Give an account of Jonathan Swift's citique of the'moderns' especially Essay

Give an account of Jonathan Swift's citique of the'moderns' especially as it is expressed in his'Tale of a Tub' (Sect.IX) and 'Gulliver's Travels (Bks III & IV) - Essay Example His satire has intensity and virulence which upset not only his intended targets but till today haunts critics who have at times simply ascribed it to Swift’s predisposition to misanthropy and depression. Though recent critical knowledge has moved away from this view, the perception of Swift as a misanthrope persists. Perhaps the vehemence of Swift’s satire can be attributed in part to the peculiar need felt by eighteenth century thinkers of the immense importance of their times. There is no other way to explain the huge output of satire in the eighteenth century. Daniel Defoe, Joseph Addison, Richard Steele, John Dryden, Alexander Pope were some other eighteenth century writers who utilized satire in the various genres of literature. Certainly none troubled the eighteenth century conscience more than Swift himself who uses savage polemic to subdue what was anathema to him. It would be wise to take a look at eighteenth century English history to discover where Swift stood and the causes which drew his ire. The late seventeenth century had seen the vigorous emergence in print of ideas which, to put it simply, sought to foreground humanity without any reference to divinity or society. Foremost and most influential was John Locke who in his essay titled, Essay Concerning Human Understanding (1690) attributed the formation of human knowledge to the influence of external stimuli and experience. He rejected the notion that humans were born with certain innate ideas such as those concerning God, time, substance etc. He famously compared the human mind at birth to a white sheet of paper, a tabula rasa, which depended on experience and sense memory to form knowledge. Science emerged as an exciting new discipline that increasingly became a specialisation, cut off from society. Isaac Newton had published his Principia in 1687. The eighteenth century is therefore also termed as â€Å"The Age of Reason† and the â€Å"Age of Enlightenment†. However this

Physical therapy intervention with a stroke patient Essay Example for Free

Physical therapy intervention with a stroke patient Essay The clinical manifestations of neurologic disease are as varied as the disease processes themselves. Symptoms can be subtle or intense, fluctuating or permanent, an inconvenience or devastating. First clinical manifestation is Pain, it is considered an unpleasant sensory perception and emotional experience associated with actual or potential tissue damage or described in terms of such damage. Pain is therefore considered multidimensional and entirely subjective. Seizures are the result of abnormal paroxysmal discharges in the cerebral cortex, which then manifest as an alteration in sensation, behavior, movement, perception, or consciousness. The alteration may be short, as in a blank stare lasting only a second, or of longer duration, such as tonic- clonic grand mal seizure that can last several minutes. Dizziness, an abnormal sensation of imbalance or movement. It is fairly common in the elderly and one of the most common complaints encountered by health professionals. Visual Disturbances, visual defects that cause people to seek health care can range from the decreased visual acuity associated with aging to sudden blindness. Weakness, specifically muscle weakness is a common manifestation of CVA. Weakness frequently co exists with other symptoms of disease and can affect a variety of muscles, causing a wide range of disability. Weakness can be sudden and permanent, a sin stroke, or progressive, as in many neuromuscular diseases. Abnormal sensation, numbness, abnormal sensation, or loss of sensation is a manifestation of cerebrovascular accident. Altered sensation can affect small or large areas of the body. It is frequently associated with weakness or pain and is potentially disabling. Both numbness and weakness can significantly affect balance and coordination.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Assessment of cortical motor integration is carried out by asking the patient to perform a skilled act like asking a patient to throw a ball, move a chair. Successful performance requires the ability to understand the activity desired and normal motor strength. Failure signals cerebral dysfunction. Examining the Motor System, a thorough examination of the motor system includes an assessment of the muscle size, tone and strength, coordination, and balance. The patient is instructed to walk across the room while the examiner observes posture and gait. The muscles are inspected, and palpated if necessary, for their size and symmetry. Resistance and Abnormalities are documented after. Assessing the patient’s ability to flex or extend the extremities against resistance test muscle strength. Once the leg is straightened, it is exceedingly difficult for the examiner to flex the knee. Conversely, if the knee of the patient is flexed and is asked to straighten the leg against resistance, a more subtle disability can be elicited. For example, the right upper extremity is compared to the left upper extremity. In this way, subtle differences in muscle strength can be more easily detected and accurately described. Coordination in the hands and upper extremities is tested by having the patient perform rapid, alternating movements and point-to-point testing. First the patient is instructed to pat his or her thigh as fast as possible with each hand separately. Then the patient is instructed to alternately pronate and supinate the hand as rapidly as possible. The n lastly, the patient is asked to touch each of the fingers with the thumb in a consecutive motion. Speed, symmetry, and degree of difficulty are noted. Coordination in the lower extremities is tested by having the patient run the heel down the anterior surface of the tibia of the other leg. Each leg is tested in turn. The motor reflexes are involuntary contractions of muscles or muscle groups in response to abrupt stretching near the site of the muscle’s insertion. The tendon is struck directly with a reflex hammer or indirectly by striking the examiner’s thumb, which is placed firmly against the tendon. Testing these reflexes enables the examiner to assess involuntary reflex arcs that depend on the presence of afferent stretch receptors, spinal synapses, efferent motor fibers, and a variety of modifying influences from higher levels. Common reflexes that maybe tested include the deep tendon reflexes like biceps, brachioradialis, triceps, patellar, and ankle reflexes and superficial or cutaneous reflexes like abdominal reflexes and plantar or Babinski response.    References: Brunner, K., Suddarith, L. (2003) Medical- Surgical Nursing.   J. G. Ferguson Publishing Company.

