Tuesday, August 6, 2019
The Victorian Upward Mobility as Viewed by Three Novels Essay Example for Free
The Victorian Upward Mobility as Viewed by Three Novels Essay Victorian refers to the things and events that had developed during the period where Queen Victoria was the ruler of the British Empire. This era had been the prelude of  modern Europe. This is the time were people began to feel the need for urbanization. The people tend to move to the cities. They leaved their farms and took on the city life and its opportunities for a better living. Some had flocked to London and Manchester which had caused those cities to be densely populated. There had been a growing number of industries and many factories had been instituted in the London and other big cities in Britain. The poor people of the cities were displaced because their previous places had now been occupied by big industrial plants. The decreasing number of farm lands in Britain had caused the empire to depend heavily on the raw materials of the colony. The British Empire had further their grip in the colony causing large amount of conflicts with other imperialist like the French and the Spaniards. Some people had migrated to the colonies to explore and establish an improved living in wide farms; and also to supply the burgeoning need of the empire.            However, the Victorian era signifies a period of economic prosperity and industrial successes. There had also been a quick changes and developments in almost every field of knowledge. This is the time where Darwin, Marx and Freud had appeared. They had presented modern ideologies that seem to be altering and deviating with the old view of things. This occurrence had caused some historians to describe the Victorian era as a transition period towards modernity. This claim was proven by many factors. First, the power of the churches and other religious groups weakened. The people no longer derived their morality from the church; the people seemed to derive their morality from society-based standards. The people began to feel the connection between themselves and the society that they sought alliances with socio-civic groups. The period was also characterized as the golden age for democracy in Britain where people had felt the power of their voices and the freedom to express their sentiments to the state and to its policies. The abolition of slavery was the first indication of this.                        However, many scholars had preferred to describe the Victorian era as old fashioned and traditional. This may brought a lot of confusion because Victorian era is described as the prelude to modernity where harsh and radical changes had occurred. However, this is true to the early period of the era that many scholars had accounted that it was a period of harsh transition. The technology may have improved but the society seemed to be stagnant , and radical changes were not accepted at first. However, the development of the era had been accounted by many scholars as a struggle for both the society and the people. The people appeared to accept the technological development but were stiff on accepting the sociological and the political development.            Moreover, the capitalist view of life was never removed and capitalism was still the key player in terms of economic policies. However, even though capitalism had demolished the feudal lords and feudalism yet the bourgeoisies remained. Social stratifications were still common and many, during the Victorian era, had motives to further increasing their wealth and their status. This is the basis of why many scholars had argued that the Victorian era is old fashioned and traditional.            Moreover, the status of men was still higher than women. There were certain rights that where only entitled to the male and were prohibited to the women, example of this is the right to suffrage and the right to college education. However, one of the most significant revolutions that had occurred in the Victorian era is the high degree of activism which had caused the major changes to the society and to the Victorian period itself. Many of these activisms were women-driven and their tool was the pen and the paper.            Even though the early British society did not much recognized the work of women, many women still had ventured into writing. They had adopted male names to disguise themselves and in order that their work be sold and be read by the people seriously .This was the beginning of feminism. Few of these writers were Mary Ann Evans, Charlotte Bronte, Emily Bronte and Jane Austen. Moreover, many of these works had fairly described the people and the setting of the Victorian period.             Mary Ann (Marian) Evans, more commonly known as George Eliot, had ventured into writing, after her marriage with a critic George Henry Lewes. She had become fond of realism and started her way on becoming a writer. This realism was very evident on her first novel, Adam Bede which appeared in 1859. She continued to write that the daughter of Queen Victoria – Princess Louise became an avid fan and admirer of her novels. However, one of the most controversial novels of George Eliot was the Felix Holt, the Radical which appeared in 1866. It was deemed as a social novel because it discussed the effect of the First Reform Act of 1832 to the electoral and electioneering processes. However, the novel did not only focus on the act, however it also discussed the struggles of the different classes of society to maintain or to better his economic stature.  This is commonly referred to as upward mobility and economic advancement. In Felix Holt, the Radical, Harold Transome was being compared and contrasted to Felix Holt. Felix Holt, even though a radical, wanted to live a life in modesty and poverty rather than a life of comfort. However, Harold Transome was a man who wanted material success and security. He wanted that the wealth and estate he had so long worked hard for will not be lose to obnoxious undertakings;  but he wanted to secure it and further increased it. Transome was a clear manifestation of a Victorian gentleman who wanted upward mobility. He decided to run to the elections to the parliament to get hold of a position that will secure his wealth and his estate. However, the electioneering of him and the other radicals was deeply criticized by Holt. The giving of beer to miners in exchanged of their votes was done by the Radicals; however Transome still had lose the election to Philip Debarry . Meanwhile, Felix was involved in pacifying a riot on Election Day and he had been jailed for an allege manslaughter. However, after the election, Debarry and Transome reconciled and had removed him from jail.            