Health history interview Essay Example | Topics and Well Written Essays - 500 words

Health history interview - Essay Example The patient mentioned that he felt relief when he wears warm clothes and drinks warm water. The coughing was worst when he had to do heavy work or walk for a long distance. Kevin was disturbed by the fact that the drugs he had taken for the last one week had not caused substantial relief to his health. Kevin had a severe case of measles at the age of three. He was hospitalized for three days. He received an immunization for pneumonia six months before coming to hospital. Kevin had been diagnosed with HIV a year before and he has been on a daily dose of ARVs. The patient was in the hospital for a CD4 count on 3 Jan 2012. He was on a high vitamin diet to boot his immunity (Reeders, 2001). The mother suffered from varicose veins at the age of sixty-five. There is no history of diabetes, heart problems or tuberculosis. The skin of Kevin was moist, flexible and pink with some skin rashes near the elbow of the left arm. He bears a scar on the knee of the left leg from a fall he had when he was ten years old. The nails of the two toes on the right foot have clubbing. His hair is black and clean. It does not have scales or lice. The cornea is white and clear with no patches. The ears did not have any discharge or tenderness. The nose and sinuses do not have swellings or tenderness. The lips had cracks and there were small white wounds on the lower lip (Irwin, 2003). The lower and upper parts of the mouth were pink and it was not dry. The neck has tender lymph nodes and the lungs have fluid around them (Jamison, 2006). Kevin had a regular heart rate of 69/min. and his sexual health was normal. Kevin was full of confidence and had high expectations that the tuberculosis would be cured. He stopped his morning jog and has not done it for two weeks because he says that it worsens the cough. He sleeps more often because he is more tired than normal. He also said that he felt better after a good rest. He was

Modern Business Essay Example | Topics and Well Written Essays - 2250 words

Modern Business - Essay Example Research scholars have classified industrializations as ‘early’ and ‘late’ in accordance to their origin. It has been observed that, industrial progress of particular country has simultaneously influenced companies to improve organizational and business performance. The concept of competitive advantage for national business system of different countries has an underlying linkage with ‘early’ and ‘late’ industrialization process. It is evident from the above example that time period for evolution of industrialisation is different for every country and each of the country followed a distinctive pathway to bring industrialization. Chronologically, the United Kingdom was the birthplace for industrialization during nineteenth century and then followed the USA. Industrialization in other European countries took place during the twentieth century, while in countries like China and Japan; industrialization took place after the Second World War. Objective of this essay is to explain how organizational and institutional characteristics of national business systems in different countries have affected by ‘early’ and ‘late’ industrialization process. Porter diamond model for national business system of different countries and theories regarding industrialization process will be discussed in order to build theoretical background for this essay. The study will cite examples of countries and industries in order to compare national business system of different economies. In the last section, the essay will try to throw some light on issues like sustainability of national competitiveness of various countries, in order to understand effectiveness of industrialization. Theoretical Background Early Industrialization & Late Industrialization Research scholars have stated that late industrialization process in various nations is deeply influenced by resource mobilization and intergenerational concept mobil ity. Late industrialized nations have already achieved significant feet in terms of resource mobilization and national capability development. Therefore, it can be said that, economic development of late industrialized nations started late but the growth rate of these countries can surpass the growth rate of those countries where industrialization took place early. Theoretically, late industrialization took place in those countries, which were economically backward due to over dependence on agriculture and lack of industrial output during early years of twentieth century. In 1979, OECD had published a report about countries which were industrialized at later half of twentieth century. According to this report, countries like Portugal, Hong Kong, Greece, Taiwan, Mexico, Brazil, Spain and South Korea have experienced industrial growth at later half of twentieth century and these countries are called as NICs or "newly industrializing countries" (Balassa, 1981). Industry experts have st ated that economic growth in late industrialized countries is different in comparison to countries which are industrialized in early point of time. According to Balassa (1981), three factors, such as contribution of the industrial sector in labour force employment, rise in per capita income and percentage rise in

