Literary Heroes Beowulf And Odysseus Essays - Beowulf, Geats

Literary Heroes: Beowulf And Odysseus Literary Heroes: Beowulf and Odysseus Reading through Beowulf I began to compare it to the last great epic I read, Homer's The Odyssey. While The Odyssey and Beowulf are each examples of both historic and modern ideas of heroism, the acts of Beowulf's hero seem to fit better within its context. Beowulf exhibits many obvious heroic qualities, such as his strength and confidence in battle. These along with more subtle diplomatic actions serve to define him as both a great warrior and leader. Beowulf shows both wit and patience in his swift retort after Unferth challenges his skill. Later, after proving himself by dismembering Grendel, he accepts Unferth's sword to face Grendel's mother. This offering can be seen as an act of apology or forfeit on Unferth's part and reveals another side of the hero: forgiveness. Beowulf did not deny Unferth his repentance, nor did he ridicule him upon his conceit. In contrast with Beowulf's concrete depictions of good versus evil, The Odyssey focuses more on the gray areas of punishment and revenge. A main theme throughout the poem is vengeance, either by the gods or by man, and the unforgiving world of The Odyssey reflects in its hero's actions. Indeed upon Odysseus' return to Ithaca he is almost bloodthirsty, choosing not to reveal himself as king to drive away the suitors, but instead to bide time in the guise of a beggar until he can slaughter all who've wronged him. Beowulf's wrath is swift and justified. He plays no games with his opponents. Beowulf even shows respect to his foe and honorably faces them with no undue advantage. A classic example of the honor usually associated with heroes lies in Beowulf's decision to use neither sword nor armor when facing the monster Grendel in Heorot. Beowulf instead opted, in the name of fair play, to fight the monster on it's own terms. Unsurprisingly Beowulf conquered his foe in true idolic form, tearing Grendel's arm from his torso with only the strength of his grip and the power of his arms. This is what we cheer for in such stories, this is the satisfying victory over evil by the true embodiment of good: the hero. Odysseus' confrontation with the great Cyclops, Polyphemus, looks cowardly and dishonorable by comparison. Where Beowulf bravely stood and fought Grendel with only his bare hands, Odysseus waits for Polyphemus to slip into an alcoholic coma before blinding him. Later he uses this handicap to escape. In contrast to the nobility of Beowulf in the battle with Grendel, Odysseus' dealings with Polyphemus seem almost petty. Odysseus chooses to check his honor at the door in favor of trickery and deceit. Beowulf embodies all the things we usually associate with heroism: diplomacy, confidence, strength, intelligence and more. His nobility and benevolence is displayed aptly in his dealings with Unferth, in his road to the Geatish throne, and his actions upon obtaining it. Beowulf's epic battles, and even his dramatic death at the hands of the great dragon, serve to paint a portrait depicting the true literary hero. This unbridled heroism does carry with it a few negative connotations, however. For example, it is ironic that while we only follow Odysseus through a fraction of his life in comparison with Beowulf's, the development and evolution of his character is far more evident. It is clear that Odysseus learns from his mistakes and grows as a person through his adventures, while Beowulf undergoes only superficial evolution, growing from boy to man. In the end, our society's schema of heroes are aptly fulfilled to a certain extent in both poems; but while The Odyssey tries more to humanize the hero, Beowulf firmly solidifies its hero's super-human niche in the annals of history. Book Reports

Maya Blue - Distinctive Color Used by Maya Artists

Maya Blue - Distinctive Color Used by Maya Artists Maya Blue is the name of a hybrid organic and inorganic pigment, used by the Maya civilization to decorate pots, sculpture, codices and panels. While its date of invention is somewhat controversial, the pigment was predominantly used within the Classic period beginning about AD 500. The distinctive blue color, as seen in the murals at Bonampak in the photo, was created using a combination of materials, including indigo and palygorskite (called sak luum or white earth in the Yucatec Maya language). Maya blue was used primarily in ritual contexts, pottery, offerings, copal incense balls and murals. By itself, palygorskite was used for medicinal properties and as an additive for ceramic tempers, in addition to its use in the creation of Maya blue. Making Maya Blue The striking turquoise color of Maya Blue is quite tenacious as such things go, with visible colors left on stone stele after hundreds of years in the subtropical climate at sites such as Chichà ©n Itz and Cacaxtla. Mines for the palygorskite component of Maya Blue are known at Ticul, YoSah Bab, Sacalum, and Chapab, all in the Yucatn peninsula of Mexico. Maya Blue requires the combination of ingredientsthe indigo plant and palygorskite oreat temperatures between 150 and 200 degrees centigrade. Such heat is necessary to get molecules of indigo incorporated into the white palygorskite clay. The process of embedding (intercalcating) indigo into the clay makes the color stable, even under exposure to harsh climate, alkali, nitric acid and organic solvents. The application of heat to the mixture may have been completed in a kiln built for that purposekilns are mentioned in early Spanish chronicles of the Maya. Arnold et al. (in Antiquity below) suggest that Maya Blue may also have been made as a by-product of burning copal incense at ritual ceremonies. Dating Maya Blue Using a series of analytical techniques, scholars have identified the content of various Maya samples. Maya Blue is generally believed to have been used first during the Classic period. Recent research at Calakmul supports suggestions that Maya Blue began to be used when the Maya began painting internal murals on temples during the late pre-classic period, ~300 BC-AD 300. However, murals at Acanceh, Tikal, Uaxactun, Nakbe, Calakmul and other pre-classic sites dont seem to have included Maya Blue in their palettes. A recent study of the interior polychrome murals at Calakmul (Vzquez de gredos Pascual 2011) conclusively identified a blue painted and modelled substructure dated to ~150 AD; this is the earliest example of Maya Blue to date. Scholarly Studies of Maya Blue Maya blue was first identified by Harvard archaeologist R. E. Merwin at Chichà ©n Itz in the 1930s. Much work on Maya Blue has been completed by Dean Arnold, who over his 40 year investigation has combined ethnography, archaeology, and materials science in his studies. A number of non-archaeological material studies of the mixture and chemical makeup of Maya blue have been published over the past decade. A preliminary study on sourcing palygorskite using trace element analysis has been undertaken. A few mines have been identified in the Yucatn and elsewhere; and tiny samples have been taken from the mines as well as paint samples from ceramics and murals of known provenience. Neutron activation analysis (INAA) and laser ablation-inductively coupled plasma-mass spectroscopy (LA-ICP-MS) have both been used in an attempt to identify the trace minerals within the samples, reported in a 2007 article in Latin American Antiquity listed below. Although there were some problems with correlating the two methodologies, the pilot study identified trace amounts of rubidium, manganese and nickel in the various sources which may prove useful in identifying the sources of the pigment. Additional research by the team reported in 2012 (Arnold et al. 2012) hinged on the presence of palygorskite, and that mineral was identified in several ancient samples as having the same chemical make up a modern mines at Sacalum and possibly Yo Sak Kab. Chromatographic analysis of the indigo dye was securely identified within a Maya blue mixture from a pottery censer excavated from Tlatelolco in Mexico, and reported in 2012. Sanz and colleagues found that blue coloration used on a 16th century codex attributed to Bernardino Sahagà ºn was also identified as following a classic Maya recipe. Recent investigations have also centered on the composition of Maya Blue, indicating that perhaps making Maya Blue was a ritual part of sacrifice at  Chichà ©n Itz. See  Maya Blue: Ritual and Recipe  for more information. Sources This glossary entry is a part of the About.com guide to  Maya, and the  Guide to Ancient Pigments. Anonymous. 1998.  Ceramic Ethnoarchaeology at Ticul, Yucatn, Mexico.  Society for Archaeological Sciences Bulletin  21(12). Arnold DE. 2005. Maya blue and palygorskite: A second possible pre-Columbian source.  Ancient Mesoamerica  16(1):51-62. Arnold DE, Bohor BF, Neff H, Feinman GM, Williams PR, Dussubieux L, and Bishop R. 2012.  The first direct evidence of pre-columbian sources of palygorskite for Maya Blue.  Journal of Archaeological Science  39(7):2252-2260. Arnold DE, Branden JR, Williams PR, Feinman G, and Brown JP. 2008.  The first direct evidence for the production of Maya Blue: rediscovery of a technology.  Antiquity  82(315):151-164. Arnold DE, Neff H, Glascock MD, and Speakman RJ. 2007. Sourcing the Palygorskite Used in Maya Blue: A Pilot Study Comparing the Results of INAA and LA-ICP-MS.  Latin American Antiquity  18(1):44–58. Berke H. 2007.  The invention of blue and purple pigments in ancient times.  Chemical Society Reviews  36:15–30. Chiari G, Giustetto R, Druzik J, Doehne E, and Ricchiardi G. 2008.  Pre-columbian nanotechnology: reconciling the mysteries of the maya blue pigment.  Applied Physics A  90(1):3-7. Sanz E, Arteaga A, Garcà ­a MA, Cmara C, and Dietz C. 2012.  Chromatographic analysis of indigo from Maya Blue by LC–DAD–QTOF.  Journal of Archaeological Science  39(12):3516-3523. Vzquez de gredos Pascual, Domà ©nech Carbà ³ MT, and Domà ©nech Carbà ³ A. 2011.  Characterization of Maya Blue pigment in pre-classic and classic monumental architecture of the ancient pre-Columbian city of Calakmul (Campeche, Mexico).  Journal of Cultural Heritage  12(2):140-148.

