Kurt Vonnegut S Slaughterhouse Five A Good Anti War Novel

Kevin Amoah Ms Wrotten Honors World Literature 06/06/16 IS KURT VONNEGUT’S SLAUGHTERHOUSE FIVE A GOOD ANTI WAR NOVEL? Mostly, not all soldiers are affected by the negative aspects of war like injures or death. However, more than half of these soldiers who come back from war mostly suffer from Post Traumatic Stress. In Kurt Vonnegut’s slaughterhouse five, Vonnegut, the author, ues enormous flashbacks, disorder shifts in time, and the use of short phrases, â€Å"so it goes† to convey the idea of lack of sorrow for the death and ability to tell what’s going to happen in the future due to flashbacks in order to show the negative and long lasting effects of war. In Vonnegut’s Slaughterhouse 5, Vonnegut uses short phrases such as â€Å"so it goes† in order to show the idea that Billy, the main character, doesn’t really have pity toward died people. This is because when Billy visited the Tralfamadorians the â€Å"important he learned on The Tralfamadore was that when a person dies he only appears to die. He is still very much alive in the past, so it is very silly for people to cry at his funeral†. ( Vonnegut 26). Billy finds his own explanation of the bombing and the death of so many innocent people. He turns to the Tralfamadorian belief that the deaths were unpreventable and had to happen because that was how they were supposed to happen. Neither he nor anyone else could change what destiny had decided would occur. At the thought of these deaths and all death Billy sees, he has only oneShow MoreRelatedKurt Vonnegut : A Hybrid Of Science Fiction And Satire1716 Words   |  7 PagesLeanne Arata English 11 Mrs. Wheeler 5/8/2016 Kurt Vonnegut The idea of making a work that does not fit into a single category of work is how Kurt Vonnegut has become such a phenomenon. Kurt Vonnegut has a hybrid writing style which allows him to critique human nature and this is evident in his work. A hybrid writer is someone who makes something by combining two different genres to create something new. Vonnegut’s work is a hybrid of science fiction and satire. Satire is an author’s way of sayingRead MoreSlaughterhouse Five By Kurt Vonnegut1381 Words   |  6 PagesKurt Vonnegut seems to portray the protagonist of Slaughterhouse-Five, Billy Pilgrim, much like himself, a war participant and truth seeker. In the novel Slaughterhouse-Five, Kurt Vonnegut characterizes Billy Pilgrim as a war survivor with PTSD(Post Traumatic Stress Disorder). In doing so, Vonnegut uses tone to reveal the extremely violent and unruly nature of war and flashbacks to show how war causes Pilgrim to lose touch with reality. Throughout the story, Pilgrim goes back and forth through timeRead MoreA Conversation With Real Life Director Harrison Starr1693 Words   |  7 Pageschapter 1: when Harrison compares anti-war books to anti-glaciers books In the first chapter, which serves as an introduction, Vonnegut directly addresses the reader, pointing out his attitude towards war. The author makes it clear that he sees it as something ugly and horrifying, however, it seems like he is resigned to the fact that war will always exist. In one passage Vonnegut recounts a conversation with real-life director Harrison Starr. When Vonnegut explained that he was working on anRead MoreAnalysis Of Kurt Vonnegut s Slaughterhouse Five Essay2080 Words   |  9 PagesDraft Slaughterhouse-five War is a virus, a plagues our world and has experienced since the early ages of time. Once a war is cured a new strain begins stronger and more unforgiving as the last. Humans are creatures of habit which continue the violence. Kurt Vonnegut’s novel, slaughterhouse-five, is a deliberate and well developed statement against war as expressed through the tone, rhetoric, and characters, making anti war a prominent theme through the entirety of the novel. Slaughterhouse-fiveRead MoreSlaughterhouse Five By Kurt Vonnegut1211 Words   |  5 Pagesâ€Å"War is never a solution; it’s an aggravation†- Benjamin Disraeli. This quote represents how the effects of war isn’t a positive reaction, for it causes others to feel hate, fear, and anger. Kurt Vonnegut expresses his thoughts and experiences during World War Two and through the witnessing of the Dresden firebombing to show the reasons for the main character Billy’s actions. Billy Pilgrim has suffered fr om PTSD (Post Traumatic Stress Disorder) which was caused by the negative experiences he facedRead MoreSlaughterhouse Five : The Atypical Novel1044 Words   |  5 PagesSlaughterhouse Five: the Atypical Novel Most great novels traditionally have one dynamic character with a strong personality that embarks on a prolonged pilgrimage. This character s demeanor or life is changed forever as a result of an event or obstacle they are forced to overcome. However; Kurt Vonnegut s Slaughterhouse Five breaks the mold of a traditional novel and blazes forward in a new and bizarre path. He uses a diverse cast of subordinate characters to make certain symbolic representationsRead MoreSlaughterhouse Five And The Comforts Of Indifference By Barry Chabot2680 Words   |  11 Pagesthere is none. The story doesn’t morally make any sense, and thats the conclusion Vonnegut is trying to guide the reader towards. The literary criticism of ‘Slaughterhouse Five’ and the Comforts of Indifference, written by Barry Chabot is a critical essay that explores deeper into the meaning behind the eccentric