Visual analysis paper Essay Example | Topics and Well Written Essays - 1250 words

Visual analysis paper - Essay Example These religious undertone of the painting was typical of many paintings during the period. It is important to note that the Renaissance period was the time when the strict rules of the visual arts were established. It is the time where academic painting was established where later painters would subscribe until today. During this period, arts flourished as well as science. As earlier mentioned, it was in this period where the strict rules of academic drawing and painting was established where artworks followed a strict method or rules. Unlike the impressionists who did a â€Å"freer† stroke of brush where details are not emphasized but rather the use of light to emphasize figures, renaissance paintings particularly Flemish paintings followed strict rules, probably the strictest, rigorous and laborious rules. In this method, the canvass (or any other medium such as wood) are not merely stained by paints but rather the colors are build. It typically begins with a drawing where the rule of analytic line is followed. Analytic lines are lines that considers geometrical patterns and proportions in relation to other parts of the subject. Then it is transferred to the canvass (or other medium) by several underpaintings. Generally, a brown layer washes the canvass and lays out the figure or subject then subsequent underpaintings are painted over it. Here, the values, light and shadows are emphasized that would later give depth to the color of the final work. The first layer is usually called â€Å"imprimatura† or the first layer where subsequent layers are glazed or painted over it to provide the final body of the painting. Depending on the preference of the artists, the final underpainting can either be in grisalle or verdaccio. Grisalle is a greenish gray which is usually used as an underpainting for flesh

Fictitious Business Description Essay Example | Topics and Well Written Essays - 750 words

Fictitious Business Description - Essay Example When choosing suitable HRIS, there are a lot of factors or questions to consider. The following are just few of the important factors to consider. One of the most important things to consider is to know the degree of flexibility and scalability that the HR information technology software provides. This should address if the software can import data from multiple Excel spreadsheets, databases, and paper documents and the level with which it can interface with all kinds of systems and data. Another factor to consider is if the software can accommodate the rules of the company and the benefit carriers as to make sure that each enrolment activity will be evaluated and necessary combination of rules can be applied. The next thing to consider is the ability to grow as the company grows with new employees, offices, benefit changes and rules. The capability of the software to integrate with other systems should also be considered. The company should also know who is responsible for implement ing or building the solution and must have a clear understanding of the level of training and expertise required and amount of time expected. The data should make sure that the data is owned by the Human Resources organization. Company should also take a look at the upkeep and maintenance required. There are still numerous questions to consider. ... Within the human resource management area, these decisions include recruitment decisions; job analysis and design decisions, training and development decisions, and employee compensation plan decisions. In a Tactical Information System, this type of information system includes Job Analysis and Design Information Systems, Recruitment Information Systems, Compensation and Benefits Information Systems, and Employee Trainings and Development Systems. The Job Analysis and Design Information Systems can help Mr. Morgan in his problem about answering questions and communicating with his employees. This information system is designed to take care of the information inputted to the job analysis from interviews with workers, supervisors, labour unions, government, competitors and other external sources (Types of Human Resource Information Systems (HRIS), n.d.). The output from this will provide Mr. Morgan the basis for strategic human resource decisions. The Recruiting Information Systems will be very helpful to Mr. Morgan. This information system will collect and process the information needed to create a plan which includes the list of vacant positions, with the corresponding responsibilities and requirements; list of employees for transfer, termination, retirement and even summaries for appraisal of employees (Types of Human Resource Information Systems (HRIS), n.d.). The other component of tactical HRIS is the Compensation and Benefits Information Systems which will help Mr. Morgan in taking care of the employees’ payroll. This information system will help the company when it comes to the payroll of employees by taking care of the information