It Is Now Widely Accepted That Children of Middle-class Backgrounds, Essay

It Is Now Widely Accepted That Children of Middle-class Backgrounds, Do Better, In Terms of Educational Performance - Essay Example All these factors play a significant role in an individual educational performance and outcomes. (Muola, 2010). What is Middle-class? The middle-class is the term used for the people who lies in the mid of social hierarchy. In the socioeconomic term, it is a wider group of people in the existing society who comes in between the upper-class and the working-class. People who are categorized under middle-class give immense importance to education and values educational attainments as a chief contributing factor in establishing a successful life. Parents stress a lot on the importance of quality education and its influences later in an individual’s life. They look after their children in such a way to make them a successful member of the society, and they use all their available capital sources to prepare their kids for educational achievements. What is Working-class? Working class, laboring class or lower class also known as the â€Å"Proletariat† are the people who are em ployed in the lower tier works and extending to below average income people or unemployed people. These people usually live in urban areas and industrialized economies. It is considered that the basic aim of working-class individuals is to make an earning or economic wealth. These are the people who offer their labor power for money and are responsible in creating wealth of any society. These are usually involved in the production of furnitures, bridges and grow food but, didn’t own factories and lands. The major difference between middle-class and working-class is where people spend more as a standard of living rather than for basic necessities I. e. Fashion vs. shelter and nutrition.... This report demonstrates that children of middle-class backgrounds, do better in terms of educational performance, and educational outcomes, than children of working class backgrounds because of different reasons. The differences in parents mind-set, schools, cultural capital, values, attitudes, family setup and material factors are the leading factors that influence the educational performance and outcomes of a student. This paper makes a conclusion that studies have clearly revealed that there is a direct link between class stratification and educational attainments. It is clearly discussed that the sub-cultures, sub-groups and the distinct values and norms of the social classes affect the performance of students in the scholastic system. Consistent researches on class and educational attainments demonstrates that the higher is the social class, higher will be the educational outcomes. Students from upper social background have greater chances to stay in the post-compulsory teaching and are better prepared to get through the different examination levels. They also have greater chances to achieve universityentrance. Apart from the social-class differences, educational achievements are also directly related to the role of parents and school. The contribution of parents and school also has a significant role in the academic career of an individual. Researches have made it clear that students from adva ntaged households are not only sharp in studies but, are creative, talented, confident and has a mind-blowing help-seeking skills as compared to the working-class pupils.

Proposed Tesco Store, Morning Lane, Hackney, London Essay

Proposed Tesco Store, Morning Lane, Hackney, London - Essay Example There will be space for eight other new shops, offices, restaurants and bars. There will be also further proposals, which include building 134 new homes, 414 car parking spaces, 252 cycle spaces and new improved pedestrian routes to and within the Tesco site including the landscaping and pavement widening in morning lane. These developments will have a major impact for the people living in that surrounding area and proper measures will be put to ensure the project is a success. This study will try to critically evaluate the retail, transport and environmental impact of the project. To achieve this proper planning have to be made and the right expert in the different fields that are being undertaken have to be consulted to achieve the desired objective. In addition, to that a detailed coordinated planning application was made which included the [preparation of retail impact assessment, planning statement, statement of community involvement. There was also coordination of the environme ntal statement, and the preparation of an impact assessment on the socio-economic impact and crime and safety (Broun, 2004, 37). The Role and Use of Evidence The use of evidence has been widely used in the planning of the proposed Tesco proposed project. The use of evidence in decision making involves integrating the best available research evidence with contextual factors including community preference, local issues, political preferences, and public health resources. The use of evidence can be applied in a range of decision-making that is at policy development, Implementation and evaluation. The benefits that can be achieved by the use of evidence as a source of information is the adoption of the most effective and cost efficient interventions, minimization of harm to the people and community as a whole and better infrastructure for the individuals and the communities. The evidence, which had been collected, has had major impact on the proposed project and have assisted in the pla nning, implementation and the evaluation of the Tesco project Transport Assessment A transport assessment report was prepared to assess the impact the project would on the transport sector and the community as a whole. An original transport assessment was submitted in 1999 on the site., but the application had some issues like for instance, the traffic queuing at the junction was considered to seriously detract from the character and the appearance of the high street/. There were other two applications, which were presented in 2003 with alternative access arrangements onto Bridge Street. Following consultations with the Highway Authority a supplementary transport assessment was produced to provide the additional information and analysis, this was submitted in the year 2004. There were further discussions with the Highway Authority and the representatives of the Local Plan Inquiry and amendments were made to the access of the road junctions, which now occupy the Bridge House Site. Th e Bridge House was to be demolished and replaced by a new building that was after discussions with the English Heritage. The assessment considered the access of important shopping centers, the trips that vehicles had to make to the store and the impact on the road networks, the walking and cycling abilities through the roads, public transport and for these to be achieved intensive consultations had to be made (Ganz, 2004, 400). According to the assessment, it was agreed that locating the

Analytical Report Essay Example | Topics and Well Written Essays - 3750 words

Analytical Report - Essay Example After an extensive and intensive research, it became evident that, the hotel can either opt for in house training or out house training that will involve sending delegates away for training. This report presents the benefits of in house training, the cost implications for the hotel as well as its effects on the employees under training. On the other hand, the report compares in-house training with out-house training using similar criteria. After the analysis, and comparison, the report offers the preferred alternative that the hotel can adopt. After a close analysis of the current situation of the employees, and in accordance with the hotel’s current determination to become a leader in the hospitality industry, it becomes evident that the staff needs empowerment. Without doubt, the employees need to acquire new skills that will serve to enable them to register remarkable performance as they deliver their services to the hotel’s customers. According reliable research in the hotel management, the loyalty of customers depends on the quality of services provided by the staff. Being a service provider business, responsiveness, promptness and courtesy are some of the critical attributes that customers use in their rating of the quality of services rendered by the hotels. Therefore, employees need regular training so that they may have the capacity to meet the expectations of the customers. This is the reason why the hotel has identified the need to offer additional training to the hotel staff. However, there are two alternatives that the hotel must choose from in its bid to offer additional training to their staff. One of the options that the hotel has to choose from is offering in-house training within the hotel premises. The other alternative involves organizing an out-house training at a venue away from the hotel. Both options have

