Course Syllabi- History of Graphic Design Essay Example for Free

Course Syllabi- bill of graphical physical body EssayCourseDescription chronicle of in writing(predicate) Design is a critical contextual enquiry and survey study of the intents, influences, practices, and artifacts of graphic design. The course leave behind be structured on readings, research, and optic presentations on subjects of designer activities throughout history with an emphasis on the broader historic context of the planning, production, form, distribution, reception and cultural integration of graphic design scholarly person vade mecumThe savant Handbook is now available digit entirelyy rather than in hard copy. It can be found on the PNCA website ( under(a) assimilator Life) and on Homeroom (Home page, under PNCA Essentials). DisabilitySupportPNCA is in compliance with federal law requiring colleges to provide reasonable accommodations for scholars with documented physical and/or learning disabilities. If you comport a baulk that might affect yourperformanc e in this class, please make it known to the instructor.LearningOutcomesAt the conclusion of this course, the schoolchild should be able to - Demonstrate and enjoin in discussions, writings, and visual presentations an understanding of the historical context of the creation of a work of graphic design (i.e. time, place, culture, intents)-Synthesize readings and lectures and be able to formulate and mark discussion points and prep be visual examples for peer review and feedback (as comments) using online tools-Utilize, and bibliographically document, a range of resources used for the study of the history of graphic design (books, journals, periodicals, online, interviews)-Creative put onIdentify the roles, activities, and trades of communication design professionals throughout history and distinguish particular proposition fields related to and integrated with the profession of graphic design-Learning Outcomes arlinked to PNCAs CoreValues which beIdentify and articulate the i nfluence of fine art (theories, trends, aesthetics, visual styles) on the work of graphic designersincorporated Knowledge, circumstantial Thinking, CulturalInquirySocial and EthicalResponsibilityCourseContentinitiate, and participate in, discussion on the planning, process, production and distribution of works of graphic design-EffectiveCommunication-formulate a connection of the cultural influences on design from history with practices of contemporary graphic designers through examples, writings, and discussionsAssignments for this Class---- require watchings and discussion with evidence of comprehension hebdomadly Subject explore and On-line Posting to HomeroomWeekly In-Class presentationsFinal question Paper motifs for weekly research will includeDesign during Cultural Upheavals / World ConflictsDesign for Social Causes / Design for Social GoodDesign for Commerce, Consumption, Commercialisminformation Design / Dissemination and scattering of nurture Technological Changes an d its Influence on Graphic DesignDesign as Author, room decorator as wileist, Whole DesignerThe Concept of Brand and the instruction of Brand IdentityLow Design / Bad Design study Benchmarks in TypographyReactionary Design / Culture JammingExpectations/Policies for this course school-age childs argon required to read and to be ready to articulate a response to all readings assigned in class. Each week there will be an assigned subject research topic that will require independent sourcing, image documentation, writing, and on-line posting on the Homeroom site established for the course. Each student will make a 5-10 minute presentation of each assignment postings during classtime with an expectation of the use of prepared supported notes for verbal elaboration on the stuff and nonsense presented. In-class and on-line participation in the form of response and discussion and will be expected and recorded. A final research project on the relatedness of the topics of historical pract ice presented to the practices of a contemporary designer or design firm/group will be in the form of a research paper. (8-10 pages minimum)attendanceYou will be allowed two absences without additional penalty although you are responsible for any work that is missed. The third absence will result in the sinister of an entire letter grade from the computed final grade. A fourth absence will result in a final failing grade of F. lose 30 minutes of a class period (during any part of the scheduled classtime) counts as an absence. Frequent tardiness (less than 15 minutes) will accumulate to absences (3 tardies =1 absence) hail of hours students are expected to work outside of class This class meets for three hours per week, and six hours of work outside of class are expected. (3 credits)GradingCriteria Weekly Research Assignments timely completion / in-class presentation preparedness and comprehensiveness In-Class participation/contributions On-Line participation/contributions Final R esearch PaperMaterials /SuppliesRequired Access to, or self-possession of, equipment to scan/photograph (digitize), upload and review visual and text information on a regular daily basis. (Computer and Camera/Scanner) Money for photocopying (approx. $20 projected) smash Drive (2-4gb)Recommended History of Graphic Design text purchases (Personal library)BibliographyThe books listed here arepredominantly largervolumes dedicated to abroad overview andhistory of graphicdesign. (More whitethorn beadded during thesemester) Many lesscomprehensive but keytexts are available in thelibrary as well as journalsand periodicals that arespecific to designers,styles, and various otheredited groupings theseshould be sought outand reviewed andutilizedespecially for more indepth study on aresearch subject.Major Texts of the History of Graphic DesignThose mark with asterisk* are on reserve shelf at front desk of PNCA library and are available on 3 hr. hold in out (note many of these text have dupli cates or earlier editions and are available for longer check out periods if needed) Title Meggs, History of Graphic Design, quaternary Edition*Author(s) Philip Meggs, Alston PurvisPublisher WileyISBN 978047169902 library adjure Z 246 .M43 1983Title Graphic Design, a Concise History*Author Richard HollisPublisher Thames Hudson world of artISBN 0500203474Library Call NC 998 .H65 1994Title Graphic Design a New History* (1st and 2nd Editions) Author Stephen EskilsonPublisher Yale University PressISBN 0300120117Library Call NC 998 .E85 2007 (1st Edition in Library*)Students are invited tocontribute to theadditions to thisbibliography throughtheir weekly researchand presentation.All sources should becited using MLA citationmethods.Title Graphic Design History, A Critical Guide*Author(s) Johanna Drucker, Emily McVarishPublisher Pearson/Prentice HallISBN 0132410753Library Call NC 998 .D78 2009Title Graphic Design in America*Author(s) Mildred Friedman, Joseph Giovannini, Steven Heller Publ isher Walker finesse CenterISBN 0810910365Library Call NC 998.5 .A1 G65Title Design, Writing, Research*Author(s) Ellen Lupton, Abbot MillerPublisher KioskISBN 1568980477Library Call Z 246 .L86 1996Title Communication Design, Principles, Methods, and make out Author Jorge FrascaraPublisher Allworth PressISBN 1581153651Title A Century of Graphic DesignAuthor Jeremy AynsleyPublisher Barrons Educational SeriesISBN 0764153242Library Call NC 998.4 .A96 2001Other ReadingsJournal Visible Language 28.3, New Perspectives, Critical Histories of Graphic Design, Pt. 1 CritiquesEditor and Publisher Sharon PoggenpohlDigital reference (Links)sites should be added toonline postingsOn-Line History of Graphic Design Referencewww.designhistory.orgWeeklyCourseScheduleWeek 1 6 SeptWeek 2 13 SeptFriday, 13 Septemberis the last day to addor drop a class.All information (dates, times and assignments) in this schedule is subject to change at any point during the semester. Updates will be announced and post ed.Welcome / IntroductionsClass Expectations / Syllabus Overview / Course Structure / Assignments Using Homeroom / Communication ExpectationsCourse ResourcesReading depute (Posted on Homeroom)Critical Histories of Graphic Design parole of Readings on the approaches to History of Graphic Design development Lecture Brief History of Graphic Design, Pt.1Read on Homeroom these posted excerpts for this class Graphic Design History, a critical guide, by Drucker and McVarish, Communication Design, Principles, Methods, and Practice, by Frascara, Graphic Design, a Concise History, by Hollis, Meggs History of Graphic Design, by Meggs and Purvis, Visible Language 28.3 New Perspectives Critical Histories of Graphic Design, article by BlauveltAlso read (for this classes visual lecture) Prehistoric feeler to Graphic Design