Political Equality Essays - Egalitarianism, Social Inequality

Political Equality The beginnings of political equality were dim. America was just beginning to set up a political system when ideas of equality began to arise. Questions concerning citizenship, rights, and civil liberties made plans for the American political system seem overwhelmingly complicated. The idea of political equality itself was a theory of very limited scope -- a foundation rather than a structure. Different convictions as to the obligations of government were buried in it from the beginning, and no clear original intent could be extracted. (Pole 45) But the founders of this country were sure that America would be a nation composed of values and equal rights. There was some debate over the idea of how the states were to be represented. Interestingly enough, the idea of equality, on a political scale, was only implied by the Constitution, rather than outwardly stated. The principle of equality of political individuals, which translates into that of one man, one vote -- and ultimately into one person, one vote -- in approximately equal electoral divisions, was implicit in the Constitution of the United States, rather than being expressly declared by it. (Pole 47) One vote per person: this created some controversy, but was later accepted as the most equal method of voting. During the creation of the Constitution, there were many disputes and disagreements regarding various methods for creating equality among American citizens, but overall, the Federal Constitution did more than any other instrument to define political equality as a fundamental principle of American government. (Pole 50) The structure of the Constitution was perhaps as meaningful to the ideal of equality than the words themselves. The political thought surrounding the Constitution converged on this principle; nothing in the text led in any other direction. In this sense the Constitution may be said to have contained provisions pertained more explicitly to the expression of these implicit values. (Pole 63) The use of language, clauses, and any other implications the document might entail, make the Constitution itself a symbol of equality. The words decree it, but the document stands for it. The question about different types of equality came about in South Carolina when a committee joined to discuss this matter. They thought that equal rights would rightly produce unequal results, which could be represented by a comparison of the lower and upper classes. Equality, its members declared, was the natural condition of man, the basis of his moral excellence and political happiness, not the amount of money one had. (Pole 154) This group reasoned that the upper-class would be given more rights and advantages because of their social status... that political equality did not coincide with equality of opportunity. They thought that because the upper-class had more money, therefore they had more political weight. And, likewise, the lower-class would not have as much pull on the American political system. It was an argument that would have profound resonance in the very different context of American Reconstruction, when equality of political rights for the freedmen (together with e quality before the law) became, for a time, the key to all others. (Pole 155) Another event that helped shape equality in America's political system began with a land crash in 1819. This event devastated many people's hopes for ever owning any significant amount of property in life. American economics were in an uproar, yet people did not question the foundations of the country... on which they could very well have blamed the entire incident. Americans just hoped for the best as the economy gradually recovered. The effects of this event were outstanding. Workers organized into political sects and rallied not to let this unfortunate occurrence happen in the future. They made laws protecting themselves and their families and used the American political system to maintain what little they had left in the aftermath of this disaster. Political equality has been part of America ever since the founders of this country created the Constitution. It has come a long way since the 18th century, and probably still has a long way to go. America has achieved political equality, however, there are some aspects of that idea that can be improved upon, and yet others that will remain a constant reminder of

Chinese Medicine essays

Chinese Medicine essays Take a walk into a county hospital. Set against a backdrop of busy doctors and anxious patients are echoes of EKG machines, medical talk of conditions, prescriptions, and diagnoses, and the sounds of friction emerging from shock paddles as doctors try to save a life. In Chinese medicine, however, this isnt a familiar scene. Although both western and Chinese medicine propose the general idea of helping the sick, Chinese medicine takes a different approach. As western medicine bases itself on biology and laboratory experiments, Chinese medicine is rooted in tradition. It is based on the idea of harmony, and through medicine, bodily harmony is restored. They are many facets of Chinese medicine that essentially promote this idea, such as the five elements, yin and yang, the channels, acupuncture, herbs, and Tai Qi. It is through these principles of Chinese medicine that have sustained its existence for many centuries. According to the Chinese, nature was created by five elements: 1) fire, 2) earth, 3) metal, 4) water, and 5) wood. These five elements interact with each other, thus, creating a generating circle: In this circle, wood helps fire to burn. As fire burns, it creates dust-creating earth. Earth, then, helps metal to live. Metal generates waters flow. And finally, water brings life to wood. Another relationship between the five elements can be expressed through the controlling circle. Within this circle is a star; representing the dependence the elements have with each other: Fire destroys metal, as it burns it and metal dissolves. Metal can destroy wood, as an axe can cut through a piece of wood. Wood can destroy eart...

Developing Artificial Intelligence Essay Example | Topics and Well Written Essays - 1500 words

Developing Artificial Intelligence - Essay Example This is because it is yet unclear as to what comprises a human being’s thoughts, and what is the driving force behind his/her intelligence. Is it a manifestation of the immortal soul or is it just a complex network of nerves comprising the nervous system? To create an intelligent machine or a computer, it is necessary to grant it with thinking capabilities that are at par with humans. If such an intelligent machine is ever created, how can we test whether it can think on its own? How can it be certified as Artificial Intelligence? Alan Mathison Turing, a computer analyst, mathematician and cryptoanalyst, provided a simple solution to this problem. In a paper published in the Journal Mind, in 1950, Turing suggests that rather than creating complications by using the word â€Å"think†, defining it, or asking whether machines can â€Å"think†, it is easier to develop a task that requires thinking, and testing whether a machine can succeed in that task. Alan   Math ison   Turing,   a   computer   analyst,   mathematician   and   cryptoanalyst,   provided   a   simple   solution   to   this   problem.   In   a   paper   published   in   the   Journal   Mind,   in   1950,   Turing   suggests   that   rather   than   creating   complications   by   using   the   word   â€Å"think†,   defining   it,   or   asking   whether   machines.... Turing put forth the idea that machines could be devised to think and be capable of â€Å"rivaling human intelligence†. He writes: The original question, "Can machines think?" I believe to be too meaningless to deserve discussion. Nevertheless I believe that at the end of the century the use of words and general educated opinion will have altered so much that one will be able to speak of machines thinking without expecting to be contradicted (p. 440). This idea was revolutionary and contrary to the popular notions and beliefs of his time (â€Å"The Alan Turing Internet Scrapbook†). Turing suggested an imitation game that could be used to test whether a computer is as intelligent as a human being. The directions of the game are as follows: A human and a machine, labeled ‘X’ and ‘Y’ are placed in separate rooms. Another human, who is the judge/interrogator/observer, is placed in another room and is unaware of who is in which room. He only knows t he human and the machine by the labels, ‘X’ and ‘Y’. The judge/interrogator will have to find out who is the human and who is the machine based on the responses he gets from both, the human and the machine. The machine will try to make the judge conclude that the other human is the machine. The human will try to help the judge in identifying the machine (Turing, 1950). In simple words, a computer and a human should be placed in two separate rooms and should communicate through textual messages with a third human, who is the judge or the observer. The judge would interrogate both, the human and the machine. The judge will then decide who is in which room. If the judge fails to make the right judgment and fails to distinguish between the human and the machine, the machine is said to be successful and will have

Measurement and Disclosure of Value at Risk for Mutual Fund Portfolios Research Paper

Measurement and Disclosure of Value at Risk for Mutual Fund Portfolios - Research Paper Example Investors have a natural interest in how well particular investments have done. This is true whether the investor manages his or her own portfolio or has money managed by a professional. Concern with investment performance motivates the topic of performance evaluation. In general, terms, performance evaluation focuses on assessing how well a money manager achieves high returns balanced with acceptable risks. The standard example is an evaluation of investment performance achieved by the manager of a mutual fund. Such a performance evaluation is more than an academic exercise, because its purpose is to help investors decide whether they would entrust investment funds with the manager. Our goal here is to introduce you to the primary tools used to make this assessment. The securities making up the Fund's portfolio are of the trading in such stocks, bonds, and treasury bills. The investor’s has no right to claim ownership of securities of certain inside the wallet, but is right only in the share in the portfolio as a whole gets in corresponding to the document function to it. The following defines in simplified nature of investment funds, and why have arisen and benefits of investment. The controls and the principle of disclosure under which the need to disclose the lists and financial reports for all data and accounting information necessary to give the reader an accurate picture, clear and reflect the reality of business results and financial position of the units of accounting. When talking about the benefits of investment funds' investment returns are achieved over - usually - the return that can be achieved from bank deposits. As well as studies show many that liquidity is the most important element for small investors, is no doubt that direct investments as well as the opportunities provided by commercial banks in the accounts. Futures are less liquid than investment funds open, and in many cases lower than a return, on the other hand. The liquidity for the small size of the investment costs may be high

