, it would have had Intervention Integrity: The PNA and video camera techniinsufficient power with this number of variables and subcian underwent two weeks of intensive training on general jects. The 14 univariate analyses do inflate the Type I error aging topics, stress management, information on dementia, rate. and confidentiality/privacy issues. Training also involved instruction on the study interventions, DBS, and research Results protocols. Of the 179 initial participants, 36 did not finish; the greatA gerontological clinical nurse specialist viewed treatest attrition occurred in the no intervention control group. ment and placebo videotapes biweekly in a private office to Attrition resulted from death (39%), withdrawal of fammonitor PNA compliance with research protocols, provide ily’s consent or at nursing home staff’s request (26%), discorrective feedback to PNA, and help PNA recognize and charge (18%), and change in health status/medications meet participants’ needs as they changed during treatment. hat did not meet inclusion criteria (17%). This left 143 The possibility for contamination appeared to be low participants: 29 in the ADL, 30 in PSA, 30 in CB, 30 in the because NHNA were unlikely to change their care practices placebo, and 24 in the no intervention, but 16 with incomand had little opportunity to observe PNA. Further, NHNA plete data were dropped. Table 3 gives the demographic were b linded to the hypothesis of the study, the nature of the statistics for the 127 participants with complete data. No interventions, and the participants’ group assignments, statistically significant demographic differences emerged although they probably could identify the no intervention among the five groups. In short, this sample primarily conparticipants. sisted of elderly, white females with severe cognitive impairment. Analysis: Reviewers checked for completeness of all data. For the videotape analysis, the final number was 84 The researchers designated intervention weeks 1–3 as baseparticipants with 168 videotape segments. Most were line, weeks 4–10 as intervention, weeks 11–12 as postin- 224 Effects of Behavioral Interventions Nursing Research July/August 2002 Vol 51, No 4 TABLE 3. Description of the Sample by Intervention Group No Intervention 19 89. 5 78. 9 84. 2 86. 47 (6. 37) 11. 47 (6. 43) ADL Number in group Percent female Percent white Percent widowed Mean age (SD) M MMSE (SD) 28 78. 6 82. 1 64. 3 82. 29 (8. 40) 11. 44 (7. 69) PSA 29 82. 1 85. 7 66. 7 82. 18 (7. 64) 10. 65 (6. 76) CB 22 81. 8 77. 3 77. 3 82. 82 (9. 81) 7. 91 (5. 41) Placebo 29 75. 9 86. 2 75. 9 86. 45 (6. 92) 11. 11 (6. 39) Total 127 81. 0 82. 5 72. 8 83. 64 (7. 97) 10. 55 (6. 64) Note. ADL = activities of daily living; PSA = psychosocial activity; CB = combination. emale (79%) and widowed (69%) with a mean age of 83 (SD 7. 44). Participants had a mean score of 10 (SD 6. 34) on the MMSE, indicating moderate to severe cognitive impairment. Table 4 displays the means and standard deviations for the DBS overall and the four subscales across the five time periods for the five groups. No significant differences emerged for the interventi on-by-time interaction for any of the dependent variables. Thus, the results failed to support the hypothesis that the interventions would decrease DB across time in treatment groups as compared to control groups (statistical analysis tables on Website at: http://sonweb. nc. edu/nursing-research-editor). However, the main effect of state was significant in three analyses. Arkansas recorded significantly more behaviors than Maryland did for the dependent variables of physically nonaggressive (p . 001), vocally agitated (p . 001), and overall DBS (p . 002). Further, the main effect of time was significant for overall DBS (p . 002) and the four subscales of physically aggressive (p . 001), physically nonaggressive (p . 027), vocally aggressive (p . 021), and vocally agitated behaviors (p . 008). The significance resulted from increased DB after the PNA had left the home (generally from intervention or postintervention to first follow-up). For the videotape analysis, the hypothesis stated that treatment groups, compared with control groups, would display more indicators of positive affect and fewer indicators of negative affect following behavioral interventions. In general, neither the positive nor the negative affect scores were particularly high, indicating that this sample had relatively flat affect. Results from the analysis of covariance tests supported increased positive affect but not decreased negative affect. Compared to the control groups, the treatment groups had significantly more positive facial expressions (p . 