from Graphic Design History, a Critical Guide, by Drucker and McVarishWeek 3 20 SeptLecture Brief History of Graphic Design, Pt.2Read on Homeroom these posted excerpts for thi s class Early Writing Mark Making, Notations Systems, and Scripts from Graphic Design History, a Critical Guide, by Drucker and McVarishLecture Conventions and NormsOverview of Weekly Research Project Topics, Objectives, Goals, Expectations, Methods Introduction of Topic 1 Design during Cultural Upheavals / World ConflictWeek 4 27 SeptStudent Research Presentations of Topic 1 Design during Cultural Upheavals / World ConflictQuestions and DiscussionIntroduction of Topic 2 Design for Social Causes / Design for Social GoodWeek 5 4 OctStudent Research Presentations of Topic 2 Design for Social Causes / Design for Social GoodQuestions and DiscussionIntroduction of Topic 3 Design for Commerce, Consumption, CommercialismWeek 6 11 OctStudent Presentations of Topic 3 Design for Commerce, Consumption, Commercialism Questions and DiscussionIntroduction of Topic 4 Information Design / Dissemination and Distribution of InformationWeek 7 18 OctStudent Presentations of Topic 4 Information Design / Dissemination and Distribution of InformationQuestions and DiscussionIntroduction of Topic 5 Technological Changes and its Influence on Graphic DesignWeek 8 25 OctStudent Presentations of Topic 5 Technological Changes and its Influence on Graphic DesignQuestions and DiscussionIntroduction of Topic 6 Design as Author, Designer as Artist, Whole DesignerFriday, 25 October isthe last day to recollect from a class.Week 9 1 NovStudent Presentations of Topic 6 Design as Author, Designer as Artist, Whole Designer Questions and DiscussionIntroduction of Topic 7 The Concept of Brand and the Development of Brand IdentityWeek 10 8 NovStudent Presentations of Topic 7 The Concept of Brand and the Development of Brand IdentityQuestions and DiscussionIntroduction of Topic 8 Low Design / Bad DesignWeek 11 15 Nov Student Presentations of Topic 8 Low Design / Bad Design Questions and DiscussionIntroduction of Topic 9 Major Benchmarks in TypographyWeek 12 22 Nov Student Presentations of Topic 9 Low De sign / Bad Design Monday, 18November SP14registration beginsQuestions and DiscussionIntroduction of Topic 10 Reactionary Design / Culture JammingWeek 13 29 Nov Thanksgiving Holiday. No class.Week 14 6 DecStudent Presentations of Topic 10 Reactionary Design / Culture Jamming Questions and DiscussionFinal Paper Topic DeterminationWeek 15 13 DecFinal Paper Draft Due Individual MeetingsWeek 16 20 DecFinal Class Course Wrap-up / OverviewFriday, 20 DecemberLast day of classes.Please note The rest of the template is uniform for all PNCA classes, it includes PNCA grading policy, statement on plagiarism, library ACE. This section should be included in any electronic versions of the syllabus, but doesnt need to be distributed to students in paper form.ACEThe donnish Center for Excellence (ACE) PNCA is a peer driven support network for students at all levels. ACE provides in person and online assistance with the following study skills, digital tools, research, writing and editing strategi es, math, professional practices (rsums, cover letters, documentation), idea generation, project management, organization, and more. For more information, location and hours, please visit the ACE Homeroom site http//homeroom.pnca.edu/sites/1019About YourLibraryThe Charles Voorhies Fine Art Library provides research assistance, help with citations and bibliographies and a place to document your artwork. Whether you are looking for articles, books, audio collections, DVDs, or Web resources, the library can help For research help contact Dan McClure (emailprotected) and for help with library materials contact Serenity Ibsen (emailprotected). More information is available atwww.library.pnca.edu.Statementon AcademicIntegrityPNCA value intellectual honesty and encourages authentic expression, independent thinking and original writing. The College expects that all work conducted and submitted by our students shall be the combined result of original thought and estimable research. All acts of plagiarism, whether deliberate or unintentional, are considered a violation of the Student Code of Conduct and will not be tolerated on the PNCA campus. It is the students responsibility to be aware of and to act in accordance with the PNCA Guidelines for Academic Honesty. This is a document that defines plagiarism, discusses the conventions of ethical research and documentation, and explains the appropriate uses of source materials. These guidelines overly disembowel the students responsibility for maintaining documentation and evidence of research in order to verify originality in all writing assignments at PNCA. The document PNCA Guidelines for Academic Honesty is provided for you in the following locations on campus the Student Handbook, the Librarys Homeroom site, the Academic Integrity HomeRoom site, the ACE HomeRoom site, the Foundation HomeRoom site, the Liberal Arts Homeroom site. You may also view written copies of the PNCA Guidelines for Academic Honesty in the offi ce of Student Services, the Academic Deans office, and the PNCA Library.StudentInformation +ResponsibilitiesStudents are expected to have in their possession a current edition of the Student Handbook. Students are responsible for all the information contained in the handbook, and should refer to the handbook frequently for deadlines, policies, procedures, andresponsibilities. Student Handbooks are available in the office of Student Services. Students are expected to check their student mailboxes frequently for communications from their instructors or from the administrative offices of the college. Week dickens is the last week that you may add or drop a class with no penalty. Week Eight is the last week that you may withdraw from a class with a W.PNCAGradingCriteriaThis is theinstitutional gradingpolicy for all PNCAstudents. tallys are distributed after the end of each semester.Grading CriteriaGrade A Student performance is outstanding. Student exhibits excellent achievement and w iliness in all aspects of work. Student exceeds the job criteria and consistently challenges himself/herself to seek fresh solutions to assigned problems. Student exhibits a commitment to expanding ideas, vocabulary and performance. Students attendance, participation and class involvement are excellent. Grade B Student performs beyond requirements of assignments. Student exhibits above-average onward motion and craftsmanship in all work. Student meets and exceeds the problem criteria. Student exhibits above-average interest in expanding ideas, vocabulary and performance. Students attendance, participation and class involvement are above average.Grade C Student performance is average and all requirements are fulfilled. Student exhibits an average level of progress and improvement in all work. Student meets the problem criteria. Student exhibits interest in expanding ideas, vocabulary and performance. Students attendance, participation and class involvement are adequate. Grade D Stu dent performance is uneven and requirements are partially fulfilled. Students output is minimal. Studentexhibits minimal improvement in work. Student does not meet the problem criteria in all assignments. Student exhibits minimal interest in expanding ideas, vocabulary and performance. Students attendance, participation and class involvement are less than adequate.Grade F No credit earned. Student fails to meet a minimum performance level. Student does not exhibit achievement, progress or adequate levels of craftsmanship in all assignments. Students work is consistently incomplete or unsuccessful. Students attendance, participation and class involvement are inadequate. occur/Fail Grade A Pass/Fail grade will be given for designated courses in which the course content is such that direct expertness oversight of the learning experience is not possible, and evaluation on the present grading scale would be difficult. Pass implies a C grade or above. Fail implies less than a C grade an d course work graded as Fail does not apply to the degree. Pass/Fail grades are not calculated in the grade point average. This grading applies to Internships. Graphic Design Co-op uses traditional letter grades. IncompletesIn certain situations, a student may request an Incomplete grade in a class. You may petition for an Incomplete only if your situation meets both of these conditions1. An extenuating circumstance exists and it has prevented you from complemental the coursework (Extenuating circumstances are illnesses, family, emergencies, etc.),2. You are currently in good standing in the class.See the Student Handbook for more information about Grades and Incompletes.

