The Yellow Wallpaper by Charlotte Perkins Gilman Research Paper

The Yellow Wallpaper by Charlotte Perkins Gilman - Research Paper Example The narrator gives an account of her life under a certain mental condition, and how she was secluded from the rest and kept in an upstairs room. Critics have argued that this story was on the writer’s own life. Like the protagonist, Gilman was once medically advised to keep off any intellectual stimulation and physical activities. Charlotte married in 1884, and later gave birth to Katherine, her only child. She later suffered from postpartum depression. During this time, very little was known about the condition. Women were generally viewed as hysterical, frail, and nervous, and the cause of such a condition was, therefore, unknown. She was advised to get a bed rest, avoid any stimulation or stress, and advised to isolate from the family. Gilman tried following the advice, but her situation worsened to the extent that she almost became mad. She, therefore, rebelled against the advice and began writing, The Yellow Wallpaper being the result of her writing. It is arguable that t his story criticizes the role that the society placed on women and the late Victorian era mental treatment. The Yellow Wall paper is generally an intimidating story of a woman with a deteriorating mental condition. From a careful analysis of the story, it is arguable that this woman is suffering from postpartum depression. ... John her husband, who is also her doctor, advices her to take a bed rest and do nothing active. She is also advised not to write. During the time when the story was set, this treatment given to her was common for women suffering from postpartum depression. Moreover, during this time in history, women suffering from postpartum depression after being advised to get a bed rest felt that they needed to do something active. For instance, the narrator in this story complains John belittles her thoughts, illness, and concerns. She argues that to her, freedom, activity, and work would help her feel better (Jean and Gilman 56). This feeling moves her to begin writing a journal, though she does it secretly. She prefers describing the house because thinking of her condition makes her feel bad. Another factor form the story that convinces the reader that the narrator is suffering from postpartum depression is her statement that Mary is doing well with the baby. She further says that though the b aby is dear, she cannot stay with him, because he makes her feel nervous. This tells us that the narrator is suffering from postpartum depression. This is because it the birth of babies has been known to be one of the major causes of postpartum depression. The fact that she loves the baby but cannot be with him evidences that she suffers from postpartum depression. She even goes further to say that, she can stand the wallpaper better that she can stand the baby. This further evidences her condition. A further evidence form the story that the narrator is suffering from postpartum depression is her reaction to her doctor’s instruction. Since she

Bilingualism in the Basque Country Spain

Bilingualism in the Basque Country Spain Agur the first time I heard this word I lived in San Sebastian, Basque Country, Spain. It is Basque and it means bye. When I laid on the beach some weird language I could not understand was spoken over the public address system and after that language followed a Spanish speaking lady saying that a child had been found. I was fascinated by this language, how can it be that it is so different from all the other languages I know? When I heard about the paper subjects I immediately knew I wanted to find out more about the Basque language and the bilingual system in the Basque Country in Spain. In this paper I will discuss the multilingual history of Spain, describe the situation of the Basque language in the Basque country and I will develop more about the educational systems to stimulate Basque language proficiency. I hope to give the reader an insight in the Basque educational system, the Basque Country itself and in the multilingual history of Spain. This paper consists out of a liter ature review on the basis of earlier studies because it was hard to find evidence on my own. At first this paper will describe the history of multilingualism in Spain, has the Spanish government always allowed bilingual education? Which co-official languages exist in Spain? Then a closer look will be taken on the Basque Country: a description of the area will be given, percentages of bilingual speakers, the attitude of Basque speakers towards Basque; why and when do they speak the language? In the next paragraph the educational models that were created by the Basque government will be described. These models were created to improve the second language proficiency in Basque for Spanish-speakers. An overview will be given of the three existing educational models. Finally a paragraph will discuss the attitude of Basque speakers and non-Basque speakers; where is Basque mostly spoken? Why there? Has the number of students studying Basque increased of decreased? This paper will be ended with a conclusion which sums up all the major findings of this paper. History multilingualism Spain Spain, as we know it today, is a multilingual country. It consists out of seventeen autonomous communities. Six of these communities (Catlonia, the Valencian Community, the Balearic islands, Galicia, the Basque Country and Navarre) recognize a language of their own which is, together with Spanish, the official language in their territory. All Spanish autonomous communities have received legislative power in some areas. One of those areas is education, so the Spanish autonomous communities can adapt their own rules on education. So all the six communities with their own language can offer education in this language. This sounds all very positive; the possibility to teach children in the minority language and to have the minority language recognized as being an official language. Yet the life story of multilingualism has not always been like this. Thanks to historical developments, we can speak of the multilingual country Spain, but multilingualism used to be forbidden during the dictatorship of General Franco (1939-1975). After the Civil War (1936-1939) General Franco came in power and this put an end to the second republic. During Francos regime he declared Spanish as the only official language, and Franco forced the minority languages to disappear from the public domains; they could not be used in the media, public administration nor in education. The use of the languages was limited to domestic use, the people could only speak their language in their homes and not on the street, at work or other public places. When Francos regime came to an end, Spain established a democracy and a new Constitution was passed (1978). Many new regulations were adapted and the new Statues of Autonomy were passed. These statues divided Spain in the following autonomous commun ities: Aragà ³n, Asturias, the Balearic Islands, the Basque Country, the Canary Islands, Cantabria, Castilla-La Mancha, Castilla-Leon, Catalonia, Ceuta and Melilla, Extremadura, Galicia, La Rioja, Madrid, Murcia and Navarra. The country was not only divided into different areas, some areas also retrieved an official status for their own language, which was the case for Catalan, Basque and Galician. Spanish became the official language of the Spanish state, but the autonomous communities can have an own official language next to Spanish. This meant that all the minority languages in Spain were acknowledged. Nowadays Catalonia, Valencia, the Balearic Islands, the Basque country and Galicia have two official languages; Spanish and the official language of their territory. All the Parliaments of the above mentioned communities together created the Laws of Linguistic Normalization in 1983. This was a reaction on the regime of