story of Billy Pilgrim, and its creator Kurt Vonnegut. Billy Pilgrim’s indifference is an extension of Vonnegut attempting to come to terms with the violent nature of man. However this â€Å"comfort†Read MoreThe Slaughterhouse Five Novel By Kurt Vonnegut1366 Words   |  6 Pages The Slaughterhouse Five novel, is a fictional and nonfictional delight all clashed into one. The author, Kurt Vonnegut, amazingly combines a fictional character’s life with the nonfictional influence of what Kurt himself had experienced. As well as major topics being debated on and dealt with today. Billy Pilgrim takes hold of the story’s main protagonist as a prisoner of war during the Dresden raids in eastern Germany. While reading, I found many relationships in the novel to common concerns, suchRead MoreSlaughterhouse Five By Kurt Vonnegut1154 Words   |  5 PagesTaylor Holmes In the novel Slaughterhouse Five, Kurt Vonnegut presents a framed narrative voiced through an unreliable narrator that stimulates the presence of universal and empirical truths. (Introducton?) The juxtaposition of predestination with the exercise of free will is an age-old question. In the pagan world, prior to the upsurge of Western development and Christianity, predestination was deemed a truth; pagan gods were superlative and dictated the lives and fates of subordinate humans. AroundRead MoreA Long Way Gone, Slaughterhouse Five, And Novel Without A Name1542 Words   |  7 Pagesthere has been war, those involved have managed to get their story out. This can be a method of coping with choices made or a way to deal with atrocities that have been witnessed. It can also be a means of telling the story of war for those that may have a keen interest in it. Regardless of the reason, a few themes have been a reoccurrence throughout. In ‘A Long Way Gone,’ ‘Slaughterhouse-Five,’ and ‘Novel without a Name,’ three narrators take the readers through their memories of war and destruction

Human Rights and Social Justice Free Essays

Human Rights and Social Justice Integrated Paper Vicki MacWhinnie-Ilundain Fordham University Viewpoint and Concepts that Best Clarify the Dilemmas in Hugo’s Case Hugo’s story highlights the value conflicts that social workers face in every-day practice. The policies that dictate the funding, the scope of services, and the eligibility for the services that Hugo may need in order to actualize his basic human rights were developed within a system that continues to practice within the Rawlsian theory of social justice frame work. Therefore, these government policies tend to support the concept that people are only entitled to their â€Å"fair and due share† of services and/or access to resources if they are working to enhance the good of the over all society (Banerjee, 2005, p. We will write a custom essay sample on Human Rights and Social Justice or any similar topic only for you Order Now 13). In Hugo’s case, there are psychological, cultural and physical factors that may impact his ability to maintain gainful employment. These individual aspects of Hugo’s life situation are not taken into consideration in determining how long he can receive supports, or what types of supports he receives. The state-funded financial benefits that Hugo requires in order to have his very, basic needs met; such as food, clothing and shelter, have a five-year limit. Because there is no consideration to human rights behind the 5-year limit, Hugo has unmet human rights. This creates a value conflict for Hugo’s social worker, who is working within a system that has Rawlsian infused policies; yet, is mandated by the National Social Work Code of Ethics to promote social justice in a manner that respects the unique strengths and dignity of the individual (NASW, 2008). You can read also  Justice System Position Paper The social worker working from a human rights-based perspective; where according to Ife (2008) â€Å"there is a obligation on every member of society to respect and support people’s rights†, will address Hugo’s unmet needs that stem from this 5-year limit policy as unfulfilled rights rather than assessing them as needs for which Hugo may or may not qualify to receive services (p. 113). Adding to the complexity and value conflict of the social worker’s role is the need for the social worker to partner with Hugo to identify not only his assets; but to also identify the barriers he faces. The social worker can develop a more in-depth understanding of Hugo’s barriers by exploring the levels of oppression Hugo experiences and his positionalty vis-a-vis all the systems and individuals he interacts with in society. Hugo is experiencing oppression at a structural level as a result of his position as an immigrant from Haiti who has experience trauma. Hugo has psychological and physical impairments as the result of past trauma, he is of an ethic background that is not part of the privileged class in the United States, and he was born outside the United States. These characteristics, which Hugo inherited through birth and via traumatic life experiences, tend to lead to discrimination in the United States. As a result of systematic discrimination, Hugo belongs to a subordinate group in the society and is oppressed by the dominant group. Mullaly (2010) explains that this â€Å"web of oppression †¦occurs for the most part because of the sanctioned ways that social institutions, laws, social policies, and social practices all work