Modern Version of Romeo and Juliet Movie with Leonard Di Caprio Essay Example for Free

Modern Version of Romeo and Juliet Movie with Leonard Di Caprio EssayOld stories take a leak forgotten unless they are rejuvenated for the young. In the media serviceman of today, books are forgotten and so is classical love. Romeo and Juliet with Leonardo de caprio was a fabulous attempt at bringing literary productions and drama back to life and into the hearts of the youth today. The first aspect of modernization is to portray the families as rich business tycoons of todays world Montagues and Capulets. The styling of the men especially, the chic haircuts and clothes are not only modern but in fact futuristic. This is most apparent in the guns, the shining metal and flash of silver cannot be forgotten. The fights between the two gangs take place at common place venues of today, that is gas stations. The cars are also futuristic. The letter that Romeo does not respond to is a by a well known courier service. There are times when the rapid cuts and raging soundtrack might ca use comprehendible confusion between the movie and a rock video.Indeed, with all the camera tricks, special effects (such as a roiling storm), and riotous splashes of color, its easy to put up the story in the style (Berardinelli, 1996). The flush-cut editing and fast-moving scenes and actions contribute further to giving the movie a futuristic feel removing it far from the classic ballad it is. a good deal of the decor, for example, the aquarium wall, through which Romeo and Juliet first eye each other, is very modern in its architecture and idea.Such interiors never existed in the days of Shakespeare and neither is in that location any mention in the script. What makes the movie striking is the juxtaposition of old English style, rendered flawlessly and emotionally by the actors, with this modern, futuristic treatment, This juxtaposition is what makes Shakespeares playact speak to the modern teenager, which was the main objectivce of the movie. References Berardinelli, J. Fil Review, Retrieved on 2nd June 2010 from http//www. reelviews. net/movies/r/romeo_juliet. html

Processes Involved In The Production Of Precipitation Biology Essay

Processes Involved In The Production Of Precipitation Biology EssayPrecipitation is one of the most important factors in the irrigate cycle, which all life gains on Earth revolve around. However without the essential conditions and workes occurring, fall would not be possible.IntroductionPrecipitation results when cloud particles become similarly heavy hence they fall to the Earths surface as water that comes either in solid (Hail, spyglass-pellets, snow, diamond dust, sleet and snow grains) or liquid form ( fall, freeze rain and drizzle), falling from the atmosphere towards the Earths surface. In order for precipitation to occur, cloud formation is an essential process.DiscussionCloud formation haoma 1 Cloud formationSourced from http//apollo.lsc.vsc.edu/ Clouds form from the process of condensation due to adiabatic processes. Unstable conditions result in an air portion rising until it cools at dew-point temperature, accordingly becoming saturated. A decrease in atmosphe ric pressure results in the expansion of air molecules in the parcel, therefrom this causes a decrease in temperature. This process is known as adiabatic cooling and has a constant lapse rate of 10Co per 1000 metres. However air sinking down the atmosphere increases in temperature due to being compressed by the constant increase in air pressure, which is known as adiabatic heating. Further cooling results from the air parcel being move, thus condensation of water vapour occurs. The presence of cloud condensation nuclei is mandatory for water to condense amongst molecules of air. To summarise, cloud formation occurs based on the conditions of saturated air, cooling mechanisms and lastly the presence of cloud condensation nuclei. http//apollo.lsc.vsc.edu/wintelsw/MET1010LOL/chapter06/adiabatic01.jpgPrecipitation processesThe form undertaken by precipitation depends mainly on the formation method and the present(a) temperature during the formation. Two of the main theories accepted as being principally responsible for the formation of the precipitation particles are the Collision- calculus process and the Bergeron/ ice crystal process.Collision coalescence processA theory for warm clouds in low latitudes, it states that as water droplets are cohesive, upon colliding with one another, they merge. Evidence for this theory has been seen in warmer sections of clouds where wet exist solely in liquid state, with larger droplets overtaking smaller droplets whilst falling due to their less buoyant state, and merging with them to form a larger droplet. (See lick 1) The increased mass of the droplets defy the updrafts of clouds and begin their descent to Earths surface. http//san.hufs.ac.kr/gwlee/session8/images/collision.gifBergeron/Ice crystal processFigure 2 Collision-coalescence processSourced from http/ san.hufs.ac.krProposed in the 1920s by Swedish meteorologist Tor Bergeron, the theory states that due to the lowered saturated pressure of the ice-crystal, as co mpared to the water vapour, this results in the ice-crystal growing larger in size as ring water vapour evaporates. Once the ice crystals are large enough to fall, they pass through the warm, lower portion of clouds where they absorb more moisture therefore increasing yet again in size. (Figure 2) The ice-crystals will consequently either melt and precipitate as rain or precipitate from the clouds as snowflakes.Figure 3 The Bergeron Process- Sourced from http//geography.hunter.cuny.eduhttp//www.geography.hunter.cuny.edu/tbw/wc.notes/5.cond.precip/precipitation/bergeron.process.jpgThe forms of precipitation depend mainly on the air temperature and turbulences. The major forms of precipitation include Rain, lead by the nose, Sleet (Also known as freezing rain) and hail.RainThe most common form of precipitate, it consists of droplets of liquid water. Though their sizes vary, droplets are usually between 2-5mm in diameter. Rain droplets may reduce in size and quad between each other as a result of the temperature of the air mass being slightly less than the dew point. This then is known as Drizzle.SnowThe second most common form of precipitate, snow occurs when water vapour freezes directly prior to passing through sublimation, thereby forming tiny crystals around the freezing nuclei as seen in the Bergeron process. http//www.nssl.noaa.gov/primer/winter/images/snow.jpgFigure 4- Snow formationSourced from http//nssl.noaa.gov(Figure 4)SleetRain falling down to Earth gets passed through a moderately thick layer of cold air near Earths surface therefore freezing.(Figure 5) sugarcoatFigure 5- Temperature differences with precipitation formsSourced from http//uiuc.edu/ forestry/publications/pdf/ urban_community_forestry/ trees_and_ice_storms_2006.pdfWhile Sleet is formed by raindrops freezing during descent, Glaze is formed the instant raindrops collide with a solid object.HailA lesser-common precipitate, the formation of hail begins with the lifting of ice-crystal s caused by strong updrafts in a cumulonimbus cloud. (Figure 6) Cooled by circulating inside the cloud, the water droplets attach together, forming layers. http//www.jamesspann.com/wordpress/wp-content/uploads/2011/05/SevereWx6.jpgFigure 6-Hail formationSourced from NC State University (http//hatteras.meas.ncsu.edu/secc_edu/SevereWeather/body)A less common form of precipitate isDiamond dust/ ice crystalA meteorological phenomenon, diamond dust is also known as a form of slide by-sky precipitation as it forms under relatively clear skies.Atmospheric LiftingAtmospheric lifting plays a major role the formation of precipitation as mentioned in a higher place. http//geospatial.gsu.edu/geog1112/files/Lab5/Convection.jpgConvective LiftingFigure 7- Convective liftingSourced from Pearson prentice hall Inc. 2007/As different surface areas rich person various temperatures due to unequal heating, conduction causes the air parcel to be warmer than surrounding air (Figure 7). Heated air expa nds as its density decreases therefore the air parcel rises towards the lower-density layer. As the air continues to rise, this results in the pressure of the unstable air decreasing. Thus the air cools adiabatically until the dew point temperature has been reached.Precipitation that forms from convective lifting, convective precipitation, is common in warmer regions of the globe and is observed to be light showers with large raindrops. However convective precipitation usually last for short durations at a time. http//media-1.web.britannica.com/eb-media/51/135451-004-A6B6636B.jpgOrographic LiftingFigure 8 Orographic liftingSourced from http//britannica.comAscending air is forced upwards a land mass, usually due to a topographic bar, where it cools adiabatically to dew point