001) and positive body posture/movements (p . 001), but not more positive verbal displays on the ODAS. The treatment groups displayed significantly more contentment (p . 037) and interest (p . 028) than the control groups did on the AARS. For the negative affects on the AARS, the treatment groups had a shorter duration of sad behaviors (p . 007) than the control groups did. Comparison of VAS scales likewise showed that the treatment groups displayed more positive affect (p . 012). Discussion In contrast to other studies (e. . , Hoeffer et al. , 1997; Kim Buschmann. , 1999; Whall et al. , 1997), this study found no treatment effect on DB. The interventions were a synthesis of approaches believed to globally address â€Å"triggers† of DB and meet psychosocial needs (Boettcher, 1983). They did not address the specific factors that might have been triggering the particular behavior (Algase et al. , 1996). Such triggers include under/over stimulation, unfamiliar or impersonal caregivers, and particular individual unmet psychosocial needs. For example, aggression during bathing could stem from physical discomfort or rough handling (Whall et al. 1997). Interventions much more individually designed require development. Increasing DB across all groups was reflected in the DBS scores at 1-month follow-up. Two factors may explain this increase. First, the PNA had warned participants that they would be leaving. Second, the ADL and CB participants no longer received care from the familiar PNA, and PSA, CB, and placebo participants no longer had a daily activity or visit. The increased stress and time constraints for NHNA as they resumed caregiving of the ADL and CB participants may explain the heightened DB in the control groups. Such changes may trigger increased behavioral symptoms in persons with dementia (Hall, Gerdner, Zwygart-Stauffacher, Buckwalter, 1995). Two measurement issues may have affected outcomes. First, observers view behaviors differently (Whall et al. , 1997) and come to expect particular behaviors from certain residents (Hillman, Skoloda, Zander, Stricker, 1999). If the NHNA were accustomed to a participant’s DB pattern, such as persistent screaming, they may have overlooked decreases in that behavior. Initial training and retraining of raters occurred as needed; however, some Nursing Research July/August 2002 Vol 51, No 4 Effects of Behavioral Interventions 225 TABLE 4. Weighted Scores for Disruptive Behavior by Intervention Group and Time Period No Intervention (n = 19) Mean (SD) 408. 71 (427. 24) 303. 69 (408. 44) 281. 97 (410. 85) 418. 31 (630. 58) 292. 85 (405. 15) 114. 66 (202. 89) 90. 85 (182. 70) 77. 98 (173. 15) 130. 92 (257. 12) 128. 20 (195. 67) 191. 97 (157. 75) 117. 11 (112. 30) 118. 23 (137. 08) 154. 46 (225. 05) 100. 45 (153. 30) 55. 16 (74. 70) 42. 89 (54. 54) 33. 26 (47. 06) 64. 72 (77. 89) 28. 09 (37. 02) (continues) DB Category Time Period DBS total Baseline ADL (n = 28) Mean (SD) 172. 51 (191. 47) 182. 45 (181. 3) 164. 56 (154. 95) 207. 22 (205. 58) 190. 70 (291. 06) 20. 67 (30. 52) 32. 59 (51. 29) 15. 02 (26. 10) 44. 18 (100. 62) 21. 45 (36. 47) 95. 50 (105. 28) 87. 58 (87. 58) 85. 04 (89. 60) 88. 81 (85. 69) 148. 75 (187. 28) 22. 85 (32. 10) 28. 37 (32. 50) 21. 15 (26. 54) 30. 72 (48. 95) 18. 28 (24. 55) PSA (n = 29) Mean (SD) 348. 02 (467. 50) 306. 81 (393. 03) 303. 24 (367. 54) 373. 17 (533. 05) 300. 20 (366. 42) 85. 87 (199. 01) 83. 94 (167. 53) 82. 82 (166. 93) 113. 49 (235. 71) 81. 30 (151. 85) 162. 41 (206. 65) 130. 82 (142. 72) 133. 92 (145. 97) 141. 47 (188. 99) 164. 92 (223. 63) 49. 64 (93. 15) 43. 80 (64. 6) 37. 90 (53. 43) 54. 47 (90. 33) 40. 26 (45. 26) CB (n = 22) Mean (SD) 287. 66 (373. 73) 300. 84 (379. 33) 286. 21 (365. 78) 374. 10 (510. 10) 312. 83 (433. 18) 68. 84 (126. 18) 67. 14 (137. 79) 61. 04 (127. 78) 92. 68 (205. 52) 60. 40 (131. 54) 136. 67 (189. 03) 124. 64 (164. 49) 125. 99 (157. 78) 159. 97 (202. 75) 146. 53 (201. 83) 34. 49 (55. 91) 40. 73 (52. 60) 31. 18 (33. 85) 36. 95 (42. 70) 32. 82 (51. 32) Placebo (n = 29) Mean (SD) 325. 96 (337. 14) 337. 