Pathophysiology of Coronary Diseases

Pathophysiology of Coronary Diseases Describe the pathophysiology of coronary artery disease (what is it / signs symptoms / treatments / outcomes desired. Coronary Artery disease (CAD) occurs when fatty plaques are built up in arteries and harden with age. This is known as Artherosclerosis which results in a decreased amount of blood being delivered to the heart and increased difficulty for the arteries to dilate (Lewis, 2014). The heart then shifts from an aerobic metabolism to anaerobic metabolism due to the resulting oxygen deprivation from the vessels not being able to keep up with the increased demand for oxygen (Lewis, 2014). Lactic acid then accumulates and leads to acidosis, decreased energy, decreased contraction strength and also decreased force (Lewis, 2014). This chain of events means that less blood leaves the heart which can then lead to myocardial infarction (MI) (Lewis, 2014). Gender Signs and Symptoms Male Crushing Squeezing Tightness in neck, chest, or shoulder blade CAD is highest among white, middle aged men! Female Jaw, neck, back, and shoulder pain Shortness of breath Vague chest pain Dizziness Palpations Cold sweats Nausea May be more difficult to identify! Treatment Options: Some examples of medications: Nitrates: Reduce the amount of oxygen that the heart uses. Lipid Lowering Drugs: Inhibit the synthesis of cholesterol in the liver which unexplainably increases hepatic LDL receptors. The liver is then able to remove more LDLs from the blood. Simvastatin (Zocor) Niacin (Niaspan) Gemfibrozil (Lopid) Beta Adrenergic Blockers: Reduce oxygen demands and workload by reducing heart rate and blood flow peripheral resistance (Lewis, 2014). Angiotensin-Converting Enzyme Inhibitors Result in vasodilation and reduced blood volume. These drugs also reverse or prevent ventricular remodeling (Lewis, 2014). Anti-Platelet Drugs: Reduce platelet accumulation and decrease the risk for a blockage to develop in blood vessels. Surgical: Laser angioplasty Coronary artery bypass Shunt placement Expected Outcomes: Increase in cardiac output Reduction of blood pressure Improving quality of life Reduction of chest pain Describe the pathophysiology of hypertension. (What is it / signs symptoms / treatments / outcomes desired / lifestyle changes needed. Hypertension Primary Hypertension Elevated blood pressure (BP) without an identified etiology (Lewis, 2014). Contributing Factors (Lewis, 2014) Increase sympathetic nervous system activity Overproduction of sodium retaining hormones and substances that cause vasoconstriction Increased sodium intake Obesity Diabetes Tobacco use Excessive alcohol consumption Pathophysiology of Primary Hypertension: Increased cardiac output (CO) or Systemic vascular resistance (SVR) increases. This happens due to abnormalities of any of the mechanisms involved in the maintenance of normal BP (Lewis, 2014). The release of renin or angiotensin II causes the blood vessels to increase which consequentially increases blood volume. Signs and Symptoms of Primary Hypertension BP >140/90 on two separate occasions Nausea Headache, typically throbbing and occurring in the morning. Vision problems Treatment Includes lifestyle modifications including: Stress reduction Diet Exercise Limit alcohol intake Tobacco cessation Relaxation techniques Secondary Hypertension Elevated BP with a specific cause that can be corrected Pathophysiology of Secondary Hypertension: Increase in blood volume is due to a specific disease or illness. Signs and symptoms of Secondary Hypertension: Stroke Heart Failure MI Retinopathy Left Ventricular Hypertrophy Treatment Treating the underlying cause Both types of Hypertension can be treated with medications such as: Thiazide diuretics ACE inhibitors Beta adrenergic blockers Although these are some signs listed in our text there are really no definite signs or symptoms because a patient cannot tell if their blood pressure is consistently high just by the way they feel. The damages listed above happen because there are no signs a person can feel on their own to warn them of their hypertension (Lewis, 2014). Describe the pathophysiology of left sided heart failure / CHF (what is it / signs symptoms / treatments / outcomes desired / lifestyle changes needed. Left sided