Franco. The laws not only gave minority languages the co-official status next too Spanish, but also the right to know and use the other language in any context, the principle of no discrimination on linguistic grounds and control of the educational system, culture and media to the autonomies (Huguet et al. 2008). Another aim of the Laws of Linguistic Normalization is to ensure that students have a balanced command of Spanish and their second language by the time they leave school. This aim has led to Catalan, Valencian, Balearic, Navarrese, Basque and Galician educational systems to create bilingual schools where mother tongue Spanish speakers can develop their language competence in the minority language (Lasagbaster and Huguet, 2007, Huguet, et al 2008). During the last twenty years bilingual education has increased in Spain. The Laws of Linguistic Normalization give autonomies the right to develop their own educational systems following a bilingual criteria. A description of the educational system in the Basque Country can be found on p. 8 of this paper. Figure Map of Spanish bilingual communities In figure 1 (Huguet, et al 2008) the communities with their own official language besides Spanish are highlighted: the Balaeric islands (where Catalan is spoken), the Basque Country and Navarre (where Basque is spoken) , Galicia (where Galician is the minority language) and Valencia (where Valencian is spoken). The autonomous communities of Aragon (where both Catalan and Aragonese are spoken) and Asturias (where Asturias is spoken) are also added to the figure. In Aragon and Asturias the minority languages have no legal status. Tabel Percentage of inviduals who can understand and can speak the minority language (Huguet et al, 2008) Catalonia Valencia The Balearic Islands Galicia The Basque Country Navarra Individuals who can understand (passive) 97 89 92 99 44 23 Individuals who can speak (active) 79 56 72 89 29 16 This table shows an enormous difference between the communities. In Catalonia, Valencia, the Balearic Islands and Galicia over 90% of the population can understand the minority language and many (although less than 90%) can also speak the minority language. Yet in the Basque Country and Navarra the percentages are much lower, less than 50% of the population can understand the minority language and even a lower percentage can speak it. But in the case of the Basque Country, many things are done to improve the situation of the minority language as we will discuss in the next paragraphs. The Basque country The Basque country covers an area of approximately 20,742 square kilometres and is divided into seven provinces: three belonging to the French Pyrenà ©es Atlantiques community (Lapurdi, Nafarroa, Beherea and Zuberoa), and four to two autonomous regions in Spain (The Basque Autonomous Community and Navarre). In this paper the situation of the Basque Autonomous Community (BAC) will be described. The total Basque population exists out of 3 million inhabitants, with 92% being Spanish citizens. In the BAC live around 2.1 million inhabitants, of which 24.7% are bilingual and 16.3% are passive bilingual. Basque is a minority language spoken by only 27% of the population. The Basque language is the only non-Indo-European language in Western Europe and although the language has been in touch with many Roman languages (Spanish, French, Catalan), it is completely unrelated to them. This is probably one of the most important reasons why so few people of the Basque population (almost 60%) do not understand Basque at all. The language differs so much from Spanish and other Roman languages in Spain that it has no interface with other languages in the country. Spanish is the first official and dominant language in BAC, so that makes all Basque speakers bilingual because they speak Spanish and Basque. Since Spanish is also the dominant language is makes proficiency in Basque not necessary in many areas. (Perez Vidal, ..) The monolingual Spanish speakers in the BAC do not necessarily need the Basque language to survive in the BAC. Everyone around them speaks English, in formal settings the language spoken is mostly Spanish, the media mostly publishes in Spanish, and so everything around them is in Spanish. This especially counts for the bigger cities, such as Bilbao or San Sebastià ¡n (Donostia in Basque). In smaller villages in the country side there are more people who speak Basque and speaking Basque becomes more of a necessity. Thanks to the promotion of Basque in schools there has been an increase of 95,000 Basque speakers from 1981 to 1991 (Garmendia 1994, Perez Vidal ..) and in the next decade (1991-2001) the percentage of bilinguals in the range of 16-24 years old has almost doubled, from 25% to 48% (Gobierno Vasco, 2003; Huguet 2008). Basque is in the process of reversing language shift (Fishman 1991, Cenoz 2005). Reversing language shift is putting a stop to the declining use of a language and increasing its status in the population. Joshua Fishman created eight steps in which a dead or threatened language can be brought back to life. The Basque language is in the process of being revitalised. The Basque language is used more and more by the Basque population and the attitudes towards the language are increasingly positive. Basque is used as a medium of instruction, on the Basque television channel, on the Basque radio and in Basque newspapers. Even though the use of the Basque language increases, the other official language of BAC, Spanish, is used more for these purposes. So Basque is present in the media of the BAC, yet Spanish takes a bigger role and is more used in the Basque media. But a high percentage of Bascophones do use the media in Basque; 77% of the Basque bilinguals listen to the Basque radio and 82% watches the Basque television (Cenoz 2005). Bascophones speak Basque in the private domain and they tend to use Spanish for formal settings. Bascophones use Basque to talk to their children, and mostly use Spanish to communicate with other family members. The factors that influence the usage of Basque are: the number of Bascophones in the subjects social networks, the relative ease with which the subject has to use Basque and Spanish, and the number of Bascophones in the sociolinguistic area where the subject lives. (Euskararen Jarraipena I 1995 cited in Cenoz 2005: page 43). So even though the Basque language is growing in popularity, it is remarkable to see that Bascophones prefer to use Basque in their domestic area and speak Spanish in more formal settings. Basque in education Bilingual education has been present in the Basque educational system since the 19th century. Some schools were bilingual or even trilingual (i.e. Spanish, Basque and French). Spanish schools are either public or private. Public schools are usually fully or partially funded by the Spanish government so parents do not have to pay a lot of money for their children attending school, private schools are not financed by the government, which means that parents have to pay more money if they want their children to study there. During the 1960s a number of private Basque schools (ikastolas) were founded. The ikastolak schools are created as a promotion tool for the usage of Basque in education, and even though in the 1960 it was illegal to use Basque in education, the number of students increased over the years. Today most of the ikastolak are part of the Ikastolen Elkartea, which is a covering body preoccupied with the promotion of different projects to improve the quality of education (in kindergarten, primary and secondary education). With the Law of Linguistic Normalization both Basque and Spanish became compulsory subjects at school and three models of bilingual education were created. These models are based on the assumption that bilingual education has important advantages. For example, bilingual education can have a positive effect on cognitive development and communication