Analysis of Modern Love by Douglas Dunn Essay Example for Free

Analysis of Modern Love by Douglas Dunn Essay What are the poet’s thoughts and feelings about love? In Modern Love, Dunn presents many ideas about the functioning of modern love, and they ways in which it differs from what he might perceive as traditional, or true love. He possibly discusses how modern love is superficial, and only a facade, as well as how modern love is interrupted by a variety of other commitments, but also how love is possibly the only escape from an otherwise dull and dreary life. Dunn initially talks about the superficiality of modern love by talking about how they are ‘enjoying minutes of rented silence’. The fact that it is a ‘rented silence’ suggests that it is only temporary, showing how modern love is not permanent. Furthermore, it could also suggest that to achieve these ‘minutes’, there has been a cost involved, whether monetary or purely symbolic. In addition, it says there is ‘not much to show for love’, further portray how this love is ineffectual, and that not much has been achieved by this love. The fact that they are ‘in a house that is not theirs’ further shows what length this couple has to go to to put up the facade of modern love. The juxtaposition of the word ‘love’ with ‘alone’ further displays the disconnection in the relationship of ‘modern love’. The powerful use of enjambment could be used to signify the constant progression of time t hroughout this poem, during which no ‘love’ is taking place. Furthermore, Dunn discusses how modern love is often interrupted by other commitments, namely, the family. Dunn writes how the ‘under-tens and invalids’ are finally asleep. The reference to what can be assumed to be the elderly as ‘invalids’ is somewhat derogatory, and this could be used to showcase the resentment shown towards them, as they may be responsible for the failures of modern love. In addition, the fact that they can only procure ‘minutes’ of ‘silence’ from this, shows how much these other commitments intrude into their love, and the fact that they prefer to ‘enjoy’ the ‘silence’ shows how hectic their involvement with their family can be. The reference to the family as ‘the upstairs people’, can possibly be used to suggest how this couple wants to distance themselves from the family, which can possibly suggest that the speaker yearns for a loving relationship, but this is not possib le. However, it can also be said that this love is their only solace from an otherwise dull and dreary lifestyle. The fact that they choose to ‘enjoy silence’ can be used to show that they simply value to spend time together; to get away from their hectic daily lives. The fact that it is said that their ‘lives flap’ is personification used to convey how there is a sense of disorganisedness or desperation in their lives, and Dunn goes on to write how ‘there is no hope of better happiness than this’, which goes to show that although modern love may be ineffectual and dull, it is the highlight of their lives. The fact that the poem is 14 lines long shows that it is written in the style of a sonnet, which could possibly suggest that there is some real love being represented here, and that the whole poem is not necessarily a criticism of modern love. Alternatively, however, this structure could have potentially been used sarcastically. Dunn also writes how ‘all other lives’ are ‘worn down to trees and sunlight’ and how they ‘look forward to a visit from the cat’, and this could be used to highlight how dull and uneventful their lives have become, and how ‘modern love’ is their only escape from this. Overall, although Dunn portrays Modern Love as somewhat of a facade, and superficial, as well as being constantly being interrupted by other commitments, he may also be trying to state how modern love is often the only solace couples have from their increasingly dull and dreary lives.