Case Study: Fractured Hand

Case Study: Fractured Hand Introduction The reflective framework chosen for this case study is that of Peters (1991). This framework has been used and favourable evaluated within education (Bell and Gillett, 1996). Peters’ (1991) reflective framework incorporates a guideline called DATA comprising four steps; Describe Analyse Theorize Action The first step is the description of an aspect of practice the clinician wants to change. Identification would be made of the context and the reason the clinician wants to change the practice and their feelings about this. Analysis involves identification of the factors that lead to and the assumptions that support the present approach. This includes analysis of beliefs, rules and motives supporting the present approach (Imel, 1992). Theorizing is the next step which looks at the theories for developing a new approach building on the theories that were identified that were supporting the present approach. The final step is the action putting the new theories (if appropriate) into practice to ensure that such cases continue to be managed appropriately in the future. â€Å"Success of this process would occur only through additional thought and reflection† (Murray, 2006). DATA Description Patient presentation At 11 am a 64 year old lady presented to the Accident and Emergency Department with a painful right wrist following a fall. We shall call her Betty but, in order to protect confidentiality, that was not her real name. She had been brought to the department by car by her husband. Patient assessment History Betty was seen by the triage nurse and subsequent upon waiting her turn was allocated a cubicle. I saw her at 11.20 hours. An understanding of the pathophysiology of fracture is important if important aspects of the patient’s history are not to be missed. Firstly taking an adequate history of the accident, including details of the mechanism of the fall, will help the clinician to decide whether the amount of force applied to the bone would be of the degree that would be expected to cause that particular fracture. Secondly there may be underling osteoporosis leading to fracture with minimal trauma. There may be factors in the history suggestive of osteoporosis e.g. use of systemic steroids (Angeli, 2006) or early menopause without subsequent hormone replacement therapy. A fracture which occurs after only minimal trauma and from a standing height or less, the degree of trauma being that which would not normally be expected to fracture healthy bone, may be what is known as a fragility fracture. This occurs where a bone is weakened by a pathological process , (Majid and Kingsnorth, 1998) such as osteo porosis. In distinction a pathological fracture occurs because of metastatic bone disease. Thirdly not just the mechanism of the fall but the reason for the fall needs to be considered. Betty had slipped on some ice when walking outside to her car. In the absence of such a clear history other factors in the history should be considered; for instance â€Å"funny turns,† visual problems, cerebrovascular accidents, or non accidental injury. It is important to directly enquire about that last aspect. Examination On inspection Betty’s right wrist was swollen. The skin was intact. There was some distortion of the normal contour of the arm typical of a â€Å"dinner folk† deformity. The distal part of the radius was angulated dorsally, the wrist supinated and the hand deviated towards the thumb. On palpation the distal radius was markedly tender. There was no crepitus. Betty was unable to use her right arm at all. The radial and ulnar pulses were readily palpable and there was good capillary refill in the hand. Sensation in the radial, ulnar and median nerve dermatomes was normal as were finger and thumb movements. The preliminary diagnosis of Colles fracture was made with some degree of confidence since the patient was a 64 year old female who had fallen on an outstretched and had classic examination findings of such a common injury. Investigations For a completely confident diagnosis a plain X ray was required. For an X ray of a suspected fractured limb the following are requirements (Majid and Kingsnorth, 1998); The X ray should be in two different planes at right angles. The X ray should involve the joint above and below the suspected fracture site. In this case the wrist and the elbow. Diagnosis X ray examination of Betty’s arm revealed a transverse extra articular fracture of the distal radius within one inch of the wrist joint. The distal radial fragment was displaced dorsally. A Colles fracture could now be diagnosed with confidence. Management Analgesia was given by intra muscular injections of morphine 10 mg and stemetil 12.5 mg. The arm had been temporarily immobilised with a splint and elevated to prevent further injury and swelling prior to the X ray examination. Arrangements were made for prompt reduction of the fracture. The displaced fracture was reduced and manipulated and then immobilised. Betty chose to have a general anaesthetic for this procedure. To disimpact the fracture Betty’s hand was pulled distally whilst her wrist was hyper extended. Once disimpaction had been achieved the wrist was manipulated so that it was flexed with some ulnar deviation and pronation. In this position it was immobilised by a plaster cast which extended from just distal to the elbow to the metacarpophalangeal joints. These joints (and therefore the plaster) were at the site of the transverse skin crease across the palm. When the plaster had been applied Betty could move her elbow joint and her fingers and thumb. A check X ray confirmed the bone ends to be in a satisfactory position. Post operative instruction Betty was advised to wear her right arm in a sling and to move her shoulder, elbow and her fingers and thumb to prevent stiffness in these joints. Complications of immobilisation in fracture are joint stiffness and tissueand especially muscle, atrophy. An important and serious complication is Sudek’s atrophy which probably occurs due to neurological and microvascular compromise. Better was instructed to contact the hospital if her fingers became painful, swollen, cold or discoloured. This could indicate that the plaster was too tight and impeding the circulation. Rarely carpal tunnel syndrome can occur due to pressure on the median nerve at the wrist. Betty was then discharged once she had recovered fully from the anaesthetic and was able to walk around. Betty asked if she could drive and this was allowed following evidence that driving is safe with a right Colles plaster (Blair, 2002). A further review was arranged for one week. Betty was advised th at the fracture would most likely heal in four to six weeks. Once the fracture had healed by six weeks the plaster was removed and physiotherapy was advised. DATA Analysis On analysis of the case presentation it is apparent that the well known clinical features of a fracture were present; Pain Tenderness Swelling Immobility Deformity as were the five classical features of a Colles fracture, often called the â€Å"dinner fork deformity† (GP Notebook, 2006); Dorsal displacement of distal fragment Distal fragment dorsally angulated Hand deviated towards the thumb Wrist joint supinated Proximal impaction The absence of crepitus might be explained by the fact of the fracture being impacted. A fracture of the distal radius is one of the commonest fractures in adults (Majid and Kingsnorth, 1998). The Colles fracture was first described by Collees in 1814 (GP Notebook 2006) and is a transverse fracture across the distal radius within one inch of the wrist joint with dorsal displacement and angulation of the distal part of the radius. Sometimes a Colles fracture is associated with a fracture of the ulnar styloid (GP Notebook, 2006) and this must be sought on X ray. A Galeazzi fracture (GP Notebook, 2006) is a distal radial fracture associated with a dislocation of the distal radio-ulnar joint and is important to diagnose (also by means of an X ray) since it requires open fixation to promote adequate healing. Another injury also caused by a fall on the outstretched hand and which it is important not to miss is a fractured scaphoid (Hodgkinson, 1994). This is clinically characterised by tenderness in the â€Å"anatomical snuff box† which is that area on the back of the hand found by hyperextension of the thumb. If present this fracture mandates appropriate immobilisation to reduce the risk of subsequent disabling avascular necrosis. Other injuries can occur following a fall on the outstretched hand, such as fractures to the clavicle, humerus and other parts of the radius hence the need for the wide area of vi ew on X ray examination. Although the presentation was a typical one there was not a mechanism in place to arrange suitable follow up for Betty to see if measures were necessary to protect her from subsequent osteporotic hip fracture. This problem is not an uncommon one in accident and emergency departments as found by a systematic review of 35 studies showing that those individuals with fragility fractures seldom received investigation or treatment of osteoporosis (Giangregorio, 2006). The writer feels that such action would be important since Colless fracture is common and hip fracture a devasting condition. The writer feels that quite simple steps could be put in place to arrange appropriate follow up. An analysis of why Colles fractures are commoner in women than in men needs to consider the full picture. For instance initially it might be assumed that because postmenopausal women are lacking in oestrogen and therefore predisposed to osteoporosis that is the only reason. However research has shown that women have more falls than men and they are more likely, when they fall, to fall forwards onto the outstretched hand (O’Neill, 1994). There is an assumption that the risk assessment for likelihood of subsequent hip fracture will be dealt by someone else. The accident and emergency department does need to concentrate on the acute problem. However hip fracture will necessitate subsequent accident and emergency department involvement. Preventative measures may be a neglected but important aspect of the accident and emergency role despite resources being an ever restraining factor. DATA Theorizing Fracture healing is affected by general and local factors (Majid and Kingsnorth, 1998). The general factors include the patient’s age, wellbeing, nutritional and endocrinological state. With regard to the local factors a compound fracture (i.e. a fracture which involves breach of the overlying skin) incorporates a risk of infection which will prejudice healing. Local factors affecting healing include the site of the fracture, proximity of bone ends and adequacy of blood supply. The pathophysiology of fracture healing consists of three stages (Majid and Kingsnorth, 1998); Inflammatory phase Repair phase Remodelling phase In the inflammatory phase haematoma contains osteoclasts which remove dead bone. Over two weeks granulation tissue forms which contains osteoblasts which form new bone. In the reparative phase the granulation tissue becomes fibrocartilagenous callus. The callus gradually turns into bone during the consolidation phase. Remodelling occurs as the bone adapts under the influence of the stresses placed upon it. Delayed union occurs when healing requires an excessive duration and non union when there is a failure to heal. Factors associated with poor union include a poor blood supply or displaced bone ends. Treatment is aimed at reducing this risk by optimising the position of the fragments and immobilising them. To develop a new approach to the prophylaxis of hip fracture will require multidisciplinary agreement with the formulation of guideline for information giving to both patient and general practitioner. Ideally an appointment would be generated for the bone mineral density scanning and reporting and advising. A mechanism of patient information will be required in parallel. DATA Actions proposed Treatment plan The aims of the proposed action were to achieve; Healing of the bone, and Preservation of function of the arm and wrist joint. There was more than minimal displacement of the fractured bone therefore manipulation was required. During manipulation it was important to pull the hand in order to disimpact the fracture. Manipulation then involved a reversal of the position that was present making up the dinner fork deformity. Management If the fracture is displaced this may, if left untreated, lead to breach of the overlying skin and convert a closed fracture to an open one with the subsequent increased infection risk. An unreduced displaced fracture may compromise the blood supply distally. Correctly to lessen these risks Betty’s fracture was reduced promptly. The treatment consisted of (GP Note book, 2006); Disimpaction Manipulation Immobilisation Rehabilitation in order to preserve function The aim of immobilisation was to allow the fracture to heal without movement of the bone ends but to facilitate as much movement of the unaffected joints as possible. An understanding of the pathophysiology of fracture helps to determine what the risk is for subsequent fracture. If this risk is high it will be advantageous to give some prophylactic treatment to lessen this risk. The fractures with greater morbidity are hip fractures and vertebral fractures and a radial fracture may be an â€Å"early warning† sign of an unacceptable risk of fracture with a more serious consequence. Bone mineral density measurements may be indicated in the near future. If this is outside the normal range and taken in conjunction with the present fracture there may be a need to consider prophylactic measures against osteoporosis and further fracture. A Colles fracture is associated with subsequent hip fracture but the association is greater in men than in women according to a metanalysis (Haentjens, 2003). Nonetheless it may be prudent to advise Betty to check with her general practitioner whether she now falls into the category of the local guideline for measuring bone mineral density. Woman with a Colles fracture within ten years of the menopause had an eight fold increase incidence of hip fracture compared with the rest of the population but the increased risk diminished by age 70 in a study by Wigderowitz (2000). In this study bone mineral density was lower in women who had a Colles fracture that in the general population but after age 66 there was no significant difference. The paper concluded women of 65 and under presenting with a Colles fracture should undergo bone mineral density testing. Bone mineral density checking though not an exact predictor of subsequent fracture is a worthwhile measurement in diagnosing osteoporo sis (Small, 2005). Treatments are available and might be considered if osteoporosis is confirmed (McCarus, 2006). Guidelines are also available (SIGN, 2003). Oestrogen does protect bone from osteoporosis but is no longer recommended as first line prophylaxis in view of recent studies showing concern about the association with cardiovascular adverse events (Sicat, 2004). Other options include raloxifene, a selective oestrogen receptor modulator which reduces spinal but not hip fractures and biphsophonates e.g. alendronate which does reduce hip fracture incidence (British National Formulary, 2006). Action on prophylaxis would likely most easily and consistently be arranged via computerisation of letter of appointment and information to the patient following discharge. This would necessitate no increased time or resources within the department but would cover all at risk patients. References Angeli A Guglielmi G Dovio A et al 2006 High prevalence of asymptomatic vertebral fractures in post-menopausal women receiving chronic glucocorticoid therapy: A cross-sectional outpatient study. Bone. 39(2) 253-9 Bell M and Gillett M 1996 Developing reflective practice in the education of university teachers. Different Approaches: Theory and Practice in Higher Education. Proceedings HERDSA Conference 1996. Perth, Western Australia, 8-12 July. http://www.herdsa.org.au/confs/1996/bell.html Accessed 23 June 2006 Blair S Chaudhri O Gregori A 2002 Doctor, can I drive with this plaster? An evidence based response. Injury. 33(1) 55-6. British National Formulary. 2006 British Medical Association London. Giangregorio L Papaioannou A Cranney A et al 2006 Fragility fractures and the osteoporosis care gap: an international phenomenon. Semin Arthritis Rheum. 35(5) 293-305 GP Notebook http://www.gpnotebook.co.uk/cache/1584070660.htm accessed 23 June 2006. Accessed 23 June 2006 Haentjens P Autier P Collins J et al 2003 Colles fracture, spine fracture, and subsequent risk of hip fracture in men and women. A meta-analysis. J Bone Joint Surg Am 85-A(10):1936-43 Hodgkinson DW Kurdy N Nicholson DA et al 1994 ABC of Emergency Radiology: the wrist BMJ 308:464-468 Imel S 1992 Reflective Practice in Adult Education. ERIC Digest No. 122 ED346319 http://www.ericdigests.org/1992-3/adult.htm accessed on 23 June 2006 Majid and Kingsnorth 1998 Fundamentals of surgical practice. Greenwich Medical Media. London McCarus DC 2006 Fracture prevention in postmenopausal osteoporosis: a review of treatment options. Obstet Gynecol Surv. 61(1) 39-50 Murray B Lafrenz LU 2006 The Role of Reflective Practice in Integrating Creativity in a Fashion Design Curriculum http://mountainrise.wcu.edu/archive/vol3no1/html/murraylafrenz.htm accessed 23 June 2006 Netdoctor http://www.netdoctor.co.uk/diseases/facts/osteoporosistreatment.htm Accessed 23 June 2006 ONeill TW Varlow J Silman AJ et al 1994 Age and sex influences on fall characteristics. Ann Rheum Dis 53(11):773-5 Peters JM Jarvis P et al 1991 Adult education: Evolution and achievements in a developing field of study. San Francisco: Jossey-Bass. Quoted by Bell and Gillett 1996 Peters JM 1991 Strategies for Reflective Practice. In R. G. Brockett (Ed), Professional Development for Educators of Adults. San Fransisco: Jossey Bass. Quoted by Bell and Gillett 1996 Sicat BL 2004 Should postmenopausal hormone therapy be used to prevent osteoporosis? Consult Pharm. 19(8) 725-35 SIGN 2003 Scottish Intercollegiate Guideline Network 71 management of osteoporsis. Small RE 2005 Uses and limitations of bone mineral density measurements in the management of osteoporosis. MedGenMed. 2005 May 9;7(2) 3 Wigderowitz CA Rowley DI Mole PA et al 2000 Bone mineral density of the radius in patients with Colles fracture. Journal of Bone and Joint Surgery (British) 82B 87-9 1