60 (328. 94) 336. 80 (366. 55) 389. 92 (434. 43) 319. 15 (384. 59) 49. 26 (90. 24) 62. 10 (112. 71) 59. 67 (106. 37) 76. 79 (165. 45) 48. 25 (101. 4) 167. 01 (177. 80) 164. 62 (161. 48) 175. 36 (189. 80) 201. 68 (212. 06) 87. 67 (127. 38) 47. 20 (79. 70) 39. 55 (57. 74) 32. 69 (55. 77) 29 . 30 (47. 60) 30. 18 (52. 85) Intervention Postintervention 1 month follow-up 2 month follow-up Physically aggressive Baseline Intervention Postintervention 1 month follow-up 2 month follow-up Physically nonaggressive Baseline Intervention Postintervention 1 month follow-up 2 month follow-up Vocally aggressive Baseline Intervention Postintervention 1 month follow-up 2 month follow-up 226 Effects of Behavioral Interventions Nursing Research July/August 2002 Vol 51, No 4 TABLE 4. Weighted Scores for Disruptive Behavior by Intervention Group and Time Period (Continued) NoIntervention (n = 19) Mean (SD) 47. 65 (97. 22) 68. 32 (103. 13) 68. 01 (116. 62) 84. 50 (112. 48) 73. 07 (117. 12) DB Category Time Period Vocally agitated Baseline ADL (n = 28) Mean (SD) 33. 49 (84. 39) 33. 91 (62. 52) 43. 17 (72. 10) 43. 48 (64. 39) 50. 53 (117. 95) PSA (n = 29) Mean (SD) 46. 92 (98. 70) 52. 84 (96. 03) 52. 50 (90. 78) 68. 22 (98. 89) 48. 89 (92. 33) CB (n = 22) Mean (SD) 62. 49 (98. 97) 70. 43 (110. 85) 69. 08 (107. 29) 82. 14 (118. 97) 75. 80 (129. 67) Placebo (n = 29) Mean (SD) 50. 0 (92. 05) 48. 25 (81. 63) 48. 59 (72. 20) 63. 74 (95. 30) 54. 11 (80. 61) Intervention Postintervention 1 month follow-up 2 month follow-up Note. Scores were created by assigning each behavior with a severity weight prior to summing and then averaging across day and then week(s). DBS = disruptive behaviors; ADL = activities of daily living intervention; PSA = psychocial activity inte rvention; CB = combination of the two interventions. NHNA appeared to continue to consider participants’ behaviors, such as repetitive questioning, to be personality characteristics or attention-seeking efforts rather than DB. Thus, they may have under-reported behaviors. Further, staff may prefer withdrawn behaviors, such as isolating self and muteness (Camberg et al. , 1999), and view them as nonproblematic. Second, categorizing a behavior as disruptive without understanding its meaning to the person with dementia may be conceptually flawed. For example, screaming may express pain or self-stimulation. Two design features may explain differences between the findings of this study and others. First, this study had both placebo and no intervention control conditions. Just a few other studies randomized subjects to treatment or control groups or included two control groups (e. g. , Camberg et al. , 1999). In most studies, control conditions preceded or followed treatment conditions (e. g. , Clark, Lipe, Bilbrey, 1998). In both designs, subjects served as their own controls, which limits examination of simultaneous intra- and extra-personal events that might affect DB frequency. Second, many control groups came from separate units or different nursing homes (e. g. , Matteson et al. , 1997), which makes it difficult to control for differences in environment, staff relationships, and personalities. This study occurred at seven sites in two different geographical areas, but at each site, the randomization of female participants distributed the groups across all nursing units to control for environmental and staff characteristics. Acknowledged limitations include the following. First, in spite of the large overall sample, the group sizes were small (range 19–30) with the greatest loss in the no inter- vention group. Larger groups might have provided more definitive findings on the relationship between behavioral interventions and DB frequency as Rovner et al. (1996) did (treatment group 42; control group 39). Second, NHNA served as data collectors because using independent observers would have been cost-prohibitive. These results suggest that future intervention research should consider the individual characteristics of the person with dementia (Maslow, 1996) and the triggers of the behavior (Algase et al. , 1996). Studies that have individualized interventions have demonstrated decreased DB (Gerdner, 2000; Hoeffer et al. , 1997). Researchers need to continue to refine methods for identifying what works for whom (Forbes, 1998) to minimize the prevalent trial-anderror approach to DB management.