ability. Bialystok found that bilingual children were superior to monolingual children on measures of the cognitive control of linguistic processes. (Bialystok 1978b cited in Baker, 2006: page 157) The three different bilingual models in the BAC are: Model A, B, and D. (The C does not exists in Basque). Model A: This model is intended for mother tongue speakers of Spanish who want instructions in Spanish. All subjects are in Spanish, except for Basque, which is taught four to five hours a week. Model B: This model is intended for mother tongue speakers of Spanish who want to be bilingual in Spanish and Basque. Both languages are used as languages of instruction for 50% of the school time. Model D: The model was intended as a maintenance program for the Basque, but many Spanish students are studying according to this model as well. Basque is the language of instruction and Spanish is taught as a subject for four to five hours a week. Model D schools can be seen as both total immersion programmes for majority language (Spanish) students and first language maintenance programmes for native Basque speakers. Parents can choose the model they want for their children and both models are available at public and private schools. From 1983/1983 to 2004/2005 the amount of pre-university students enrolled in Model A has decreased from 415.456 (79.34%) to 81.603 (26.69%), yet Model B has increased from 44.458 (8.49%) to 69.941 (22.88%) but Model D has increased the most: from 63.699 (12.17%) to 154.164 (92%). The majority of all the pupils (92%) are enrolled in Models B and D. (Huguet et al 2008) In Table 2 we see the number of students in the different models in the BAC in the year 2001-2002. At every level, either kindergarten, primary school or at compulsory secondary school the highest amount of students is studying according to model D, where Basque is the language of instruction and Spanish is a subject. Model B is the runner up, where both languages are languages of instruction, and the lowest amount of students study in Model A, where Spanish is the language of instruction and Basque is taught as a subject. This shows the trend that a lot of students choose to study Basque and that the language its popul arity is growing. (p.t.o. for table) Table Number of students in Models A,B, and D in the BAC (2001-2002) Model A Model B Model D Other Kindergarten and primary school 24.831 45.807 85.676 1.255 (3- 12 year-old children) 15.8% 29.1% 54.3% 0.8% Compulsory secondary school 26.370 19.131 31.651 597 (12-16 year-old children) 34% 24.6% 40.7% 0.7% Language attitude The status of the Basque language has increased during the last fifty years. The number of students studying Basque has increased and this influences the number of bilinguals in the BAC. But there still seems to be a gap between the knowledge and the use of Basque in daily life. As mentioned before: Basque can be found in education and in the media, yet Spanish is still the prevailing language. Bascophones usually tend to use their language in the home situation and not in more formal settings. It is remarkable that more and more native Spanish speakers decide to study Basque (in either Model B or D schools), yet Basque is still a domestic language. Spanish is still the dominant language in the BAC, the use of Basque in daily life is limited to areas that are dominated by Bascophones. Maybe the language attitude towards the Basque language has an influence on the use of Basque. Lasagabaster (2005) has done a research on this subject; Attitudes towards Basque, Spanish and English. He defined attitudes with the words of Skehan (1989): attitudes are part of the so-called affective variables of language learning, together with personality, motivation, the learners expectations, social cultural experience or anxiety. Lasagabaster states that attitudes are a key factor in sociolinguistics and language learning. He used 1087 participants, all undergraduates in the age range of 18-50 and all studying at university. The participants studied at one of the three campuses in which the university of the BAC is divided: Arba, Bizkaia and Gipuzkoa. Lasagabaster found that the degree in competence in Basque influenced the students attitudes towards Basque; very competent students had a more positive attitude than those with little or good demand of the language. The same counts f or Spanish, if a students speaks very well Spanish, the attitude towards the language will be more positive than the attitude of someone whose Spanish is of a lower level. He also found that students living in a dominant Basque-speaking area (such as small towns) are more favourable towards the Basque language than those who live in dominant Spanish-speaking areas (such as big cities).This can be explained by the migration from Spanish workers to the BAC on the labor market. The younger generation in the BAC tends to use Spanish instead of Basque. This can be explained by the fact that majority languages usually seem to be cooler than the minority languages to the teenagers, therefore they prefer to speak Spanish. Conclusion Schools should try to intervene in the attitude towards Basque. They should try to create language awareness courses to change the attitudes towards the minority language. Teachers could do this by showing the students how rich the world becomes with so many different languages. A positive attitude towards Basque is increasing, but more should be done to change the status of Basque as minority language in its own territory. The government should try to change the language attitude towards Basque. The heritage of Franco (the use of domestic Basque) should be disinherited. The Bascophones should feel that they can also use their own language outside their homes and use it at work or on the street. But therefore more people should learn Basque, because otherwise only a small amount of colleagues would understand the Bascophones. By implementing more Basque on educational and media level the usage of Basque will grow. More people will be forced to speak or learn Basque and the attitude t owards the language will increase positively even more. It will not only be dominant in the smaller villages, but also in the bigger cities. As a result the language will be everywhere and the native Spanish speakers who studies Basque will learn the language with more ease. The only risk of so many non-native Basque speakers is that they will influence the language and add a Spanish influence to the grammar or lexical level. Unfortunately, attitudes are difficult to change. The attitude towards Basque has been negative under the leadership of Franco (which lasted for almost 40 years) and to changing this attitude immediately is impossible. It takes small baby steps, but those baby steps are heading the right way. In the example of Spain we can see that there is a political influence on language education and attitude. During Francos regime the use of minority languages in public was forbidden, this influenced the attitudes towards the minority languages. Nowadays Basque is still not used often in formal settings, Bascophones tend to use Basque for domestic use and Spanish in formal settings. Most of the media in the BAC are in Spanish and not in Basque. It seems that Francos regime still has an impact on the use of the Basque language in formal settings. But to close of with a positive note: bilingualism in the Basque country has come a long way. Basque used to be forbidden and nowadays the attitude towards the language is growing positively. More and more students are attending model D schools, schools where the language of instruction is Basque and Spanish is taught as a subject. Although the situation of Basque is improving, there are still few people who speak the language, but thanks to the increase of students the number of bilinguals in the BAC also increases. Hopefully this will prevent Basque becoming a dead language and remain a vivid language.

