Pinochets Medical Report Essays - RTT, Augusto Pinochet,

Pinochets 'Medical Report' pinochets 'medical report' Senator Pinochet has a complex medical history, but the main active medical problems at present are diabetic peripheral neuropathy and recently progressive cerebrovascular brain damage. The diabetic neuropathology is contributing to difficulties in walking and to the observed tendency to postural hypertension. The diabetes will also have predisposed to arterial disease as will a past history of smoking The cerebrovascular disease has manifested partly as minor strokes and transient asthmatic attacks but also causes progressive damage without acute symptoms. There is clinical evidence of extensive damage to the brain. This includes bilateral damage to pyramidal tracts to cause spasticity symptoms and to the basal ganglia producing features of parkinsonism. The presence of primitive reflexes indicates damage to the frontal lobes and the memory defecit is comparable with bilateral damage to temporal lobe structures. Difficulties in comprehension are secondary to the memory deficit. While much of the damage is attributable to areas of the brain served by the basilar artery (shown to be calcified, in the CT scans) the frontal lobe impairment indicates more generalised arterial disease. Fitness for trial Physically: Senator Pinochet would at present be able to attend a trial but as features of cerebrovascular damage have progressed despite optimal treatment (with good control of diabetes and blood pressure and antiplaseler agents) further deterioration in both physical and mental condition is likely. Mentally: It is our view that Senator Pinochet would not at the present be mentally capable of meaningful participation in a trial. We base this opinion on: 1. Memory defecit for both recent and remote events. 2. Limited ability to understand complex sentences and questions owing to memory impairment and consequent inability to process verbal information appropriately. 3. Impaired ability to express himself audibly, succinctly and relevantly. 4. Easy fatiguability With these impediments he would be unable to follow the progress of a trial sufficiently to instruct counsel. He would have difficulty in understanding the content and implications of questions put to him and would have inadequate insight into his difficulty. His memory of remote events is impaired. He would have difficulty making himself heard and understood in replying to questions. We are satisfied that the impediments we have identified are due to brain damage, as they are coherent in nature and consistent in manifestation and formal neuropsychological testing showed none of the features of deliberate exaggeration of impairment. In particular those neuropsychological tests indicative of original intelligence and educational levels (such as the vocabulary scale of the WAIS)show superior performance. At present, Senator Pinochet shows no evidence of clinical depression. Situational stress, as likely to be occasioned by trial, produces physiological responses that could accelerate the progression of vascular disease. We were told, however, that Senator Pinochet has in the past shown notable personal abilities in managing stress. We therefore do not feel able to express any useful opinion on the possible effects on his health of undergoing trial. The major episodes of damage seem to have occurred in a cluster of thromboembolic events during September and October 1999. There has been sufficient time for the great majority of any expected spontaneous recovery from these events to have taken place. Although some day to day fluctuation in functional abilities is characteristic of brain damage due to cerebrovascular disease we consider further sustained functional improvement of a significant degree unlikely. Background - the rest of the report: Professor Sir John Grimley Evans, Dr M J Denham, and Professor Andrew Lees undertook a clinical consultation with Senator Pinochet at Norwick Park Hospital on January 25th 2000. The consultation was undertaken in Spanish. Also present: Dr Henry Olivi (Observer) Prof. D J Thomas (Observer) Nurse Shelley Cape, Manuel Cerda (Senator Pinochet's valet) Recent Medical History: Following surgical decompression of lumber spine in 1998 Senator Pinochet was troubled for some weeks by severe headache across the brow. This resolved spontaneously. For the last 8 to 9 months he has noted difficulty in walking and now can only cover 200 yards before his legs become too weak to continue. He now walks with a stick. Numbness of the soles of his feet has also progressed over that time. Over the last ten months he has noticed a gradual

Developing Effective Written Communication Skills

Developing Effective Written Communication Skills on the company to gather any relevant information to help you relax during interview (Gulf Coast Business Leadership Network, 2004). For the manager to hire the best and most qualified candidate s/he must know how to conduct a good interview. Prepare early in advance by creating interview structure and agenda including time limit. The manager should work with Human Resource, peers and other staff to develop the topics and questions. c)Question The questions should be in four categories, creative thinking, fact-finding, behavioral, and problem solving. Fact-finding questions help in identifying experience of the candidate, credentials and skills. Creative thinking questions are broader asking interviewee to show a wider understanding of the company trends. With problem solving questions, the candidate is asked to solve problems. The behavioral questions are the most important helping the employer know how employee will act in different situations. These questions reveal the most about employee who can fit in your business culture. If possible, conduct the interview in person (Dianne, 2010). Conclusion Preparing for an interview is important for both interviewer and interviewee. Managers should be honest when conducting interviews and performance of the candidate. As an interviewer, you should know what you are looking for in a candidate. Be clear on set-skills for the job. Do not ask irrelevant questions and manage time properly. Be prepared to jump to conclusion in case the candidate is not qualified. Write down what you think you will forget. The manager is also interviewed so his or her impression on the candidate matters. The manager is selling the company and the candidates are selling themselves to the interviewers. As a manager, you should talk about the position and the company. The more the interviewer knows the better because the candidate depends on the interviewers to educate them.