The National Curriculum In Primary Schools

The National Curriculum In Primary Schools The aim of this assignment is to discuss the trends policy that took place in primary education from 1988 and 1997. The assignment will start with examining the rationale behind the changes introduced in those years. Then it will look at the changes themselves. The last section will talk about the advantages and disadvantages of those changes. It should be mentioned from the outset that I will not be mentioning reforms related to secondary and higher education, even though they came at the same time as the Primary schools. The term educational provision refers to the use of the equipment or tools with the intention of providing knowledge and skills, and includes things such as such as, classroom, textbook, chairs, pens/pencils and many more for students. Education is about the process of learning where knowledge, skills and information is transmitted. Yero (2002) believes that education is a procedure of improving the students or pupils knowledge, skills and character. So education can help to reduce inequality in society. In the United Kingdom, this concept of eliminating inequality was at the base of changes in education policy. Prior to 1988, education in the United Kingdom was completely different. The decision of the curriculum contents was in the hands of schools, with religious education being the only subject which was compulsory. This means that pupils had different attainment levels due to following different programmes. Education was ruled by the 1944 Education Act which handed the administration of schools and the formulation of school policies to local authorities; the only exception being Section 1 where control and direction of education were given to the Secretary of State. In fact, in the 1944 Education Act, the role of the Department of Education and Science was simply promotional and not one of giving direction, which means they could not supervise local authorities policies. This Act also fixed the age of leaving school at 15 and instituted free secondary education for all pupils. However it was noticed that the standard attained in basic skills by the UK population was low and poor compared to other European countries, and this could not satisfy the country national economic needs (Department of Education, 2011). To solve the problem raised by the falling standard, the Conservative Government came with the 1988 Education Act, sometimes referred to as the Kennet Baker reform which instituted a standardisation of all school programmes, and brought four main changes with a view to bringing back the level (Young, 2008). The first change was the introduction of the National Curriculum, which defines four Key Stages, moving from Key Stage 1 to Key Stage 4. In primary schools, two Key Stages, 1 and 2 were identified: Key Stage 1 for Year 1 and 2 up to age 7; Key Stage 2 for Years 3 to 6, meaning age 7 to age 11. Later on, a Foundation Stage which concerns children aged 3 up to reception year was introduced. The National Curriculum came with a new terminology related to two types of school subjects, core subjects and Foundation subjects. In Primary schools, that is Key Stage 1 and Key Stage 2, the curriculum consists of the following subjects: English, Maths, science, information and communication technology (ICT), history, geography, art and design, music, design and technology (DT) and Physical Education. This was supplemented by the literacy and numeracy reforms in the 1990s taught everyday to improve children standard in those skills. Another change in the curriculum was the introduction foreign languages for children aged 7. This curriculum was later reconsidered for improvement. One advantage of National Curriculum is that all children in England and Wales have the same education programmes, and this makes comparison of levels easier and the transfer of children from one school to another is made easy. Actually the national Curriculum contains all the topics to be taught, in terms of knowledge, skills and expectations at the end of each key stage; it also determines how assessment has to proceed. The second change had to do with assessment of pupils. Here national standard tests such as SATs at age 11 (Standard Assessment tasks, and later Standard Attainment Tasks) were put in place, not only to assess whether they are up to the national standard expected, but also to put strategies in place to ensure improvement in those children learning. This led to the National Curriculum Council (NCC) as an advisory service to the secretary of State in matters related to the curriculum, and the School Examinations and Assessment Council (SEAC) in charge of assessments. The third change affected the administration of schools. As mentioned above, prior to 1988, Education administration was handled by local authorities. In London, for example it was in the hands of the Inner London Education Authority (ILEA), which was created in 1965, while outer London schools were directed by county councils and borough councils. The Education Reform Act of 1988 gave power to schools to opt out of local authority control and be funded by central government, so that schools could manage their own finances. The Local management of Schools meant that the role of head teachers included budget management as well (Powell and Edwards, 2003). This was the beginning of Grant maintained schools, which were later replaced by foundation schools. This led to the abolition of the Local Education Authority. The forth change concerned the creation of a league table where people could go and compare the performance of different schools. It was hoped that such a table would push schools to compete, and therefore provide better education to children. In 1993, another education act came into place. It aimed at increasing the number of Grant Maintained Schools; it replaced the NCC and SEAC with School Curriculum and Assessment Authority so that the curriculum content could be controlled by the government; more power was given to headteacher in their exclusion decisions of unruly pupils; changes were introduced for pupils with special educational needs; and the establishment of referral units. An inspection body called Ofsted came into existence to inspect schools in LEAS. Finally the SCAA and NCVQ formed the QCA. In 1997, the Labour Government introduced another reform. The Government introduced specialist schools such as Business, Sport schools so as to diversify education and the types of schools. So doing parents could have a variety of choices to make for their children. Failing schools were reopened under academies administered by churches or businesses. In deprived areas, the Government created Education Action zone in order to help improve education standard in those areas. Parents were given power and a voice to decide on the choice of schools for their children; they were given power to be represented in the school governing body. Further, a system of exam league table was introduced where parents could easily spot schools that are doing well, and those falling behind. Be it as it may, parents had the duty to ensure that their children attend schools. School funding was linked to the number of pupils a school had in its roll. The implication was that schools had to compete to improve their performance so as to attract parents and their children, and thus good funding as well. This is termed the market reform introduced by Conservative governments in the 1980s and 1990s, where schools were seen as a service and the parents and children as the clients. As a matter fact, education should provide valued forms of knowledge and equip children for life (James and Pollard, 2012) In the 1997 White Paper, Excellence in Schools, the rights of parents to information were extended including sending them the child progress annual report, their part in the inspection process, annual meeting, allowing them to have access to the childs school record. Schools were further obliged to publish an annual report about their management and a prospectus. Teachers were also given power to restrain pupils By so, doing the government, say the Department of Education gained new power, because they are in charge of the school curriculum, not the local authorities any more, the types of tests to administer to pupils, the types of qualifications to be awarded, the funding to give to schools, the nomination of members of the National Curriculum Council to plan the curriculum. The approval of schools that want to opt out, the change of school status is given by the State Secretary, even though the involvement of parents should be sought for. He has the administration of grants. The role of head teachers also changed as they became budget managers as well. The question one might ask at this point is to know whether those reforms were successful. Two views can be expressed here. On the one hand, the introduction of the national Curriculum should be appreciated, because it helps to have children expected to have the same knowledge and skills. The tests would help schools to work hard to improve their results, and research has revealed that more people are now going to university. The league table gives a better view to parents as to which school is doing better, so make an informed choice of schools for their children. On the other hand, it would appear that testing is not good enough to assess the performance of schools, and learning should not be limited to passing tests. With the league table, teaching has turned into preparing pupils to pass exams, and not a preparation for life. The league table has also been criticised as it ignores some areas such as Art and sport. Further, the league tables make some schools more popular than oth ers, and this raises difficulties for some parents to get a school of their choice for their children. Ball (2006) examined the concepts of markets in the context of education only to find that more needs to be discussed, and that such concepts as competition, supply and demand, producer and consumer behaviour, privatisation and commodification, values and ethics and distributional outcomes should be addresses as there is a paucity of research in this field. In Primary schools, teachers complained of the increased workload imposed by the National Curriculum, especially at the end of Key Stage 2 with the preparation of SATs, and this lead to Dearing Report which brought the load down by 20% (Alexander, 2012). The system of inspection also came into fire by various teachers unions who find the Ofsted as a problem, not a solution. Another problem concerned the introduction of foreign language teaching at age 7. This raised problems in a country such as the United kingdom where secondary schools teach various languages, French, German, Spanish. So a child could learn one language in primary school and have a different language in secondary schools. This means there will be no continuity as noted by the Guardian (2012). The structure of Key Stage 2 has also been criticized as it takes four years which the Framework for the National Curriculum found too long (DE, 2011). To conclude, it can be said that there have been one main Education reform Act, the 1988, and many education acts from 1988 to 1997. The changes in educational policies in those reforms can be regrouped in three categories: changes to do with centralisation, as education moved from local authorities to the government with the introduction of the National Curriculum; assessment by outcomes with the use of national assessment and the establishment of league-tables to compare the performance of different schools, and the quasi-market reform where schools are the manufacturers and children and their parents as consumers who have choices to make between different schools. In primary schools, the reforms could be noticed with the introduction of Key Stages 1 and 2, the national Curriculum with Maths, English and science as core subjects, while others were considered as foundations and religious study as statutory, the introduction of SATs and the literacy and numeracy strategies.