Hyperkinetic Children :: essays research papers

Hyperkinetic Children Hyperkinetic is just another word for Hyperactive. Hyperactivity describes children who show numerous amounts of inappropriate behaviors in situations that require sustained attention and orderly responding to fairly structured tasks. Humans who are hyperactive tend to be easily distracted, impulsive, inattentive, and easily excited or upset. Hyperactivity in children is manifested by gross motor activity, such as excessive running or climbing. The child is often described as being on the go or "running like a motor", and having difficulty sitting still. Older children and adolescents may be extremely restless or fidgety. They may also demonstrate aggressive and very negative behavior. Other features include obstinacy, stubbornness, bossiness, bullying, increased mood lability, low frustration tolerance, temper outbursts, low self-esteem, and lack of response to discipline. Very rarely would a child be considered hyperactive in every situation, just because restraint and sustained attentiveness are not necessary for acceptable performance in many low-structure situations. Many parents rate the onset of abnormal activity in their child when it is and infant or toddler. Abnormal sleep patterns are frequently mentioned, the child objects to taking naps, he also seems to need less sleep, and becomes very stubborn at bedtime. Then, when the child is seemingly exhausted, hyperactive behavior may increase. Family history studies show that hyperactivity, which is more common in boys than in girls, may be a hereditary trait, as are some other traits (reading disabilities or enuresis-bed wetting). Certain predisposing factors affect the mother, and therefore the child, at the time of conception or gestation or during delivery. Included are radiation, infection, hemorrhage, jaundice, toxemia, trauma, medications, alcohol, tobacco, and caffeine. The course of the syndrome typically spans the 6-year to 12-year age range. In many classrooms, children who display inappropriate overactivity (restlessness, moving around without permission) , attention deficits (distractible by task-irrelevant events, inability to sustain attention to the task) , and impulsivity (making decisions and responses hastily and inaccurately, interrupting and interfering with classmates and the teachers) are likely to be identified as hyperactive. The diagnosis of hyperactivity is usually suggested when parents and teachers complains that a child is excessively active, behaves poorly, or has learning difficulties. However, there is no specific definition or precise test to confirm that a child is hyperactive. This syndrome is most frequently recognized when the child cannot behave appropriately in the classroom. There are three characteristic courses. In the first, all of the symptoms persist into adolescence or adult life. In the second, the disorder is self-limited and all of the symptoms disappear completely at puberty. In the third, the hyperactivity disappears, but the attentional difficulties and impulsivity persist into adolescence or adult life.

Clinical Decision Support

A state of irritability, exhaustion, or bewilderment triggered in clinicians who have been exposed to too many alerts which cause the user to ignore some or all the alerts. American National Standards Institute (ANSI) ; coordinates for the development of Health bevel Seven's Arden Syntax Standard. Bar Code Medication Administration (ABACA) ; An inpatient CADS to assist nurses with the five rights of medication administration. ; Provides warnings if any of the five rights are violated. ; It also requires the nurses to enter an override reason if he/she chooses to proceed.Bar Code Medication Administration Health Level Seven (HAL) ; A standards development organization for health information technology (HIT) Look-Alike, Sound-Alike (ALAS) ; Drugs with similar spelling or pronunciation. ; Refers to providing clinicians or patients with clinical knowledge and patient-related information, intelligently filtered or presented to appropriate times, to enhance patient care. ; Integrate patie nt-specific data with an available knowledge base in order to assist the clinician in selecting and delivering the safest and most effective therapies.Clinical Decision Support System A system intended to provide CDC to clinicians, caregivers and health care consumers. ; An Automated CADS includes: 1. A Knowledge base 2. An Event monitor 3. A Communication system Take Note: ; CADS may be a stand alone system ; CADS may be integrated into other technology solutions (ex. Bar code scanning technology and e-Prescribing) General Attributes of CADS 1. Designed for three purposes: Improve the quality of clinical decisions Notify of potential change in patient status ;. Prevent errant action at the point of care a.Error of commission b. Error of omission 2. Patient specificity 3. Context sensitive- relates directly to the work at hand 4. Integrated into workflow- convenient to use. 5. Timely- executes in real time 6. Pushes information to the clinician, care-giver or health care consumer 7. Intelligently filtered clinical information ; Information, advice or warning is relevant and meaningful ; CADS uses patient data to infer that the message is actually needed. ; CADS is customizable to clinical preferences. Types of Clinical Decision Support A. Patient-specific CADS B.Non-patient specific CADS ; This type of CADS