CTY ACT Score Requirements

CTY ACT Score Requirements SAT / ACT Prep Online Guides and Tips You’ve decided that you want to take part in the Center for Talented Youth at Johns Hopkins University. Good for you! Having made this decision, however, you probably have some questions about test score requirements - do you have to take the ACT in order to apply for CTY or its programs? What does taking the ACT qualify you for, and how well do you have to do on it? I'll answer all of these questions for you in this article. Now, read on... feature image credit: checklist by Jurgan Appelo, used under CC BY 2.0. Do I have to take the ACT to take part in CTY at JHU? Short answer: no. You should not take the ACT if you are under grade 7; CTY has different tests for younger students, like the School and College Abilities Test. If you’re in 7th grade or above, you can take the ACT; even so, however, it is not your only option if you want to participate CTY. Other tests used to qualify you for various CTY programs include the Spatial Test Battery, PSAT, and SAT. A word of warning: if you are younger than 13 years, 10 months and wish to participate in the Study of Exceptional Talent (SET), the ACT will NOT qualify you for it - the only way to qualify for the SET is by taking the SAT. What does the ACT qualify me for at CTY? So if you do take the ACT, what is your score relevant for? The Center for Talented Youth was considerate enough to create an eligibility assesment tool for prospective students; plug in which test you took, your grade when you took it, and your score, and the website will calculate which CTY programs you would be eligible for. This tool is great if you have already taken the ACT and have your score, but it's a little harder to use if you haven't yet taken the ACT; plus, it doesn't tell you what award ceremonies your score qualifies you for. To address these issues, I will discuss the specific ACT score requirements for each of the programs and award ceremonies at CTY. If you only want to know about a specific program's score requirements, go ahead and click on the name below to jump to it. Academic Explorations Intensive Studies CTYOnline courses Award Ceremonies Grand Ceremony Otherwise, keep reading for more information about what part of the ACT matters for CTY when it comes to score requirements (hint: not every section counts). So what are the ACT score requirements? Despite what you might expect, CTY does not care about your English or Science ACT scores, or about your Writing subscore. All that matter for ACT score requirements are your Math and Reading scores. I do not know why that is - best guess is that CTY wants to make sure ACT requirements are equivalent to the SAT requirements, which also only involve Math and Critical Reading subscores. I’ve made up five different tables of score requirements for your perusal. The first three contain the score requirements for CTY programs (Academic Explorations, Intensive Studies, and CTYOnline), while the last two contain information about qualifying for CTY's year-end Award Ceremonies. CTY Summer Programs: Academic Explorations Academic Explorations courses are held at sites all over the US as well as in Hong Kong. If you're a10th-12th grade student and meet Academic Explorations score requirements, your score also qualifies you for CTY's Princeton: Global Issues in the 21st Century program. The scores needed for CTY's Academic Explorations program are relatively low, compared to some of the other CTY programs. As with CTYOnline, high Reading scores qualify you to take courses in Humanities and Writing, while high Math scores qualify you to take courses in Math and Science. So are you eligible for Academic Explorations courses? If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 15 on Reading Humanities and Writing ≠¥ 16 on Math Math and Science 8th grade ≠¥ 18 on Reading Humanities and Writing ≠¥ 18 on Math Math and Science 9th grade ≠¥ 21 on Reading Humanities and Writing ≠¥ 20 on Math Math and Science 10th-12th grade ≠¥ 24 on Reading Humanities and Writing ≠¥ 23 on Math Math and Science Go back to the list of programs with score requirements. CTY Summer Programs: Intensive Studies Similar to the Academic Explorations Program, CTY's Intensive Studies program also takes place across multiple locations, including Hong Kong. Caution: while there are some sites where both Academic Explorations and Intensive Studies courses are offered, this is not true for all CTY Summer sites, so pay close attention when scouting out potential summer study locations. The Intensive Studies programs have higher ACT score requirements, but they also allow a little more leeway when it comes to Math and Science courses. What do I mean by this? Take a look at the table below. If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 21 on Reading Humanities and Writing ≠¥ 23 on Math OR Math and Science ≠¥ 41 on M + R 8th grade ≠¥ 24 on Reading Humanities and Writing ≠¥ 26 on Math OR Math and Science ≠¥ 47 on M + R 9th grade ≠¥ 27 on Reading Humanities and Writing ≠¥ 28 on Math OR Math and Science ≠¥ 53 on M + R 10th-12th grade ≠¥ 29 on Reading Humanities and Writing ≠¥ 31 on Math OR Math and Science ≠¥ 57 on M + R While the eligibility standards for Humanities and Writing courses are fairly straightforward (your Reading score determines if you qualify), Intensive Studies does something I've never seen before for Math and Science course eligibility. If your ACT Math score does not meet CTY's specifications, you may still be eligible for Math and Science courses if your Math and Reading scores combined meet Intensive Studies Standards. For instance, according to the above table (using data from CTY), if I took the ACT in 9th grade and scored a 27 on Reading and 26 on Math, I would be eligible to take both Humanities and Writing courses (since my Reading score is ≠¥ 27) and Math and Science courses (since while my Math score is not ≠¥ 28, my 26 Math score + my 27 Reading score is ≠¥ 