Moreover, on of the most common among female writers was a woman protagonist. In Felix Holt, the Radical, Esther, Reverend Lyons step daughter, was described to be a modest teacher with refined manners. At the opening of the novel, she antagonized Felix Holt and Felix appeared to despise her. However, as the novel progressed, Esther had seen the goodness of Felix Holt and she softened on him. This was the common characteristics of women in the Victorian period. They were passive and they prized themselves a lot. They were often ambitious and they often desire to marry men with higher social status than them. However, Eliot had been creative and was very effective in the concluding part of the novel. Even though Esther had discovered that she was the real heir to the Transome estate and she had a valid claim to the estate, and even though Harold Transome had been courting her and a life with him was a lot more comfortable than with Felix Holt yet she refused it all. She still chose Felix Holt to be her husband.            However, the novel had shown the different struggles that Esther had combated. Before Esther had chose Felix, the narrative immensely described the torments and the anguish that she had been feeling. It is vividly described that Esther like most common Victorian women had the tendency of favoring wealth and prosperity rather than real love. However, she chose to be happy. In this manner, George Eliot had shown the resistance of both Felix and Esther to the Victorian upward mobility.            Likewise, Charlotte Bronte was also an immense female writer during the Victorian period and she had written many successful novels that had been cherished by many generations. However, charlotte like Mary Ann Evans had also disguised her name in publishing her first novel, Jane Eyre in 1847 in the name of Currer Bell. However, Jane Eyre was a realist view of the nineteenth century Britain. It enormously portrayed the role that woman played in the Victorian period.            Jane Eyre was a proof to the claim of many scholars that the early Victorian period was still traditional and old fashioned. In Jane Eyre, the protagonist had described on how female education remained the constant and unchanging. It also described the fact that male superiority was still evident during that time and few privileges were given to women. The story started with a Cinderella-type plot wherein Jane was being maltreated by her evil cousins; however she managed to get away from them when she entered a boarding school for women which was also very common during that time. She had excelled in her subjects and she had become a teacher for two years in the school. Then, afterwards she became a governess and a tutor for a little girl named Adele. She had felled in love with the father of the girl who is Edward Rochester. Jane fell in love with Rochester not because of money but because of his intellect. The character of Jane was often compared and contrasted to the character of Miss Ingram. Miss Ingram was the rival of Jane with the love of Rochester. Miss Ingram was described in the novel as beautiful and had a high social stratum. Yet both Jane and Edward knew the financial ambitions of Miss Ingram. So Edward proposed to Jane and she accepted. However, at the marriage ceremony, Mr. Briggs interrupted. Edward and Jane could not marry each other because Edward was married to Bertha Mason. Bertha Mason was the psychotic who was incarcerated by Edward in the attic and whose noise disturbed Jane when she was a tutor to Adele.            However, Edward had married Bertha because of the same reason as Miss Ingram would like to marry him –money. This was the turning point of the novel and it this innately described the upward mobility that both would like to experienced. However, like Eliot, Bronte had positioned the protagonist to resist the urge of an upward mobility. In the ending, it was very evident that true love still prevailed. Even though Jane had been an heiress, she tried to seek Edward and had been reunited with him and had married each other.            However, Charles Dickens, a male writer had also contributed to the description of upward mobility in the Victorian period. In his novel, Great Expectations, in 1861 described a story filled with great expectations and surprises. Pip, the protagonist, was a person of humble beginnings who rose through the odds to better his social status. At a young age, he had accompanied Miss Havisham, a spinster, and was scorned by her adopted daughter, Estella. Due to the love that Pip felt for Estella, he had promised himself that he will become prosperous and rich to win her love. With the help of a mysterious benefactor, Pip had better his stature and had gained economic prosperity and upward mobility. However, when he came back for Estella, Estella had married Drummle. However, he soon discovered the identity of his benefactor and it was Magwitch, the convict he helped to escape when he was just young. He also had discovered that Magwitch was the real father of Estella. However, the convict, even helped by Pip, did not escape the authority. Yet in the end, Pip had resolved to part from his material accomplishments. He sought Estella and found happiness with her.            Moreover, the three novels had described vividly the setting of the Victorian period. Men and women during those times were status conscious and most wanted to marry in order to better his social position. However, in the three novels, the authors had clearly resisted the conventions of the upward mobility of the Victorian period. They had inclined their protagonist in pursuing happiness rather than material accomplishment. Works Cited Bronte, Charlotte. Jane Eyre. New York: Courage Books, 1989. Dickens, Charles. Great Expectations. New York: BarnesNoble, 2000. Eliot, George. Felix Holt, the Radical. New York: Penguins, 1970.