Network Society Essay Example | Topics and Well Written Essays - 3000 words - 2

Network Society - Essay Example As the study highlights through network society, Information, Communication Technology (ICTS) have come up with numerous social, political and economic phenomena, a term that emerged from various theorists to explain a society that is connected by mass and telecommunication networks. Additionally, the ICTs demonstrate a society as a transformation era from an industrial age to an information age, which is central to the working of the economy. This enables annihilation of space and facilitates globalization. Of importance to note is that, network society is a global network that has led to decentralization of organization from vertical hierarchies to horizontal corporations. Large corporations decentralize themselves as networks of semi-autonomous units. From this paper it is clear that in a network society there exist a network economy, which acts as a new, efficient form of organization of production, distribution and management that facilitates substantial increase in productivity growth rate especially in the United States and related countries that have adopted these new forms of economic organization. In fact, many businesses have increasingly adopted a virtual approach to work space. This situation has led to evolution of business into a large organization a network that contains workforce that is distributed over diverse locations and time zones. These working forms have continually created new cultures and forms of belonging, over and above, gaining identity. In light of the network society, social network has enormously contributed to a global village as would be expected.  

Sepsis An Overview Health And Social Care Essay

Sepsis An Overview Health And Social Care Essay Sepsis is an infection of the bloodstream. The infection tends to spread quickly and often is difficult to recognize. One of our roles as a nurse is that of patient advocate, and as such we are closest to the patient, placing us in a key position to identify any subtle changes at their earliest onset and prevent the spread of severe infection. Knowledge of the signs and symptoms of SIRS, sepsis, and septic shock is key to early recognition. Early recognition allows for appropriate treatment to begin sooner, decreasing the likelihood of septic shock and life-threatening organ failure. Once sepsis is diagnosed, early and aggressive treatment can begin, which greatly reduces mortality rates associated with sepsis. sepà ¢Ã¢â€š ¬Ã‚ ¢sis (ˈsep-sÉâ„ ¢s) n. Sometimes called blood poisoning, sepsis is the bodys often deadly response to infection or injury (Merriam-Webster, 2011) Sepsis is a potentially life-threatening condition caused by the immune systems reaction to an infection; it is the leading cause of death in intensive care units (Mayo Clinic Staff, Mayo Clinic 2010). It is defined by the presence of 2 or more SIRS (systemic inflammatory response syndrome) criteria in the setting of a documented or presumed infection (Rivers, McIntyre, Morro, Rivers, 2005 pg 1054). Chemicals that are released into the blood to fight infection trigger widespread inflammation which explains why injury can occur to body tissues far from the original infection. The body may develop the inflammatory response to microbes in the blood, urine, lungs, skin and other tissues. Manifestations of the systemic inflammatory response syndrome (SIRS) include abnormalities in temperature, heart, respiratory rates and leukocyte counts. This is a severe sepsis that arises from a noninfectious cause. The condition may manifest into severe sepsis or septic shock. Severe sepsis is characterized by organ dysfunction, while septic shock results when blood pressure decreases and the patient becomes extremely hypotensive, even with the administration of fluid resuscitation (Lewis, Heitkemper, Dirksen, OBrien and Bucher (2007), pg 1778). The initial presentation of severe sepsis and septic shock is usually nonspecific.    Patients admitted with relatively benign infection can progress in a few hours to a more devastating form of the disease. The transition usually occurs during the first 24 hours of hospitalization (Lewis, et al 2007, pg 1779). Severe sepsis is associated with acute organ dysfunction as inflammation may result in organ damage (Mayo Clinic Staff, Mayo Clinic 2010). As severe sepsis progresses, it begins to affect organ function and eventually can lead to septic shock; a sometimes fatal drop in blood pressure. People who are most at risk of developing sepsis include the very young and the very old, individuals with compromised immune systems, very sick people in the hospital and those who have invasive devices, such as urinary catheters or breathing tubes (Mayo Clinic Staff, Mayo Clinic, 2010). Black people are more likely than are white people to get sepsis and black men face the highest risk (Mayo Clinic Staff, Mayo Clinic 2010). Severe sepsis is diagnosed if at least one of the following signs and symptoms, which indicate organ dysfunction, are noted; areas of mottled skin, significantly decreased urine output, abrupt change in mental status, decrease in platelet count, difficulty breathing and abnormal heart function (Lewis et al, 2007 pg 1779). To be diagnosed with septic shock, a patient must have the signs and symptoms of severe sepsis plus extremely low blood pressure (Mayo Clinic Staff, Mayo Clinic 2010). Sepsis is usually treated in the ICU with antibiotic therapy and intravenous fluids. These patients require preventative measures for deep vein thrombosis, stress ulcer and pressure ulcers. Hunter (2006) explains that the reason why sepsis is rarely given attention and popularized for public information and attention is because it is not a disease in itself, but a reaction of the body to a lowered immunological response. Sepsis is the leading cause of death in non-coronary intensive care units (ICUs) and the 10th leading cause of death in the United States overall (Slade, Tamber and Vincent, 2010, pg 2).   The incidence of severe sepsis in the United States is between 650,000 and 750,000 cases. Over 10 million cases of sepsis have been reported in the United States based on a 22-year period study of discharge data from 750 million hospitalizations Annually, approximately 750,000 people develop sepsis and more than 200,000 cases are fatal (Slade, et al 2010, pg 1). More than 70% of these patients have underlying co-morbidities and more than 60% of these cases occur in those aged 65 years and older (Slade, et al 2010, pg 1). When patients with human immunodeficiency virus are excluded, the incidence of sepsis in men and women is similar. A greater number of sepsis cases are caused by infection with gram-positive organisms than gram-negative organisms, and fungal infections now account for 6% of cases (Slade, et al 2010, pg 1). After adjusting for population size, the annualized incidence of sepsis is increasing by 8%. The incidence of severe sepsis is increasing greatest in older adults and the nonwhite population. The rise in the number of cases is believed to be caused by the increased use of invasive procedures and immunosuppressive drugs, chemotherapy, transplantation, and prosthetic implants and devices, as well as the increasing problem of antimicrobial resistance (Slade, et al 2010, pg 1). Despite advances in critical care management, sepsis has a mortality rate of 30 to 50 percent and is among the primary causes of death in intensive care units ((Brunn and Platt, 2006, 12: 10-6). It is believed that the increasing incidence of severe sepsis is due to the growing population among the elderly as a result of increasing longevity among people with chronic diseases and the high prevalence of sepsis developing among patients with acquired immune deficiency syndrome (Slade, et al 2010, pg 1). During an infection, the bodys defense system is activated to fight the attacking pathogens. These invading pathogens, especially bacteria, possess receptive lipopolysaccharide (LPS) coverings or release exotoxins and endotoxins that activate the T-cells and macrophages and trigger the Toll-like receptors (TLRs) to respond by releasing antibodies, eicosanoids and cytokines such as tumor necrosis factor (TNF) and interleukins. The antigens may also result in the production of lysozymes and proteases, cationic proteins and lactoferrin that can recognize and kill invading pathogens. Different microbes also induce various profiles of TNF and interleukin to be released. These molecules results in a heightened inflammatory response of the body and vascular dilation. The TLRs also affect a different cascade that involves coagulation pathways, which results in preventing the bleeding to occur at the area of infection. With too much molecular responses and signals, the recognition of the molecules sometimes fails and attacks even the bodys endothelial cells. These compounded immune and inflammatory actions result in the development of the symptoms of sepsis (Hunter, 2006 pg 668; Van Amersfoort, 2001 pg 400). Brunn and Platt (2006) believes that events leading to breakdown of the tissue such as injuries or infection, that naturally results in the activation of the immune system, is a major event that causes sepsis. During host infection, the release of tumor necrosis factor and interlekin-1 signals the dilation of the arteries and inflammation. These released cytokines also activate the coagulation pathway to prevent fibrinolysis but an increase in the concentration of these molecules may result in abnormalities in the hosts defense system (Gropper, 2004 pg 568). The common belief that sepsis is caused by endotoxins released by pathogens has fully been established but genomic advancements is shedding light on current insights that sepsis can also occur without endotoxin triggers, that is even without microbial infections (Gropper, 2004 pg 568). Diagnosing sepsis can be difficult because its signs and symptoms can be caused by other disorders. Doctors often order a battery of tests to try to pinpoint the underlying infection. Blood tests and additional laboratory tests on fluids such as urine and cerebrospinal fluid to check for bacteria and infections and wound secretions, if an open wound appears infected. In addition, imaging tests to visualize problems such as x-ray, computerized tomography (ct), ultrasound and magnetic resonance imaging (mri) to locate the source of an infection are also ordered. Early, aggressive recognition boosts a patients chances of surviving sepsis. Sepsis should be treated as a medical emergency. In other words, sepsis should be treated as quickly and efficiently as possible as soon as it has been identified. This means rapid administration of antibiotics and fluids. A 2006 study showed that the risk of death from sepsis increases by 7.6% with every hour that passes before treatment begins. (Mayo Clinic Staff, Mayo Clinic 2010). Early, aggressive treatment boosts the chances of surviving sepsis. People with severe sepsis require close monitoring and treatment in a hospital intensive care unit. Lifesaving measures may be needed to stabilize breathing and heart function. (Mayo Clinic Staff, Mayo Clinic 2010). People with sepsis usually need to be in an intensive care unit (ICU). As soon as sepsis is suspected, broad spectrum intravenous antibiotic therapy is begun. The number of antibiotics may be decreased when blood tests reveal which particular bacteria are causing the infection. The source of the infection should be discovered, if possible. This could mean more testing. Infected intravenous lines or surgical drains should be removed, and any abscesses should be surgically drained. Oxygen, intravenous fluids, and medications that increase blood pressure may be needed. Dialysis may be necessary if there is kidney failure, and a breathing machine (mechanical ventilation) if there is respiratory failure (Mayo Clinic Staff, Mayo Clinic, 2010). While severe sepsis requires treatment in a critical care area, its recognition is often made outside of the Intensive Care Unit (ICU). With nurses being at the side of a patient from admission to discharge, this places them in an ideal position to be first to recognize sepsis. Thorough assessments are crucial and being able to recognize even the most minimal changes in a patient could be the difference between life and death. Once severe sepsis is confirmed, key aspects of nursing care are related to providing comprehensive treatment. Pain relief and sedation are important in promoting patients comfort. Meeting the needs of patients families is also