53). Moving on†¦onLINE, that is! Enthusiasm Uncurbed by David Goehring, used under CC BY 2.0/Cropped from original. Ah? onLINE, since I'm talking about online classes next? Get it? Get it? (Regrets I have for this segue: ZERO). Go back to the list of programs with score requirements. CTYOnline Courses The ACT score requirements for CTYOnline courses are very similar to the requirements for the Academic Exploration Courses; the main difference is that there are more specific requirements for older (10th-12th grade) students who wish to take CTYOnline courses. See the below table for more details. If you took the ACT in†¦ And scored†¦ You are eligible for courses in†¦ 7th grade ≠¥ 15 Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 16 on Math Math, Computer Science, Science, World Language 8th grade ≠¥ 18 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 18 on Math Math, Computer Science, Science, World Language 9th grade ≠¥ 21 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 20 on Math Math, Computer Science, Science, World Language 10th grade ≠¥ 24 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 23 on Math Math, Computer Science, Science, World Language th grade ≠¥ 27 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 25 in Math Math, Computer Science, Science, World Language 12th grade ≠¥ 30 on Reading Writing, Critical Reading, Grammar, Humanities, World Languages, Social Sciences ≠¥ 28 in Math Math, Computer Science, Science, World Language Go back to the list of programs with score requirements. Award Ceremonies Eligibility The top 30% of CTY students who participated in the Talent Search are honored at regional Award Ceremonies in multiple locations in the US and China. How do you know if you qualify? If you took the ACT in†¦ 7th Grade 8th Grade And EITHER in Math scored†¦ ≠¥ 21 ≠¥ 24 OR in Critical Reading scored†¦ ≠¥ 22 †¦then you will be honored at an Award Ceremony with a medal and recognition of your achievement. Go back to the list of programs with score requirements. Grand Ceremony Eligibility CTY's Grand Ceremony is an international award ceremony, held once a year in Johns Hopkins University's Shriver Hall. The students honored at the ceremony are a selective subset of all students who qualify for the regional Award Ceremonies. So how do you know if you qualify for the Grand Ceremony? If you took the ACT in†¦ 7th Grade 8th Grade And EITHER in Math scored†¦ ≠¥ 28 ≠¥ 32 OR in Critical Reading scored†¦ ≠¥ 31 ≠¥ 33 †¦then you will be honored at the Grand Ceremony with a medal and recognition. LuMaxArt Golden Guy Trophy Winner! by Scott Maxwell, used under CC BY-SA 2.0. Go back to the list of programs with score requirements. CTY ACT Requirements: Some Logistics If you’re taking the ACT as part of the Talent Search, you need to register for the ACT with very specific information. Use CTY's "Before The Test" information to make sure that your scores will be sent to the right place. What if you took the ACT on your own, without being part of the Talent Search, and now want to apply to one of CTY's summer programs, or take a CTYOnline course? Don't worry - you can still apply to summer programs and CTYOnline - you just need to make sure that you submit a copy of an official score report with your summer program or CTYOnline application. How Do I Meet The Requirements? 5 Points To Keep In Mind 1. Spend time prepping. Yes, the test is being used as a sorting tool by CTY, and when you're taking the ACT as a 7th or 8th grader you don't have to worry about getting the score that will get you into college. But let's be realistic: you'll need at least SOME test prep. This in no way means that you should invest in any kind of ACT prep course - just that, at the BARE minimum, you'll want to familiarize yourself with the ACT's structure and timing. You should take a practice test to gauge where you are, then use this information to determine the amount you have to improve to meet the qualifications for your desired program. Know how much time you have to study so you can plan your prep accordingly. If you only have a few weeks before the ACT, you'll want to study more hours per week than if you have several months left. For more advice, read our articles about taking the ACT in 7th and 8th grade. 2. Take the ACT as early as you can and still feel prepared. If you take the ACT earlier on, you have a lower score threshold to meet (compare the 7th grade vs 8th -10th grade requirements for Academy Explorations and Intensive Studies courses). In general, older students know more than younger students (stop rolling your eyes, younger siblings), but if you've spent time prepping, it's worth it to take it sooner rather than later. 3. Building off of the above point, make sure you take the ACT early enough during the school year to qualify for CTY programs. If you're at all interested in CTY's summer programs, you should try to test by early January of that year at the latest; otherwise, you may have difficulty getting into the programs. If you want to be honored in the Spring Award Ceremonies, you must have tested by the end of February. Otherwise, you will get rolled over into the next year's Award Ceremonies. Of course, in either case, you can retake the ACT if your score is too low to qualify you for the program or the award ceremony you want, since CTY will only consider your highest score; in fact, this makes it even more important to take the ACT earlier in the school year, so that you have a chance to retest if necessary and still be eligible for summer courses and spring award ceremonies. 