Monday, August 5, 2019
Disabilities, communication, disorders and giftedness
Disabilities, communication, disorders and giftedness This paper is design to create an understanding of learning disabilities, communication disorders, dual diagnosis as well as giftedness. In addition to the establishment of producing a positive learning environment for children with impairments will maximize their achievement. To understand each type of disability mention above we should look at the characteristics, causes, and definitions of each form of disability and disorder to better enhance the learning environment for both the student and the teacher. As a special educator, it is an imperative aspect to stay abreast of all disorders we come in contact with to produce a quality education for all those involved. For many students with disabilities and for those without, the key success in the classroom lies in having adaptation, accommodations and modifications made to the curriculum and instruction and other classroom activities. Learning Disabilities There are many definitions of learning disabilities. However, the most use comes from Individuals with Disability in Education Act (IDEA). It defines learning disabilities as various cognitive or psychological disorders that impede the ability to learn, especially on that interferes with ability to learn math or develop languages skills (listening, reading, writing, and speaking) (IDEA 2004). Some characteristics of learning disabilities are children having a deficits in the area of reading and written language that cannot make connection with similar concepts in learning math (cannot connect 3 + 5 = 8 when asked 5 + 8 equals), difficulty in thinking in sequential or logical order, having behaviors in the area of not being organized and losses things. No one is exactly sure what causes learning disabilities. Experts are not sure to the causes. The differences in how a persons brain works and how it process information can be from brain damage, heredity, problem during pregnancy and the environment the person lives in. Currently there is a prevalence figure of 45.3% of school- aged children in the United States classified as having a specific learning disability and receive some kind of special education support (United States Office of Special Education, 2007a). Communication Disorders Communication Disorders is the speech and language disorders that relate area such as oral and motor function. It can be verbal, nonverbal or a combination of both. It revolves three components; sender, message and receiver. Language (the system of symbols used to express and receive meaning) is a factor in each element of the process; speech (the systematic production of sound) is a factor in verbal communication. . Communication disorders include speech disorders of articulation, fluency, and voice, and language disorders. It may range from simple sound repetitions, such as stuttering, to occasional misarticulation of word and complete inability to use speech and language communication. A child who is language impaired should show skills in the primary language that are below those expected for his/her chronological age. The prevalence of language deficits in the school-age population in the United States is approximately 2.5%. and 50% of children who receive special education services from other disabilities (Hall et al., 2001). An understanding of normal patterns of language acquisition is an important part of identifying children with language disorders and developing remediation programs for them. It also involves screening, evaluating, diagnosing and making appropriate placement decisions. Giftedness Gifted children may show outstanding abilities in a variety of area including intellectual, academic aptitude, creative thinking, leadership and the visual and performing arts. They also show the ability to find and solve problems quickly. The full development of the gifted student depends on his or her environmental context, strong encouragement, and support from the family and social groups (Sydney Marland 1972). Longitudinal studies of gifted children indicated that most of them are healthy and well adjusted and achieve well into adulthood, with some exceptions that are underachievers. Teaching cognitive strategies, problem finding, problem solving, and creativity are some characteristics that special programs focus on for gifted students. Effective problem finding and problem solving skills depend on the individuals flexible use of his or her knowledge, structure and creativity. In addition, it depends on the capacity for divergent thinking, a willingness to be different and strong motivation. Underachievers have feeling of inferiority, expectation of failure and low self confidence. The prevalence of giftedness is approximately 10% to 55% of the school-age population of children who are identified (Gagne, 2003; Renzulli Reis, 2003). To uncover the abilities of children who come from cultural subgroups, special identification methods and procedures that depend less on prior knowledge and experience and more on reasoning and creative thinking are necessary. Children with physical and sensory handicaps can be intellectually gifted, but often their abilities are undiscovered because educators do not search for their special talents. Dual Diagnosis Fredericks Baldwin (1987) suggested that the term dual diagnosis be used with great care, mental health disorders is one disability with secondary characteristics growing out of the lack of environmental input that is from the sensory disability. Unfortunately, some children with certain impairments struggle in class and have behavior problems. Often these conditions may be a result from having to struggle in class and the emotional health of the child may be cause by attention deficit disorder (ADD) or Attention deficit/hyperactive disorder (ADHD). However, IDEA has a problem in the number of children that qualify as a disabled. Furthermore, Pinborough-Zimmerman, Satterfield, Miller, Bilder, Hossain and MaMohn (2007) findings confirm that 6.3% of school aged children were receiving speech therapy services and co-concurring conditions like intellectual disabilities, autism spectrum disorder and emotional behavior disorders. In the public school system the numbers have a grave implica tion to provide essential service for these children. Curriculum There should be a differentiation curriculum to serve all learners, regardless of ability, disability, age, gender or cultural and linguistic background. Curriculum should be modified appropriately. First there should be modification of learning disabilities in the area of math, reading and language. In communication disorders the teacher should make sure she speak with students with impairment the same way he/she speak to the regular education students. The curriculums for gifted students are lesson, assignments, and schedule modification are lesson generated toward higher order of thinking, content modification, and encourage group interaction. Some theorists also suggest that curriculum need to be in terms of the learning environment. The key features of educating a child with any disability or disorder is to focus on tailoring the curriculum in the areas of strengths, weaknesses, needs, interest, ability and characteristic of the child. It is important to understand the differences in order to indentify, assess, evaluate and remediate the student. Conclusion Finally, the important of regular teachers and special educators are arm with the knowledge, training and information in regards to disabilities. Students with communication disorders, giftedness, and also any other learning disabilities can learn and be successful in academics. Professional can prepare curriculum and appreciate the vital features of services for special need students. By modifying lessons for student and giving accommodations to these students with other classroom activities.