an essential component of care. Research on the needs of patients families during critical illness supports provision of information as an important aspect of family care (Gropper et al, 2004 pg. 569). Teaching patients and their families is also essential to ensure that they understand various treatments and interventions provided in severe sepsis. Ultimately, prevention of sepsis may be the single most important measure for control (Mayo Clinic Staff, Mayo Clinic, 2010). Hand washing remains the most effective way to reduce the incidence of infection, especially the transmission of nosocomial infections in hospitalized patients (Mayo Clinic Staff, Mayo Clinic, 2010. Good hand hygiene can be achieved by using either a waterless, alcohol-based product or antibacterial soap and water with adequate rinsing. Using universal precautions, adhering to infection control practices, and instituting measures to prevent nosocomial infections can also help prevent sepsis (Lewis, et al 2007, pg 248). Nursing measures such as oral care, proper positioning, turning, and care of invasive catheters are important in decreasing the risk for infection in critically ill patients (Fourrier, Cau-Pottier, Boutigny, Roussel-Delvallez, Jourdain, Chopin, 2005 pg 1730). Newly released guidelines on the prevention of catheter-related infections stress the use of surveillance, cutaneous antisepsis during care of catheter sites, and catheter-site dressing regimens to minimize the risk of infection (Fourrier, 2005 pg. 1731). Other aspects of nursing care such as sending specimens for culture because of suspicious drainage or elevations in temperature, monitoring the characteristics of wounds and drainage material, and using astute clinical assessment to recognize patients at risk for sepsis can contribute to the early detection and treatment of infection to minimize the risk for sepsis. Critical care nurses are the healthcare providers most closely involved in the daily care of critically ill patients and so have the opportunity to identify patients at risk for and to look for signs and symptoms of severe sepsis (Kleinpell, Goyette, 2003 pg 120). In addition, critical care nurses are also the ones who continually monitor patients with severe sepsis to assess the effects of treatment and to detect adverse reactions to various therapeutic interventions. Use of an intensivist-led multidisciplinary team is designated as the best-practice model for the intensive care unit, and the value of team-led care has been shown (Kleinpell, et al 2003, pg 121). As key members of intensivist-led multidisciplinary teams, critical care nurses play an important role in the detection, monitoring, and treatment of sepsis and can affect outcomes in patients with severe sepsis (Kleinpell, et al 2003, pg 121). 5 Priority Nursing Diagnosis Diagnosis #1: Deficient fluid volume related to vasodilatation of peripheral vessels leaking of capillaries. Intervention #1: Watch for early signs of hypovolemia, including restlessness, weakness, muscle cramps, headaches, inability to concentrate and postural hypotension. . Rationale #1: Late signs include oliguria, abdominal or chest pain, cyanosis, cold clammy skin, and confusion (Kasper et al, 2005). : Intervention #2: Monitor for the existence of factors causing deficient fluid volume (e.g., vomiting, diarrhea, difficulty maintaining oral intake, fever, uncontrolled type 2 diabetes, diuretic therapy). Rationale #2: Early identification of risk factors and early intervention can decrease the occurrence and severity of complications from deficient fluid volume. The gastrointestinal system is a common site of abnormal fluid loss (Metheny, 2000). Intervention #3: Monitor daily weight for sudden decreases, especially in the presence of decreasing urine output or active fluid loss. Weigh the client on the same scale with the same type of clothing at same time of day, preferably before breakfast. Rationale #3: Body weight changes reflect changes in body fluid volume (Kasper et al, 2005). Weight loss of 2.2 pounds is equal to fluid loss of 1 liter (Linton Maebius, 2003). Diagnosis #2: Imbalanced nutrition less than body requirements related to anorexia generalized weakness. Intervention #1: Monitor for signs of malnutrition, including brittle hair that is easily plucked, bruise, dry skin, pale skin and conjunctiva, muscle wasting, smooth red tongue, cheilosis, flaky paint rash over lower extremities and disorientation (Kasper, 2005). Rationale #1: Untreated malnutrition can result in death (Kasper, 2005). Intervention #2: Recognize that severe protein calorie malnutrition can result in septicemia from impairment of the immune system or organ failure including heart failure, liver failure, respiratory dysfunction, especially in the critically ill client. Rationale #2: Untreated malnutrition can result in death (Kasper, 2005) Intervention #3: Note laboratory test results as available: serum albumin, prealbumin, serum total protein, serum ferritin, transferring, hemoglobin, hematocrit, and electrolytes. Rationale #3: A serum albumin level of less than 3.5 g/100 milliliters is considered and indicator of risk of poor nutritional status (DiMaria-Ghalli Amella, 2005). Prealbumin level was reliable in evaluating the existence of malnutrition (Devoto et al, 2006). Diagnosis #3: Ineffective tissue perfusion related to decreased systemic vascular resistance. Intervention #1: If the client has a period of syncope or other signs of a possible transient ischemic attack, assist the client to a resting position, perform a neurological assessment and report to the physician. Rationale #1: Syncope may be caused by dysrhythmias, hypotension caused by decreased tone or volume, cerebrovascular disease, or anxiety. Unexplained recurrent syncope, especially if associated with structural heart disease, is associated with a high risk of death (Kasper et al, 2005). Intervention#2: If the client experiences dizziness because of postural hypotension when getting up, teach methods to decrease dizziness, such as remaining seated for several minutes before standing, flexing feet upward several time while seated, rising slowly, sitting down immediately if feeling dizzy and trying to have someone present when standing. Rationale #2: Postural hypotension can be detected in up to 30% of elderly clients. These methods can help prevent falls (Tinetti, 2003). Intervention #3: If symptoms of a new cerebrovascular accident occur (e.g., slurred speech, change in vision, hemiparesis, hemiplegia, or dysphasia), notify a physician immediately. Rationale #3: New onset of these neurological symptoms can signify a stroke. If the stroke is caused by a thrombus and the client receives thrombolytic treatment within 3 hours, effects can often be reversed and function improved, although there is an increased risk of intracranial hemorrhage (Wardlaw, et al, 2003) Diagnosis #4: Ineffective thermoregulation related to infectious process, septic shock. Intervention #1: Monitor temperature every 1 to 4 hours or use continuous temperature monitoring as appropriate. Rationale #1: Normal adult temperature is usually identified as 98.6 degrees F (37 degrees C) but in actuality the normal temperature fluctuates throughout the day. In the early morning it may be as low as 96.4 degrees F (35.8 degrees C) and in the late afternoon or evening as high as 99.1 degrees F (37.3 degrees C). (Bickely Szilagyj, 2007). Disease injury and pharmacological agents may impair regulation of body temperature (Kasper et al, 2005). Intervention #2: Measure the temperature orally or rectally. Avoid using the axillary or tympanic site. Rationale #2: Oral temperature measurement provides a more accurate temperature than tympanic measurement (Fisk Arcona, 2001; Giuliano et al, 2000). Axillary temperatures are often inaccurate. The oral temperature is usually accurate even in an intubated clients (Fallis, 2000). The SolaTherm and DataTherm devices correlated strongly with core body temperatures obtained from a pulmonary artery catheter (Smith, 2004). A study performed in Turkey found that axillary and tympanic temperatures were less accurate than oral temperatures (Devrim, 2007). Intervention #3: Take vital signs every 1 to 4 hours, noting changes associated with hypothermia; first, increased blood pressure, pulse and respirations; then decreased values as hypothermia progresses. Rationale #3: Mild hypothermia activates the sympathetic nervous system, which can increase the levels of vital signs; as hypothermia progresses, the heart becomes suppress, with decreased cardiac output and lowering of vital sign readings (Ruffolo, 2002; Kaper et al, 2005). Diagnosis #5: Risk for impaired skin integrity related to desquamation caused by disseminated intravascular coagulation. Intervention #1: Monitor skin condition at least once a day for color or texture changes, dermatological conditions, or lesions. Determine whether the client is experiencing loss of sensation or pain. Rationale #1: Systemic inspection can identify impending problems early (Ayello Braden, 2002; Krasner, Rodeheaver Sibbald, 2001). Intervention #2: Identify clients at risk for impaired skin integrity as a result of immobility, chronological age, malnutrition, incontinence, compromised perfusion, immunocompromised status or chronic medical conditions such as diabetes mellitus, spinal cord injury or renal failure. Rationale #2: These client populations are known to be at high risk for impaired skin integrity (Maklebust Sieggreen, 2001: Stotts Wipke-Tevis, 2001). Targeting variables (such as age and Braden Scale Risk Category) can focus assessment on particular risk factors (e.g., pressure) and help guide the plan of prevention and care (Young et al, 2002). Intervention #3: Monitor the clients skin care practices, noting type of soap or other cleansing agents used, temperature of water and frequency of skin cleansing. Rationale #3: Individualize plan according to the clients skin condition, needs, and preference (Baranoski, 2000). As a nursing student with a strong interest in working with trauma patients, I am intrigued by the fact that as to why some trauma patients are more susceptible to contracting sepsis than others. Therefore my suggestion for future research would be to determine if there is an underlying factor that we, as healthcare professionals are overlooking. Apparently, I am not alone in my thinking and in performing additional reading on sepsis I was pleasantly surprised to learn that an investigation into this matter is underway. Hinley (2010), a staff writer for Medical News Today, reports how an emergency room nurses curiosity about why some trauma patients develop sepsis while others dont has led to an expanded career as a researcher studying the same, burning question. Dr. Beth NeSmith, assistant professor of physiological and technological nursing in the Medical College of Georgia School of Nursing received a three-year, $281,000 National Institutes of Health grant in September, 2010 to examine risk factors for sepsis and organ failure following trauma. Based on her own research, Dr. NeSmith concluded that trauma kills more than 13 million Americans annually and sepsis is the leading cause of in-hospital trauma deaths, yet little data existed to explain differences in population vulnerability to these deadly outcomes. NeSmith believes lifetime chronic stress may be the culprit and a simple test on hair may identify those at risk. Her theory is that a person who grows up with chronic stress, such as socio- economic stress or abuse, will have a different response to trauma in terms of their inflammation profile, NeSmith said. Inflammation is a normal body response to trauma, but if it gets out of hand its dangerous. The only care for it is supportive until if the body gets better. (Hinley, P., Medical News Today, 2010) As the trauma clinical nurse specialist at MCG Health System from 1997-2003, NeSmith was intrigued by the limited treatment options available for sepsis. Her grant will allow her to test the theory that people with existing chronic stress respond differently physiologically to trauma than non-stressed individuals. NeSmith spends three days a week in the lab working with basic science research techniques. Nurses play a critical role in improving outcomes for patients with sepsis. To save the lives of those with sepsis, all nurses, no matter where they work, must develop their skills for recognizing sepsis early and initiating appropriate therapy. With nurses dedicated to understanding and stopping this deadly disorder, the goal of reducing mortality will be realized.  Ã‚  