temperature and then condenses. When air stars to descend downhill, condensation and precipitation come to a halt as the air starts to warms adiabatically. Windward slope of the barrier is termed the wet side wh ereas the leeward slope is the dry side. The rain bum area is considered to be from the dry side to the extent of the drying influence. Orographic precipitation is common in New Zealand due to the presence of many hills and mountain ranges in the landscape. frontal liftingThis type of lifting occurs due to a front, which is defined by Whittow (2000) as being the boundary plane between two air masses with different meteorological characteristics. The warmer air mass is forced to rise over the cold air mass, thereby cooling to dew point temperature. This then allows for the formation of clouds and the resulting frontal precipitation. http//ocw.usu.edu/forest__range__and_wildlife_sciences/wildland_fire_management_and_planning/lifting3.jpgFigure 9- Frontal LiftingSourced from Idaho University http//www.sci.uidaho.eduConvergent LiftingFigure 10- Convergent liftingSourced from Idaho Universityhttp//www.sci.uidaho.eduThe least common type of atmospheric lifting, it occurs with air conver ging thus, uplift is formed due to crowding. Instability is then increased therefore producing showery-type precipitation. Convergent lifting is linked to cyclonic storms and is far more common in lower latitudes, as well as the inter tropic convergence zone, where tropical disturbances such as hurricanes are caused by it. http//www.sci.uidaho.edu/scripter/geog100/lect/05-atmos-water-wx/05-part-7-atmos-lifting-fronts/05-25a-lifting-convergent.jpgGlobal distributionThe amount of precipitation received in any region on Earths surface depends on the characteristics of the air mass involved, such as humidity, temperature and stability which are also dependent on the originating latitudes and the trajectory of the air mass.Figure 11- Total annual rainwatersourced from climate-charts www.climate-charts.comWorldwide annual precipitation http//www.climate-charts.com/images/world-rainfall-map.pngTropical latitudes are considered to contain most of the wettest regions in the globe. This may be due to the large moisture carrying capacity of the warm eastern trade winds, hence why very heavy rainfall is often produced in those areas.Regions near the equator exhibit these circumstances, as warm and unstable air gets lifted by within the intertropical convergence zone, as the warmer ocean waters easily vaporizes. Large amounts of precipitations also form due to topographic obstacles forcing trade winds to rise. The orographic order is exhibited in the eastern regions of tropical landmasses, such as Madagascar and N.E South America, due to the trade winds coming from the easterly direction.Drier areas are more common on the western side of continents in subtropical latitudes (20o and 30o centred ) High pressure areas, where air sinks which does not promote condensation or precipitation, are common at the latitudes mentioned above which are closer to subtropical high-pressure cells.The contrast between the precipitation received in coastal regions and interior regions of c ontinents are also quite visible. (Figure 8) coastal regions are able to receive a higher amount of precipitation due to being geographically closer to sources of moisture, such as oceans.ConclusionIn order for precipitation to be formed, numerous conditions and processes have to be met. Adiabatic processes are key in cloud formation, which is essential for precipitation. The two main theories shortly accepted as principally responsible for producing precipitation particles are the Bergeron/Ice-crystal process and the Collision-coalescence process. Forms of precipitation that arise from the processes above include, Rain, which is the most common form Snow, Sleet, Glaze and Hail. A lesser common form is Diamond dust/Ice crystals which are known as a meteorological phenomenon.Only through the processes of atmospheric lifting can precipitation occur. The four main principle types of atmospheric lifting include Convective lifting, which is due to unequal heating on the surface Orographi c lifting, which is caused by a topographic barrier Frontal lifting, due to fronts and lastly convergent lifting, the least common, occurring when air converges.The distribution of precipitation varies greatly around the globe, depending however, on the characteristics of the air mass involved, such as humidity, temperature and stability which are also dependent on the originating latitudes and the trajectory of the air mass. Tropical latitudes receive the most amounts due to the moisture carrying capacity of the trade winds which also cause an orographic effect observed near the eastern regions of tropical landmasses, due to their easterly direction.

Charles Dickens Hard Times Analysis

Charles Dickens Hard Times AnalysisCharles Dickens Hard Times focuses on the numerous family relationships and interactions between characters, and the impact that people go for on the behaviour of others. It is evident throughout the novel that several of these relationships are one-sided, in the sense that they are notwithstanding in the interest of one of the dickens parties. For instance, toms influence over Louisa allows him to manipulate her for his own good. Similarly, jam Harthouses pursuit of Louisas affection is not out of delight in, merely simply out of aristocratic boredom. Rachels influence on Stephen Blackpool allows him to maintain his integrity and honour. Finally, fairy Jupes impact on the Gradgrind family is all give and no take, as her broad imagination allows the family to finally realize that life is not merely about the theory of item.The most obvious example of a one-sided relationship in Hard Times is the one between siblings Tom and Louisa. This r elationship is far from mutually beneficial, as Tom continually takes advantage of his sister, solely for his own interests. The constant teachings of fact have made Toms life discharge and mundane. Although Tom is tempted by creativity of the circus, he displays little emotion upon being disciplined by his father Indeed, Thomas did not look at him, but gave himself up to be taken home like a machine (15). Due to the constant strict teachings of fact by his father, Mr. Gradgrind, Tom begins to grow old-hat of this appearance of life. His interest in the circus is symbolic of his desire to detach from his father and his dull existence. By embracing a somewhat hedonistic lifestyle, frequently drinking and gambling, Tom finds a sense of freedom. He wants to break the dull lifestyle and teachings of the Gradgrind domicile and experience a hot way of life. Tom and Louisa love each other deeply however, Tom uses his sisters love for him in order to manipulate her to do as he desire s. Louisas strict upbringing prevents her from truly mocking Toms motives, allowing for her brother to take advantage of Louisas love for him by manipulating her into marrying Bounderby for his own gain. As Toms requests grow in number and in nature, the two grow further apart. The relationship shared by the two is filled with affection at the beginning of the novel, but Toms selfishness tears the relationship apart. He keeps Louisa in the dark regarding the bank robbery and, ultimately, his focus on materialism outweighs his feelings for his sister. Toms boredom with his lifestyle leads to radical changes in his attitude. A similar boredom leads James Harthouse to pursue Louisas love.Dickens uses the character of James Harthouse to poke fun at the aristocracy at the time. Harthouse totals to Coketown with the intention of entering the world of politics and embracing Gradgrinds theory of fact, simply out of boredom with his present-day(prenominal) life. He is a refined and wealt hy gentleman from London, but as the old saying goes, money doesnt buy happiness, leaving Harthouse constantly searching for new ways to amuse himself. Upon hearing about Louisa Gradgrind, he immediately makes it his primary goal to seduce the young woman. Although Louisa is resistant, this makes her even more attractive to him. She is so interest to him because of her uniqueness. She agrees a new blend of beauty and intelligence, and her knowledge of economics is unparalleled. By discussing Toms gambling debts with Louisa, he exploits one of her main weaknesses, her unconditional love for her brother. He merely uses Toms predicament to exploit Louisas inexperience in interpersonal relationships. Although Harthouses pursuit of her helps lead to her eventual break-up with Bounderby, Sissy Jupe saves Louisa from the selfish, controlling Harthouse, when she demands that he leaves Coketown He was touched in the tooth decay where his heart should have been in that nest of addled eggs , where the birds of heaven would have lived if they had not been whistled away by the fervor of this reproach (275). This passage