consist of three types f alerts 1 . Commercial drug-interaction alerting system 2. Commercial dose and dose-range checking alerts 3. Commercial clinical rules engine Commercial drug-interaction alerting system ; Most common in COPE and Pharmacy Information systems. ; Provides alerts for drug-allergy, drug-drug, drug-pregnancy and other interactions. ; Limitation is that severity levels Of drug interaction is pre-assigned by the vendor based on the anticipated adverse reaction and cannot be customized.Four Possible Results from deterioration alerting system Alert Result Produces alert? Relevant? Clinician deeds to see? True Positive Yes True Negative NO No P ositive False Yes but never gets the chance Commercial dose and dose-range checking alerts ; Currently, this is rudimentary using few patient data, usually only age. Therefore this systems only loosely fit paternalistic category. Commercial clinical rules engine ; These allow local development or customization of clinical content and programming logic. 2. 3. 4.Data mining Informational notice Order sets Knowledge retrieval systems ; Provides population specific relationships and information. ; Encompasses numerous methods used to identify patterns and relationships in data. ; Usually just-in-time, product specific information. ; Examples: 1 . Provides alert for possible ALAS 2. In COPE, it might be order specific information such as the cost off lab test, or formula status of a drug. ; An organized set of patient care orders that are usually population, procedure or disease specific. It may be evidence-based such as clinical guideline. ; The KIRKS ; It could be: 1. Primary KIRKS ex. Google and 2. Secondary KIRKS (Harridan's online) 3. Tertiary KIRKS (ASAP, Thomson Health care and How to maximize the benefits Of CADS? Maximizing the benefits 1. Ensure that the data available for decision-making is as comprehensive as possible. Data should be current and urge Larry updated. 2. Optimize the method by which the decision support information is delivered to the health care provider values of CADS ; Application of CADS in different current medical technologies available: 1.COPE 2. OMAR(Getronics Medication Administration 3. Smart Pumps 4. Automated distribution cabinets CADS in COPE CADS integrated in COPE can: ; Reduce medication errors (any preventable event that may lead to inappropriate medication use or cause harm to he patient while the medication is in the control of a health care professional, patient or consumer) ; Improve compliance with recommended monitoring or adjunctive therapies. ; Improve efficiency by reducing the time spent clarifying incomplete ord ers. Screen for a variety or risks on the point of entry (ex. Duplicate therapy, drug-drug, allergic cross sensitivities) ; can reduced mathematical errors by automating weight-based and similar dosing calculations. ; can identify possible ALAS medications. Computerized Provider Order Entry CADS in Omar ; OMAR (Electronic Medication Administration Record) CADS integrated in Omar can: ; Can provide real time confirmation of the 5 rights of medication administration: 1. Right medication 2. Right dose 3. Right route 4. Right patient 5.Right time ; Can screen for recent changes in laboratory parameters, vital signs, or allergy status which may interact with a scheduled medication and alert the nurse prior to administration. ; Ex: laboratory shows critical level of potassium thereby alerting the nurse before administering dioxin to patient. CADS in Smart Pumps ; Smart pump- a computerized infusion device that can be programmed to include specific set of data. CADS integrated in Smart Pum ps can: ; Provide real time confirmation of the volume, rate and concentration of the solution being administered.Smart Pumps CADS in Automated Dispensing Cabinets ; ADS- secure storage cabinets typically located decennially on patient care units capable of handling most unit-dose and multiple dose medications. ; CADS integrated in ADS can: ; Notify nurses of potential hypersensitivity or ADAIR when certain trigger medications are withdrawn for a patient. ; In pharmacy, can provide alerts when medication is withdrawn too early or too ate based on scheduled administration time. Automated Dispensing Cabinets Unintended consequences in CADS ; A. Alert fatigue ; 8. Delay in care ; C. System performance A.Alert fatigue ; Tendency users to become overwhelmed and begin to ignore CDC messages due to a high quantity of alerts or a perception that the alerts have little perceived value. B. Delay in care ; The risk that interruptions in the workflow caused by clinical decision support alerts o r system limitations may lead to a delay in delivery of patient care. C. System Performance ; The risk that the processor resources seed by the CADS will cause the hospital information system software to perform slowly. Arden syntax standard ; A programming language designed for clinicians to build clinical rules. Streamlined computer language based on Pascal. ; Developed in Columbia University Arden Homestead in 1989. ; This standard provides a method to construct clinical rules, such as alerts, reminders and recommendations, known as Ml. ; Provides a flexible and clinically way to develop Ml. What is Ml? Ml ; Means Medical Logical Modules ; Offers a suggestion or warning (alert, recommendation or reminder) regarding a alnico decision or action, or an informational notice to report a change in a patient's clinical status.