Nausicca :: History

Nausicca NAUSICAA; HOMER ‘THE ODYSSEY’ BOOK VI INTRODUCTION A close look at book V1 and others in Homers Odyssey may lead us to this observation. Far be it from one to lay blame at the door of a Goddess but as far as Nausicaa is concerned surely Athena did contribute by leading the poor girl on to believe that Odysseus was ‘The One’, she was to marry. This will be taken into account as we look in more depth at the poem. Virgil acquaints us with similar facts in his book The Aneaid whose content look at Aeneas abandoning Dido at the instigation of the gods, infact Virgil’s work is classically dubbed as a conscious effort to imitate Homer. We should also look at the myth of Theseus and Ariadne for comparison when Ariadne aided Theseus, as did Nausicaa aid Odysseus, these two stories feature abandonment at the instigation of Athena and Aphrodite. Abandonment as a theme can be looked at certainly, along with the god’s interference in the affairs of men. C.M Bowra the late eminent author and professor of poetry (wadham c ollege 1946-51) puts to us that â€Å"Despite her early hopes Nausicaa is left with only the consolation that after all she saved Odysseus and that he will remember it†. Which along with the afore mentioned themes we will discuss. THE MEETING This part of the Odyssey begins with Athena appearing to the sleeping Princess having a beautiful dream convincing her that all too soon her wedding day will be upon her. It is clearly assumed by Nausicaa that this is all real because the god’s wouldn’t lie! Athena arrives in disguise of Dymas whom Nausicaa has affection for, a ploy by Athena to gain trust from the innocent Nausicaa who would then not question the content of her dream. Homer tells us that Athena insists she prepare for her ‘wedding’ by going outside the city to the river with her maids to clean and prepare her trusso. Homer lets us know that Athena is all too aware of the sleeping shipwrecked Odysseus in need of rescue. Nausicaa probably for her naivetà © and youth is the chosen subject to assist the rescue of this man. Odysseus is discovered after a ball the maidens play with lands near him. Nausicaa discovers the partially naked man and again Athena interrupts the proceedings by placing ‘courage’ in her heart to face this bedraggled spectacle of a man without fear.