Expeditions to Antarctica and Annapurna Essay -- Comparison, Shackleto

When taking a quick look at the two expeditions, one led by Ernest Shackleton to Antarctica and the other led by Arlene Blum to climb Annapurna, a quick summation can be made that Blum succeeded in her expedition and Shackleton failed. But this is a shallow view, not considering the nuances and actual experiences of the trips. Ernest Shackleton set out with his crew in 1915 to be the first expedition to cross Antarctica, but in fact, he never set foot on the continent. While failing at his initial goal, he was a highly successful leader and kept his 28 men safe for close to two years, while they were trapped on the ice floe and then, after the ice gave way, when they were paddling hundreds of miles across open seas in small, wooden lifeboats. He then completed the treacherous journey across South Georgia Island to reach a town and resources necessary to rescue his other men. All of his men were rescued alive and safe and all were able to return home to their families. In compar ison, Arlene Blum set out from the United States in 1978 with 9 of her teammates as the American Women's Himalayan Expedition – the first all-woman group to attempt to climb Annapurna. Though their expedition was too often hazardous, it didn’t have the same level of urgency, because at any point during their climb, the group was at liberty to descend. Blum struggled with her role as the leader of this group of highly independent women. She too often hesitated and showed her lack of confidence, which in turn led to many problems within the group and with the hired Sherpas. On October 15th, 1978, two members of the expedition, along with two Sherpas, reached the summit of Annapurna, fulfilling the goal of the group. However, two days later, on Octobe... ...ew to the path of being trapped by the ice, he excelled at his decision making. He didn’t believe that one should look back at past mistakes and waste time on regrets, indeed, â€Å"Shackleton never wasted time or energy lamenting things that had passed or that he couldn’t change (Morell, pp. 145).† As Shackleton himself said, â€Å"A man must shape himself to a new mark directly the old one goes to ground (Morell, pp. 145).† This ability to shift quickly and react to new circumstances served him and his crew members well and allowed all of them to save themselves from their icy trap. As Dennis Perkins says in his book, Leading at the Edge, in reference to the last leg of Shackleton’s expedition, â€Å"Their heroic journey across South Georgia Island had saved their shipmates. It remains a tribute to unremitting effort—and to the tenacious creativity at The Edge (pp. 148).† Expeditions to Antarctica and Annapurna Essay -- Comparison, Shackleto When taking a quick look at the two expeditions, one led by Ernest Shackleton to Antarctica and the other led by Arlene Blum to climb Annapurna, a quick summation can be made that Blum succeeded in her expedition and Shackleton failed. But this is a shallow view, not considering the nuances and actual experiences of the trips. Ernest Shackleton set out with his crew in 1915 to be the first expedition to cross Antarctica, but in fact, he never set foot on the continent. While failing at his initial goal, he was a highly successful leader and kept his 28 men safe for close to two years, while they were trapped on the ice floe and then, after the ice gave way, when they were paddling hundreds of miles across open seas in small, wooden lifeboats. He then completed the treacherous journey across South Georgia Island to reach a town and resources necessary to rescue his other men. All of his men were rescued alive and safe and all were able to return home to their families. In compar ison, Arlene Blum set out from the United States in 1978 with 9 of her teammates as the American Women's Himalayan Expedition – the first all-woman group to attempt to climb Annapurna. Though their expedition was too often hazardous, it didn’t have the same level of urgency, because at any point during their climb, the group was at liberty to descend. Blum struggled with her role as the leader of this group of highly independent women. She too often hesitated and showed her lack of confidence, which in turn led to many problems within the group and with the hired Sherpas. On October 15th, 1978, two members of the expedition, along with two Sherpas, reached the summit of Annapurna, fulfilling the goal of the group. However, two days later, on Octobe... ...ew to the path of being trapped by the ice, he excelled at his decision making. He didn’t believe that one should look back at past mistakes and waste time on regrets, indeed, â€Å"Shackleton never wasted time or energy lamenting things that had passed or that he couldn’t change (Morell, pp. 145).† As Shackleton himself said, â€Å"A man must shape himself to a new mark directly the old one goes to ground (Morell, pp. 145).† This ability to shift quickly and react to new circumstances served him and his crew members well and allowed all of them to save themselves from their icy trap. As Dennis Perkins says in his book, Leading at the Edge, in reference to the last leg of Shackleton’s expedition, â€Å"Their heroic journey across South Georgia Island had saved their shipmates. It remains a tribute to unremitting effort—and to the tenacious creativity at The Edge (pp. 148).†