Sociology Of Health And Illness Assignment Social Work Essay
Sociology Of Health And Illness Assignment Social Work Essay The aim of this assignment is to discuss the strengths and limitations of the social model of disability and how nurses can promote anti-discriminatory practice in relation to people with disabilities. Defining disability is said to be very difficult due to the fact that disability is a complicated, multidimensional concept (Altman 2001). Furthermore Slater et al (1974) has gone as far as stating that constructing a definition that would fit all circumstances is in reality nearly impossible. However attempts have been made by various different people, legislation and models in different ways. According to Altman (2001) these attempts are the reason why there has been a lot of confusion and misuse of disability terms and definitions. The Disability Discrimination Act defines a disabled person as a person who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day to day activities. (DDA 2005) However the medical model of disability sees disability as the individuals problem and that it should not concern anyone other than the disabled person, for example, if a student who is in a wheelchair is unable to get into the building due to the steps, the medical model would assume that it is due to the wheelchair rather than the steps. Whereas on the other hand the social model would say that the steps are acting as a barrier to the student, therefore the barrier should be removed. The social model of disability was brought about by activists in the Union of the Physically Impaired Against Segregation (UPIAS) during the 1970s. This model is seen as the main theory which tests disability politics in Britain (Shakespeare et al 2002). The UPIAS argued that there is a major difference between impairment and disability. They defined impairment as lacking part or all of a limb, or having a defective limb, organ or mechanism of the body. They have also defined disability as the disadvantage or restriction of activity caused by a contemporary social organization which takes no or little account of people who have physical impairments and thus excludes them from participation in the mainstream of social activities (Giddens 2006). The social model of disability can be defined as an idea that it is society that disables an individual with the way everything is constructed to meet the needs of the majority who are not disabled (Shakespeare et al 2002). Whereas, the social model can be compared with the medical model of disability which tends to focus purely on finding a cure and that to be able to fully participate in society they need to treat their impairment (Crow 1996). The model has several key points. First it describes disabled people as an oppressed social group (Shakespeare et al. 2002) meaning that on top of their impairment, disability is something more deep that excludes and isolates them from participating in society (Oliver 1996). The difference between the impairments that people have to deal with and the oppression which they experience is fundamental to the British social model. Finally, the model defines disability as a form of social oppression, not a form of impairment (Shakespeare et al. 2002). Therefore the aim of the model is to empower disabled people so that they dont feel as though their condition is the problem, but that society is the problem due to the number of barriers it places on disabled people (Giddens 2006). For example, everywhere you go there will be steps, steps to get into a building, steps to climb floors and it is this barrier which causes problems for disabled people therefore the social model provides a soluti on saying that ramps and lifts should be fitted in all buildings, the problem of not being able to stand for too long should be tackled by placing more seats in public places. It is barriers like these that the social model aims to find solutions to. The British disability movement has found great importance in the social model in various different ways. Hasler (1993) describes it as the big idea of the British disability movement. For example, identifying a political strategy to remove barriers in society that played a large role in disabled peoples lives, which was also the main strength of the social model (Shakespeare et al. 2002). Examples of barriers that disabled people faced in all areas of life were the inability to access public transport systems due to the fact that a person was in a wheelchair or had visual or hearing impairment, their inability to find work because employers felt that the disabled person was incapable of doing the job, housing problems and so forth (Thomas 2004). The removal of such barriers would mean that if those people with impairments felt disabled by society then by taking away these barriers would help to empower and promote the inclusion of people with impairments (Shakespeare et al. (2002). The model tries to bring about change in society to suit the individuals need rather than taking up a medical view where you try and look for a cure, or rehabilitation (Shakespeare et al.2002). For example, people who have schizophrenia have to take medication in order to live normal lives. However it is argued that the social models complete view of changing society has become too simplistic or rather an over- socialised