Pharmacy Technician

Unit 1 PART A Pharmacology at Work 1. What are the requirements for dispensing schedule II and III prescriptions? Name some examples of each. Schedule II can only be prescribed in person, unless it’s an emergency. Schedule II’s dispensing is very strict since it has a high possibility of abuse. An example of schedule II would be morphine, fentanyl and hydromorophone. Schedule III has a moderate potential for abuse. Unlike schedule II which doesn’t have refills on prescriptions, Schedule III can be refilled five times within six months. This has to be approved by a physician.Examples of schedule III are anabolic steroids and codeine with aspirin or acetaminophen. Internet Research 1. Research the career options for trained pharmacy technicians. Write a short (two to three paragraphs) report outlining the qualifications sought by potential employers and explaining how this course will help you succeed in the job market. List at least two Internet sources. One of th e first requirements for being a pharmacy technician is the age, which is 18 years old. Pharmacy technicians usually work under supervision of a pharmacist, meaning they are looking for anyone who has somewhat of a working experience.They do need someone that they can rely on as far as knowing their information, which means that a well educated candidate is much needed. Dedication and hard work are other minor requirements as well. This course will help me succeed since it provides a very fine background of being a pharmacy technician. There are a lot of different topics that helps any aspiring technician in achieving what they want to achieve in the future. The course offers so many opportunities to grow and expand one’s knowledge as a pharmacy technician. Unit 1 PART B Pharmacology at Work 2.Explain the concepts receptor, agonist, and antagonist. * Receptor: it is a specific protein molecule that communicates with a messenger. The receptors are on the surface, or sometimes within the cell. They work simultaneously with messengers. * Agonist: it enhances natural reactions of the body. It can bind with a receptor, in which gives the same similar cellular response if the messenger and receptor binds. * Antagonist: drugs that does the opposite of the agonist. It will bind with the receptor site, and it will prevent the response, and also it will inhibit the natural reaction as well. 3.Define half-life. If a drug’s half-life is six hours, how long would it take to remove the drug from the body. * Half-life: it is the estimated time that it takes to eliminate drugs from the body. It is written in T1/2. If the drug’s half-life is six hours, it would take 30 hours to 42 hours to eliminate the drug. Unit 1 PART C 4. List causes for and discuss altered drug response in the elderly. * There are 4 main changes that causes altered drug response in the elderly. Absorption changes affect the breaking down of the drug. It makes it harder as they age to consume and absorb certain drugs.Distribution changes are changes in the body composition of an elder. This affects the main distribution of the drugs throughout the whole body. Elimination changes are mainly caused by a weakened kidney. In order to eliminate certain drugs, a healthy kidney is needed. Metabolism changes such as impaired metabolism can also cause altered drug response. All of these changes in an elderly person can affect their drug response, which results to an altered drug response. 5. List and explain three things to keep in mind when dosing a child. * Making sure that the drug dosage is mainly appropriate for the child’s age. Carefully check all computations that involve the height and weight of a child. * Take time to reevaluate the intervals that are given to all the dosages. Unit 2 PART B Diseases and Drug Therapies 2. Explain why you would not mix amphotericin B with normal saline. * Mixing amphotericin B with normal saline can cause precipitation. Amph otericin B is used to interfere with cell wall permeability, which means it cannot be mixed with other drugs that might cause precipitation. 3. Explain how pulse dosing works. * Pulse dosing is a type of dosing that occurs in one week per month.Pulse dosing can be used to treat fungal nail infections. Unit 3 PART A 4. Discuss local anesthetics. Include (a) advantages and (b) order of function loss. a. Local anesthetics produces transients and it causes a loss of sensation in a certain type of body. The advantages of local anesthetics is that all types of nervous tissues are affected, which includes sensory and motor. It is reversible, but has a recovery in it. b. The order of function loss is as follows: * Pain perception * Temperature sensation * Touch sensation * Proprioception * Skeletal muscle tone 5. Discuss narcotics.Include (a) reactions and (b) analgesic ladder. a. Narcotics are drugs that alleviate pain. It can cause local spasms and reduced linear movement. Some of the mor e common effects are less alertness, urinary retention, constipation, drier mouth, and inflammatory process. b. Analgesic ladder: it is a guideline that will help which type of narcotics to use, depending on the pain rate. Unit 3 PART C Dispensing Medications Identify a possible disease state that is being treated. 1. 25 year old woman: Parlodel * Prolactin secretion 2. 10 year old boy: Zarontin * Absence seizures 3. 50 year old man: Parlodel * Parkinson’s disease . 50 year old man: Sinemet * Parkinson’s disease 5. 20 year old man: Symmetrel * Influenza 6. 50 year old man: Emsam * Depression 7. 50 year old man: Provigil * Excessive Sleepiness 8. 10 year old boy: Ritalin * ADHD 9. 35 year old man: Rilutek * Amyoptrophic lateral sclerosis (ALS) 10. 25 year old woman: Betaseron * Relapsing-remitting MS Unit 4 Part B Diseases/Drug Therapies 6. Discuss the agents used to treat obesity listed in the chapter and their mechanism of action. * Here are some of the agents used to treat obesity: diethylpropion, phentermine, dextroamphetamine, methamphetamine, and sibutramine.There are several effects of these drugs such as central nervous system stimulation, GI symptoms of dry mouth, nausea, and also cardiovascular hypertension. Dispensing Medications 7. Which are the most common forms of hepatitis? Which forms should one be vaccinated against? What is meant by at risk? * He most common form of Hepatitis is Hepatitis A. Hepatitis A and Hepatitis B can be vaccinated in order to prevent obtaining the disease. Hepatitis is at risk since it can easily spread if you don’t get vaccinated. The different time periods required for Hepatitis vaccinations allows a less risk to spread the disease. Unit 4 Part CDisease/Drug Therapies 6. Fill in the following chart with names of appropriate medications. ————————————————- Thizaide Diuretics Hydrochlorothia zide Methclothiazide ————————————————- Loop Diuretics Bumetanide Ethacrynic acid Furosemide Torsemide Potassium-Sparing Diuretics Amiloride Epleronone Spironolactone Triamterene ————————————————- Osmotic Diuretics mannitol ————————————————- Carbonic Anhydrase Inhibitors acetazolamide methazolamide ————————————————- Miscellaneous DiureticsIndapamide Metolazone Unit 4 Part D Diseases/Drug Therapies 1. Identify four types of drugs used to treat arrhythmias. List two drugs per group. * Membrane-Stabilizing Agents: Disopryamide and flecainide. * Be ta Blockers: acebutolol and atenolol. * Potassium Channel Blockers: amiodarone and dofetilide. * Calcium Channel Blockers: amlodipine and diltiazem. Unit 5 Part A 1. List four ways to block normal muscle function. * By blocking release of ACh * Prevent destruction of ACh at nicotinic receptors * Prevent ACh from reaching nicotinic receptors * Other agents that continuously bind to ACh nicotinic receptors 2. Explain how Ultram works It acts by binding to opiate receptors. It is used for severe and moderate pain. It is slow, but when it begins to act, paint control appears to be equal to what narcotics provide. Unit 5 Part B 3. List the symptoms of diabetes * Infections that are frequent * Glycosuria * Polyuria and Nocturia * Vomiting, weight loss, nausea, visual changes * Slow wound healing 4. List and identify the differences in the thyroid medications. * There are two types of thyroids that are needed of medications. Hypothyroidism is treated with levothyroxine or thyroid extract i n comparison to Hyperthyroidism which is treated with propylthiouracil and methimazole.Unit 5 Part C 1. Define the terms fungicide, disinfectant, germicide, and antiseptic. * Fungicide: Chemical compounds or biological organisms used to kill or inhibit fungi or fungal pores. * Disinfectant: It has the ability to inhibit all forms of infectious organisms without being toxic to the patient or inducing sensitization of human tissues. * Germicide: Ability to destroy microorganism. * Antiseptic: Used to disinfect instruments and to treat accessible infection in the oral cavity and the body surfaces. Unit 6 Part A 2. Define remission Remission is the condition in which a tumor is inactive with no cell division or growth which is the main goal for chemotherapy. 3. Define resistance * Resistance is the lack of responsiveness of cancer cells to chemotherapy. Unit 2 Part A Internet Research 2. Research one of the disease states mentioned in this chapter. Write a short report that describes th e disease, its etiology, signs, symptoms, and treatments. List your Internet sources. Chlamydia Description: Chlamydia is a disease caused by bacteria, Chlamydia trochamatis. It is often transmitted sexually, and is one of the most common STDs.Etiology: Chlamydia trochamatis is a bacteria that requires a host. The bacteria react differently in males and females. Signs and Symptoms: Male symptoms include burning sensation while urinating, discharge from the penis, tenderness of the testes, and rectal discharge. Female symptoms include burning sensation while urinating, rectal pain, pain while having sexual intercourse, and discharge from vagina. The signs can be tested by sampling discharge from urethra from males, while cervical secretions from females. Treatments: Antibiotics work well against bacteria related disease.Some of the treatments are tetracyclines, azithromycin, or erythromycin. Internet Resources: http://www. ncbi. nlm. nih. gov/pubmedhealth/PMH0002321/ Chapter 3 Part B Internet Research 1. Find Internet resources listing potential drug and food interactions for three of the antidepressants discussed in this chapter. Do you think the information provided on these sites is reliable? Why or why not? Create a table listing the drugs you researched along with their corresponding drug and food interactions. Internet resources: * http://www. cfids. org/resources/antidepressants. sp The information provided on this specific website is reliable. There are a lot of sources provided that supports whatever was provided. All of the information listed is also consistent in comparison to the book that we are using for the course. Medication:Interactions: Bupropion Do not take if there is a history of an eating disorder FluoxetineMultiple potential drug and food interactions VenlafaxineCaution if high blood pressure, heart, liver, or kidney disease is present; take with food MitrazapineSpecial warnings; potential drug interactionsUnit 4 Part A 2. Select three pr escription medications discussed in the chapter. Locate the manufacturer’s Web site for each. Describe your process for finding the manufacturer: Did you need to go to another Web site first or did a search on the drug name lead you directly to the site? What type of information was available on the manufacturer’s site? Did it list side effects? Did it list indications and contraindications? Create a table with the manufacturer’s Web site address and a brief description of the site’s information related to that particular drug.Drug: Ipratropium-albuterol (Combivent) Web site address: http://www. combivent. com/ Brief description (from the website): Combivent is the only short-acting bronchodilator that provides 2 different medicines in a single metered dose inhaler. Drug: Dextromethorphan (Delsym) Web site address: http://www. delsym. com/cough-medicine? utm_source=google&utm_medium=cpc&utm_term=delsym&utm_campaign=delsym Brief description (from the websi te): Delsym is the #1 recommended Over-The-Counter single active ingredient cough suppressant among InternistsFrom the two websites listed, the manufacturers listed every information that the consumers need. All I needed to do was google search it and the website will be the first one to pop out. Some of the information available were the side effects, indications and also contraindications. Unit 6 Part B Internet Research 3. Herbal medicines have become increasingly popular. Use the internet to research two of the herbal remedies covered in this chapter. List two or three medicinal benefits as well as precautions of use for each. List your Internet sources.Herbal Medicine 1: Ginseng Source: http://www. herbalremedypro. com/ginseng. htm Medical Benefits: It is used for sufferers of libido. Ginseng can also boost one’s immune system. Lastly, it can control blood sugar as well, which can help many diabetic patients. Precautions: Not taking ginseng along with other medications, and also you cannot take ginseng under certain conditions such as being pregnant. Herbal Medicine 2: Valerian Source: http://tlc. howstuffworks. com/family/valerian-herbal-remedies. htm Medical Benefits: It is mainly used to cure anxiety and lack of sleep.It is also a bath additive which relaxes the body. Precautions: One of the main precautions is just drug abuse. Explain why professionalism is important to the pharmacy technician. Visit pharmacies in your area and observe the pharmacists and technicians working there. What characteristics do they exemplify? Professionalism is such an important aspect of any job in the medical field. The reason is because you have to be able to keep things in confidentiality, which requires professionalism. Another aspect of professionalism would be loyalty and trust that you will do your job rightfully.When I visited my local area to observe pharmacists and technicians, the first thing I see is the way they handle themselves. Every costumer that c omes up to them they already knows what to do. All the protocols and everyday procedures, they do it with little effort. Even though they are composed well, majority of them have nice approachable personalities still. One thing about being professional is the ability to be approached by a customer. Overall the characteristics of these jobs interest me, because I myself have certain qualities that are perfect to be a pharmacy technician.