Somali Culture Lifestyle and How It Affects on Housemaids

CHAPTER ONE THE PROBLEM AND ITS SCOPE Background of the Study Describes the prevailing problem situation at the global, national and local levels (broad perspectives to narrow perspectives). Explains what the study is all about. Should arouse the interest of the readers. Statement of the Problem The researcher has to identify the specific problem existing within the specific area of interest which his research will seek to address. The statement should provide the researcher with considerable direction in pursuing the study. Purpose of the Study This refers to the general aim for wanting to carry out the study.The purpose should not be a reproduction of the title, but should be a summary statement of the reason why the study is being proposed. Research Objectives These are finer statements of what is to be accomplished, which emanate from the purpose of the study. They specify more directly what the researcher is going to do. While the purpose is a general statement of the aim of the study, the objectives must be specific. Should state properly and clearly the general and specific objectives that should jive with the research questions. Ideally, the research objectives should be measurable, attainable and feasible.Research Questions The research questions must be stated in question form and in a way that they are synchronized with the research objectives. Hypothesis The research hypothesis is a tentative explanation of the research problem. It is also a tentative answer to the research problem and can be an educated guess about the research outcome. Not all researches need a hypothesis, therefore, if the study is hypothesis free, an ASSUMPTION may take its place. The hypothesis must be stated where it is applicable. Ideally, the hypothesis can be in null or alternative form. Scope This specifies the boundaries of the research.The geographical scope defines the location or site of the study. The theoretical scope defines the issues to be covered; the content sco pe defines the factors and variables to be considered. Significance of the Study This provides the justification of the study. It spells out who the probable beneficiaries of the study findings might be (country, government, local community, agency, curriculum developers, researchers etc. ), and how they might benefit. It also shows how the research findings will contribute to general knowledge and what is its impact on development towards better life .It should reflect on knowledge creation, as well as on technological or socio-economic value to the community. Operational Definitions of Key Terms This gives the definitions of major terms as they are used in the study. Key terms are ideally found in the research title, research instrument and other parts of the study where the terms need to be operationally defined in this section. CHAPTER TWO REVIEW OF RELATED LITERATURE Introduction This gives a short introduction on the coverage of this chapter. Concepts, Ideas, Opinions From Aut hors/ ExpertsThis section deals with the analysis of the literature related to the subject of the study with the objective of seeing the concepts, ideas and opinions of scholars/experts. The review must be focused on the study variables by reviewing literature under the sub-themes which synchronize with the research objectives or questions or hypothesis. It should show relationships identified by previous researchers. When the literature review is so structured it would be easy when discussing the researcher's findings to relate and compare these findings with previous findings in the reviewed literature.The review should identify the gaps existing in literature and specify the ones that the research will focus on. Proper citations/end noting must also be reflected. Theoretical Perspectives This should discuss the theory to which the study is based (one for each independent and dependent variable or combined). One or more theories may need to be discussed in this section if the topi c is a well-researched area with various antecedents before arriving at a theory or synthesis of two or more theories that will serve as the pivot for the study.In some cases where few studies have been undertaken, there may be no theories to draw upon. In such a case, the conceptual framework shall be used. Related Studies This portion discusses past empirical investigations similar to or related to the present study. CHAPTER THREE METHODOLOGY Research Design It is the strategy used in the study. A researcher should be able to identify and isolate the design most appropriate for a study. It could be experimental, quasi-experimental, descriptive survey, historical, ex post facto, action research, evaluation research, etc.A researcher should make the form or design of investigation explicit and provide a justification for the choice. He can also indicate if the approach he is adopting is quantitative or qualitative or both. Research Population A population is the complete collection of all the elements that are of interest in a particular investigation. A target population is the population to which the researcher ultimately wants to generalize the results. This target population is the population from which the sample will be drawn. The result can best be generalized to the accessible population.They can, at times be generalized to the target population also, if the two populations are very similar. The sample drawn from the target population become the research subjects (if they are inanimate objects or animals) or the research respondents of the study (if they are humans/individuals who answers the research instrument administered). Relevant characteristics of the subjects or respondents must be stated as well as the inclusion and exclusion criteria in selecting the subjects or respondents identified. Sample Size What size of sample can represent the accessible population?The ideal size varies with the population size. There are laid down rules and tables to assist in determining the size of a representative sample. Researchers are to indicate the population size and the corresponding sample size and quote an authority that supports the sufficiency of the sample size. There are various formula used for sample size calculation depending on the research design. How the sample size is arrived at should be clearly stated. Sampling Procedure The sample should be a representation of the population. In other words most characteristics of the population should be represented in the selected sample.This calls for the use of a suitable sampling strategy. The procedure adopted should ensure that the selected sample represents the population. This should be clearly explained. Research Instrument There are varieties of research instruments or tools that can be used to collect data. Examples include the Questionnaire, Interview Guide, and Observations Checklist. The researcher needs to indicate the research instrument(s) he intends to use. whether r esearcher devised/structured by the researcher or standardized research instrument.The basis for the options/content in a standardized or researcher devised instrument are the aspects discussed in the Review of Related Literature. The researcher should try not to develop his own questions or select a standardized instrument without any basis then. A researcher devised instrument can be pre- tested to 5-10 subjects or respondents not included in the actual study to test its reliability and should also be tested for its validity. If a standardized instrument is to be adopted, the name of the author of the instrument and permission to use must be mentioned in this section.This is to avoid plagiarism and legal suits from the author of the instrument. Whether the instrument is researcher devised or standardized the response modes, scoring and interpretation of scores need to be discussed in this part of the study. Validity and Reliability of the Instrument Data quality control refers to validity and reliability of the instruments. Validity refers to the appropriateness of the instruments while reliability refers to its consistency in measuring whatever it is intended to measure.The researcher needs to describe how he intends to establish the validity and reliability of the research instrument before using them. For purposes of triangulation more than one instrument can be used. Data Gathering Procedures In this part of the study, the collection of data step by step, before, during and after the administration of the research instrument should be described. Data Analysis This section presents how the data generated in the study are to be organized and analyzed. The technique to be used to analyze each group of data should be specified.While thematic analysis can be employed for qualitative data, the use of such statistical techniques as chi-square, correlation, ANOVA etc. are appropriate for quantitative data. Spell out the particular statistical treatment/ techniqu e and formula to use with reference to each research question or type of data set. Ethical Considerations This refers to the moral justification of the investigation. How do you ensure the safety, social and psychological well being of the person and/or community involved in your study?This may involve getting clearance from the ethical body/ethics committee and consent of the respondent (Appendices II and III respectively). Limitations of the Study This considers potential sources of bias/ threats to the validity of the findings in the proposed study. Whatever may limit the validity of the findings constitute limitations. However, they need not prevent the study from being carried out. The confession of the limitations only serves to warn the reader of the amount of trust to place in the findings. The researcher should mention in this study how the limitations were minimized/reduced.CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Start with narrative statements of the data in answer to the specific research questions then a graphic or tabular presentation of the data. Below the tables/graphs, discuss the meaning and practical implications of the findings with consideration on the results of similar studies. Include also the findings of other investigators both in agreement or disagreement with the findings of the study on hand. CHAPTER FIVE FINDINGS, CONCLUSIONS, RECOMMENDATIONS Introduce this chapter and its coverage. FINDINGSClearly state in this portion the overall results in answer to the specific research questions. CONCLUSIONS This should state clearly the researcher's stand on the research problem based on all evidences presented. The conclusion/s should be sound, and logical and answers any of these: the main research problem, if the hypothesis is accepted or rejected or if the theory to which the study is based is proven or not. RECOMMENDATIONS 1. Should be sound and logical based on the findings of the study. 