explanation. Furthermore, Vic Finkelstein (2004) argues that the social model looks at enabling people to be human in a society rather than having access to their rights. However the medical model of disability has a different perspective. They believe that people with disabilities need to be assessed, that they are incapable of making their own decisions, that they are the problem and that people with disabilities have to be adapted to fit into the world, but if this is not possible then they are placed in specialised institutions or isolated at home where only basic needs are met (Rieser, 2009). A second strength seen from the model was the actual impact on the disabled people themselves. The social model made disabled people feel free as they lifted the view of a medical approach, where the problem was the individual and placed it on society saying that social oppression was the root of the problem. This as a result made people feel liberated and empowered as they were made to believe they were not at fault: society was, that society was in need of the change: not the individual (Shakespeare et al. 2002). The social model helped to bring disabled people to come out like raising feminist consciousness in the seventies, or lesbians and gays coming out (Shakespeare et al. 2002). The social model has played a very important part in many disabled peoples lives, however, despite these strengths to the model there are a number of limitations. Firstly, the social model has been criticised for being unable to deal with the realities of impairment (Oliver, 2004), meaning that the model is not about peoples personal experience of impairment (Oliver, 1996) but about peoples collective experiences of disablement in society (Oliver, 1990). Another point criticised is that other social divisions such as race, gender, ageing, sexuality and so on are not incorporated in to the social model (Oliver, 2004). However Oliver (2004) that just because the social model hasnt incorporated these divisions does not mean that they are unable to. Oliver (2004) states that those who criticise the model are the ones who should try and forge the social model into action when dealing with issues such as race and gender and age and sexuality. Cultural values have also been pointed out to be ignored by the social model. There is an argument about the issue of otherness, meaning that it is the cultural views that people hold which place disabled people as others, not the physical and environmental barriers (Oliver, 2004). Furthermore, another limitation of the social model is that it clearly neglects and ignores the experiences of impairments and disability which are the main cause of problems in most disabled peoples lives (Giddens, 2006). Shakespeare and Watson (2002) argue that we are not just disabled people, we are also people with impairments, and to pretend otherwise is to ignore a major part of our biographies. Against this accusation, Oliver (2004) finds it difficult to accept that disabled peoples experiences are not considered because it is after all the main reason why the model emerged to begin with-due to a number of disabled activists in the 1970s. Furthermore defenders of the model argue that the social model merely focuses on social barriers that disabled people face rather than denying them of everyday experiences due to their impairment (Giddens, 2006). The social model has been criticised as being inadequate as a social theory of disablement (Oliver 2004). Corker and French (1998) talk about social model theorists and then conclude that the social model is not a theory, however Oliver (2004) argues that how can people criticise the social model for something it has never claimed to be? Oliver (2004) states that most people who have developed the social model have claimed that they have said the social model of disability is not a theory of disability. Leading on from the strengths and limitations, there is a substantial amount that nurses can do to promote anti-discriminatory practice in relation to people with disabilities by maintaining a positive attitude towards people with disabilities as they are constantly involved with the treatment and care of people with physical or intellectual disabilities (Klooster et al. 2009). Nursing schools as like other professions, tend to be based around the medical model of care where they aim to diagnose and treat diseases (Klooster et al. 2009). However as Byron et al (2000) has stated that not all disabled people are unwell and may not have a disease. Nurses have an important role, like other health professionals, in influencing a disabled persons response to treatment (Oermann Lindgren, 1995). Therefore Carter et al (2001) has stated that inappropriate attitudes and behaviours from staff are the biggest barriers which disabled people face, which has led to further research indicating that nursing students should move away from the medical model of care when working with people with disabilities and should focus on a more social model perspective (Scullion, 1999). Further research has indicated that nursing students attitudes towards disabled people may be improved by educational programmes which can help nurses to be in direct contact and to work with disabled people (Oermann Lindgren, 1995). However, the research literature suggests that this is currently not happening in nursing practice (Klooster et al 2009). For example, Brillhart et al (1990) found that nursing students had more negative attitudes then the person with the disabilities themselves. Nurses can help to provide clear information as Hammel (2003) states that professionals need to listen to what people are telling them and that actions and non-verbal messages can speak very loudly. Nurses can form strategies to communicate with disabled people in order to make their life easier (Hammel, 2003). However it is common that fewer health care professionals are reluctant to provide services for disabled people as they age (Hammel, 2003). By providing clear information nurses also involve other people who are important in the disabled persons life and ensuring that they are informed about options and benefits for the disabled person as well as themselves. Nurses can also act as advocates for disabled people so that they have equal use of services or even provide information of advocacy groups for the disabled person for example Centres for Independent Living (Hammel, 2003). Furthermore, where young people are concerned nurse can give advice to families about possibilities for independence and can also refer them to community resources that may help young people pursue further education, find a job and live independently (Blomquist et al. 1998) Lastly the Disability Discrimination Act is a guide for nurses to help them provide better care for people with disabilities and also how they can develop their practice (Aylott, 2004). There are many aspects with which nurses can help promote anti-discriminatory practice in relation to people with disabilities however, nurses need to keep a positive attitude towards people with disabilities in order for the anti-discriminatory practice to work. In conclusion for there to be equal rights for people with disabilities, Oliver (2004), states that people spend too much time discussing the strengths and limitations of each model therefore he suggests that both models should be integrated, ideas of both models should be put together and used in concordance so as to actually help people with disabilities. Oliver (2004) claims that if we imagine that throughout history carpenters and builders of the world had spent their time talking about whether the hammer was an adequate tool for the purpose of building houses, we would still be living in caves. Therefore there is a hammer in the disability movement and if it was used properly then the social model of disability can become the hammer of justice and freedom for disabled people (Oliver 2004). References Altman, B.M., (2001). Disability definitions, models, classification schemes and applications. In G.L. Albrecht. K.D. Seelman, M. Bury, (eds.) (2001). Handbook of Disability Studies. Sage, California. Ch.3. Aylott, J., (2004). Learning disabilities. Autism: developing a strategy for nursing to prevent discrimination. British Journal of Nursing, 13(14), 828-833. Blomquist, K.B., Brown, G., Peersen, A., and Presler, E.P., (1998). Transitioning to independence: challenges for young people with disabilities and their caregivers. Orthopaedic Nursing, 17(3), 27-35. Brillhart B.A., Jay H. Wyers M.E. (1990) Attitudes toward people with disabilities. Rehabilitation Nursing. 15(2), 80-82. 85. Byron M. Dieppe P. (2000) Educating health professionals about disability: attitudes, attitudes, attitudes. Journal of the Royal Society of Medicine, 93(8), 397-398. Carter J.M. Markham N. (2001) Disability discrimination. British Medical Journal, 323(7306), 178-179. Crow, L., (1996). Including all of our lives: Renewing the social model of disability. In C. Barnes. Geof Mercer, (eds.) Exploring the divide. Leeds: The Disability Press, pp.55-72. Finkelstein, V., (2004). Representing Disability. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.2. Giddens, A. (2006). Sociology. 5th edition. Polity Press, Cambridge. Hammel, J., (2003). Technology and the environment: supportive resource or barrier for people with developmental disabilities. The Nursing Clinics of North America, 38(2), 331-349. Klooster, P.M.ten., Dannenberg, J.W., Taal, E., Burger, G., and Rasker, J.J. (2009). Attitudes towards people with physical or intellectual disabilities: nursing students and non-nursing peers. Journal of Advanced Nursing, 65(12), 2562-2573. Oermann M.H. Lindgren C.L. (1995) An educational programmes effects on students attitudes toward people with disabilities: a 1-year follow-up. Rehabilitation Nursing 20(1), 6-10. Oliver, M. (1990). The Politics of Disablement. Macmillan Press, Basingstoke. Oliver, M. (1996). Understanding Disability: From Theory to Practice. Macmillan Press, Basingstoke. Oliver, M. (2004). If I had a hammer: The social model. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.1. Rieser, R. (2009) The Social Model of Disability [online article]. Available from [accessed 6th January 2010]. Scullion P.A. (1999) Conceptualizing disability in nursing: some evidence from students and their teachers. Journal of Advanced Nursing. 29(3), 648-657. Shakespeare, T., Watson, N. (2002). The Social model of disability: an outdated ideology?. Research in Social Science and Disability, 2, 9-28. Thomas, C., (2004.) Disability and Impairment. In J. Swain., S. French., C. Barnes., and C. Thomas, (eds.) Disabling Barriers- Enabling Environments. 2nd edition. Sage, London. Ch.3.