4. If you have a standout test section, focus on it. CTY is unlike most colleges and universities in that you can get in to its programs even if you only do well on one section of the ACT. If you find that you're getting in practice scores of around 16 on Math but 25 for Reading, own it. In the above example, you're better off putting in the time to make sure you can consistently get above the score threshold for Reading than you are trying to bring up all of your section scores. And for Intensive Studies courses, a really stellar Reading score can make up for an abysmal Math score - check out the Intensive Studies score requirements discussion above if you don't believe me! 5. Know the ACT strategies that are appropriate for your level. Advice for getting a 36 on a section will not necessarily be relevant if you only need to get above a 23. One example of this is that if you’re aiming for a 26, you can skip the hardest 20% of questions entirely and just focus on answering as many of the easier questions correctly as possible (although since the ACT does not penalize for wrong answers, make sure to leave no space blank, even if you end up choosing â€Å"B† every time). We have more useful information like this in our articles on how to guess correctly on the ACT and how to prepare for ACT English, Math, Reading, and Science. What’s Next? Curious about the SAT requirements for CTY? Read my comprehensive article on the different SAT requirements for various CTY programs. Want to know more about CTY at JHU? I go into more detail on the CTY Talent Search and what programs and resources you gain by participating in CTY in this guide. What are some other programs for gifted/talented students? Find out more about Duke TIP, the Summer Institute for the Gifted, and Stanford EPGY. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Personal Statement for Graduate School Example | Topics and Well Written Essays - 500 words

For Graduate School - Personal Statement Example The opportunity to assist in the birth process has always been appealing to me. Recently, I have had opportunity to attend the deliveries of three close friends. This experience has reinforced my desire to become a midwife. Perhaps the most personal reason I want to study midwifery stems from the fact that I am currently pregnant and am seeking a midwife. I want to provide competent services to other women as they prepare to deliver their babies. I am hoping to find this for myself. Most of all, I want to continue to have positive clinical experiences as a nurse. My most satisfying clinical experience was caring for a patient that had been in a motorcycle accident. He came in with a serous pelvic fracture that was causing profuse rectal bleeding. I was able to assist this patient throughout the CT scan and several procedures required to keep his blood pressure up. When we took him to interventional radiology as requested, the doors were locked and no one was there to help. At that point, the patient’s life was in my hands. I made the decision to take him directly to his room in the Critical Care center. By the time we were able to get him there, he was just clinging to life. We worked to get him stabilized and he was admitted for the night. This was a satisfying experience because it shoed me that I could make difficult decisions in high-pressure situations. I was commended for making the decision to take him directly to his room instead of waiting at the interventional radiology department. I was actually there for that patient so he could tell me to speak with his wife when she arrived. He said, â€Å"Tell my wife I love her.† I felt great about my performance that day, but was extremely upset to discover the next day that he did not live through the night. Seeing people come into the hospital walking and talking but then never leaving is

Ethnographic Research paper Essay Example | Topics and Well Written Essays - 1750 words

Ethnographic Research paper - Essay Example This has been made possible due to the rapid growth of industries and technological uses in the daily lives of people. Technology is a very important part of the lives of people around the world at this point of time. This also is due to the fact that the economic processes that take place in the world have a lot to do with the cooperation of people across the globe. For instance several parts of a machine that is to be assembled in a certain part of the world would come from different corners of the world and the entire process would not probably be completed at one place. The after sales services would probably be offered from a place different from all of these depending on a host of factors ranging from the availability of raw material to cheap labor to costs of transport. This paper shall seek to analyze conversations that were had with an Indian friend of mine, Amit Kumar (name changed). The differences of opinion and the misunderstandings that happened during these conversatio ns shall form a part of the analysis. The paper shall look at these conversations through the lens of a multicultural world where the cultures of different people have to be understood properly. They also have to be understood as products of globalization themselves where there may be a disconnect between a person and his or her own culture. Amit Kumar hails from Kerala, a state in the Southern part of India. The place is known for its high rates of literacy and the political awareness that people of this state possess. It is also a state that is very diverse in terms of the religions that people follow here and also the kind of dialects that people use, in different parts of the state. There is however, as a result of the process of modernization, a certain amount of a lack of awareness regarding the pre-colonial cultures and art forms that were a part of that culture. There is thus a rootlessness that the people of Kerala feel at this point of time. This can best be seen in the no vel Roots that was written by the very popular Malayali author Malayattoor Ramakrishnan which talks of the reclamation of the cultural roots of a person (Ramakrishnan, 2000). I talked to Amit Kumar regarding this aspect of the Malayali existence at this point of time. Me: How does it feel to go back home these days, Amit? Amit: It is quite disconcerting. The effects of modernity on the lives of people at home even at this point of time seems to be one