2. Shortcomings of the stud y are addressed and constructive suggestions given for future research. . Two to three titles of related studies are suggested for the future researchers. REFERENCES This is the list of all works cited in the study. It should be written according to approved format. For uniformity the approved format for KIU is the format of the latest edition of American Psychological Association (APA) Publication Manual. Only cited authors in the study should be given in the reference section. All authors in the reference section should appear in the body of the study. Present the references in alphabetical order. Book on referencing available with the DVC, SPGSR. APPENDIX 1TRANSMITTAL LETTER Attached here is an original copy of the letter/ communication from the School of Postgraduate Studies and Research (SPGSR) through its Director stating the request for the candidate to be given consideration to conduct his/her study as specified. APPENDIX II CLEARANCE FROM ETHICS COMMITTEE A legitimate attac hment is a clearance from the Ethics Committee for the purpose of ensuring the safety, social and psychological well being of the person and community involved in the study. May or may not be there depending on the nature of the study. APPENDIX III INFORMED CONSENTThis is an original copy of the form where the subjects/ respondents sign as proof of approval to be involved in the study. May or may not be there depending on the nature of the study. APPENDIX IV RESEARCH INSTRUMENT A copy of the research instrument must be attached . RESEARCHER'S CURRICULUM VITAE To document the details of the researcher, his competency in writing a research and to recognize his efforts and qualifications, this part of the research report is thus meant. The researcher's bio-data is categorized as follows: Personal Profile Educational Background Work Experience Other Relevant Data Somali Culture Lifestyle and How It Affects on Housemaids CHAPTER ONE THE PROBLEM AND ITS SCOPE Background of the Study Describes the prevailing problem situation at the global, national and local levels (broad perspectives to narrow perspectives). Explains what the study is all about. Should arouse the interest of the readers. Statement of the Problem The researcher has to identify the specific problem existing within the specific area of interest which his research will seek to address. The statement should provide the researcher with considerable direction in pursuing the study. Purpose of the Study This refers to the general aim for wanting to carry out the study.The purpose should not be a reproduction of the title, but should be a summary statement of the reason why the study is being proposed. Research Objectives These are finer statements of what is to be accomplished, which emanate from the purpose of the study. They specify more directly what the researcher is going to do. While the purpose is a general statement of the aim of the study, the objectives must be specific. Should state properly and clearly the general and specific objectives that should jive with the research questions. Ideally, the research objectives should be measurable, attainable and feasible.Research Questions The research questions must be stated in question form and in a way that they are synchronized with the research objectives. Hypothesis The research hypothesis is a tentative explanation of the research problem. It is also a tentative answer to the research problem and can be an educated guess about the research outcome. Not all researches need a hypothesis, therefore, if the study is hypothesis free, an ASSUMPTION may take its place. The hypothesis must be stated where it is applicable. Ideally, the hypothesis can be in null or alternative form. Scope This specifies the boundaries of the research.The geographical scope defines the location or site of the study. The theoretical scope defines the issues to be covered; the content sco pe defines the factors and variables to be considered. Significance of the Study This provides the justification of the study. It spells out who the probable beneficiaries of the study findings might be (country, government, local community, agency, curriculum developers, researchers etc. ), and how they might benefit. It also shows how the research findings will contribute to general knowledge and what is its impact on development towards better life .It should reflect on knowledge creation, as well as on technological or socio-economic value to the community. Operational Definitions of Key Terms This gives the definitions of major terms as they are used in the study. Key terms are ideally found in the research title, research instrument and other parts of the study where the terms need to be operationally defined in this section. CHAPTER TWO REVIEW OF RELATED LITERATURE Introduction This gives a short introduction on the coverage of this chapter. Concepts, Ideas, Opinions From Aut hors/ ExpertsThis section deals with the analysis of the literature related to the subject of the study with the objective of seeing the concepts, ideas and opinions of scholars/experts. The review must be focused on the study variables by reviewing literature under the sub-themes which synchronize with the research objectives or questions or hypothesis. It should show relationships identified by previous researchers. When the literature review is so structured it would be easy when discussing the researcher's findings to relate and compare these findings with previous findings in the reviewed literature.The review should identify the gaps existing in literature and specify the ones that the research will focus on. Proper citations/end noting must also be reflected. Theoretical Perspectives This should discuss the theory to which the study is based (one for each independent and dependent variable or combined). One or more theories may need to be discussed in this section if the topi c is a well-researched area with various antecedents before arriving at a theory or synthesis of two or more theories that will serve as the pivot for the study.In some cases where few studies have been undertaken, there may be no theories to draw upon. In such a case, the conceptual framework shall be used. Related Studies This portion discusses past empirical investigations similar to or related to the present study. CHAPTER THREE METHODOLOGY Research Design It is the strategy used in the study. A researcher should be able to identify and isolate the design most appropriate for a study. It could be experimental, quasi-experimental, descriptive survey, historical, ex post facto, action research, evaluation research, etc.A researcher should make the form or design of investigation explicit and provide a justification for the choice. He can also indicate if the approach he is adopting is quantitative or qualitative or both. Research Population A population is the complete collection of all the elements that are of interest in a particular investigation. A target population is the population to which the researcher ultimately wants to generalize the results. This target population is the population from which the sample will be drawn. The result can best be generalized to the accessible population.They can, at times be generalized to the target population also, if the two populations are very similar. The sample drawn from the target population become the research subjects (if they are inanimate objects or animals) or the research respondents of the study (if they are humans/individuals who answers the research instrument administered). Relevant characteristics of the subjects or respondents must be stated as well as the inclusion and exclusion criteria in selecting the subjects or respondents identified. Sample Size What size of sample can represent the accessible population?The ideal size varies with the population size. There are laid down rules and tables to assist in determining the size of a representative sample. Researchers are to indicate the population size and the corresponding sample size and quote an authority that supports the sufficiency of the sample size. There are various formula used for sample size calculation depending on the research design. How the sample size is arrived at should be clearly stated. Sampling Procedure The sample should be a representation of the population. In other words most characteristics of the population should be represented in the selected sample.This calls for the use of a suitable sampling strategy. The procedure adopted should ensure that the selected sample represents the population. This should be clearly explained. Research Instrument There are varieties of research instruments or tools that can be used to collect data. Examples include the Questionnaire, Interview Guide, and Observations Checklist. The researcher needs to indicate the research instrument(s) he intends to use. whether r esearcher devised/structured by the researcher or standardized research instrument.The basis for the options/content in a standardized or researcher devised instrument are the aspects discussed in the Review of Related Literature. The researcher should try not to develop his own questions or select a standardized instrument without any basis then. A researcher devised instrument can be pre- tested to 5-10 subjects or respondents not included in the actual study to test its reliability and should also be tested for its validity. If a standardized instrument is to be adopted, the name of the author of the instrument and permission to use must be mentioned in this section.This is to avoid plagiarism and legal suits from the author of the instrument. Whether the instrument is researcher devised or standardized the response modes, scoring and interpretation of scores need to be discussed in this part of the study. Validity and Reliability of the Instrument Data quality control refers to validity and reliability of the instruments. Validity refers to the appropriateness of the instruments while reliability refers to its consistency in measuring whatever it is intended to measure.The researcher needs to describe how he intends to establish the validity and reliability of the research instrument before using them. For purposes of triangulation more than one instrument can be used. Data Gathering Procedures In this part of the study, the collection of data step by step, before, during and after the administration of the research instrument should be described. Data Analysis This section presents how the data generated in the study are to be organized and analyzed. The technique to be used to analyze each group of data should be specified.While thematic analysis can be employed for qualitative data, the use of such statistical techniques as chi-square, correlation, ANOVA etc. are appropriate for quantitative data. Spell out the particular statistical treatment/ techniqu e and formula to use with reference to each research question or type of data set. Ethical Considerations This refers to the moral justification of the investigation. How do you ensure the safety, social and psychological well being of the person and/or community involved in your study?This may involve getting clearance from the ethical body/ethics committee and consent of the respondent (Appendices II and III respectively). Limitations of the Study This considers potential sources of bias/ threats to the validity of the findings in the proposed study. Whatever may limit the validity of the findings constitute limitations. However, they need not prevent the study from being carried out. The confession of the limitations only serves to warn the reader of the amount of trust to place in the findings. The researcher should mention in this study how the limitations were minimized/reduced.CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Start with narrative statements of the data in answer to the specific research questions then a graphic or tabular presentation of the data. Below the tables/graphs, discuss the meaning and practical implications of the findings with consideration on the results of similar studies. Include also the findings of other investigators both in agreement or disagreement with the findings of the study on hand. CHAPTER FIVE FINDINGS, CONCLUSIONS, RECOMMENDATIONS Introduce this chapter and its coverage. FINDINGSClearly state in this portion the overall results in answer to the specific research questions. CONCLUSIONS This should state clearly the researcher's stand on the research problem based on all evidences presented. The conclusion/s should be sound, and logical and answers any of these: the main research problem, if the hypothesis is accepted or rejected or if the theory to which the study is based is proven or not. RECOMMENDATIONS 1. Should be sound and logical based on the findings of the study. 2. Shortcomings of the stud y are addressed and constructive suggestions given for future research. . Two to three titles of related studies are suggested for the future researchers. REFERENCES This is the list of all works cited in the study. It should be written according to approved format. For uniformity the approved format for KIU is the format of the latest edition of American Psychological Association (APA) Publication Manual. Only cited authors in the study should be given in the reference section. All authors in the reference section should appear in the body of the study. Present the references in alphabetical order. Book on referencing available with the DVC, SPGSR. APPENDIX 1TRANSMITTAL LETTER Attached here is an original copy of the letter/ communication from the School of Postgraduate Studies and Research (SPGSR) through its Director stating the request for the candidate to be given consideration to conduct his/her study as specified. APPENDIX II CLEARANCE FROM ETHICS COMMITTEE A legitimate attac hment is a clearance from the Ethics Committee for the purpose of ensuring the safety, social and psychological well being of the person and community involved in the study. May or may not be there depending on the nature of the study. APPENDIX III INFORMED CONSENTThis is an original copy of the form where the subjects/ respondents sign as proof of approval to be involved in the study. May or may not be there depending on the nature of the study. APPENDIX IV RESEARCH INSTRUMENT A copy of the research instrument must be attached . RESEARCHER'S CURRICULUM VITAE To document the details of the researcher, his competency in writing a research and to recognize his efforts and qualifications, this part of the research report is thus meant. The researcher's bio-data is categorized as follows: Personal Profile Educational Background Work Experience Other Relevant Data