Vouchers Are Not the Solution for Improving Public Schools Essay

â€Å"Vouchers lead us away from the basic American tradition of a free, quality public education for every student and undermine the kind of comprehensive, systemic school reform that is working [†¦]† (Tirozzi, 1997). This quote taken from Gerald Tirozzi, the assistant U.S. secretary of education for elementary and secondary education, sums up the issue of vouchers. Milton Friedman, a free-market theorist, introduced vouchers, which funnel public funds to private schools, more than forty years ago (Resnick, 1998). Vouchers redirect money that would have been spent on educating a child in the public school system to a private school of the parent’s choosing. Voucher use is based on two factors, student eligibility and school eligibility. Those students who would be eligible for vouchers are among those in low-income families. School eligibility widely varies state by state. In some states school eligibility is restricted only to nonsectarian private schools, where elsewhere any private school is eligible (Resnick, 1998). Those who support vouchers offer three reasons for their position. One reason being that most public schools are failing, secondly vouchers help the children who use them, and thirdly vouchers create competition that motivates public schools to improve (Resnick, 1998). However, opponents argue that funding should be put toward improving the current public school system for the masses instead of allowing a better education to an elite few. Research is largely oppos ed to vouchers. Vouchers imprudently use public funds to back religious education, degrade public education, and support elitism. Vouchers are set up such that they take money from public school funds and redirect it towards private schools an... ... nations schools are not failing, but would benefit from improvement, the children that do receive the vouchers are but an elite few and the benefits of a private school education as opposed to public has yet to be proven. Supporters make the last argument that vouchers create competition that motivates the public schools to improve, however at the same time the funding that needs to go towards improvements is being stripped away resulting in deterioration of the public school system. As supported vouchers unfavorably use public funds to back religious education, degrade public education, and support elitism where it should not be. The public school system was created to accept all children no matter what. The system of vouchers causes the school system to take several steps back on the progress it has made as a result of years of struggle to become truly public.

Bio-Weapons

Chlorine gas was used during the war a lot. Chlorine gas was first used April 22 191 5 at leper in Belgium. There were many ways of use of the gas for example; artillery shells, mortar projectiles, aerial bombs tank sprays and landmines were used to spread the chemicals around. During the Cold War the United Stated and Russia had enough chemical weapons to wipeout most animal and plant life on earth.Blologlcal weapons were deployed In various ways to gain strategic or tactical advantage over an advisory. The united States developed an anti-crop capability that used bio-herbicides or myco-herbicides to destroy enemy agriculture. Fisheries and water-based vegetation was also targeted. Wheat blast and rice blast were weaoponized in aerial tanks and cluster bombs to deliver to enemy water sheds. Even though herbicides are chemicals they are grouped with biological warfare and chemical warfare because they work the same as blotoxlns and ioregulators.Japan poisoned Chinese water wells to s tudy how many people got Typhus and other diseases. Germany also used bioweapons at the beginning of the Second World War. Oplnlon/Crltlque: In my opinion bioweapons were both good and bad but I think that they were mostly bad. The bad toxins that are Inside somebody can get Into their genes and be passed on to their child If they have any. If there Is a child and one of the parents have toxins in them the child can come out looking deformed and mutated.

Rock Elm, A Top 100 Common Tree in North America