together to benefit the dominant group at the expense of subordinate groups† (p. 197). Challenges in Social Work Practice as a Result of a Paradigm Shift In this process of identifying assets and barriers, the social worker may face further value conflicts that impact their ability to empower Hugo to claim his human rights: The social worker has a moral and professional obligation to help Hugo advocate for his human rights. This will include supporting Hugo’s desire to participate in a lawsuit against the US government, who created the 5-year limit on public financial support. In Hugo’s circumstance, the legal mandate that limits the total amount of years he can access funding is impeding Hugo’s right to food, shelter, substance abuse treatment, psychological care, and safety. As an employee of a state funded program, the social worker is not allowed to ignore this mandate or seek to undermine it in any way. The social worker is faced with the challenge of partnering with Hugo to support his quest to actualize his human rights while working within a legal mandate that restricts Hugo’s access to the resources he requires in order to claim his human rights. The social worker is also challenged to reframe the way they conceptualize their interventions with Hugo. By choosing a rights-based approach, the ocial worker’s dialogue regarding Hugo’s rights will not only have a more global tone, but it will require the social worker to use additional skills to engage Hugo in a discussion that empowers Hugo to define his rights. Ife (2008) asserts that this type of social work practice has the potential to do more than just address an individual’s minimum needs but allows for social work to be transformative by building a society â€Å"hel d together by mutual respect for human rights of all citizens and based on notions of interdependence, mutual support and collective well-being† (p. 13). The challenge for the social worker is to elevate discussions and practice beyond working just with the individual case by engaging in dialogues and actions that â€Å"link their profession to economic, political and social aims of society as a whole† (Riechert, 2007, p. 31). The social worker faces many challenges when making a paradigm shift from a needs-based approach of social work to an elevated practice that focuses on human rights. The needs-based approach, where the provider identifies or diagnoses the â€Å"client’s† needs into narrow categories, and then provides a focused â€Å"intervention†, is deeply ingrained in the traditional models of practice. For example, the medical model is still widely accepted as best practice and is often used in social service programs and agencies. When taking the human rights approach, the social worker will reframe Hugo’s experience so that his rights are identified first, then used to re-conceptualize the needs that have to be met in order to actualize his rights. The social worker also faces the challenge of advocating for Hugo to receive services that support his right-based needs in systems with competing values. The rights-based approach conflicts with agency practices at a mezzo level, such as the use a medical treatment model that may not be culturally sensitive or focused on Hugo’s rights. The social worker may also experience conflicts of values on a macro level when advocating for funding for Hugo’s services. The state and/or federal government, who provide funding for the social services, may place a value on providing the least amount of services for minimum cost to tax payers rather than on Hugo’s unmet rights. On a micro level, the social worker may experience difficulties building rapport with Hugo because of their differences in gender, ethic background, power, education, and socio-economic status. Level’s and Dimensions of Hugo’s Well Being The Universal Declaration of Human Rights established global principles of human rights that set the precedence that all people have the right to an â€Å"a standard of living adequate for their health and well being; including food, clothing, housing, and medical care and necessary social services, and the right to security in the event of unemployment, sickness, disability†¦ or other lack of livelihood in circumstances beyond his control† (United Nations, 1994). Hugo’s social worker can discuss Hugo’s well being in a human rights framework by exploring the domains of wellbeing that impact Hugo’s daily life. The social worker and Hugo may need to establish a language to use as they talk about Hugo’s life experiences, if they are going to successfully switch from a needs-based paradigm to a rights-based paradigm. The social worker can use the seven domains of wellbeing to help deconstruct the needs-based thinking and language that has been the context for the â€Å"interventions† Hugo has received from social services in the past. Discussions using the domains of wellbeing may include: education, mental health, physical health, political and legal, cultural, and spiritual. After reaching the 5-year limit for public financial benefits, Hugo does not have access the resources required to provide food, shelter and clothing. Hugo’s metal and physical functioning has been impacted after experiencing a series of traumas, limiting Hugo’s access to education and employment. Hugo experiences multiple levels of oppression and discrimination which he may have internalized making it difficult for him â€Å"to