Chromatography of Dyes :: Chromatography Experiments Dye Essays

Chromatography of Dyes An extremely common technique by using two chemicals and filter paper can give you sufficient information. A well-done Chromatography of dyes will provide you with enough data to determine if a liquid mixture is heterogeneous or homogenous . In a learning activity you can separate and possibly identify food dyes in some drinks mixes and food colors. The effect of solvent polarity or the ability to separate and elute compounds will also be demonstrated. In this experiment you will need to use the equation Xcm/Acm=RF value. The length of A, is the length of the longest line of the food dye or food coloring. The Length of X is the length of all the other variables. In the experiment the lengths will be measured in Centimeters. Experimental Procedure You will need to obtain a piece of standard filter paper approximately 10*15 cm. Use a pencil to draw a line parallel to one of the longer edges, about 1 cm from the edge. Make 10 dashes on the pencil line, be sure to have them evenly distributed. At this point you will spot each of the 5 standards on separate dashes. Be sure to write down which liquid is at which dash. Then choose two food colors and two drink mixes, and spot them on the remaining four dashes. Curl the filter paper into a cylinder, make sure colors out, and staple the edges together. Do not allow the edges of the filter paper to overlap. Add approximately 10 ml of a 7:3 isopropanol:water mixture to your 600 mL beaker, then carefully place the chromatogram into the beaker the colored spots must be higher than the solvent. Be sure to cover the beaker, remove, lay out to dry then measure when the solvent is 1 to 2 cm from the top. Repeat all the above steps but use 0.1% NaCl in the place of the 7:3 isopropanol. By comp aring the colors of the spots in the standards and the unknowns, and the distances the spots moved, you should be able to tell what compounds are present in the food colors and drink mixes. Some of the food colors and drink mixes may contain only one dye, and some may contain more than one.