20 Book Activities to Try With Grades 3-5

20 Book Activities to Try With Grades 3-5 Book reports are a thing of the past, and its time to be innovative and try some book activities that your students will enjoy. The activities below will reinforce and enhance what your students are currently reading. Try a few, or try them all. They can also be repeated throughout the year. If youd like, you can print out a list of these activities  and hand them out to your students. 20 Book Activities for Your Classroom To be a little bit inclusive, you can ask your student to choose an activity from the list below that they think will go well with the book they are currently reading. Draw two or more characters from your story. Write a brief dialog exchange between the characters.Draw a picture of yourself on the television talking about the book you are currently reading. Under your illustration, write down three reasons someone should read your book.Pretend your story is a play. Draw two specific scenes from your story and underneath the illustrations, write a brief dialog exchange of what is happening in each scene.Make a timeline of the important events that are happening in your book. Include important dates and events that took place in the characters lives. Include a few sketches of the main events and dates.If you are reading a poetry book, copy your favorite poem and draw an illustration to accompany it.Write a letter to the author of your book. Make sure to include any questions you have about the story, and talk about what your favorite part was.Choose three sentences from your book and turn them into questions. First, copy the sentence, then beneath t hat, write down your questions. Example: The emerald was green as a blade of grass. Was the emerald as green as a blade of grass? Find 5 plural (more than one) nouns in your book. Write down the plural form, then write the singular (one) form of the noun.If you are reading a biography, create an illustration of what your famous person is known for doing. Example, Rosa Parks is known for not getting off the bus. So you would draw an illustration of Rosa Parks taking a stand on the bus. Then explain in two more sentences about the picture you drew.Draw a story map about the book you are reading. To do this draw, a circle in the middle of your paper, and in the circle write the name of your book. Then, around the title, draw several pictures with words underneath about the events that happened in the story.Create a comic strip of the main events that happened in your book. Be sure to draw balloons to accompany each picture with dialog from the characters.Choose three words from your book that you like the most. Write down the definition, and draw a picture of each word.Choose your favorite character and draw them n the middle of your paper. Then, draw lines coming out of the character, and list of the characters traits. Example: Old, nice, funny. Create a small most wanted poster of the meanest character in your book. Remember to include what he/she looks like and why they are wanted.If you are reading a biography, create a portrait of the famous person you are reading about. Under their picture include a brief description of that person and what they are most known for.Pretend you are the author of the book and make up an alternative ending to the story.If you are reading a biography, make a list of 5 things you learned that you did not know.Draw a Venn diagram. On the left side, write down the name of the character that was the hero of the story. On the right side write down the name of the character that was the Villain of the story. In the middle, write down a few things they had in common.Pretend you are the author of the book. In a brief paragraph,  explain what you would change in the book, and why.Divide your paper in half, on the left side write facts, and on the right side write fiction (remember fiction means it is not true). Then write down five facts from your book and five things that are fiction. Recommended Reading If you need some book ideas, here are a few books that students in grades 3-5 will enjoy reading: Tales of a Fourth Grade Nothing by Judy BlumeCaddie Woodlawn by Carol Ryrie BrinkThe BFG by Roald DahlThe Courage of Sarah Noble by Alice DalglieshEverything on a Waffle by Polly HorvathIn the Year of the Boar and Jackie Robinson by Bette Bao LordThe Secret School by Avi