recognize his abilities, cope with normal stresses of life, work productively and make a contribution to his community† (World Health Organization, 1999). Hugo has experienced physical traumas that have impacted his physical capabilities. As an immigrant in the United States Hugo does not have fair or equal access to legal support or protection by laws. The discrimination that Hugo experiences also impacts Hugo’s ability to be seen as a valued member of the society his is living in. The social worker can support Hugo by exploring all aspects of Hugo’s well being so he can discover how to start to advocate for his rights that are encompassed by each of these life domains Plan of Engagement, Empowerment and Participation After further exploring various aspects of Hugo’s well being, that would also include Hugo’s assets or strengths, the social worker and Hugo may want to develop a plan of action to guide their work together. Hugo identified immediately that he wanted to access to the group who is collecting data for a lawsuit against the US government. Although it may be considered a conflict of interest for the agency that employs the social worker to be involved with the lawsuit against the state, the social worker can connect Hugo to the group so that he can work directly with them. The social worker could also met with her supervisor and/or agency director to discuss what networks or committees the agency attends in the community. Often these groups hold more power than a single social worker or agency and work directly with governmental agencies to make recommendations or to advocate for policy changes that best serve the interest in their communities. By using these approaches, the social worker is assessing her own positionality in her agency and community so that she can best support the requests of Hugo, without disrupting the relationship she has with her employer. The social worker can also start researching what resources are available in the community that can address the barriers that Hugo is experiencing while trying to claim all of his human rights. Once a comprehensive list of services and or resources is developed, the social worker and discuss each of these resources with Hugo to get his feedback about what he thinks might be useful to him. The social worker would provide information about the advantages and risks and/or disadvantages to using any of the resources so that Hugo could make an informed decision. If there is a resource that Hugo is interested in utilizing but does not quite meet the criteria or does not have the funds to access, the social worker can work with the agency and funding sources to see if there are alternative ways for him to access the resource. Even if Hugo does not get immediate access to the resource, the social worker has left a path of documentation and advocacy that can be used to work towards access to these types of resources in the future. Over time, the social worker can build a strong relationship built from trust and mutual respect with Hugo. In order to do that the social worker will need to understand how her positionality relates to Hugo’s and how that impacts Hugo interactions with the social worker and visa versa. It appears as though Hugo has used multiple community services in the past, yet he still has not actualized his rights. The social-worker can explore with Hugo what services were helpful to him in the past and what aspects of the services became barriers to him changing his over-all well being. If the social worker finds with the services in their community are; for example, not compatible with Hugo’s cultural beliefs, then the social worker can work in the community to advocate for changes how services are provided. Other agencies may be open to expanding how they provide services to include all members in their community. The social worker can accomplish these strategies by adopting the capability approach. Nussbaum (2007) describes the capability approach as â€Å"a species of a human rights approach. It makes clear, how- ever, that the pertinent goal is to make people able to function in a variety of areas of central importance. †(p. 21) By empowering Hugo to further develop his cognitive, physical and social skills, the social worker can provide opportunities for Hugo to attain his identified rights-based needs. The social worker encourages capability building by advocating that Hugo receive services that will build specific skills, not just treat a diagnosis. Over time, Hugo can learn to identify and articulate his rights, reframe them into needs and demand services that allow him to claim his rights. In doing so, Hugo will request services that have the components that he recognizes as necessary for his well-being. References Banerjee, M. M. (2005). Social Work, Rawlsian Social Justice, and Social Development. Social Development issues, 27(1), 7-24 Ife, J. (2008). Human Rights and Social Work Towards Rights-Based Practice (2nd ed. ). New York, NY: Cambridge University Press. Mullaly, B. (2010). Challenging Oppression and Confronting Privilege (2nd ed. ) New York, NY: Oxford University Press. NASW. (2008). Code of Ethics of the National Association of Social Work. Retrieved from http://www. socialworkers. org/pubs/code/code. asp Nussbaum, M. (2007). Human Rights and Human Capabilities. Harvard Human Rights Journal, 20(1) 21-24 Reichert, E. (2007). Challenges in Human Rights A Social Work Perspective. New York, NY: Columbia University Press. United Nations. (1994). Human rights and social work: A manual for schools of social work and social work profession. Geneva: United Nations Center for Human Rights. Retrieved from http://www. ohchr. org/Documents/Publications/training1en. pdf. How to cite Human Rights and Social Justice, Papers