that has been imposed without taking into concern the particular social conditions of Kerala. Me: why would you say so? Amit: The very basic elements of our culture are not present in the culture that is sought to be imposed upon us. They are then made to be a part of nothing more than attractions for tourists. Amit here may be referring to exactly what Arundhati Roy refers to her Booker Prize winning novel The God of Small Things. In this book, she talks of the marginalization of indigenous cultural forms and their resurfacing as mere elements of the past that cannot be integrated into modernity. Roy uses the trope of the kathakali dancers to make clear how certain symbols of the Malayali society and postcolonial societies in general have degenerated from being frameworks of signs through which a society used to store its memories to being nothing more than a form of attraction that is set up for tourists to watch and enjoy without realizing the importance that that form of art may have for

Musics Effects On The Brain Music Essay

Musics Effects On The Brain Music Essay Music is a world renowned language that all can understand. From Australia to the deepest jungles of Africa, music is associated in peoples everyday lives. Music can be heard anywhere and everywhere: the grocery store, the gym, in the car, at work, at school, on the television, etc. Not only is music applied for entertainment but it can also be used for story telling, learning, religious rituals and medical therapy. Today, it is not uncommon for music to be used as a medicine for Parkinsons, Alzheimers, depression, anxiety, stroke-victim recovery, stress, memory loss, and mental well-being. Musics effect on the brain is a very profound and mysterious topic. It is said that music influences the process of thinking and analyzing, making work more enjoyable and efficient. Studies have shown that music increases the amount of endorphins (a chemical released in the brain to reduce pain and provide a good feeling state) in the brain, initially, jump-starting the bodies healing process. As it distracts the attention from pain, it concurrently generates chemical behaviors that promote healing. Along with physical healing and mental effects, music impacts human emotions. Often, someone will listen to music when they are distraught, happy, need to focus, exercising, etc. Experiments show that music in a major key will cause a person to be happy, while the music in a minor key will bring sadder, depressed emotions. This paper will discuss how the music of major and minor keys differently effect human emotions. Emotions Throughout an average day, humans will experience one emotion after the other: sadness, happiness, frustration, anger, guilt, remorse, etc. But when one is asked the question what is an emotion? most find themselves dumbfounded. The answer to what is an emotion is not an easy one to answer. For centuries great minds have studied to answer this question but have yet to receive a definite answer. There are many reasons for this state of affairs. One reason is that emotions are difficult to define and measure. (Juslin and Sloboda 73). To be able to define emotions, theorists must know where emotions come from and how they are detectable. From a scientific perspective, emotions can be concluded from three types of evidence: self reports, expressive behavior and physiological development (Juslin and Sloboda 74). Self reports are a variety of surveys people will take to measure their emotions. Although this method is a first hand account of emotions, it still includes many problems such as the imperfect relationship between emotions and words that denote emotions, and the problem of choosing which words to include on checklists or scales (Juslin and Sloboda 74). The second type of evidence is expressive behavior which is the study of peoples emotion by their facial expression, vocalizations or body language (Juslin and Sloboda 74). The difficulty with this procedure is that not all emotions are visible by expressive features. The third type of evidence used to decipher emotions is physiological kinds of measurement; this includes measuring heart rate, blood pressure, muscle tension and much more. Many theorists have suggested definitions of emotions based off the previous three types of evidence. Based on a review of these definitions they proposed the following consensual definition (Kleinginna Kleinginna 1981, p. 355): Emotion is a complex set on interactions among subjective and objective factors, mediated by neural/hormonal systems, which can (a) give rise to affective experiences such as feelings of arousal, pleasure/displeasure; (b) generate cognitive processes such as perceptually relevant effects, appraisals, labeling processes; (c) activate widespread physiological adjustments to the arousing conditions; and (d) lead to behavior that is often, but not always, expressive, goal-directed and adaptive (Juslin and Sloboda 75). As seen in the previous definition, it is almost impossible to define emotions simplistically or even in one sentence. Tonality Like emotion, tonality is not an easy concept to grasp. For one, it is used in many different senses and areas of music. Also, tonality has been widely discussed amongst theorist as to what it is and its significance in Western music. One simple definition of tonality is a system for interpreting pitches or chords through their relationship to a reference pitch, dubbed the tonic. Once the tonic is established the relationship of this pitch to other pitches can be designated using scale-degree names or numbers (Huron 143). In other words, tonality is the organization of pitch. Referring to Western theorists, there are two types of tonalities: major and minor. The theory and use of major and minor tonality dominated Western culture between 1650 and 1900 (Forney 20). The tonality of a piece of music is determined by the scale used for the foundation of the music (Forney). A scale is a series of tones in