exemplifies Harthouses lack of take in life. His great wealth and position as an aristocrat prevents him from every finding true love, as he will simply grow banal of stability. His lack of reluctance in leaving Coketown demonstrates how little Louisa truly means to Harthouse. Harthouses pursuit of Louisa is more of a quest for him to pass the time than it is about finding true love. His departure from Coketown reveals the little care he has for the feelings of others, as well as his selfishness and immorality. This is completely contrary to the relationship between Stephen Blackpool and Rachel.Stephen Blackpool is the quintessential example of a considerate and moral individual. Although he is labored to combat the difficult working conditions and dehumanizing lifestyle of a factory worker during the Industrial Revolution, Stephen maintains his mor ality and honesty, with the help of Rachel. Stephens home, which before serves as a safe haven from the long working days, is taken over by his alcoholic married woman, forcing Blackpool to drift around Coketown. Blackpools inability to acquire a divorce from his misery of a wife prevents him from moving away from his past troubles, but Rachel provides him with glimmers of hope and happiness, leading to him calling her his angel. She is the complete opposite of his current wife, displaying qualities of pity and sensitivity. The epiphanic moment in the relationship between the two occurs when Rachel prevents Stephens wife from killing herself. Stephen wakes up and sees his wife ready to drink poison however, he is psychologically inefficient to get up and prevent her from doing so All this time, as if a spell were on him, he was motion-less and powerless, except to watch her (102). In that moment, Stephens frustration and sadness with his life overrides his usual strong morals. T he emphasise his wife places upon him leaves him unable to control his desire to see her deceases or harmed. He is unable to bring himself to stop his wife from committing suicide, yet Rachel is. In doing so, Rachel motivates Stephen to uphold his strong character and honor, despite the hard times. Rachel cares for his wife and plays a vital role in pushing Stephen to pursue his reliable interests as both a worker and a gentleman. While his fellow workers abandon Stephen due to his beliefs about the union, Rachel supports him until the very end, when he dies essentially for Toms crime. Although Stephens death allows him to escape from his dreadful marriage, he leaves Rachel alone and saddened. Rachel is the driving force behind Stephens actions in the novel and allows him to maintain his true beliefs and morals about work and life. Much as Rachel encourages Stephen to pursue his true beliefs, Sissy Jupe enlightens the Gradgrind family of imagination and thinking.Sissy Jupes impact on the Gradgrind family is the most important relationship in the novel. The strict teachings of Thomas Gradgrind turn the household into one giant machine of fact, whereas Sissys upbringing in the circus has allowed for her constant indulgence in imagination. The contrast between Louisa and Sissy in clear Louisa has been forced to think with her head, while Sissy thinks with her heart. Louisa hasnt been allowed to be passionate about anything, and her submergence in fact has contained her desire for freedom. Sissy plays a vital role in enabling Louisa to reveal the warm and passionate qualities she has inside of her, despite being brought up in such as cold atmosphere. In fact, Sissys romantic way of thinking eventually allows the entire Gradgrind household to realize that there is more to life than merely fact. Thomas Gradgrind is initially disappointed by the circus entertainers and they represent imagination and idealism. These entertainers use their imaginations to find happin ess, something that has always been lacking in the Gradgrind household. Sissys vast imagination and optimism is displayed by her belief that her father has abandoned her only to sieve and correct Sissys life. She expresses these sentiments to herself, maintain the belief that her father will one day return to her O my dear father, my good kind father, where are you gone ? Tou are goue to try to do me some good, I know Tou are gone away for my sake, I am sure. And how miserable and helpless you will be without me, poor, poor father, until you come back (44). Sissys belief that he father has left the circus for her well-being starkly contrasts with Gradgrinds teaching of fact. That being said, this attitude epitomizes Sissys hopeful way of thinking, which eventually brushes aside on the Gradgrind household. Not only does Sissy help Tom find refuge with her old circus entertainers, but she also helps Mrs. Gradgrind recognize the void that has existed forevermore within their family , the lack of imagination within the household. While Mrs. Gradgrind is unable to clearly express this before her death, she recognizes these qualities in Sissy. Mr. Gradgrind ultimately finds out that his emphasis on fact has denied his family happiness for many years. Gradgrind accepts the fact that his teachings did not produce happiness therefore, he appoints Sissy to aid in Louisas development as an individual. With Sissys help, Louisa is on the road to create the ideal balance of fact and imagination.To conclude, Dickens novel discusses the social impact of the Industrial Revolution and the dehumanization of workers by machines. Much like the repetitive actions knotty in working in factories dull the lives of the workers, the teachings of fact prevent characters from reaching their full potential. Louisas inability to express herself prevents her from stopping Toms exploitation of her love for him. Similarly, Louisa needs Sissy Jupe to send James Harthouse away from Coketown, as her cold upbringing has limited her ability to interact with others. Stephen Blackpool is the best example of an individual who has been dehumanized by the stress and working conditions of being a hand during the Industrial Revolution. Only with the help of his so-called angel, Rachel, is he able to maintain his morality and strong values. Finally, Sissy Jupe is arguably the most important character in the novel. Her impact on the Gradgrind family is extreme, as she allows Mr. and Mrs. Gradgrind to recognize that imagination is the key to happiness, not fact. While the relationships throughout the novel are often one-sided, the influence that each character has over others is essential in the demise of fact and the rise of critical thinking.

Anorexia Nervosa: Symptoms, Treatment and Impact

Anorexia Nervosa Symptoms, Treat ment and Impact circulative organization is made up of the vessels and the muscles that benefactor and control the f miserable of the contrast around the body. Blood contains antigens and antibodies to protect us from infectious and non-infectious affections which called the immune system. Whenever antigen and antibody interlock, the antibody marks the antigen for destruction.E preciseone would want to set out the ideal body. They will do everything so that their bodies could be perfect form, especially female. Approximately 95% of those affected by anorexia are female, but males can obtain the disorder as well. Anorexia nervosa is a non-infectious disease. Anorexia nervosa or usually called anorexia is an eating disorder or loss of desire for provender (appetite). When people have this disease, they are called to be anorexic.The process of too untold limiting the amount of feed into the body is likely to result a person experiencing anorexia. People with anorexia nervosa behave to be very high achievers, performing very well in many activities. Professionals for instance athletes, model or superstar are easily got anorexic, because of their professional requirement. Anorexia is mostly resulted from one maintaining an extremely low weight, and create as a result of changes in ones behavior, emotions, thinking, perceptions, and social interactions.When people called to be anorexic, they dont have any nutrition in their body and thus anorexias antigen could attack antibodies. When antibodies failed to preserve anorexias antigens, our body will get tired, weak and other symptoms of anorexia will occur. Even though there have been many anorexia cases, at the end of the millennium, people wellness will be better and anorexics will decrease because of the technology improvement. This essay will discuss the causes, symptoms, prevention methods, and discussion methods towards anorexia disease.Anorexia is a very dangerous dis ease because it is happening in all over the world. A record has been made in 2004 by world wellness organization statistical information system to prove how harmful is this eating disorder. There are approximately 20 deliberateries counted for the people death cause by anorexics. Below is the diagram of the record.Anorexics tycoon cause by having troubled