Sunday, August 4, 2019
Supply Chain Management Essay -- business processes, SCOR model
Supply Chain Management (SCM) is the integration of information, technologies and management of key business functions which is linked directly or indirectly and provides services to the same customer. It promotes the flow of products downstream from raw materials to the end consumer and the flow of information upstream from consumer to supplier [1]. In above figure it explains that raw materials is procured and then it goes to the supplier for processing of raw material, suppliers supplies the processed raw materials to the manufactures, producers transform these raw material into finished goods, distributors delivers finished goods, packed materials to customers or retailers and retailers sell that product to consumers. Supply chain management was introduced due to inability of the organizations to understand the entire string of activities that governed the delivery of the product to the final customer. Previously companies were too restricted in their outlook and were concerned only with activities within their own boundaries. In essence, supply chain management integrates supply and demand management within and across companies. SCM ensures higher efficiency of modern businesses, by coordinating and synchronizing various organizations in the supply chain [2]. There are a variety of supply chain models, which address both the upstream and downstream sides. The SCOR (Supply-Chain Operations Reference) model. This literature review gives a brief description of the SCOR model. 2. BACKGROUND 2.1. THE SUPPLY CHAIN COUNCIL Supply Chain Council (SCC) is a global nonprofit organization (NGO) whose framework, improvement methodology, training, certification and benchmarking tools help member organizations make dramatic,... ...espread use of SCOR model. 10. REFERENCES [1] SASCM Student association of supply chain management, Weber State University. [2] en.wikipedia.org/wiki/Supply_chain [3] Supply Chain Council (2010), Supply-Chain Operations Reference (SCOR) model, Version 10, Supply-Chain Council, Inc, 2010 [4] Supply Chain Council (2008), Supply-Chain Operations Reference (SCOR) model, Version 9 Overview, Supply-Chain Council, Inc, 2008. [5] Peter Bolstorff and Robert Rosenbaum. Supply Chain Excellence: A Handbook for Dramatic Improvement Using the SCOR Model. Broadway, NY: American Management Association, 2003. [6] https://supply-chain.org/f/SCOR-Overview-Web.pdf [7] Samuel H. Huan, Sunil K. Sheoran, Ge Wang, (2004) "A review and analysis of supply chain operations reference (SCOR) model", Supply Chain Management: An International Journal, Vol. 9 Iss: 1, pp.23 - 29
Saturday, August 3, 2019
Partisan elections Essays -- essays research papers
Partisan Elections      In the following essay I will be talking about the disadvantages and advantages of partisan elections for state politics. I will also examine the last couple year’s election results and costs. Finally, I will discuss if partisanship made a difference in the vote, as well as if a judge should be decided by partisan vote. In the next couple paragraphs I will talk more specifically about these topics.      First, let’s talk about the advantages of partisan elections compared to nonpartisan elections. It makes voting a lot faster because the people can just go to either democrat, republican or independent column. They do not have to go through a big list of candidates to figure out who is the best choice, like it would be in nonpartisan elections. Another advantage of having partisan elections would have to be the free press and name recognition. These are really important in an election especially name recognition, because you want the people to notice your name on the ballot when it comes to election time and vote for you. I think that partisan elections help address issues and get the word out to the people, because the candidates have to campaign. This is good because they actually have to go out and talk to the people within the state they are running for. If this was a small town and the people of that town knew who you were and what you have accomplishe d while in politics, than there is a high pro...
Friday, August 2, 2019
Patient Interview Essay
Enable to conduct a study that could represent the population of hypertensive people, the researchers decided to divide themselves into two. This is for the purpose of having participants from two different locations. The first group was designated to obtain three patients from the clinic whereas the second group was assigned to attain at least 2 more patients from the university. The former was able to able to approach ten people hence only a ratio of 1:3 agreed to participate. The latter, on the other hand, manage to found two participants out of the eight people they have approached. Both groups of researchers followed the same approach in inviting their potential participants. Most of the participants were either patients in the clinic or employees of the university. The researchers explain the purpose and format of the interview, the terms of confidentiality, and how long will the intended interviews lasts. After the patient interviewee agreed to participate, they had lead to a less noisy environment within the vicinity of both the clinic and the university. The Patients Patient number 1 is a 63-years old man. His ethnicity falls under the African-American category. He has completed his graduate school and was now a successful businessman. He has been diagnosed to have Diabetes Mellitus two years ago and a known hypertensive at the early age of 36. He is insured under the Health Maintenance Organization or what commonly known as HMO. Patient number 2 is a 47-years old female. She originates from Canada. She’s a high school graduate and was now working as a cashier. She claims she doesn’t have any disease at all. This patient has no insurance of any kind. Patient Number 3 is a 58-years old Chinese Professor. He has recently been diagnosed to have renal problem, which could eventually lead to end-stage renal disease if not properly addressed. He has also mentioned that he has some fluctuating blood pressure readings over the past three years. As for his insurance, he was under Medicare. Patient Number 4 is a 37 years old factory worker from Sweden. He claimed he was a known hypertensive since the age of 30 because of his fondness to eat fatty foods. He doesn’t have any insurance at all. Patient Number 5 is a 70-year old retired engineer, who originates from Australia. Although old, he claimed that he was still in the pink of health except for his arthritis. This patient is insured under HMO, that he says he’s not worried if ever he would have illness in the future. These five patients came from different walks of life. But their knowledge and belief about their condition varies slightly. The study showed that the most prevalent issues among the participants were how they conceive the seriousness of having elevated