Baroque Art Essay Research Paper Baroque Art free essay sample

Baroque Art Essay, Research Paper Baroque Art # 8220 ; An art-historical term used both as an adjectival and a noun to denote, chiefly, the manner that originated in Rome at the beginning of the seventeenth century supplanting Mannerism. The Council of Trent ( 1545-63 ) had strongly advocated pictural lucidity and narrative relevancy in spiritual art and to a degree Italian creative persons such as Santi di Tito ( 1536-1603 ) had responded with a more simplified manner which has been called # 8216 ; Anti-Mannerism # 8217 ; . Yet it was non until the seventeenth century, with the groundswell of renewed assurance and religious combativeness in the Counter-Reformation Catholic Church that a extremist new manner, the Baroque, developed. Rome was the most of import Centre of backing at this period and the return to compositional lucidity was facilitated by a renewed involvement in the old-timer and the High Renaissance in the work of Annibale Carracci and his Bolognese followings, Domenichino, Guido Reni and Guercino. We will write a custom essay sample on Baroque Art Essay Research Paper Baroque Art or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Their work is characterized by a monumentality, balance and harmoniousness deducing straight from Raphael. Carracci # 8217 ; s great challenger, Caravaggio, by contrast modified his Authoritative manner with an early naturalism, utilizing for his strongly-felt spiritual topics characters who appeared to hold walked in heterosexual from the streets, the religious significance of the narrative heightened by dramatically theatrical chiaroscuro. # 8220 ; The epoch known as High Baroque covered the period c1625-75 and is best represented by its prima creative person, Gianlorenzo Bernini. In High Baroque all the ocular humanistic disciplines # 8211 ; picture, sculpture and architecture # 8211 ; are forged together to do ensembles intended to exercise an overpowering emotional impact ( e.g. the crossing of St. Peter # 8217 ; s and the Cornaro Chapel, Sta. Maria della Vittoria, Rome ) . Restful balance is forsaken for dynamic motion and the unity of single stuffs is subsumed into the all important illusionism calculated to affect upon the faithful the actuality of the religious experiences of the Catholic saints represented before, above and all around them. After Bernini, the greatest designer of the period was Borromini, and this was besides an age when some of the greatest chef-doeuvres of illusionistic ceiling picture were executed, the taking creative persons being Pietro district attorney Cortona, Lanfranco, Baciccio a nd, somewhat subsequently, Andrea Pozzo. Contemporaneous with these advocates of the High Baroque, nevertheless, was a continuation of the Classical strand, characterized by the work of Algardi, Sacchi and Maratta. # 8220 ; Although Baroque art had its beginnings in the Catholic church the possibilities for propaganda afforded by the affecting and illusionistic techniques of the Baroque manner were non lost on secular frequenters. The Barberini household employed Cortona to proclaim their Godhead right to the pontificate in his ceiling painting for their castle in Rome, while Colbert, main curate to Louis XIV of France, was instrumental in the acceptance of Baroque in France for the exclusive intent of lauding the reign of Louis XIV. Consequently, Versailles is one of the most grandiose of Baroque castles. Indeed, Gallic Baroque is, by virtuousness of its usage chiefly as political propaganda, characterized by a certain ostentation. With its codification by Lebrun, the manager of the Gallic Academy, it besides moved more towards a instead fossilized Classicism based on docile regulations and principles derived mostly from the pictures of Poussin who had spent about his full active life in Rome . # 8220 ; Baroque art shortly spread through the other Catholic states of Europe. Rubens in Flanders produced spiritual and secular plants with equal success, while in Spain spiritual art reached new highs of spiritual excitements and in South Germamy and Austria the beginning of the eighteenth century saw some of the most remarkably elaborate and overpowering church architecture of all time erected ( e.g. Neumann and Hildebrandt ) . Because of its base in the Catholic Counter-Reformation, Baroque was resisted in Protestant states such as Holland and Britain, although Rembrandt in Holland and the painter John Thornhill and architect Vanbrugh in Britain are exclusions. During the eighteenth century, Baroque bit by bit gave manner to the igniter, more cosmetic Rococo style. # 8221 ; From # 8220 ; The Bulfinch Guide to Art History # 8221 ; Books on Baroque Art The Baroque: Architecture, Sculpture, Painting, by Rolf Toman. Published by Konemann, with the usual first-class quality reproductions ; covers all facets of Baroque Art. Bernini: Genius of the Baroque, by Charles Avery. Read the breathless reappraisal at amazon.com from a Colombian art history professor, and you will desire to see this book.