relationships or macrocosm teased about their size or weight at their past. When being teased, person felt of not good enough, low self-esteem, and even anger. Thus this will affects their social life. According to a research suggests that a combination of certain personality traits, emotions and thinking patterns, as well as cultural and environsal factors might be responsible.People who have anorexia are behaving to deny that they have a problem. Due to people with anorexia often hide their characterise symptoms are not easy to see. But as prison term goes by, as anorexia progresses symptoms whitethorn be seen and its sta rt to be difficult for them to deny. The symptoms areAnorexics read food labels to measures and weighs the calories of the food that they will eat.Anorexics will pretend that they had eaten before when someone ask them to or throw the food away.They preoccupy with food. By collecting recipes, reading food magazines or cooking for friends may make other think that they are normal and forgotten about their previous thought of (he/she) getting anorexia.Anorexics will eff food into small pieces and chewing every bite a certain number of times.The affected person uses various methods such(prenominal)(prenominal) as vomiting or laxative abuse to prevent weight gain.Most individuals with anorexia nervosa do not recognize that they have an eating disorder. And usually hide their feelings, thoughts, intentions and actions from other people (secretive).They may easily get tired, weak, and most of the time dizzy because of low blood pressure. Have purplish skin color on their arms and legs fr om poor blood flow. They also happen to have yellow skin and dry mouth. Patient of anorexia nervosa are easily getting confused and slow thinking.Not all of cases involving this oddball of non-infectious disease can be prevented. in spite of that, there may be some ways to be done to prevent some cases to happen. What can be done are teaching and encouraging healthy eating habits and realistic locatings about food and body im geezerhood to people that are suspected might experience anorexia. The role of parents in a family is also important. In particular, mothers should create a healthy lifestyle in order to show her children how important to immerse particular amount of food, and fathers should not criticize too much on his children body shape and weight. In addition, parents should promote a healthy and supporting environment for their children. On the other hand, the media can also be used to promote healthier lifestyle. It must re show the society, as the basic characterist ic of an individual is that they may tend to follow others lifestyle. The media can also display programs that are created to prevent eating disorder.Many of anorexics died before they could get a well treatment. Anorexics that are in a very underweight condition, must be treated carefully, or hospitalized. After anorexics get the medical treatment, they need to get psychological counseling in order for them learn about healthy foods and lifestyle. The psychological counseling may allows nutritional counseling, individual counseling and group counseling. Nutritional counseling will teaches anorexics to count calories of body needed in comfortable method. And to help with weight gain, doctors usually use liquid food supplements. Anorexics may also need some therapies such as cognitive-behavioral therapy or known as CBT in the individual counseling. CBT teachers will help anorexics to change their attitudes and behaviors about eating. Group counseling is also needed for anorexics, to conduct their experiences and to encourage their friends (who also experience anorexia) to recover. Family therapy is very helpful, especially for teen with anorexics. Parents and siblings could support the anorexics during treatment emotionally and physically. Another effort to help anorexics recover is by let them expressing their feelings and doing something enjoyable for them for instance doing their hobbies. Then, doing relaxation is also important. By having yoga, massage and the traditional Chinese relaxation exercises will build a healthy relationship with their body.BibliographyThinkQuest, ThinkQuest. Circulatory System. 30-11-09 .National Cancer Institute, USA, National Cancer Institute, USA . Antigens and Antibodies. 29-12-09 .Stoppler, Melissa. Anorexia nervosa. medecinenet.com. 29-11-09 .ehealthMD, ehealthMD. Anorexia nervosa. 30-11-09.NationMaster.com, NationMaster.com. Mortality Statistics Eating disorders (most recent) by country . 1-12-09 .Cleveland Clinic, Cleve land Clinic. Anorexia nervosa. 1-11-09 . impression and Anxiety in sr. Adults Knowledge GapsDepression and Anxiety in Older Adults Knowledge GapsDepression and Anxiety in Older AdultsAre there gaps in current knowledge regarding diagnosis and treatment?IntroductionMental health problems in onetime(a) gravids can cause a massive social extend to, often bringing about poor reference of life, isolation and exclusion. Depression is one of the most debilitating mental health disorders worldwide, affecting approximately 7% of the elderly population (Global Health Data Exchange, 2010). Despite this, it is also one of the most underdiagnosed and undertreated conditions in the primary care setting. Even with estimates of approximately 25% of over 65s living in the biotic residential district having depressive symptoms severe enough to warrant medical intervention, entirely one third discuss their symptoms with their GP. Of those that do, only 50% receive treatment as symptoms of fee ling at bottom this population often coincide with other later life problems ( IAPT, 2009 World Health Organisation (WHO), 2004).Chapter 2 Literature Review2.1 Depression and Anxiety in older adultsMany misconceptions surround ageing including the fact that depression is a normal part of the ageing process. Actual narrate destines that other physical health issues often supersede the entry of depressive symptoms in older adults which may suggest that the development of depression is influenced by deteriorating physical health (Baldwin, 2008 Baldwin et al, 2002). Depression may present differently in older adults in comparison to adolescents or even working age adults. Although the same disorder may be present end-to-end different stages of the lifespan, in older adults certain symptoms of depression may be accentuated, such as somatic or psychotic symptoms and memory complaints, or suppressed, such as the feelings of sadness, in comparison to younger people with the same disord er (Baldwin, 2008 Chiu, Tam Chiu, 2008). OConnor et al (2001) carried out a call for into the influence of age on the response of major depression to electroconvulsive therapy and found that when confounding variables are controlled (age at the beginning of a study), there is no difference in the remit rates for depression in both younger and older adults, however, relapse rates remain higher for older adults. Backing this up, Brodaty et al (1993) conducted a soft intrinsicistic study into the prognosis of depression in older adults in comparison to younger adults and again confirmed that the prognosis and remission for depression in older adults is not significantly worse than for younger adults. However, the rigor of a qualitative naturalistic study is argued by proponents as being value-laden in nature, term criticisms of this study approach highlight it as being subjective, anecdotal and subject to researcher bias (Koch, 2006).In addition to depression, fear disorders are also commonplace among older adults, often presenting as a comorbid condition. In 2007, 2.28 million people were diagnosed as having an trouble disorder in the UK, with 13% of those individuals aged 65 and over. By 2026, the projected number of people diagnosed with an anxiety disorder is expected to rise by 12.7% to 2.56 million with the greatest increase expected to be seen in the older adult population ( queen regnants Fund, 2008). Despite the prevalence rate, anxiety is poorly researched in comparison to other psychiatric disorders in older people (Wetherell et al, 2005). Of the anxiety disorders, phobic disorders and generalised anxiety disorder (GAD) are the two most common in older people (Bryant et al, 2008). It wasnt until 1980 that the American Psychiatric link (APA) published the Diagnostic and Statistical Manual of Mental Disorders (DSM) 3rd Edition which introduced Generalised Anxiety Disorder (GAD) into the psychiatric nomenclature, distinguishing it from other anx iety disorders for the first time (APA, 1980). MCManus et al (2009) estimate that in England alone, as many as 4.4% of people suffer with GAD with prevalence rates between 1.2 and 2.5 times higher for women than men (Prajapati, 2012).Post-Traumatic Stress Disorder (PTSD) continues to gain change magnitude recognition and has received more clinical interest lately, correlating with individuals from