Every Great Gatsby Movie, Compared 2013, 1974, 1949

Every Great Gatsby Movie, Compared 2013, 1974, 1949 SAT / ACT Prep Online Guides and Tips If you've looked up The Great Gatsby movie, you've probably realized that there is more than one. So which of The Great Gatsby movies you should watch? Wondering if you can skip reading the book? We have a complete guide to each of the Great Gatsby movie adaptations, as well as some advice for writing about the movies! The Great Gatsby Movies 101 Gatsby has had four film adaptations, with two especially big-budget, well-known movies: the 1974 version starring Robert Redford and the 2013 film with Leonardo DiCaprio. There was also a silent film adaptation made in 1926, just one year after the novel came out, but that film has been lost, with only a one-minute trailer that survives to attest to its existence. Some elements of the film adaptations have strongly influenced people's vision and understanding of the novel, but there isn't one "best" Great Gatsby movie or one best Great Gatsby cast, or even one movie that has fully captured the spirit of the novel. (Compare this with To Kill a Mockingbird, which has just one major film adaptation that many consider not only worthy of the book, but also to be one of the best movies of all time.) So, to be clear: none of the Great Gatsby movies can replace the experience of reading the novel. And there isn't even one obvious choice for the best adaptation to watch! However, watching one (or, if you're ambitious, all!) of the adaptations in addition to reading the book can help you visualize the characters, recognize the sheer grandeur of Gatsby's parties, and appreciate some of the larger themes of the book. Here are a few pros and cons to watching a Great Gatsby film. Advantages of Watching the Great Gatsby Movies Great performances. Although spread across the four different movies, each of the main characters in Gatsby gets at least one stellar performance, from Alan Ladd's Jay Gatsby to Sam Waterston's Nick Carraway to Elizabeth Debicki's Jordan. Watching the actors bring these characters to life can help you appreciate these characters' best lines, motivations, and outcomes. This can, in turn, help you write better essays about The Great Gatsby! Stunning visuals. Gatsby is often praised for its straightforward, descriptive writing, but it can be nice to see a filmmaker's vision of, say, one of Jay Gatsby's extravagant parties rather than just imagining the orchestra, the drinks, and the partygoers, in your head. Not only does this help you appreciate the incredible decadence of the 1920s, and specifically the wealthy characters in the novel, it can also help you appreciate a visual detail you may have missed on your first read-through of the book. Appreciation of the key lines. When you're reading a book to yourself, sometimes you may find yourself skimming over a line or passage that actually contains a really important piece of dialogue or characterization. Watching a movie adaptation, and hearing the lines the screenwriter chose to adapt and highlight, can help you catch and appreciate some of Gatsby's most iconic phrases. Sometimes a picture really is worth a thousand words. Reasons to Avoid Watching Any of These Movies Time Commitment You're going to have to budget at least an hour and a half, but likely more, if you want to watch a Gatsby movie. The runtimes for each of the movies is as follows: 1949 Version- 91 Minutes 1974 Version- 149 minutes 2000 Version- 90 minutes 2013 Version- 142 minutes Especially with the incredibly busy schedules many students have these days, it could be hard to find the time to devote two and a half hours to watching a Gatsby movie, on top of the time it takes to read the book. Also, keep in mind the book is relatively short- in the time it takes to watch one of the movies you could easily read at least half of the book. Inaccuracies and Deviations From the Novel Obviously, no movie can perfectly adapt a book, so everything from small details (like Daisy's hair color) to large plot events (like Tom blatantly telling George that Gatsby is the killer in the 2013 film) can be changed. This could be a problem if you mix up a scene that occurred only in one of the movies with something from the book when working on an assignment. Mistaking the Director's Vision for Fitzgerald's With any film, the director (along with the screenwriter, cinematographer, actors, and the rest of the crew) has a certain version or message that she brings to life. This can get a bit complicated in book adaptations, since a book- especially one as rich and layered as Gatsby- can contain a variety of messages and themes, but a director might choose to highlight just one or two. As a brief example, the 1949 movie emphasizes Gatsby's criminal enterprises and can almost read like a morality tale. But the 2013 movie puts Gatsby and Daisy's failed love affair front and center. The potential issue with this is that if you watch just one movie, and skip the book, you could totally miss a larger theme that the book clearly shows, like the false hope of the American Dream, contentious race relations in the 1920s, or the inability to truly recapture the past. In short, make sure you understand that while a movie has to focus on just one or two themes to be coherent, a book can present many more, and you definitely have to read Gatsby to understand the various themes it touches on. With those pros and cons in mind, you can read on to learn more about each film adaptation to decide if you want to watch one (or all of them!). After the summaries, we'll have some advice for writing about the movies, which is an increasingly common assignment in English/Language Arts classes! The Great Gatsby (1949) The first big adaptation of The Great Gatsby came in 1949, just as the book was becoming more popular (but before it had really settled in as classic American novel). So this movie, made by Paramount Pictures, is not very high budget and mainly relies on the star power of Alan Ladd as Gatsby to sell the film. Perhaps the studio was right to lean on Ladd, because it turns out that Ladd's performance is the main aspect of this adaptation worth watching. He brings an incredibly layered performance of Gatsby in a performance that's, unfortunately, much better than the movie around him. This film isn't as accurate to the book's plot as later adaptations- it focuses more on Gatsby's criminal enterprises, makes Jordan more significant, and ends with Nick and Jordan married. It's also lower budget than the later productions and has more of a film noir feel. Plus, the other actors, particularly Betty Field as Daisy, aren't nearly as good as the lead, making the overall cast weaker than later productions. (Though Shelley Winters is fantastic as Myrtle.) This film is also harder to find since it's older and not readily available on streaming services like Netflix. Your best bet would be checking out a few clips on YouTube, tracking down a DVD copy at a local library, or purchasing it on Amazon. Basically, this film is worth finding if you want an excellent visualization of Gatsby himself but aren't as worried about the surrounding production or other characters and/or you like old movies and film noir. But for most students, one of the later adaptations will likely be a better choice. The Great Gatsby (1974) The 1974 version of The Great Gatsby (sometimes referred to as the "Robert Redford Great Gatsby") was Hollywood's second attempt at adapting the novel, and by all accounts everyone involved was working a lot harder to do the book justice. It had a really large budget, brought in Francis Ford Coppola to adapt the screenplay, and cast big name actors like Robert Redford and Mia Farrow. The costumes and sets are stunning. However, some critics noted the expensive scenery somewhat takes away from some of the authenticity of the book- for example, in the scene where Daisy and Gatsby reunite, the weather is sunny instead of rainy, presumably because the rain would have ruined the costumes. Despite these blips, Coppola's screenplay is much more loyal to the book's plot than the 1949 version. However, the movie fails to channel the energy and passion of the novel, and so can fall flat or even become dull. Redford received mixed reviews for his performance. He crafts two characters- the suave Jay Gatsby and the hardscrabble Jay Gatz- which some reviewers like and others find a bit heavy-handed. (It's much less subtle than Ladd's performance, in my opinion.) Sam Waterston is great as Nick Carraway. He captures a lot of Nick's naà ¯vetà © and optimism, but isn't given as much to do as more recent versions of the character. Mia Farrow's portrayal of Daisy has become our culture's image of this character, despite her blonde hair and waifish figure. (In the book, Daisy is described as having dark hair, and was meant to resemble Ginevra King and Zelda Sayre). All in all, this is a mostly faithful adaptation of the book with beautiful sets, costumes, and some good performances. Especially compared to the more raucous 2013 version, this is probably the closest movie we have to a page-to-screen adaptation of Gatsby. The downside is that it's somewhat low energy, and lacks a lot of the zip and wit of the novel. This version is available on Netflix streaming, so if you have a Netflix account, it's really easy to watch. The Great Gatsby (2000) This movie is decently accurate, but because of its shorter run time, there are some cuts to the plot. It also has a few odd additions, like Daisy coming up with the name "Gatsby" instead of Gatsby himself. Paul Rudd as Carraway and Mira Sorvino as Daisy were mostly considered good casting choices, but the Gatsby here (Toby Stephens) wasn't great- rather lifeless and unenthusiastic. I also didn't love Jordan, especially compared to Elizabeth Debicki's Jordan in the 2013 film. Heather Goldenhersh's Myrtle is an interesting take, as well- she's more meek and pitiable than other Myrtles (especially Shelley Winters and Isla Fisher), which is a bit strange but I think it makes for a more sympathetic character. This film also has much lower production values since it was made for TV, so it doesn't have the escapist feel of either the Redford or Luhrmann films. (The party scenes are especially sparse.) I would consider watching this if you want a film mostly accurate to the book that also moves along more quickly, since it has a shorter run time. It's also a good choice if you want to see some great characterizations of Nick and Daisy. Teachers, this might be a good choice if you want to show a version of the film in class but don't have two and a half hours to spend on the 1974 or 2013 versions. The Great Gatsby (2013) This one is likely the Gatsby movie you are most familiar with. Directed by Baz Luhrmann, this Gatsby has the eye-popping visuals, dancing scenes, high energy and big production values his movies are known for. In other words, this 2013 adaptation has all of the energy and enthusiasm the previous two adaptations were lacking. However, there are some pretty big plot diversions here. For example, the movie uses a completely different frame- Nick is a bitter, institutionalized alcoholic looking back at the summer he spent with Gatsby, rather than just a disenchanted former bond salesman like in the novel. Also, Tom Buchanan is much more overtly villainous, since we see him bluntly telling George that Gatsby was the killer and the man sleeping with Myrtle. A lot of the imagery is also quite over the top. For example, the scene in Chapter 1 where Daisy and Jordan are introduced, lying in white dresses while white curtains blow around them, is faithfully but subtly done in the 1974 and 2000 films. But in the Luhrmann movie, the CGI curtains stretch all the way across the room, and we get 15 seconds of Daisy and Jordan giggling while Tobey Maguire's Nick looks on, bemused. Still, despite the plot diversions and sometimes heavy-handed imagery, many praised Leo DiCaprio and Carey Mulligan's turns as Gatsby and Daisy, respectively. Jordan, played by Elizabeth Debicki, is also fantastic- arguably the best on film so far. Instead of fading into the background of scenes, Debicki's Jordan is energetic and engaged, enlivening all of the scenes she's in. The 2013 movie is good to watch if you want an extra high-powered version of the Jazz Age extravagance and are curious about a more artistic adaptation of the novel. Comparing the Great Gatsby Movies to the Novel One increasingly popular assignment on The Great Gatsby is to compare the book with one of the movie adaptations. This can be a fun assignment to work on, since you get to write about both the book and a movie version of Gatsby. But some students struggle with it, since it can be tricky to incorporate an analysis of both the book and a movie into your paper. Here are some pro tips for constructing this kind of essay. Have an overall argument or point you're trying to prove, and make it manageable! Don't try to compare the entire movie to the entire book. Instead, zoom in on a particular aspect, like comparing Daisy Buchanan in the book to Daisy in the movie, or look at just a few of the symbols. For example, if you're asked to write about how symbols are adapted in the movie, don't go through every symbol you can think of. Instead, you could focus on your paper on the green light or the eyes of Doctor T.J. Eckleburg, and really look at your chosen symbol in detail. Make sure to use specific lines, scenes, or shots to back up your argument. In your English classes, you've probably learned about using evidence from the book as evidence for your essays. It turns out, you can do the same with movies! Even better, you have a wider variety of evidence to choose from. You can talk about a specific shot of the film, and how it's composed (basically where the actors and objects are arranged in the shot). You can also talk about lines from the script, or the order of scenes. Just make sure to point to specific, concrete evidence! (Don't say: Carey Mulligan's Daisy is flighty. Do say: Carey Mulligan's performance in the flashback scene demonstrates more raw, intense emotion than apparent in the book, revealing Baz Luhrmann's tendency to overdraw emotion.) Don't just make a list of plot differences between the book and the movie. Just listing the plot differences won't allow you to do any deep analysis of the director's vision for their film and how it's different from the novel. Movie Essay Example As a brief example, let's look at how one of Gatsby's most famous symbols, the green light at the end of the Buchanans' dock, is shown in two of the movies and what it shows about the directors' visions. In the 1974 film, the green light is very simply rendered- it's quite literally a small green light at the end of Tom and Daisy's dock: Director Jack Clayton doesn't linger on it, and at the end of the film you just get a small glimpse of it before the final fade to black. Its significance, I would argue, is even more underplayed than in the novel. The treatment of the green light echoes how Clayton goes for a subtle, even elegant, treatment of the novel, focusing on the interactions between the characters rather than the symbolism. But in the 2013 film, the green light shows up often, and Luhrmann uses CGI and sound effects to underscore its significance (check out how it's used in the last scene). Luhrmann's overwrought rendering of the green light speaks to how he strongly stresses the novel's most famous visuals, in an effort to bring the image of the novel to light. Unfortunately, this comes at the expense of some of the character relationships and fidelity to the book's plot. This is just the beginning of what could be a longer analysis of the symbols in the movies, but you can see how even zooming in on just one symbol can give you quite a bit to talk about. Other Notable Films If you're really getting into all things F. Scott Fitzgerald, you might also consider watching these three films for fun: G, which came out in 2002 and is a loose adaptation of Gatsby. In the film, Gatsby is Summer G, a hip-hop mogul trying to win back the love of his life, Sky. The film opened to generally poor reviews, but you can't deny it's a really creative take on Gatsby, and it has attracted a small but loyal following online. Midnight in Paris briefly shows Scott and Zelda Fitzgerald during their time in Paris, as portrayed by Tom Hiddleston and Allison Pill. This is a fun, if fictional, glimpse into F. Scott's life as he was writing Gatsby. The Curious Case of Benjamin Button, a recent film starring Brad Pitt, is based on an F. Scott Fitzgerald short story. What's Next? Looking to bring Gatsby into your life via outfits, candles, or other accoutrements? Check out our list of 15 must-have Great Gatsby accessories for ideas. Read through our biography of F. Scott Fitzgerald to learn more about where and how The Great Gatsby was written. Dive into the novel's beginning with our guides to Gatsby's title, its opening pages and epigraph, and the first chapter. Or, start with a summary of The Great Gatsby, along with links to all our great articles analyzing this novel! Need a hand with analyzing other works of literature? Check out our analyses of The Crucible, The Cask of Amontillado, and "Do not go gentle into that good night." Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Economics Essay Example | Topics and Well Written Essays - 1250 words - 3