RIPA-G2 Diagnostic Test Evaluation Essay Example

RIPA-G:2 Diagnostic Test Evaluation Paper Ross Information Processing Assessment Geriatric: Second Edition (RIPA G:2) Diagnostic Test Critique General Information Ross-swain, D. , Fogle, P. T. , (2012). Ross Information Processing Assessment- Geriatric. (2nd ed. ). Austin, TX: Pro-Ed. No reference was given as to what revisions/changes occurred in the production of the RIPA-G:2 from its previous edition. Purpose of Test The purpose of the Ross Information Processing Assessment-Geriatric: Second Edition (RIPA-G:2) is to provide a comprehensive and norm-referenced cognitive- inguistic assessment instrument that is designed to identify, describe, and quantify cognitive-linguistic deficits in individuals ages 55 years and older. Test Composition The RIPA-G:2 is composed of examiner record booklets and the manual. We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on RIPA-G:2 Diagnostic Test Evaluation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The booklets are organized into seven subtests (immediate memory, temporal orientation, spatial orientation, general information, situational knowledge, categorical vocabulary, and listening comprehension) that evaluate the different aspects of geriatric cognitive-linguistic skills/functioning. The manual is straightforward and easy to follow. Split into six chapters, the first three cover general information about the test, administration and interpretation. Whereas, chapters four through six focus on the normative sample, the tests reliability and the tests validity. Appendixes A-C are used to convert the subtest raw scores to scaled scores, the subtest raw scores to percentile ranks, and to convert the sums ot the scaled scores to indexes and percentile ranks, respectively. Appendix D consists of an example of a scored RIPA-G:2 subtest that is helpful to the examiners understanding of the test. Administration of Test The RIPA-G:2 is an easy to administer test where the only material required during the assessment is the Examiner Record Booklet (a recording device is recommended in the case of an examinee who produces rapid responses). The test itself only takes 25-35 minutes to administer, however if the examinee appears fatigued or to lose interest at any point, it is suggested that the test be extended into another session at a later date. It is also suggested that the examiner be thoroughly familiar with the manual and procedures, as well as having a good rapport with the examinee. The examiner would first fill out Section 1 of the Examiner Record Booklet with the examinees identifying information then begin the assessment with: Subtest 1: Immediate Memory which requires the examinee to repeat numbers, words, and sentences of increasing length and complexity after the examiner. Subtest 2: Temporal Orientation requires the examinee to answer questions relating to the concept of time. Subtest 3: Spatial Orientation requires the examinee to answer questions relating to the concept of locations or places. Subtest 4: General Information assesses the examinees ability to recall general information that is erceived as common knowledge. Subtest 5: Situational Knowledge requires the examinee to answer questions that involve problem-solving and reasoning. Subtext 6: Categorical Vocabulary assesses the examinees ability to list items in several categories as well as providing a name of a category per list of items. Subtest 7: Listening Comprehension requires the examinee to listen to the examiner read a short narrative paragraph and answer the questions that follow it. For each subtest the examiner would write each of the examinees responses in the space provided, ecord their score, and circle the corresponding diacritical response(s). The diacritical notations are used to record the examinees behavior and are as follows (complete definitions can be found in chapter two of the manual): e- error response p- perseveration r repetition of stimulus for completion of the task d- denial or refusal dl- delayed response c confabulation pc- partially correct or incomplete response i- irrelevant information contained in response t- tangential information provided with response sc- self-corrected response a reference box can be found at the end of each subtest for reference. Scoring For every subtest (except for part A of Subtest 6) each response is given a score of 3 when the response is correct, 2 when the response is partially correct, self- corrected, or correct but accompanied by irrelevant or tangential information, 1 when the response is an error, perseverated, or contabulated, or O when the response is denied or unintelligible, or no response is elicited. These scores are in conjunction with the diacritical notations so as to better describe the examinees performance. For Subtest 6 part A, the examiner should make a note of what strategies the xaminee employs and tally the number of correct objects named. For this part of Subtest 6 the rubric follows the same 3-0 scale, however the criteria is different. A score of 3 is given when all items are correct and the total tally of responses is 15 or more, 2 when all responses are self-corrected or the total tally of responses is 10-14, 1 when there are error responses, perseverations, or denials, or the total tally of responses is 9 or less, and O when the response is unintelligible or no response is elicited. The