The Psychometric Test and the Employee Selection Process Essay examples

The Psychometric Test and the Employee Selection Process Most employers want the ‘perfect fit’ for any position vacant for recruitment. They always tend to want the best man suitable for the job, technically and interpersonally. The common ways of recruiting an employee is by application forms, curriculum vitae, and interviewing sessions. Most candidates are polite at interviews just to put across a good impression to the interviewer. Just interviewing someone is not enough to know if you have the right person for the job. Ability can be relatively easy to assess through interviewing and skills testing. Testing interpersonal skills is another issue. To reduce the risk of hiring the wrong person, the use of psychometric testing has been adopted by more and more organisations to increase the validity and reliability of the recruitment process. Psychometrics is the application of the objective, scientific measurement and mathematics to psychology. It refers top the testing of cognitive of mental functions and personality and the analysis of result. The psychometric test covers a lot of tests used to assess a characters strength or weakness providing accurate profiles of the suitability for a position. â€Å"Psychometric† means measurement of the mind. The Psychometric test is a way of assessing an individual’s ability or personality in a measured and structured way. Also, a psychometric test could be said to be any standardized procedure for measuring sensitivity or memory, or intelligence or aptitude as well as personality. Psychometric tests are one measure by which an employer can discriminate against individuals in the selection process. The tests are often presented in a multiple guess form, either paper or electronically based. There are two types of the psychometric test. They include: . Aptitude/Skills Test- This depends on the nature of the job that has been applied for. This type of test could be numerical or verbal reasoning, spatial awareness or diagrammatic reasoning. They are often time constrained. . Personal Questionnaire- this type of test is used to access the certain personal qualities required of the candidate. Psychometric testing does have real value to add to the selection process. However, it is not limited to the recruitment phase. Many organisations have seen the benefit of psychometri... ...ers for the questions. . As the assessment is not a 100% accurate, there may be little or no correlation between the candidate’s answers and the way he carries out the job. In conclusion, Psychometric test is versatile and can be used as an aid for personnel selection and recruitment, career guidance, career development, team building and personal development. Psychometric test is used by a vast number of large and small companies who appreciate its cost effectiveness when compared to the hard soft and human cost of selection errors. Psychometric tests, although a useful selection tool to implement, have many flaws and in order to be valid must be carried out in a strict and controlled manner in order for an organisation to make the right choice when seeking to recruit an individual into an organisational role. Research now shows that, in comparison with selection by normal interviewing techniques, the use of supporting psychometric testing can significantly improve the match between the individuals and the job. The growing use of psychometric testing in selection and assessment has to some extent outpaced the level of sophistication and knowledge.