ascending or descending order; may present the notes of a key (Forney A20). Because of the combination of intervals between notes in a scale, each scale has a special and unique sound. Major scales promote a feeling of happiness and cheerfulness while minor tones sound sad and dark A composer would not be likely to choose a minor key for a triumphal march, nor a major key for a lament (Forney 21). As stated earlier, the first note of the scale, the tonic, is used as a starting place Affects of Major Tonality on Human Emotions Musics effect on humans has been a hidden phenomenon for thousands of years. The emotional experience one has with music has always been enticing and misunderstood. Still, it is probably true that most people experience music-somehow, somewhere-everyday of their lives, often with an accompanying affective response of some sort (e.g. nostalgic recognition of a favourite song on the radio while driving a car, frustration directed at the music at the shops, joy while listening to an excellent performance at an evening concert, a sad mood created by the soundtrack of a late night movie) (Juslin and Sloboda 3). The goal of this section is to describe how the music from major tonalities influence human emotions. To sum up the affects of major tonality on human emotions is the results of David Hurons, author of Sweet Anticipation, experiment on the feeling evoked from listening to major scale degrees. Huron conducted his experiment by asking ten experienced Western-cultured musicians to describe the emotions they incorporate with different scale degrees from the major key. All ten musicians were given the following instructions: For each of the following scale degrees describe as best you can the distinctive quality or character of that tone. Describe how the tone makes you feel in as much detail as possible. Imagine the tones for the major key only. Please think of pitches rather than chords (Huron 144). The table below is the result of Hurons responses as displayed in his book Sweet Anticipation. Scale Tone Common Descriptors Sample Responses Tonic Stable, pleasure, home, contentment Stable, extremely satisfying, centered, foundational, solid, resolved, strong Raised tonic Strong, upward, bold Edgy, unstable, uncertain, upwardly, mobile, mildly precarious Lowered supertonic Surprise, abruptness, pause Somewhat dark, a sense of almost inevitable further descent, murky, unexpected richness, mild surprise Supertonic Solid, movement, resolve Hanging, dangling, transitory, moderate expectancy of more to come, part of a flow Raised supertonic Longing, unstable Needling, moderately harsh, jarring, unstable, off balance Mediant Bright, love, warmth, beauty Light, lifted, bright, point of many possible departures, yet also strongly restful, peaceful and calm Subdominant descending Akward, tentative, strong sense of being unfinished, Now what? no clear expectation of future, hanging feeling, would be happy to fall by half step Raised subdominant Intentional, motivated Moderately anxious, interrupted flow to dominant, somewhat curious about possibilities, fluidity, transitory Dominant Strong, muscular, balance, possibility, pleasant Strong, towering, height, sense of looking down from a tall building and being comfortable, but knowing youll eventually take to elevator back to the street level Raised dominant Leading, aspiring Leading to something, sense of implication, unfinished, leaning, mildly uncomfortable Submediant Balance, open, lightness Airy and open, temporary suspendedness, neutral, evokes mild curiosity in regard to direction Subtonic Falling, lightness, drifting downward, shifting Heavy, like walking with a limp, unexpected, open new possibilities, sheds a new light on things Leading tone Unstable, pointing, restless Sense of inevitably, highly unstable, uncomfortable, squirmy, itching, restless Hurons table provides direct and professional examples of emotions accompanied by scale degrees in the major key, now the question is what links these emotions to these particular scale degrees? Huron clusters the results into seven categories of the responses he received, certainty/ uncertainty, tendency, completion, mobility, stability, power and emotion (Huron 163). The certainty/ uncertainty category is the easiest to explain through statistical properties of music. Two scale tones were described as unexpected, surprising or abrupt- the lowered supertonic and the subtonic pitches (Huron 163). Because the supertonic and subtonic pitches appear the least out of all the scale tones the feeling of surprise or abruptness is normal. The category tendency describes the scale tones level of continuation, in other words, the tones ability to carry on with the melody or song at hand. The raised dominant and the leading tone were both described with words associated with tending or leading, -both tones that are statistically limited in their possible continuation tones (Huron 163). The completion category can also be described using statistical properties of music with relevance to the tonic and mediant pitches. Both pitches were described as restful indicating the pitches connection to the end or closure of musical phrases, allowing the listener to feel at rest or home-like. The fourth category, mobility, involves the supertonic and subtonic pitch. The supertonic was depicted as modern expectancy of more to come and the subtonic as like walking with a limp. Both pitches portray the act of moving but do not hold the same leading value as the tonic. The category of power, however, can not be easily described through the statistical properties of music. The raised tonic and dominant pitches were connected with words like jarring and harsh, creating the effect of power to the listener. The last category Huron describes is emotion. Terms like pleasure, beauty, and warmth, love, bright and pleasant are used to describe the tonic, mediant and dominant pitches. Negative hedonic terms like harsh, jarring, uncomfortable, and