traglear King Lear Essays: Tragic and Pitiful King :: King Lear essays

The Tragic and Pitiful King Lear The general plot of King Lear revolves mainly around the conflict between the King and his daughters, although there is a definite and distinct sub-plot dealing with the plight and tragedy of Gloucester as well. One of the main themes that Shakespeare chooses to focus on in King Lear is the dysfunctional nature of not only the royal family and Gloucester, but the heartache and emotional strain that goes along with being a parent and having to make a decision that will divide your children. This play focuses on not only the after effects of this decision, but the way in which it affects the King, his children and his subjects as well. A strong case can be made for King Lear as Shakespeare's most tragic effort of his career. The fact that nearly the entire cast of this play either is murdered or dies with little to no redemption makes the strongest case for this. In nearly every other Shakespearian work, save perhaps Othello, at least some of the characters enjoy a bit of redemption or salvation with the resolution of the conflict. King Lear's characters are privy to neither of these. The bitterness, sadness, and reality of the human psyche that is contained throughout this work demonstrate its tragic nature best, however. The tie emotionally and physically between a father and a daughter (or son, in relation to the Gloucester/Edmund/Edgar plot) is something entirely different than husband-wife or boyfriend-girlfriend in many of Shakespeares other plays. In the very beginning of the play, when Lear is foolishly dividing up his kingdom between his three daughters, and after he has asked Cordelia's two older sisters what they "think" of him, he turns to her and asks the same question. Her reply shows the true nature of her character, as she says, "Unhappy that I am, I cannot heave my heart into my mouth. I love Your Majesty according to my bond, no more, nor less." (1.1, ll. 91-93) His words could almost be considered threatening by declaring that her unwillingness to express her love in words might, "mar her fortunes." We are privy to definitive foreshadowing with Cordelia's reply of, "Good my lord, you have begot me, bred me, loved me. I return those duties back to you as are right fi t, obey you, love you, and most honor you.

Choir Concert Review Essay

Music has been a part of my life since as far back as I can remember, it is something that I truly enjoye and find to be very therapeatic. I have always had a love for music , going back to the days of elemantary school when I had been in music class , I always knew that music would be womething that was in my blood. Actually I am from Mongolia which is so different country compare to America . I always wanted to join singing club or choir. But i have not gotten a chance to join such a thing because of my religion. Basically , It was my first time , I had opportunity to show Choral Concert which was held on the October 9 , on the Immanuel Lutheran Church. Everyone who was in attendance was dress up so nice and they were singing from heart. I enjoyed listening to the our friends as they sung the different melodies. As i was sitting there listening to the singers sing , i think about how strong there voices are and how strong they must be to get over the big space of the performance ce nter. The choir performed a variety of songs, new spins on classic hymns and spirituals, modern treatment of old texts and a taste of pop and jazz. Songkar and Schola Contorum provided piona accompaniment for some of the songs and performed beautifully. I was extremely impressed by the talented choir members from Waldorf College and their ability to sing such a varied range of songs. The music I really enjoyed was piece by Lord of Dance and Voice Dance were a much happier song and those songs had a faster tempo than the other songs and was a great way to conclude the concert. The concert demonstrated the vocal capabilities of the Choir members. The songers were able to express different emotions through the traditional spiritual song such as † Elijah Rock † and the more torch song such as † Beautiful Savor† . The solos allowed particular students to display thier talents and the piona accompaniment provided a pleasent background for choir concert. I enjoyed watching the way the conductor conducted the choir and I noticed how much effort goes into conducting. At first , I thought that he was just waving his hands in the air, but then I realized there was a pattern to it and that not only keep it on beat but it also did other things as well. I like how when the Choir was singing that different parts of it would stop and other parts would keep going and then it would switch and the parts that stopped would start again and the ones that were singing.