Final discussion

For that season, I would have become a phantom thief in order for my children and myself to live an easier life. In addition, having unlimited money, could have been more active in my kid's life by not having to work two jobs that made me so tired. Miserably, when I did see them I still was barely there, and we were still broke. As a result, sometimes did not even get to put my kids to bed, or wake them up in the morning, as I was either already gone to work or not home yet. Nevertheless, with the super power of the ring I could have given them everything they needed or wanted (within reason).For instance, I could eve afforded to buy all my children's school pictures, along with, not having to say no to things such as, field trips, birthday parties, or even new shoes. This analogy is an example of psychological egoism because of my inspiration of self-regard (Mackinac, 2012). What I mean is our life was hard but we would have made it without the ring but my maternal thinking would ha ve wanted a better life for my kids and myself. Consider that the normative theory, ethics of care, comes into play in this situation because it was my duty to provide us with a better life.However, if had the same opportunity today, loud not take the ring. Now know it is against my personal ethics of what is right and what is wrong due to my firm beliefs of my religion. Or do you not know that the unrighteous will not inherit the kingdom of God? Do not be deceived: neither the sexually immoral, nor idolaters, nor adulterers, nor men who practice homosexuality, nor thieves, nor the greedy, nor drunkards, nor revilers, nor swindlers will inherit the kingdom of God. And such were some of you. But you were washed, you were sanctified, you were justified in the name of the Lord Jesus Christ and by the Spirit of our God. 1 Corinthians :9-11, n. D. ) The word of God is the theory I live by, and it makes me happy to know my moral reasoning will result in eternal peace. As Kant believes, a key point is the expansion of positive predispositions to act in a particular manner will empower us to ensure a virtue without difficulty (Mackinac, 2012). In this way, the rules commanded to us in the Bible are the laws ought to govern my life by because they are good. Plain and simple. For this reason, there is no chance that I would take the ring, as I would be in fear of it leading me to do things I normally would not do.Moreover, I do not want to eel the shame associated with, not being just. As a final point, in the video, Ethics Ill #3 Ring of Edges, it is said that Glaucoma clams that no one is just willingly. He also believes doing wrong is naturally good and will ultimately make you happy. Accordingly, he also accepts as truth that a person is also doing their self an injustice if they are against doing wrong because nothing good will come of being fair. As well as for Socrates, I disagree with Glaucoma, and do trust that acting just is good. 1 Corinthians 6:9-11. (n. D. ). â€Å"Know ye not that the unrighteous shall†¦Retrieved from http://view. Bellybuttons. Mom/ Ethics Ill #3 Ring of Edges. [Video]. Retrieved from http://WV. Youth. Com/ watch? V=jimmying Mackinac, B. (2012). Ethics: Theory and contemporary issues (concise 2nd deed. ). Boston, MA: Coinage Learning Melody Piquantly Email Author RE: Discussion – week 2 – Thread I Collapse Top of Form Parent Post Week 2 Discussion The Ring of Edges Walden University Melody Piquantly would like to think that I as a person who helps people that I would be an Ethical egoism, ‘What we ought to do, how we ought to act†(Mackinac 2012).Not an Individual ethical egoism in this version â€Å"l ought to look out for only yeses ‘(Macaroon 2012). Would also like to think that morally would do the right thing if I had all that power, that my moral virtues (depose us to act well) are in tact that temptation would not take over and I become unjust We all would like to think th at we would do the right thing help the needy, homeless and the people less fortunate than ourselves. I know that's what I would love to do. But self interest may or could get in the way of that.Then there is also greed, the more you get the more you want and hell way I would love it if I never had to work again. But morally I would never hurt someone to et there. In reading The Ring of Edges by Plato, Edges was a very unjust person and I hope that by me being a just person that all that power would not turn me unjust and throw all my morals and virtues out the window. Christopher French Email Author NEE: Discussion – Week 2 – Thread 1 think most people would honestly say that they would be compelled to use the ring.From a feminist care ethic perspective (Mackinac, 201 2), would attempt to use the ring for good. I would want to use it to protect the innocent and those who cannot protect themselves. I would feel had a responsibility to protect society from evil. I would also carry the responsibility of ensuring the ring does not fall into the wrong hands. I would like to say that would be prudent to resist the temptation to use the ring for the wrong reasons. It is human nature for us to be tempted and to make the wrong choices. Could have good intentions, yet make all the wrong decisions.When we stop and think about from a legalistic point of view, even Robin Hood, who stole from the rich to give to the poor, had a moral dilemma. Even though Robin Hood had good intentions and gave the money he stole to the poor, he was still stealing and that is morally wrong (Mackinac, 2012). loud like to think I am a virtuous person, but I am only human and human are not without sin. We can relate the power and temptation of the ring to Adam and Eve and their fall into sin. Adam and Eve were virtuous and without sin. Then they were tempted by the knowledge of good and evil.They knew that the knowledge was forbidden, yet they fell into temptation anyways. I am s ure they had good intentions, but with that knowledge and power comes responsibility and consequences (Mackinac, 2012; Genesis 3:1-8:14 (King James Version)). References Mackinac, B. (2012). Ethics: Theory and contemporary issues (Concise 2nd d. deed. ). Boston, MA: Coinage Learning. Hi Christopher. Nice Post. I certainly appreciated your correlation of the ring in the last paragraph. It is a pity that the devil tempted Adam and Eve. If they had not, we could have been forever free of sin and always joyful.Indeed, the world is paying for their consequences. However, we know the blood of Jesus Christ is a filter that can enable us to live someday in the presence of our Almighty Lord, along with only peace, love and happiness. In your first paragraph, you compare your morality to that of feminine care ethics. I too feel that it is important and my duty, to defend the innocent and feeble. Think it is admirable that you wrote from this viewpoint. As we read in our book, the psychologist Carol Gilligan led discussions that showed that both men and women depict their ethical views differently.It also defined that no man in the study focused on the dilemma of caring. This caring philosophy considers the virtues of compassion and kindness in the context of personal relatedness and how their affiliation will be inclined to a particular action. (Mackinac, 2012). On the other hand, this survey also showed not all women followed this morality. In this interview, think if participated I would have been one of these women. Although I agree with these some of these caring principles, tend to think more in terms of universal ethics, as do men. In this way, â€Å"men are more inclined to talk in terms of fairness and justice and rights. (p 68) Also, I sense that if all nations were charted by unbiased laws that put all people on equal grounds, we could live in a more productive and serene society. (Mackinac, 2012). My question to you is, do you primarily associate yourself wi th the understandings of caring ethics or do you also relate to other principles like me? deed. deed. ). Boston, MA: Coinage Learning I would have to say that I primarily associate myself with the caring ethic. Since childhood, have always care about and for others. During high school, was involved in several social justice projects.I also spent several hours a week babysitting, which is not that common for males to do. After high school, decided enjoyed working with children. Began