anxious were applied to tones such as the raised supertonic, the raised subdominant and the raised dominant (Huron 164). As made apparent from the table, positive emotions seem connected to frequently occurring tones with closure (Huron 164). A peculiar fact about tonality is that different tones can suggest different and specific emotions. Even a tone in one given context can have a completely different effect in another context. There are several factors attributed to why scale degrees in the major scale cause the listener to feel a variety of emotions, one of them being the predictability of a tone. When a tone has a high rate of predictability, the experience for the listener is more positive The most predictable tones and tone sequences tend to be experienced as the most pleasant- especially if listeners are not consciously aware of the high predictability (Huron 173). The most predictable structural feature in music is cadences. Cadences are the place of rest in a musical phrase. A cadence can either end in the middle of a melody, called an inconclusive cadence, causing the ending to feel dissonant. Meanwhile, a cadence can also end at the end of a melody, creating a consonant ending call a conclusive cadence. Music theorists have long observed that cadences tend to be organized in a stereotypical fashion. It is not simply the final note of the cadence that is predictable; the final note is often approached in a characteristic of formulaic manner (Huron 154). Cadences, however are not the only feature that increase the feeling of uncertainty Another feature is the increase in uncertainty that commonly follows after the closure point (Huron 156). So not only is there high predictability before the cadence but after as well. Listeners are more apt to forebode predictability with points of disruption or closure. Music in Silent Movies (To be changed) Silent Movies In todays movies there is barely ever a silent moment. For example, while actors are walking down the street multiple sounds can be heard: the actors dialogue, the sound of footsteps, cars screeching down the road, birds chirping, etc. There is constant noise in current movies, never allowing for one second of silence. In 1890s to the late 1920s silent films were prominent among towns and cities in the United States. Although they are called silent movies, they are far from silent. Characteristics of silent films include: little or no dialogue (if there was dialogue it was written in pamphlets and given to the audience), usually black and white, live orchestras and sometimes live narrators or actors. Because there was no recorded dialogue, silent films relied heavily on the acting of actors and the music to set the mood and tone for the film. Most actors were required to over act to be able to convey the emotions across the camera without verbal help. Actors like Charlie Chaplin, Buster Keaton, Clara Bow, and Blanche Sweet were all prominent in silent films and were used to portray the emotions the audience longed for. Genres of silent films include comedies, westerns, horror, science fiction, documentaries, series, animates, epics and experimental films. Like the actors in silent films, music played an essential role in this movie era, As silent cinema developed, and especially after c.1912, music came to play a crucial role in shaping and conditioning the viewers response to moving pictures (Cooke 5). Musicians were needed to write scores for the films that would effect peoples emotions the same way words would. The music was needed to take the audience through the story emotionally, à ¢Ã¢â€š ¬Ã‚ ¦..music, by its very physical presence, created a sense of three-dimensionality singularly lacking in the projected image: while the film was projected from the rear of the hall to the screen at the front, so music played at the front was projected backwards over the audience and through a kind of transference or slippage between sound and image, the depth created by the sound is transferred to the flat surface image (Kalinak 1992, 44). (Cooke 6). Silent films were seen as an art form that had never been tried before. It was new technology that everyone was fascinated in learning and perfecting The silent era was a period of immense creativity, and there seems to be no end to its surprises (Brownlow XI). Silent films have been and will be longed cherished as timeless classics. Unfortunately, ninety percent of the films made during the silent era have disintegrated due to the use of nitrate film (Scorsese IX). Organizations like the National Film Registry and the Library of Congress work to preserve these movies and prevent any further losses. Charlie Chaplin As stated previously, Charlie Chaplin was a famous actor and director of silent films. Charlie Chaplin was born on April 16, 1889 in London, England. Charlie was born into fame, both his parents being renowned vocalists and actors. Appearing in small rolls for films like The Eight Lancashire Kids and Sherlock Holmes, Chaplin began his career before the age of fourteen I went home on the bus dazed with happiness, and began to get the full realization of what happened to me. I had suddenly left behind a like of poverty and was entering a long desired dream-a dream my mother had often spoken about, had reveled in. I was to become an actor! (Chaplin 78). Chaplin continued his career through vaudeville, which brought him to the United States where in 1913 he signed with the Keystone Film Company, making thirty-five films. From 1915 on, Chaplin directed his own movies and the popularity of his baggy-trousered tramp character earned him a million-dollar contract with First National in 1917 (Cooke 27). While working under First National, Chaplin made the films Shoulder Arms in 1918, The Kid in 1921 and The Pilgrim in 1923. In his later years, Chaplin focused away from directing and dabbled in music, sports and writing. Charlie Chaplin was a self-taught musician and wrote music for many of his films, for example Sing a Song, Eternally and With You Dear in Bombay. Chaplin also authored four books: My Autobiography, My Trip Abroad, A Comedian Sees the World and My Life in Pictures. Charlie Chaplin died Christmas day in 1977 at the age of seventy-eight. Over Charlie Chaplins career he was able to convey to the audience any character he wished Chaplins range of characters was extraordinary: he could be a waiter, a down-and-outer turned cop, a hapless immigrant, a vagrant violinist, a soldier- all with equal conviction (Kobel 59). Being the chameleon that Chaplin was, he spoke to the audience through his characters; appealing to peoples emotions and desires. (More sources and information to be added) How Major Tonalitys Effect on Human Emotion is used in Chaplins Movie