Historical Background of Chinese Schools in Malaysia

History of Chinese national type school Starting out early in the 19th century, the Chinese society has already made a stand on sustaining their language and culture to the point that they decided to request for their own Chinese national type school. Realizing that this could cause an up stir in racism in Malaysia, still the Chinese society in Malaysia strongly believed in preserving the Chinese language among the Chinese youths.In the beginning, they were asked to give up their properties to be incorporated with the National School system, which for the Chinese caused an uproar but after negotiating a deal was made and they agreed to instead become â€Å"National Type† schools. Through this system, the government could only be in charge of the school curriculum and teaching personal while the buildings still belonged to the schools. During this time, primary schools were allowed to keep Chinese as the medium in the schools and their book but for Secondary schools they were r equired to switch to English-medium schools.More than 60 schools changed to National Type schools, including the famous Chung Ling High School, Penang Chinese Girls School, Jit Sin High School and Ave Maria Convent High School, Sam Tet High School. Even though according to the proposal that most subjects are allowed to use the medium of English, the teaching and learning of Mandrin remained compulsory in these schools, with most of them dedicating at least one seventh to one fifth of their teaching time per week to Mandrin studies.Even with all the compromising the proposal was looked at as almost impossible for a tad of them, making some of some of the Chinese schools turn to become private high schools or Chinese high schools as they were called later on. During the 1960s and 70s this concept slowly turned under the lime light making many of the National Type schools reopen their independent high school branch. The numbers kept increasing to a point where the political situation m ade it difficult to set up additional independent Chinese high schools.There are 60 independent Chinese high schools in Malaysia, including Foon Yew High School which is the largest secondary school in Malaysia with over 7000 students. Foon Yew High School was the first school to object and decline the government’s proposal, as well as the first high school to have a branch campus (located in Kulai) National-type Secondary Schools are called Malaysian Independent Chinese Secondary Schools (MICSS) which came into being after the Education Act 1961, determined to use their mother tongue to preserve the Malaysian Chinese culture.In 1973, Dong Jiao Zong formed the MICSS Working Committee, to develop the examination and syllabus of the 60 Independent Schools in Malaysia. The â€Å"Unified Examination started in 1975 and has continued to be run every year since. (UCSCA, page 1) http://www. nst. com. my/latest/chua-to-meet-dpm-over-teacher-shortage-in-chinese-schools-1. 48918# http ://www. teo-education. com/teophotos/albums/userpics/053_Early_Education_in_Malaysia. pdf http://malaysia-today. net/mtcolumns/from-around-the-blogs/34572-why-we-chose-chinese-school-for-our-children- http://educationmalaysia. blogspot. com/2005/06/national-vs-chinese-school-i. html

Review Your Own Role and Responsibilities and Boundaries as a Teacher

The teaching/training cycle is an invaluable model that should inform the practice of any teacher, of any subject. The beauty of it is that it provides a structure so that both teachers and trainers can assess and refresh their practice and, at the same time, review their role, responsibility and boundaries. By following the training cycle, teachers should be able to instill greater understanding of the course that is being taught and to afford students greater enjoyment and satisfaction. At the beginning of the cycle is the assessment. The teacher’s role in this case is that of an assessor and a reviewer. Assessing entails finding out the students’ preparedness in terms of t any learning disabilities heir existing knowledge; their literacy and numeracy level; their preferred learning style any also learning disabilities. This initial assessment will be invaluable for the planning of the course and for catering for all participant students. The initial assessment can take up to three weeks however, some colleges / institutions may interview students before the beginning of the course to ascertain their suitability etc. Irrespective of prior assessment, teachers should do a proper assessment when they meet with their students and continue throughout the teaching cycle. During the assessment process teachers may find a whole host of needs that need to be catered for, or barriers to learning. They could range from physical needs such as disability or dyslexia, to social needs deriving from the inability of interacting with the student community or intellectual stemming from the lack of previous academic experience or from the length of time required to process information, and include cultural needs too, expressed in terms of beliefs and values. In this first stage teachers needs to be sensitive and respectful of the needs of the students who may not wish to divulge information about themselves, which they consider private. At the same time teachers must ensure that confidentiality is kept. Having assessed the class, teachers’ second role is that of a planning according to needs, researching any unknown and organizing timings, material etc. Teaching should meet both students’ needs and course requirements, particularly if leading to an exam. There may already be a syllabus in which case it needs to be adapted or the teacher may need to write a new one. In both cases the learning outcome must be clearly defined so that time, resources and delivery / assessment methods are carefully selected. If courses are leading to a qualification then teacher need to be also aware of the requirements of the awarding body and make sure that all outcomes are reached within the time frame provided. Due consideration should also be given to health and safety. In the third element of the cycle teachers may take on board many roles; from lecturer to mentor, from coach to listener, from assessor to presenter, all the while maintaining their professionalism. This goes from their day to day behaviour to (i. e. ) dressing appropriately and maintaining a distance that allows for trust and respect) to being a good communicator and being prepared for the session. Each lesson should be well planned with a beginning (introduction and objectives), a middle (main body of lecture) and an end (drawing conclusions). Teachers have also the responsibility of keeping records of students and of their own lesson plans and reflections. The delivery of the material should be varied and take into account the number of learners and their learning styles. With the forth role the teacher becomes an assessor but also a marker and a provider of feedback. Teachers should set the assessment in line with the objectives of the course / lesson and make sure that the level is appropriate for the students. Teachers have a great responsibility to monitor the progress of their students throughout the course and also at the end. The assessment methods should be fair and valid for the session and the course. Teachers should also make sure that students are aware of the assessment requirements and that they are ready to meet the criteria. The feedback should be constructive and timely, making sure that any criticism is accompanied by praise. All feedback / assessment should be formally recorded. The last phase of the cycle is the evaluation. In this phase teachers continues to be assessors and reviewers but add an element of research dictated by the need to act upon any changes. Teachers need to review continuously the effectiveness of their teaching both in terms of content, delivery and esources. All teachers should complete an evaluation at the end of each session highlighting strength and weaknesses and areas for development for future sessions. They should also ask students to assess the session(s) verbally or otherwise although students’ achievements should give a good indication of how effective the teaching is. All feedback should be incorporated into the following sessions however, changes should be made only if they benefit the majority of students and if they are in line with the awarding body or the institute’s policy.