Economics - Essay Example According to this system of pricing, it is not as the view of Smith and Marshall of the mixed bag where different people participate in production to a common pool and keep the products for all but is a situation where individuals have control over resources (Sandri 13). While people were producing and living in communities in the past, in the current day, people adopted the issue of capitalism where they advocate for individualism. This means that they maximize profit on any opportunities they have and they are therefore, profit maximizing rather than building a community minded and working to maximize their satisfaction of all (Sandri 31). In the market, different factors that influence the production and exchange of products determine wages and profits individuals or organizations make. The amount of a product in the market is a key determiner of its cost because the law of supply and demand implies that t if the supply is high, and the demand is low, the product will cost little amount of money and the if demand is high and the supply is low, the price will be high. This means that when prices are high, the chances for profit will be high and the vice versa is true even in payment of products and services including labor. In the subjective theory of value, people involve themselves in activities that cause them to exploit the opportunities they have in their environment without disruption from the society. In this theory, reform is not required because it ensures that people have their position in exploiting the environment so that they can get rewards and benefits in a specific venture. In the subjective theory of value, distribution of income among people is not encouraged because different people play different individualistic activities and the benefits of it extend to the one who participated in it (Sandri 21). In the subjective theory of value, people concentrate on the capitalistic models of economic system in which people concentrate on the differen t things that happen in the society and cause competiveness in people. In this model of economy, according to Marx, competitiveness ensures that few have a lot of resources while a large number of people have less to accumulate for their own. This theory of economy ensures privatization of property such as land and capital to various privileged individuals in the society (Sandri 27). My social theory is that capitalism which advocate for individualism and the potential of each individual in establishing a system of production and distribution of benefits. In this model of production, people focus on improving their lives and in the process the economy of all the people are improved. Government laws provide a framework for people to exploit the resources around the economy as well as regulating potential for exploitation of citizen in the capitalistic system. The role of the government in a system of economy should be to ensure stability and sustainability of the system so that there is continuity of production in the economy. Economics is not a pure science that operates according to set out rules but it is a science that operates according to variations that exist within contexts. This implies that people exchange goods and services as determined by the conditions that prevail in the environment in which the processes are taking place. In recommending a policy, a

Leader Ship Essay Example | Topics and Well Written Essays - 250 words

Leader Ship - Essay Example It is very important for any leader to understand what motivates him/her or his/her co-workers (19-21). As a leader I am privileged to poses empathy skills; the ability that helps understand other people’s perceptions and feelings by putting one ‘self in their shoes. It has also helped me understand how change will affect people, and as such helping in making informed decision before making any changes. The other strong leadership skill that I possess is social skills; a very important skill that has enabled me to socialize with other people including my colleagues. Usually, I take interest in my subject’s and colleagues interests including their loved ones and families since they are critical in their lives. There are certain sets of leadership skills that I wish to develop. First, I would wish to develop skills in teaching and coaching since it is very important for a leader to be concerned with the growth and development of his followers or subjects (Leatherman 77). I also wish to develop delegating skills which ideal in understand how to best delegate duties to my co-workers. This is important since it helps create a more confident and comfortable relationship my followers (Leatherman