DILF, DELF, and DALF French Proficiency Tests

DILF, DELF, and DALF French Proficiency Tests DILF, DELF, and DALF are a set of official French proficiency tests administered by the Centre international dà ©tude pà ©dagogiques. DILF is an acronym that stands for  Diplà ´me Initial de Langue Franà §aise, the DELF is the  Diplà ´me dÉtudes en Langue Franà §aise  and the DALF is the Diplà ´me Approfondi de Langue Franà §aise. In addition to allowing you to opt-out of a French universitys language entrance exam, having one of these French certifications looks good on your CV. If you are interested in obtaining an official document proclaiming your French language skills, keep reading. Test Difficulty Levels In regards to advancement, the DILF is the primer certification for the French language qualification and precedes the DELF and DALF. Although the DILF, DELF, and DALF are the French equivalent of the English proficiency test or the Test of English as a Foreign Language (TOEFL), there is quite a difference between these two testing systems. The TOEFL certification, which is offered by Educational Testing Services, requires that candidates take a two to four-hour test, after which they receive a TOEFL score indicating their level of proficiency. In contrast, DILF/DELF/DALF certifications consist of multiple levels. Rather than give test takers a score, DILF/DELF/DALF candidates work to obtain one of seven diplà ´mes from the Ministà ¨re de lÉducation Nationale, de lEnseignement Supà ©rieur et de la Recherche: DILF A1.1DELF A1DELF A2DELF B1DELF B2DALF C1DALF C2 Each of these certificates tests the four language proficiencies (reading, writing, listening and speaking), based on the levels of the Cadre Europà ©en de Rà ©fà ©rence pour Les Langues. There is no score for the tests; the French speakers proficiency is identified by the highest certificate s/he has obtained. The diplomas are independent, meaning you do not need to take all seven. Proficient French speakers can start at whatever level they qualify for, however advanced the level might be. Younger French learners are offered similar, but separate, tests: DELF, Version Junior, and DELF Scolaire. Studying for the Tests The DILF is for non-francophone candidates who are 16-years-old or older. On their website, sample tests are available for listening, reading, spoken and written French comprehension. If youre considering taking this test, youll be able to get a sneak peak of the materials on which youll be tested by visiting the DILF website.   Access is also provided to DELF and DALF test takers to sample topics according to each test level. Current information regarding test dates, test fees, test centers, and schedules is also information on the site, as well as answers to frequently asked questions. The tests can be taken in about 150 different countries, providing convenience and accessibility to several French learners.   The Alliance Franà §aise and many other French schools offer DILF, DELF and DALF preparation classes as well as the exams themselves, and the Centre National dEnseignement Distance offers correspondence courses in DELF and DALF preparation.