blood pressure. Most of the participants were unaware of its complications. How can these patients be cured if they haven’t felt the danger it can bring to their lives? The first step to healing any disease state no matter how tough it is; is the knowledge of disease, identifying cause, risk factors of worsening the disease and barriers preventing the cure of the disease (Alexander, 2003). When these patients got to know their real health state, awareness follows. By doing so they can be able to grasp the notion of their actual condition Another issue that surfaced among the participants is the misconceptions they have about the origin and cause of hypertension. Many patients often perceive their illness as a burden they will carry out all their lives and that no matter what they do, they won’t achieve a normal state. This perception affects patients negatively because it impacts on their compliance; these perceptions and feelings make patients lose hope of curing (Ross, 2004). This is not true however, patients with hypertension might have the disease all throughout their lives but it can be kept under controlled. In addition, poor control was due to other lifestyles that patients were practicing (Egan, 2003). So with the right lifestyle, management and compliance, hypertension can stay at bay side for the rest of their lives. For any medical intervention to be effective, trust and communication between the healthcare provider and patients is a vital aspect. The interventions discussed would be very much beneficial to combat the increasing incidence of hypertension among the productive and elderly population. By distributing pamphlets that contained details regarding how to take medicines and obtain blood pressure through the use of blood pressure apparatus, we are escalating their awareness for self-care and evaluation as well. Moreover, thru this dissemination of information we can constitute reinforcement on patient’s education on how to be conscious of their health state. But one aspect should be included in that method. People should be taught regarding the normal blood pressure range and how an increase or decrease of this range can affect their whole being. The most significant contribution of this method is that, not only will it be beneficial to people with hypertension but it can also helps to identify those people who is unaware that they might already be suffering from elevated blood pressure. It is important to note here that educating patients about general knowledge and awareness is not enough to effectively treat or control hypertension. Patients should be thought to recognize and adhere to the importance of following their blood pressure readings daily to well control their state and prevent any worsening that could take place. Focusing on educating patients will for sure prevent the progression to strokes and heart diseases (Oliveria, 2004). As for the implementation of mandatory course, it will also be imperative to have this method of intervention because it can obliterate misconceptions. Many people think that having hypertension is not a serious state. By obligating them to attend courses they can be made aware that hypertension can lead to a more life threatening conditions like strokes and heart attacks. It is true indeed that when patient understands their condition, compliance is better as compared to those who do not have any idea of their real health status. But there is a drawback here; the course should be as simplified as possible. Because illiteracy is increasing worldwide, subsequently many patients won’t be able to understand complicated and technical words. Low literate patients will not be able to fully manage or comprehend medical devices to track of disease progression and prevent worsening of status (Williams, 1998). Keeping a diary of everyday’s intake and activity can lead to a more personal and specialized management. Thus it can lead in identifying what activity or food can be minimized to obtain the necessary result. In general, education brings awareness and can then lead to better compliance.
Thursday, August 1, 2019
Auebach Enterprises Essay
These are not presented in scholarly discussion, but are simply the solutions. Student papers are expected to be written in scholarly discussion following APA formatting guidelines incorporating solutions and supported with scholarly research. CASE 3A – AUERBACH ENTERPRISES Auerbach Enterprises manufactures air conditioners for automobiles and trucks manufactured throughout North America. The company designs its products with flexibility to accommodate many makes and models of automobiles and trucks. The company’s two main products are MaxiFlow and Alaska. MaxiFlow uses a few complex fabricated parts, but these have been found easy to assemble and test. On the other hand, Alaska uses many standard parts but has a complex assembly and testing process. MaxiFlow requires direct materials costs which total $135 per unit, while Alaska’s direct materials requirements total $110 per unit. Direct labor costs per unit are $75 for MaxiFlow and $95 for Alaska. Auerbach Enterprises uses machine hours as the cost driver to assign overhead costs to the air conditioners. The company has used a company-wide predetermined overhead rate in past years, but the new controller, Bennie Leon, is considering the use of departmental overhead rates beginning with t he next year. The following planning information is available for the next year for each the four manufacturing departments within the company: Overhead Machine Costs Hours Radiator parts fabrication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. $ 80,000 10,000 Radiator assembly, weld, and test†¦. 100,000 20,000 Compressor parts fabrication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 120,000 5,000 Compressor assembly and test†¦Ã¢â‚¬ ¦.. 180,000 45,000 Total $480,000 80,000 Normally, the air conditioners are produced in batch sizes of 20 at a time. A production batch of 20 units requires the following number of hours in each department: MaxiFlow Alaska Radiator parts fabrication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 28 16 Radiator assembly, weld, and test†¦Ã¢â‚¬ ¦. 30 74 Compressor parts fabrication†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 32 8 Compressor assembly and test†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 26 66 Total 116 164 Required: 1. Compute the departmental overhead rates using machine hours as the cost driver. 2. Compute a company-wide overhead rate using machine hours as the cost driver. 3. Compute the overhead costs per batch of MaxiFlow and Alaska assuming: (a) The company-wide rate. (b) The departmental rates. 4. Compute the total costs per unit of MaxiFlow and Alaska assuming: (a) The company-wide rate. (b) The departmental rates. 5. Is one product affected more than the other by use of departmental rates rather than a company-wide rate? Why or why not?
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