RIPA-G:2 produces three types of scores: raw scores, scaled scores, and ercentile ranks. The percentile rank can be converted to a corresponding severity rating that provides a general indication of the examinees performance in comparison to others. The raw score is calculated for each subtest by summing up all the item scores per that subtest. These scores are taken from all seven subtests and transcribed to Section 2 of the Examiner Record Booklet where they are then converted to scaled scores and percentile ranks via the age-based tables located in Appendixes A and B, respectively. The degree of severity can be interpreted using section 3 of the booklet. The Composite Index of Section 2 is derived by taking the total sum of the scaled scores and finding the corresponding terms using Appendix C in the manual. Section 4 of the Examiner Record Booklet is used to describe the examinees behavior. The total number of diacritical notations used within the subtests should be calculated and divided by total possible occurrences (these numbers are provided in Section 4) and rounded to the nearest whole number in order to portray the overall percentage of occurrence. Interpretation The results of this test should not be used to diagnose, however, they do give a ood idea as to a selection of long-term therapy goals. It helps to identify cognitive- linguistic deficits in the elderly population, in research that focuses on cognitive processing in the elderly population, as well as in the determination of the degree of severity of any cognitive-linguistic problems in those examinees who perform poorly on the test. By examining the subtests that are generated to assess organizational skills, temporal concepts, special concepts, memory, categorization, sequencing, general information, awareness of reality, semantic organization bases, word finding bilities, auditory sequential memory, receptive vocabulary, and processing speed, one can take the examinees results and facilitate small therapy tasks in accordance. Evaluation of Test Adequacy The RIPA-G:2 data was collected from 229 individuals, 106 of which were normally functioning and 123 who were diagnosed with a specified cognitive-linguistic impairment. Data was collected from ten different states, 54/46 female to male ratio, their ages ranged from 55-97 years with a predominantly white and economically stable demographic. Testing took place from the spring of 2008-the summer of 2010. There were a total of seven examiners selected based on their purchase of the RIPA- G within the previous two years. The data presented suggests t 2 is a highly reliable and valid measure of cognitive-linguistic processing in the geriatric population. The reliability is shown to be consistently high across all three types of reliability studied; content, time and scorer differences. Coefficient alphas, test-retest, and scorer difference methods were used. Of the 56 different alphas reported, 28 met or exceeded . 90, and 45 exceeded or met . 80. All information Processing Indexes exceeded or round to . 0 within the subgroups as well. The test-retest method took 32 individuals and had them take the test twice, the second time a week or more later. All but one of the mean standard scores, the standard deviations, and the correlation coefficients showed the relationships between the test sessions to round to or exceed . 80 which suggests reliability. Validity shows the RIPA-G:2 to be a highly effective and valid assessment tool via the data presented. The content-description validity involving the systematic examination of the test content to determining whether it covers a representative ample of the behavior domain to be measured is highly descriptive. The conventional and differential item functioning analyses fully supported the validity of the items. The criterion-prediction validity the effectiveness of a test in predicting an individuals performance in specified activities supported this tests validity by the results of two samples of adults who underwent selected criterion measure review and binary classification analysis pertaining to the tests sensitivity, specificity, and positive predictive value with positive correlations. Construct-identification validity is elated to the degree to which certain traits of a test can be identified and the extent to which these will reflect the assumption on which the test is based and results suggested that these traits be examined via differences among groups, exploratory factor analysis, confirmatory factor analysis, and item validity. The traits were all found to consistently underlying and thus further supports the conclusion that the RIPA-G:2 is a valid measure of cognitive-linguistic abilities. Summary I think that this test is easy to administer and understand. The context and anguage of the manual is easy to comprehend, however, the organization of the administrative instructions is not sequential and thus a little bit hard to locate at first. The manual specifies that one shouldnt stray from its specified scoring, but it leaves a lot of room for clinical Judgment as well. However, I like how one does not need the manual in the actual assessment, all one needs is the Examiner Record Booklet the manual is only necessary in the translation of scores. The results of the test are easy to comprehend, not only for an SLP but for caregivers as well. Overall, I would definitely use it.