Nursing code of ethics

Ethics refers to the adherence to practices and processes, which are morally acceptable.   Ethical issues are what shape public opinion about an organization. In addition, a code of ethics serves as the benchmark for decision-making. In nursing and healthcare, the issue of culture is more pronounced than anywhere else. In deed, it is in the understanding of the need for a more diversified an ready to serve call that led the University of phoenix to develop a code of conduct for students which guides the nursing students and indeed a the whole university community into understanding how best to deal with the issues of professional relations . The fact that nurses are required to serve many people from various ethnic, religious, racial and cultural backgrounds who come forth to hospitals and healthcare centres in search of health solutions means that, the conduct of nurses must be guided by a common concept which in this case is the code of ethics. Due to these cultural disparities, patients often fail to receive quality services because of practices that are lacking in cultural competence. As a result, the American Association of Nursing has in place a code of ethics which aims at offering guidelines for nurses in the course of service. A code of ethics for nurses and indeed for nursing students is aimed at making sure that, nurses offer service with competence and in an efficient manner in a cross-cultural setting thus enhancing the system’s or institution’s capacity to function in effective ways. The American nursing code of ethics emphasizes on integrity, honesty, care giving, and accountability. Under the provisions in the American code of ethics, nurses are required to strictly act in accordance with the guidelines so as to ensure a smooth running of health care provision in the United States of America. The code of ethics for both nurses and students at the University of Phoenix is aimed at ensuring that, in their professional growth, professional attain qualities which influences the individual’s values, perceptions, beliefs and opinions in corresponding to the professional standards expected of nursing professionals. The US is comprised of the most culturally diverse population.   A big percentage of the world’s ethnic, religious and cultural groups are represented in this population.   This has created a most unique opportunity as well as challenge to many professionals including nursing professionals.   Nurses are presented with patients with very diverse cultural backgrounds. Culture influences how different people will respond to the different ways of health service delivery, interventions and treatment, as a result, the code of ethics is designed to streamline the actions of the nurses in regard best practice. In deed the American nursing code of ethics is designed to guide the nursing professionals into the future. In more the same way as a business strategy, the code of conduct imparts discipline and control in the nursing profession thus making sure that, the profession is ready to face future challenges. Because of the demographic situation in America service providers are under pressure to provide more culturally correct services.   The nursing profession cannot be left behind and therefore the need to comply with the changing needs is overwhelming.   One ethnical principle that guides nurses in their endeavour to provide culturally appropriate care is the appreciating that everyone regardless of their cultural persuasion is entitled to receive quality health care. Cultural differences can influence the caregiver’s prejudices and bias towards a patient.   In a similar way a patient can misconstrue the caregiver’s actions and words.   This can serve to lower the quality of care given to this particular patient.   Professional ethics require that there be no form of discrimination in the provision of health care but in a situation where there is prejudice on either party, then the quality of care is compromised. Nurses are usually supposed to care for the general well being of a patient, they ought to be able to understand and empathize with the patient inorder to cater for their physical and emotional needs.   On an individual level, a nurse has a responsibility to learn the practices that are in accordance to cultural competence. In the year 2010 more than 45% of all patients in the US will come from minority cultures.   This is due to immigration that is the greatest contributor to the cultural diversity.   The health sector has realized the reality of these facts and medical practitioners are now given incentives to encourage them to take up learning on cultural diversity. The above reasons amongst others are worthy considering in regard to how nur4ses in this country are governed. To achieve the health goals, the American nursing association must constantly address the issues at hand and specifically consider reinforcing high values. This is what the American code of conduct seeks to achieve as well as the University of Phoenix Student Code of conduct and the American code of conduct. University Phoenix student code ethics. American nursing code of ethics. http://www.nursingworld.org/ethics/ecode.htm accessed on 07/05/2007