This essay is a short topic Hieroglyphic Symbols and their beginning and my personal experiences with them.

This essay is a short topic Hieroglyphic Symbols and their beginning and my personal experiences with them. Hieroglyphic Symbols BeginningIn 1996 I was stationed in Cairo, Egypt assigned to perform infectious disease research for the Middle East. While their, I had an opportunity to do some research on hieroglyphic symbols. My research shows where these symbols came from and the importance of this fascinating language; that is "Greek" to most people today.In the ancient times between 4000-30 B.C., the Egyptian Pharaohs were the most powerful people in existence. Although they had sophisticated methods for building and irrigation, one area that they lagged in sophistication was the basic form they used for writing their language. The ancient Egyptians used hieroglyphic symbols that were often expressed through pictographs that are stylized pictures used to express words and subjects.The use of pictographs was a very primitive form of communication that took lots of time and energy to inscribe. They did not describe the subject in great detail whereas in the English language you can describe the subject in great detail with little or no effort.The Pyramid of Khafre and the Great Sphinx of Giza...When using pictographs the Egyptians didn't use connectives, adjectives, verbs, or nouns. They would simply sketch a series of pictures in reference to the subject that they were addressing. Also when using pictographs it leaves most of the interpretation of the writings up to the reader's imagination, therefore often not accurately describing and communicating the findings or ideas to the author.Using the writing system in the English language a person is able to tell the reader exactly what you're writing about and do so in great detail. In our current system of writing we use a series of twenty-six letters; six of the letters are vowels and the rest are consonants. We arrange these letters in different sequences to create many different expressive words such as nouns, verbs, adjectives, and pronouns.

Violence in Mental Health Essay Example | Topics and Well Written Essays - 3000 words

Violence in Mental Health - Essay Example The study is focused on presenting the different issues and factors pertinent to the violence in mental health services and facilities. To be able to achieve the said objective, there are different points that are needed to be given attention and meaning, for example the definition of the violence that can be experienced by medical providers and nursing personnel. Definition of Violence in Mental Services There are different medical conditions that can result to violence toward health care providers. Included in the said conditions are mental health, substance abuse and the combined effects of the two. In the study conducted to determine the characteristics of violence for recent entrants to acute mental health and substance abuse facility, results had shown that there is a high prevalence of violence within the sample population studied. Approximately 41% of the 171 individuals included in the study had been involved in incidents of violence within the period of 30 days. In the recorded cases of violence, The study reached a conclusion that violence is prevalent in mental health and substance abuse treatment facilities but presented the significance of the bias due to the fact that data gathering was based on self-reporting, thus, violent incidents that the patients committed were understated. (Mericle & Havassy, 2008, p.392). Aside from the definition of the pertinent concepts in the topic then, the study presented the need to establish standards in the measurement of data related to violence within medical services. The main focus of the study is violence against mental health professionals. Significant number of nursing staff views the issue as an occupational hazard but the reality of the problem had been the focus of concern of authorities on the safety of the health care professionals specifically due to the effects of the violence which can range from simple physical pain to the worst which is death. Psychological effects cannot also be neglected since based on results of studi es the trauma can be compared to experiencing crimes and natural calamities (Anderson & West, 2011, p.34). Risk Factors in Violence Against Medical Professionals The risk factors are also pertinent to the study specifically the patients’ tendency to commit violence and the health professionals characteristics’ that can fall victim to violent scenarios in mental facilities (Anderson & West, 2011, p.34). The patients’ tendency to commit violence had been explored by different organizations of authority. One of the main risks contributing to violence is severe mental illness of the patient in mental services. Based on the research conducted by the Epidemiologic Catchment Area (ECA) and the National Institute of Mental Health (NIMH), patients with serious mental illnesses such as schizophrenia, major depression or bipolar disorder have 2 to 3 times higher impulse to commit violent assaults as compared to other patients. But the percentage of people with such conditi ons is very limited that it cannot significantly alter the violent cases in mental health services. In addition to serious mental illness, the presence of multiple mental conditions can also increase the

Humanities 425 Essay Example | Topics and Well Written Essays - 1000 words

Humanities 425 - Essay Example Lennox, but still she is able to handle it by busying herself with her passion, that is for agriculture. In the fifth chapter, we notice the change in Mary's disposition as she wanders the moor (page 58). Mary has always known of her connection with nature. She amuses herself by tending to her gardens in India. But back in India, she was kept hidden and deprived of the outdoors. In Misselthwaite Manor however, she was left to roam as she pleased. Both the climate and the landscape presented a determining influence upon her health and well-being. Revelation: Finally knowing the truth that has always been told. Nature gives warnings before natural calamities occur. She also provides cure for diseases of both man and animal. But then, nature can reveal herself only when man is ready to heed her. Chapter eight tells of a gust of wind that brought about Mary's discovery of the door to the secret garden (page 95). It is in that garden that the real improvement in Mary starts to appear. She has changed for the better. She even selflessly shared to Dickon her secret. Renaissance: Starting Anew from an Epiphany. Nature is a part of us and we are a part of nature. Human life cannot be sustained, let alone achieve well-being, apart from the resources of nature. For this, nature must be man's object of moral concern. Colin Craven used to be very frail and ill-tempered. ... Renaissance: Starting Anew from an Epiphany. Nature is a part of us and we are a part of nature. Human life cannot be sustained, let alone achieve well-being, apart from the resources of nature. For this, nature must be man's object of moral concern. Colin Craven used to be very frail and ill-tempered. But when he was shown the garden, he felt very determined to live (page 267). He feels that the garden was especially made for him. He even decided to spend everyday there to aid in his recovery. The human race is made up of differing ideals. Righteous to some may be utterly unacceptable to others. Let us look at the least appropriate relationship man can have with nature. Superiority Complex: A Misconception The Patriarch and a Tiger, a 13th century painting , shows a rather dominating man leaning on a sleeping tiger. Man is not the master of all creation. He is just an overseer. He is allowed to take only what he needs. He is tasked to take care and not to exploit. The greedy beings of the human race use man's superiority in intellect as a lousy excuse to consume nature's resources in order to feed their lust for money and power. This misconception is yet again stated in the book Utopia by Thomas More, "a living according to Nature, and think that we are made by God for that end (Traveling,pg. 48)". To appoint oneself such power over nature is such a disgraceful and even arrogant act. Absolute Knowledge: A Fool's Belief The book Utopia by Thomas More has this certain passage, "They knewastronomy, and were perfectly acquainted with the motions of theheavenly bodies, and have many instruments, well contrived and divided, by which they very accurately compute the course and positions of the sun, moon, and stars (Traveling,pg. 46)". When man starts to think