How to Pronounce the French Words Au and Eau

How to Pronounce the French Words Au and Eau Many languages, including French, have words that are spelled differently yet pronounced the same way. Two of the most common of these words in French are  eau  and  au. Eau  is a noun meaning water in English, and  au  is the definite article the. These letters also function as a common vowel combination, producing the same phonetic sound. Pronunciation Guide The French vowel combinations in eau (singular) and eaux (plural) are pronounced like the closed  O sound, similar to the English pronunciation of eau in eau de cologne but more elongated. The French letter combinations ​au  (singular) and aux (plural)  are pronounced exactly the same way. Its important to master this sound because it appears in so many French words. When pronouncing the sound, the lips are pursed to actually form the shape of an o. This physical component is key to correct French pronunciation. Remember, to speak in French, you have to open your mouth- much more than we do in English. So allez-y. (Go ahead.) Click on the links below to hear the words pronounced in French:   Ã‚  Ã‚  eau  Ã‚   (water)  Ã‚  Ã‚  beau  Ã‚   (handsome, beautiful)  Ã‚  Ã‚  cadeau  Ã‚   (gift)  Ã‚  Ã‚  agneau  Ã‚   (lamb) Listen closely: The g is not pronounced, so you must say ah-nyo.)  Ã‚  Ã‚  beaucoup  Ã‚   (a lot)  Ã‚  Ã‚  bureau  Ã‚   (office, desk)  Ã‚  Ã‚  chapeau  Ã‚     (hat) Expand Your Vocabulary The vowel combinations eau, eaux, au, and aux in the words below  are pronounced exactly the same as in the words above. Click on any of the links above to remind yourself exactly how these letter combinations are pronounced. As  you recall, they are all pronounced exactly the same. gà ¢teau (cake)bateau (boat)chà ¢teaux (castles)auto (car)mauvais (bad)chaud (hot)cauchemar (nightmare)restaurant (restaurant)chevaux (horses)journaux (newspapers) Examples: Je vais  au  restaurant.   Im going to the restaurant.Je mets mon beau chapeau sur le bateau qui flotte sur leau et qui part au Portugal oà ¹ il fait chaud. I put my beautiful hat on the boat which floats on the water and which is leaving for Portugal where it is hot.

!9th Century Europe and Rizal

Rizal and The 19th Century Europe The 19th Century Europe gave rise to different spectacular developments around the world. It was at this period in history when nationalism grew to every abused heart especially the Frenches which gave rise to French revolution. It was at this juncture that Spain had political instability which paved way to the freedom of some of its colonies. The Enlightentment Period has truly enlightened the thoughts of people for this century gave birth to the new direction of thought.Traditional mentality was said to be its first reaction, followed by the advancement of science. Another spectacular development in this era was the dispersion of brilliant thoughts from influential philosophers which made a path for freedom from traditionalism to different countries such as France and USA. True enough, this century is the century of revolution and the Enlightentment Period which served the background of thoughts in the mind of our national hero, Rizal. Rizal as a dedicated citizen who had great hopes to gain independence to our country observed Europe and its whole events including the revolutions inside and outside the continent and its advancement. As an exceptional thinker, Rizal took the opportunity to learn and to understand the conspiracies around him and his observations made him visualize the desire of the oppressed people which he related it to his aggrieved countrymen.He witnessed the cruelties in the 19th Century Europe and saw the hearts of the people on fire. Through these, he valued freedom of thought, equality of men, he inherited nationalism. This period really made tremendous effects to Rizal and to his works such as his famous novels and the Propaganda movement which latter granted our motherland the freedom and independence after his death. Truly, 19th Century Europe served his mind right and he was able to inherit the spirit of this age.

BUSINESS LAW Essay Example | Topics and Well Written Essays - 1750 words - 1

BUSINESS LAW - Essay Example Colins Computers (CC) made an offer to the general public that sought to invite them to subscribe to their computer maintenance services. It made this offer in writing through an advertisement that was placed in the local newspaper and on their website. Geoffs Gym (GG) is the offeree in this case owing to the fact that is spotted the advertisement and was interested in the services that Colin had to offer. It was in desperate need of the maintenance services that Colins Computers had to offer. The terms of the agreement were also clearly stated in the advertisement where they offered to service computers at a very competitive price of $1000.00 per month for 12 months. And if the new customers were to accept the offer promptly then they would reduce this monthly amount by $50. The terms of the offer also stated that in the event that a party was interested in their offer then they should communicate to the company directly through post, email or text before 8th June. These terms were put in place so that Colin Computers could schedule their plan of activities in advance. The reason for these terms was also very well stated. An offer will only be valid if it is not vague and it is not an invitation to treat. An offer must be made in a very clear manner with certainty before it can be enforced by the courts. Vagueness is established when the terms that have been expressed in the offer are too vague. An invitation to treat is realized in the case of display of goods in a shop and advertisements. These needs to be distinguished from offers being that the courts will not regard them are valid. In the case of Pharmaceutical Society of Great Britain v Boots [1953] where the goods are displayed in a shop and it is intended that customers will enter the shop willingly and decide on what they want to buy. The contract in this case is not considered complete until the customer has indicated the