Free Essays on Karl Marx, The Estrangement Of Labor

Karl Marx The Estrangement of Labor Throughout Marx’s Philosophical and Economic Manuscript of 1844, the term "estranged labor" is predominate in his theories. But what is â€Å"estranged labor†? In the introduction to the book, the point is brought up that this phrase is one of difficulty when translating the Manuscript from German to English. There is a dispute over whether to use estranged instead of alienated. Both of these terms have similar meanings in that they describe the separation between two or more things or people. However, it is believed that it is more proper to use â€Å"estranged† because alienated leads the reader to believe that the separation was created, in this case, by the laborer. Whereas by definition, estranged means: 1: to remove from customary environment or associations 2: to arouse especially mutual enmity or indifference in where there had formerly been love, affection, or friendliness (www.m-w.com). and labor: 2: an act or process requiring labor (task) 3: a product of labor (www.m-w.com). Therefore, we can conclude that estranged labor is the removal of the process or product of a labor or task from its natural place in nature. But what does Marx mean by this? To understand what Marx is talking about, we must look back at his dialectic. This part of Marx’s theories derives from two men, Georg Hegel and Ludwig Feuerbach. Hegel and Feuerbach were on the opposite ends of the philosophical spectrum. Hegel was an Idealist Philosopher who believed that the human conscience developed separate of the outside world. Feuerbach on the other hand was a Materialist Philosopher who believed that everything was defined by the material world. Marx takes the middle ground here. He states that while it is true that the conscience develops separately and the material world does define much of a society, you cannot have one without the other. Here Marx uses Hegel’s ideas of the thesis and antithesis. Heg... Free Essays on Karl Marx, The Estrangement Of Labor Free Essays on Karl Marx, The Estrangement Of Labor Karl Marx The Estrangement of Labor Throughout Marx’s Philosophical and Economic Manuscript of 1844, the term "estranged labor" is predominate in his theories. But what is â€Å"estranged labor†? In the introduction to the book, the point is brought up that this phrase is one of difficulty when translating the Manuscript from German to English. There is a dispute over whether to use estranged instead of alienated. Both of these terms have similar meanings in that they describe the separation between two or more things or people. However, it is believed that it is more proper to use â€Å"estranged† because alienated leads the reader to believe that the separation was created, in this case, by the laborer. Whereas by definition, estranged means: 1: to remove from customary environment or associations 2: to arouse especially mutual enmity or indifference in where there had formerly been love, affection, or friendliness (www.m-w.com). and labor: 2: an act or process requiring labor (task) 3: a product of labor (www.m-w.com). Therefore, we can conclude that estranged labor is the removal of the process or product of a labor or task from its natural place in nature. But what does Marx mean by this? To understand what Marx is talking about, we must look back at his dialectic. This part of Marx’s theories derives from two men, Georg Hegel and Ludwig Feuerbach. Hegel and Feuerbach were on the opposite ends of the philosophical spectrum. Hegel was an Idealist Philosopher who believed that the human conscience developed separate of the outside world. Feuerbach on the other hand was a Materialist Philosopher who believed that everything was defined by the material world. Marx takes the middle ground here. He states that while it is true that the conscience develops separately and the material world does define much of a society, you cannot have one without the other. Here Marx uses Hegel’s ideas of the thesis and antithesis. Heg...