studying early childhood education. Also took additional course work in human development. I am currently a child development major here at Walden University with a concentration in psychology. I plan on doing graduate work in either school psychology or school counseling and eventually work with elementary and middle school children. I am currently training to be a first responder (Emergency Medical Responder) and am also planning on getting C.E. R. T. Certified as well (Citizen Emergency Response Team) . Even though I am currently not a teacher in a public school system, I love working with children and teaching them. Yesterday, drove about 30 miles to a friend's house to spend the afternoon and evening with their children teaching them science. I have also worked with a few home school families teaching various subjects to children grades K-8. I worked in a child care center caring for children from infancy through school age. Unfortunately, I found it to be a very hostile environment to work in. As the only male teacher amongst about 50 women. The executive director did not think men had any business working with children. From the first day I worked in that center the executive director did everything in her power to get rid of me. Finally about two years later, the board members of the center voted to fire me simply because they got tired of listening to the executive director complain about me. Christopher, you write very well! My mother was an MET in the early ass's. N fact, she became the first paid women paramedic in Prince William County Virginia, a suburb of Washington DC.Then she worked as a paid paramedic in the District of Columbia, where she was retired because she broke her back on the job. Remember how much she loved her job, helping people, it hurt her to have to stop working. Good luck with your training! Also, commend your love of children, too bad there are not more people like you having so much interest in wanting to nurture our children. What an encouragement you are. Alt sounds like those people who brought you done, lost a good thing! Joana Wilkins Email Author I grew up taught to be respectful, not to lie, or steal.Like many of you this is how we were taught by our parents or by the person(s) who was in our lives as we grew up. This is our ethical egoism, what we ought to do, how we ought to act (Mackinac, 201 3, p. 25). I grew up also looking up to my Mom. She went back to school as an adult with kids. She became a nurse, someone w ho helps another person during an illness/sickness. She always put others a head of her. I admired this and want to be this. As a nurse I do put others in front of me. I love to help and heal others. I work in emergency medicine for his reason. The front line of the hospital.I love to get the sickest people in and to be able to stabilize them and get them to the floor feeling better and on the right road to healing. As a Catholic, I do believe in Karma. What goes around, comes around. So with that being said, would not use the ring. I don't think could knowing this. I would love to be able to be debt free, know what others know, but what is all that worth? Is it worth having the knowledge you did wrong? You may think it is k because you can get away with it, but it is not. To steal, lie to get what you want is never k. I know there are people UT there that do this but do they have the respect they deserve?I don't think so. The question regarding can you use the ring for good? I don ‘t think that you can use it as a â€Å"Robin Hood† type story. You are still stealing and possibly lying to get things for others. â€Å"If you could imagine any one obtaining this power of becoming invisible, and never doing any wrong or touching what was another's, he would be thought by the lookers-on to be a most wretched idiot, although they would praise him to one another's faces, and keep up appearances with one another from a fear that they too might suffer injustice† (Plato, n. ). Reference Mackinac, B. 2013). Ethics: Theory and contemporary issues (2nd deed Boston, MA: Coinage Learning. Plato. (n. D. ). The republic. Retrieved January 20, 2015 from: HTTPS://class. Walden. Du/backwards/institution/ USES C/artifacts/ USES _Phil_2001 Bottom of Form Gleeson English Email Author RE: Discussion – Week 2 – Thread 1 In the article, â€Å"The Ring of Edges† (Plato. The republic, 2012), it presented the idea of using a magical ring to become invisible. If I were given something like this to do something without being caught I would honestly say I would not steal or do anything mean or crazy.In fact I probably would be that person to do nice things without anyone knowing. I am no one who likes to be in the spot light and like people to know what I have I done. I believe my rewards come from someone much higher and that's the reward I want not someone knowing that something was done for them so they can keep talking about it. There are many times in life where I may have had a situation to do something bad or not get caught doing it but I didn't choose those paths, they would lead to nothing but darkness.There are many celebrities who have done crazy things and must have thought they would get away with it or even et wrote off just because they were a celebrity but they were caught and brought to justice like anyone else. Dear Kimberly and ALL: Care Ethics and gender differences in ethical perspectives Kimberly: This is a powerful personal testimony of spiritual growth. It reminded me of an enthralling book by V. Hog, Less Miserable. Perhaps you read it or watched the Hollywood musical with the same title. It was released in 2012.Its heroic and noble protagonist, Jean Vallejo, became a prisoner after stealing a loaf of bread to help his family. This act cost him not only the loss of reputation, but also moral and physical sufferings. On one occasion, he stole again from a priest who gave him shelter. The priest, knowing the real cause of his crime, testified on Jean Baleen's behalf. This act of kindness became a turning point in Jean Baleen's story, leading him on the path of a noble life. Do you think that the female and male ethical perspectives on â€Å"The Ring of Edges† will be similar?Would Care Ethics, on the contrary, advocate their significant differences? Hi Dry. Workman, Funny you asked this question. I did a little survey on Tuesday of men and women, from church and my neighbors. I told them of the story of The Ring of Edges then I asked if they assessed the ring would they steal money, and if they did, what would they do with it. There was a total of ten people, six women and four men. Firstly, three of the six women agreed that they would not take the ring to steal, but would take it and do good deeds similar to helping others in need, without anyone knowing.Suitably, these women showed characteristics of care. Similarly, one woman said she would have no problem stealing because no one would know, and her family could use the money. Aptly, this dilemma shows her caring morals. Also, two of the women whom I talked to at Church aid if they acquired the ring, they would destroy it because they ought to not let the ring tempt them to steal because it is wrong. Showing, they had deontological morals as the Bible tells them stealing is bad. Now for the men.One out of the four men said they would not do it for the same reason as the three women. Then, two said t hey would take the ring and steal as much as they could for themselves, and use it live it up with their friends. They pretty much said to hell with everyone else, as they would not know, selfishly showing signs of self-egoism. Next, One man said he would use the money to aka care of his ailing mother, and then take care of others, such as the Church and other family members. This premise shows his caring morals.So to answer your first question, I am predicting yes they could have comparable perceptions, depending on that person's particular reasoning or aspects of human character, rather than assumed male or female qualities. (Mackinac, 2012). To answer your second question, if the norms were the same as say 50 years or more ago would say that yes Care Ethics would show significant differences between male and female. Appropriately, it is said that elatedness is the framework that forms female decisions. Mainly due to the fact they were nurtured and sheltered closely by their mothe r.