the Second World War, Holocaust and Vietnam Veterans reaching or being well into old age. Despite this, data relating to prevalence rates still remains limited with research tending to focus on specific populations as opposed to community figures, for example, with regards to UK war veterans, approximately 30% will develop PTSD (pickingupthepieces.org.au, 2014). Unfortunately, stigma tends to misrepresent PTSD statistics as sufferers tend not to stress diagnosis or researcher bias is present. Britt (2000) found that many service personal within the military stated that admitting to a me ntal health problem was not only more stigmatising that admitting to a physical health problem but they also believed it would have a more detrimental impact on their career prospects. Furthermore, Mueller (2009) conducted a study into disclosure attitudes in which it was concluded that these attitudes can strongly predict symptom severity. With this in mind, it is important to stress the richness of practicing within the limits of NMC (2008) code of conduct in which unconditional positive regard must be shown by all nursing staff whilst incorporating a non-bias attitude in practice.Anxiety and depression comorbidity is well established. A longitudinal study, noted for its beneficial adaptability in enabling the researcher to look at changes over time, conducted by Balkom et al (2000) found that in a random community sample of adults (55 and older), who were diagnosed as having an anxiety disorder, 13% also met the criteria of major depressive disorder (MDD). Adding weight to the proof of anxiety and depression comorbidity in older adults, Schaub (2000) who also conducted a longitudinal study, found that 29.4% of a sample of older adults in a German community diagnosed with an anxiety disorder also met the criteria for a depressive disorder. Longitudinal studies are thought to vary in their validity due to the attrition of randomly assigned participants during the draw of the study, thus producing a final sample that is not a true representation of the population sampled (Rivet-Amico, 2009).King-Kallimanis, Gum and Kohn (2009) examined current and lifetime comorbidity of anxiety with depression. Within a 12 month period they found 51.8% of older adults with MDD in the United States also met the diagnostic criteria for an anxiety disorder. There is evidence to suggest that the first presentation of anxiety symptoms in older adults suggests an underlying depressive disorder (Chiu et al, 2008). Unfortunately, comorbid anxiety and depression in older adults is associated with much higher risks of suicidal symptoms (Bartels et al, 2002 Lenze et al, 2000) in addition to increased reports of more severe psychiatric and somatic symptoms and poorer social functioning when compared to depression alone (Lenze et al, 2000 Schoevers et al, 2003).2.2 Diagnosis and Screening ToolsThe U.S. Preventive Services Task Force (USPSTF) (2009) states that covering for depression and anxiety in older adults allows GPs and mental health practitioners to look for these conditions despite the service user not reporting the symptoms. However, recommendations on the use of display tools should be limited to services where there are adequate systems in place to refer service users on for in-depth assessment and treatment as top without adequate treatment and follow-up is highly ineffective as highlighted by OConner (2009) and USPSTF (2009) in separate research reviews. Snowden et al (2009) further stipulates that covering fire should only be carried out in app ropriate settings using approved depression viewing tools designed specifically for older adults. Some of these specific screening tools include the Geriatric Depression cuticle (GDS) and the 2 item and 9-item Patient Health Questionnaire (PHQ-2 /PHQ-9). It is necessary to be mindful of the fact that screening tools are not diagnostic assessments, they merely identify the likelihood of someone have depression/anxiety (Snowden et al, 2009) and should be used in conjunction with a clinical examination to serve diagnosis (Chie et al, 2008).The self-administered Geriatric Depression Scale is the most widely accepted screening tool for depression in older adults, first developed by Yesavage et al in 1983. It is available in both a long form and short form. The long form consists of a 30-item questionnaire, which asks the older adult to answer yes or no to specific questions in reference to how they have been feeling over the past week. The shorter form (see appendix 1) was developed i n 1986 pursual validation studies of the long form and takes approximately 5 minutes to complete. This is often the more suitable screening tool as it can be more easily used by individuals who are physically unwell and those suffering from mild to moderate cognitive impairments such as dementia who may have relatively short concentration spans. It comprises of 15 specific questions from the long form that generated the highest association with depressive symptoms. Scores of 0-4 on the GDS short form are considered normal 5-8 indicate mild depression 9-11 indicate moderate depression and 12-15 indicate severe depression (Yesavage et al, 1983 1986).The GDS have proven to a highly reliable and valid screening tool. One study carried out by Paradela et al (2005) found that the GDS had 81% sensitivity and 71% specificity when evaluated against diagnostic criteria in the DSM-IV. In a validation study completed Sheikh and Yesavage (1986) comparing the GDS Long and Short Forms, both were successful in distinguishing depressed from non-depressed older adults with a high correlation.Within the NHS, several screening tools are more widely used than the GDS. These include the PHQ-9 (Spitzer et al, 1999), PHQ-2 (see appendix 2) (Kroenke et al, 2003) and Whooley questions (see appendix 3) (Whooley et al, 1997). Both the PHQ-2 and PHQ-9 use a psychometric Likert scale format while the Whooley questions uses bare(a) yes/no answers.The PHQ-2 and Whooley questions fall into the category of ultra-short questionnaires comprising of as little as three, two or one single detection questions. Despite the use of these ultra-short questionnaires being used in practice, evidence from Mitchell and Coyne (2007) suggests that one-question screening tools identify as little as one third of patients with depression making them unacceptable and unreliable screening tools if simply relied upon. Despite this, there is still support for the use of two and three question screening tools, spe cifically the PHQ-2 which has been found to identify as many as 80% of individuals with depression in primary care settings (Ross, 2010 Mitchell and Coyne, 2007). As with all good practice, caution should be used when utilising these screening tools are they can present false-positive results (Mitchell and Coyne, 2007).By comparison, the PHQ-9 is a self-administered 9-item questionnaire aimed at the detection of depression (Kroenke et al, 2001). It value within mental health screening is well known due to the robust evidence surrounding it validity and excellent levels of sensitivity (91.7%) and specificity (78.3%) (Kroenke et al, 2010).Chapter 3 Application to Nursing PracticeDementia, along with depression and other priority mental disorders are include in the WHO Mental Health Gap Action Programme (mhGAP). This programme aims to improve care for mental, neurological and substance use disorders through providing guidance and tools to develop health services in resource poor areas. Synthesis and utilization of empirical research is an important aspect of evidence-based care. Only within the context of the holistic assessment, can the highest quality of care be achieved.ReferencesBaldwin, R., Chiu, E., Katona, C., and Graham, N. 2002. Guidelines on depression in older people Practising the evidence. London Martin Dunitz Ltd.Baldwin, R. 2008. Mood disorders depressive disorders. In Jacob R et al, Oxford Textbook of Older Age Psychiatry. Oxford Oxford University Press.Balkom, V., Beekman , A., de Beurs, E., et al. Comorbidity of the anxiety disorders in a community-based older population in the Netherlands Online. Acta Psychiatrica Scandinavica 101(-). Pp 3745. Available at https//www-swetswise-com.abc.cardiff.ac.uk/FullTextProxy/swproxy?url=http//onlinelibrary.wiley.coc/resolve/doi/pdf?DOI=10.1034/j.1600-0447.2000.101001037.xts=1409279416128cs=1533436201userName=0000884.ipdireciemCondId=884articleID=25446758yevoID=1585273titleID=2498remoteAddr=131.251.137.64host Type= pro Accessed 29th revered 2014.Bartels, S., Coakley, E., Oxman, T., et al. 2002. Suicidal and death ideation in older primary care patients with depression, anxiety, and at-risk alcohol use. American Journal of Psychiatry.159(10) pp.417427.Brodaty, H., Harris, L., Peters, K., Wilhelm, K., Hickie, I., Boyce, P., Mitchell, P., Parker, G., and Eyers, K. 1993. Prognosis of depression in the elderly. A comparison with younger patients Online. The British Journal of Psychiatry 163(-) pp589-596. Available at http//bjp.rcpsych.org/content/163/5/589BIBL Accessed 27th elevated 2014.Chiu, H., Tam,W., and Chiu, E. 2008. WPA educational program on depressivedisorders Depressive disorders in older persons. World Psychiatric Association (WPA).Kings Fund. 2008. Paying the price The cost of mental health care in England to 2026 Online. London Kings Fund. Available at http//www.kingsfund.org.uk/sites/files/kf/Paying-the-Price-the-cost-of-mental-health-care-England-2026-McCrone-Dhanasiri-Patel -Knapp-Lawton-Smith-Kings-Fund-May-2008_0.pdf Accessed 17th August 2014.Koch, T. 2006. Establishing rigour in qualitative research the decision trail. Journal of Advanced Nursing 53(1) pp. 91-100Lenze, E., Mulsant, B., Shear M, et al. 2000. Comorbid anxiety disorders in depressed elderly patients Online. American Journal of Psychiatry. 