Pride And Pejudice Essays - Pride And Prejudice, Bennet Family

Pride And Pejudice Essays - Pride And Prejudice, Bennet Family Pride And Pejudice Family Ties In Jane Austen's novel, Pride and Prejudice, she created a realistic family image, by introducing some of the imperfections that many families encounter. The Bennet family, consisting of five daughters, a marriage obsessed mother, and an unhappily married father, contain many of these difficulties. Throughout the love, joy, heartache and pain, which evolved from the series of events the Bennet family encountered, one character in particular, Miss Elizabeth Bennet, viewed her family from another perspective. Elizabeth Bennet, though a very loving and respectable woman, had developed a rather poor opinion of her family: Had Elizabeth's opinion been all drawn from her own family, she could not have formed a very pleasing picture of conjugal felicity or domestic comfort(Pg. 209). As the second daughter of her family, Elizabeth had to deal with the many discomforts of being a daughter of five. Though Elizabeth loved her sisters dearly, she found it difficult not to see the differences between them, and in turn, each of their actions contributed to her perspective of her family. One sister in particular, Miss Lydia Bennet, caused Elizabeth the greatest concern. Lydia was a self-willed and careless(Pg.189) individual that cared only about men and marriage. As one of the youngest sisters, Lydia felt neglected from the opportunities her eldest sisters received. In turn, Lydia became the flirt of the family, causing embarrassment not only to herself, but as well to her family. When Lydia eloped t o London, Elizabeth feared that the source of her behavior was derived from the negative behavior of her parents. Not only did Elizabeth fear for Lydia's sake, she feared as well for her other sister, Catherine, who was under the direct influence of Lydia: Catherine, weak-spirited, irritable, and completely under Lydia's guidance(Pg.189). While supported by their mother's indulgence(Pg.189), the two ignorant, idle, and vain(Pg189) sisters, was a subject that Jane and Elizabeth often united to check the imprudence of Catherine and Lydia.(Pg.189). Besides the poorly thought out actions of Catherine and Lydia, Elizabeth had no problems with her other sister Mary, who mainly kept to herself, and Jane, the eldest sister, whom she shared a very close friendship with. Besides the faults of some of Elizabeth's sisters, one of the biggest faults of their family was the relationship between her father, Mr. Bennet, and her mother, Mrs. Bennet: she had never felt so strongly as now, the disadvantages which must attend the children of so unsuitable a marriage(Pg.210). Though Elizabeth loved her father dearly, she was unable to be blind to the impropriety of her father's behaviour as a husband(Pg.209). Though made up of an odd mixture of quick parts, sarcastic humour, reserve, and caprice(Pg.3), he was a man of few words and was clearly unable to make his wife understand his character(Pg.3). In the decade of the Bennets, marriage was clearly seen through beauty and fortune. It became evident, after resentment had settled in, that Mr. Bennet had married for other reasons besides love: Her father captivated by youth and beauty/ had married a woman whose weak understandings and illiberal mind, had very early in their marriage put an end to all real affectio n for her(Pg.209). Mr. Bennet's poor decision making had indeed hurt Elizabeth and impacted her opinion of her family, but by respecting his abilities(Pg.209), and being grateful for his affectionate treatment of herself(Pg.209), Elizabeth knew that her father was a man of good intentions. Besides the impression Mr. Bennet's faults had on Elizabeth, her mother's faults as well, contributed much to Elizabeth's poor opinion. Mrs. Bennet had not made marriage between her and Mr. Bennet any easier as her ignorance and folly had contributed to his amusement(Pg.3). She was a woman of mean understanding, little information, and uncertain temper(Pg.3). Elizabeth found it difficult to deal with her mother's improper judgement and nervous behaviour. Mrs. Bennet often over exaggerated small incidents and was very demanding in her ways. As a mother of five daughters, it was acceptable for her to be concerned for her daughters' future. But Mrs. Bennet 's entire business of her life was to get her daughters married(Pg.3). Elizabeth loved her mother and was appreciative of her mother's concerns, but Elizabeth was also not blind to her mother's