Splash Splash

Splash Splash Splash, Splash, Splash; that is the sound of my friends and I splashing water on each other at the nearby lake. To get to it you have to cut across Marsh Fields then and pretty soon you stop seeing streets and only trees are there, growing out of the mucky ground. You stop seeing people too, especially in the summer on account of the bugs. Then my friend Lizzy yells "I am going to try to swim to the bottom of the lake." I said that was a stupid idea. She did it anyway; she is too stubborn to listen. When she returned she yelled "Jasmine, Jasmine come see this pretty cool fish I saw!" Then cried out Maria and said "You should do your project about this very spot!" Then Latisha said "That's a great idea!" Mrs. Jefferson would love it.The problem was the next day at school when I went to go tell Mrs.English: US Postage stamp, Jefferson, 1894 Issue, ...Jefferson about it. She said it has to be about things in my social studies book I tried to convince her to let me use my idea. Now I kne w it was up to me to try to get my teacher to change her mind about the project. After school that day I returned to lake again with my friends. We tried all thought of ways to try to convince Mrs. Jefferson. Like Lizzy she said " Cry till she feels bad and will let you do the project about this place." Lizzy had said "Try writing her a note begging her to allow you to do it about here. The Maria came up with an almost perfect idea take pictures of the place and show them to Mrs. Jefferson."Then it hit me. I should ask her to come here...

Free Essays on Tennyson And Keats

In the early 19th century, the industrial revolution provoked a return to medievalism by the poets and painters of the age. They wrote about the medieval world as idyllic and harmonious – a contrast to their own turbulent century. Although these two poems aren’t entirely idyllic, they are set in the medieval age, and use many similar ideas. The focus was on stories of courtly love, chivalry and tragedy. The two poems I will be comparing are ‘Mariana’ by Alfred Lord Tennyson (1809 – 1892) and ‘La Belle Dame Sans Merci’, by John Keats (1795 – 1821). They tell of love and loss and explore the realm of unrequited love, but in very different ways. Tennyson’s ‘Mariana’ was a character taken from Shakespeare’s ‘Measure for Measure’. She is a young woman, deserted by her lover and left in a ‘lonely moated grange’. The Poem consists of seven 12-line stanzas; the last four lines of each stanza are always the same, with a slight variation in the last stanza. Thus, one third of the poem consists of a repetition of the last four lines. A lament for Mariana’s lost love. ‘She only said, ‘My life is dreary, He cometh not’ she said; She said ‘I am aweary, aweary, I would that I were dead!’’ Tennyson often uses repetition in this poem, not only in order to re-enforce the feelings and emotions of Mariana, as he does above, but also on a smaller scale, in order to make a visual image clearer and stronger. He describes the ‘glooming flats’ as ‘ the level waste, the rounding grey’, forcing the reader to acknowledge, that the gloomy, ‘dreary’ landscape echoes the dreary life that she is living. In his description of Mariana’s surroundings, Tennyson uses the exterior setting, to communicate Mariana’s inner self - to describe her life. This is a Victorian device, called a paysage interieur, the creation of an interior landscape. Alfred Lord Tennyson was one of the ... Free Essays on Tennyson And Keats Free Essays on Tennyson And Keats In the early 19th century, the industrial revolution provoked a return to medievalism by the poets and painters of the age. They wrote about the medieval world as idyllic and harmonious – a contrast to their own turbulent century. Although these two poems aren’t entirely idyllic, they are set in the medieval age, and use many similar ideas. The focus was on stories of courtly love, chivalry and tragedy. The two poems I will be comparing are ‘Mariana’ by Alfred Lord Tennyson (1809 – 1892) and ‘La Belle Dame Sans Merci’, by John Keats (1795 – 1821). They tell of love and loss and explore the realm of unrequited love, but in very different ways. Tennyson’s ‘Mariana’ was a character taken from Shakespeare’s ‘Measure for Measure’. She is a young woman, deserted by her lover and left in a ‘lonely moated grange’. The Poem consists of seven 12-line stanzas; the last four lines of each stanza are always the same, with a slight variation in the last stanza. Thus, one third of the poem consists of a repetition of the last four lines. A lament for Mariana’s lost love. ‘She only said, ‘My life is dreary, He cometh not’ she said; She said ‘I am aweary, aweary, I would that I were dead!’’ Tennyson often uses repetition in this poem, not only in order to re-enforce the feelings and emotions of Mariana, as he does above, but also on a smaller scale, in order to make a visual image clearer and stronger. He describes the ‘glooming flats’ as ‘ the level waste, the rounding grey’, forcing the reader to acknowledge, that the gloomy, ‘dreary’ landscape echoes the dreary life that she is living. In his description of Mariana’s surroundings, Tennyson uses the exterior setting, to communicate Mariana’s inner self - to describe her life. This is a Victorian device, called a paysage interieur, the creation of an interior landscape. Alfred Lord Tennyson was one of the ...