157(-) pp.722728. Available at http//ajp.psychiatryonline.org.abc.cardiff.ac.uk/data/Journals/AJP/3712/722.pdf?resultClick=3 Accessed 29th August 2014.OConner, A. 2009. Screening for depression in adult patients in primary care settings a systematic evidence review Online. Annals of Internal Medicine. 151(11). Pp.784-793. Available at http//annals.org.abc.cardiff.ac.uk/article.aspx?articleid=745314resultClick=3 Accessed 22nd August 2014.OConnor, M., Knapp, R., Husain, M., et al. 2001. The influence of age on the response of major depression to electroconvulsive therapy a CORE report. American Journal of Geriatric Psychiatry. 9(-) pp. 382390Rivet-Amico , K. 2009. Percent Total scrape A Poor Metric for Study Rigor in Hosted Intervention Designs Online. American Journal of Public Health 99(9) pp 1567-1575. Available at http//www.ncbi.nlm.nih.gov/pmc/articles/PMC2724469/ Accessed 22nd August 2014.Schaub, R., Linden, M. 2000. Anxiety and anxiety disorders in the old and very oldresults from the Berlin Aging Study (BASE) Online. Comprehensive Psychiatry. 41(-) pp 4854. Available at http//ac.els-cdn.com.abc.cardiff.ac.uk/S0010440X00800085/1-s2.0-S0010440X00800085-main.pdf?_tid=25fb884e-2f25-11e4-ae4a-00000aab0f6bacdnat=1409279912_0012d28347b6791e31a8b5199f3daaa1 Accessed 29th August 2014.Schoevers, R., Beekman, A., Deeg, D., et al. 2003. The natural history of late-life depression results from the Amsterdam Study of the Elderly (AMSTEL) Online. Journal of Affective Disorders.76(1) pp 514. Available at http//ac.els-cdn.com.abc.cardiff.ac.uk/S0165032702000605/1-s2.0-S0165032702000605-main.pdf?_tid=1814aa80-2f34-11e4-a381-00000aab0f27acdn at=1409286331_4cb7efb58af9c004b37dc4825f8831d5 Accessed 19th August 2014.Sheikh, J., and Yesavage, A. 1986. Geriatric Depression Scale (GDS). Recent evidence and development of a shorter version. In T.L. Brink (Ed.), Clinical Gerontology A Guide to Assessment and Intervention .pp. 165-173. New York The Haworth Press.Snowden, M., Steinman, L., Frederick, J., and Wilson, N. 2009. Screening for depression in older adults recommended instruments and considerations for community-based practice Online Clinical Geriatrics. 17(9). Pp 26-32. Available at http//www.consultant360.com/articles/screening-depression-older-adults-recommended-instruments-and-considerations-community Accessed 19th August 2014.USPSTF. 2009. U.S. Preventive Services Task Force. Screening for depression in adults U.S. limp services task force recommendation statement Online. Annals of Internal Medicine 151 (11). Pp 784-792. Available at http//annals.org/article.aspx?articleid=745304 Accessed 19th August 2014.Yesavage, A., Brink, L., Rose, L., Lum, O., Huang, V., Adey, M., and Leirer, O. 1983. Development and validation of a geriatric depression screening scale A preliminary report Online. Journal of Psychiatric Research, 17(1). pp 37-49. Available at http//ac.els-cdn.com.abc.cardiff.ac.uk/0022395682900334/1-s2.0-0022395682900334-main.pdf?_tid=3e351376-2f84-11e4-80c4-00000aab0f02acdnat=1409320755_7707825345e33994a5a5539c953dac90 Accessed 29th August 2014.Appendix 1.

Independent Man :: essays papers

Independent Man1 Growing up in a dysfunctional family is a hard thing for a fry to endure. As a child my classmates and I lived average lives. On occasion I would hear stories, from friends at school, how dysfunctional their families were. It was not until my sophomore year of laid-back school that I had a friend that was from a dysfunctional family. Through my best friend I learned that growing up in a dysfunctional family builds a childs personality in numerous positive ways. I saw, in mob Smith, that being raised in a dysfunctional family made him an independent man.James was born and raised in Houston, Texas. At a young age James parents divorced. Due to the divorce James has two younger half brothers. One from each biological parent and their second spouse. The older of the two brothers is 16 and serving time in a state correctional facility for boys because of burglary charges. The younger of the two is about 9 years old and lives with James estranged ex-stepmother. J ames biological father is rattling ill with the HIV virus and James is unsure of his health or where he currently lives. James worries if his father is well or even shut up alive. His mother and stepfather, whom he lived with until he was 12, are currently trying to kick their heroine addiction. Throughout the 20 years of James life he has lived with multiple family members and a friend, which is I. He currently, has a two-bedroom apartment, in a really exclusive area of Houston, with a co-worker. James has been working at Compaq Computer Corp. for almost a year. He works 40 to 48 hour weeks as a computer technician earning $14.50 due to his vast knowledge in the computer field.James is a very unique person. He is 55 and weights about 150 lbs. making him slightly stout. His jolly round face is set on his manila modify skin. While accompanied by hair, as brown as the wet sand on a beach, cut in a military style. up to now when it gets long it curls and resembles a shaggy dog. Th e whites of his mocha brown eyes have a blue tint to them as a result of James having Osteoporosis. A past leg injury has left him with a slight stagger when he jogs or runs. When he walks he always seems to keep his hand proficient at his sides.

Tuberculosis and Typhus Fever: Diseases of Class in 19th-Century Englan

Tuberculosis and Typhus Fever Dioceanses of Class in 19th-Century England Missing Works CitedAlthough more prevalent amongst the operative class, tuberculosis and typhus fever were promise by all populations in Victorian England. People of the upper and middle classes could afford treatment while the poor were often subjected to unsanitary, sickness-ridden living conditions. Charity schools were generals places of infection due to inedible food and a vulnerability to contagion, i.e., the necessity of sharing beds and drinking from a common cup. F.B. Smith confirms the increased likelihood of disease within charity schools in his book The Retreat of Tuberculosis. He states Charity school children displayed above average rates (of tuberculosis) even though the badly impact individuals usually were excluded (7). Tuberculosis and typhus fever outbreaks, increased significantly in the nineteenth century due to overcrowding, poor housing conditions, low wages and standards of nutriti on, ignorance, and overlook of effective medical treatment. Tuberculosis is marked by symptoms such as a hollow cough, an emaciated body, nightly weats and daily intermittent fevers. Tuberculosis was common amongst working classes because it was contracted through pestilent, infected air, manifesting itself in places surrounded by swampy land. Geography plays an important role in the transmission of tuberculosis. The working classes could not afford to live in areas that were free of the epidemic. The upper classes did contract consumption, although they sought the medicine of the day which often brought them to health. The most popular remedy was a sea voyage in a warm climate, but also pure air and the most nutritious food were encouraged. Accordi... ...the poor were hypothetic to be upgraded by industrial innovations but, on the other hand, company waste and inadequate working conditions, exploitation, took a severe toll on the very people this revolution was supposed to help. The mass presence of disease was due to the degradation of society. Poor conditions of various institutions, a side effect of the revolution, presented a dangerous risk of exposure for lower, working class families. Tuberculosis and typhus fever were painful, contagious, and long-lasting epidemics that killed people of all classes. Naturally, the lower classes suffered the most. The upper classes reaped the financial benefits from this new urban society, while the working classes were subjected to filthy, disease-ridden atmosphere. The innocent have always been the disadvantaged, but in 19th century England, they paid with their lives.