heart failure is due to the left ventricle ineffectively contracting. This causes a decrease in CO and pulmonary edema. These occur because the heart is not pumping effectively causing fluid to build up in the left atrium as well as the lungs (Lewis, 2014). Signs and Symptoms Crackles heard in the lungs Frothy pink sputum ↓ Attention span Ventricular gallop Difficulty breathing Muscle weakness Edema Fatigue Weight gain Irritability Treatment Options Lifestyle Modifications ↓ Sodium intake ↓ risk for fluid overload Ace Inhibitors ↓ vascular resistance Diuretics ↓ Preload Advise patient to eat foods high in potassium or consume a potassium supplement to replace fluids lost Digoxin ↑ Heart’s ability to contract Beta-Blockers Prevent cardiac remodeling (Lewis, 2014) Create an Education plan for a low sodium diet. (What specifically would you teach this patient about this diet)? Include foods high in sodium / foods to avoid. Please have a detailed plan that you can use to teach a patient. The plan should have at least 2 patient outcomes listed. You need to bring the plan to clinical so that you can use it with your patient. Educate patient that sodium intake is as follow: Healthy Adult No more than 2300 mg/day Cardiac Patient Less than 1500 mg/day Advise patients not to add salts or seasonings to foods because it can increase sodium intake. They can choose options such as non-sodium seasonings instead! (For Example: Mrs. Dash offers AMAZING no-salt seasonings) Also, advise patient that using herbs for seasoning like garlic, ginger or lemon are good alternatives Foods to Avoid: Frozen meals Limit milk intake to no more than 2 cups a day Cheeses Canned soups and vegetables Advise patient if buying canned vegetables he/she can rinse these prior to eating with water Processed meats Always read your food labels Watch out for medications that contain sodium! Outcomes: Patient 1: Patient will be able to name 3 alternatives to seasoning with salt by end of shift, Tuesday 12pm. Patient 2: Patient will be able to name 3 food choices low in sodium by end of shift, Tuesday 12pm. (Lewis, 2014) Create an education plan for low fat, heart healthy diet. (What specifically would you teach this patient about this diet?) Include information on bad fats versus good fats. Please have a detailed plan that you can use to teach a patient. The plan should have at least 2 patient outcomes listed. You need to bring the plan to clinical so that you can use it with your patient. Daily Fat Consumption 25-35% of daily calories Polyunsaturated should be the primary source Food Choices Adequate intake of foods with omega 3 fatty acids have proven to be good for the heart (American Heart Association) Eat fish at least two times a week (American Heart Association) â€Å"Omega-3 fatty acids decrease risk of arrhythmias, which can lead to sudden death. Omega-3 fatty acids also decrease triglyceride levels, slow growth rate of atherosclerotic plaque, and lower blood pressure† (American Heart Association). Eat more: Whole grains Fresh vegetables and fruit If you cannot afford fresh fruit try fruit canned in natural juices versus syrups Low fat cheeses and dairy Avoid processed foods, and those high in saturated fats Foods high in saturated fats include: Butter Bacon Cheese Outcomes: Patient 1: Patient will be able to verbalize ways to decrease fat consumption on a daily basis by end of shift, Tuesday 12pm. Patient 2: Patient will be able to verbalize the need for consumption of Omega 3 fatty acids by end of shift, Tuesday 12pm. Give examples of situations when you would need to increase oral intake of foods high in potassium. Patients with hypertension on a potassium wasting diuretic, â€Å"diarrhea, laxative abuse, vomiting, and ileostomy drainage† would need to increase oral intake of foods high in potassium or take a potassium supplement (Lewis, 2014, p. 297). Give examples of situations when you would need to decrease oral intake of foods high in potassium. (Note: this could be in regard to disease processes or medications) Prepare a list of foods high in potassium. Please bring the list to clinical that you could use to teach the patient. Patients taking â€Å"ACE Inhibitors, Potassium Sparing Diuretics or NSAIDS may need to decrease their intake of oral potassium† (Lewis, 2014, p. 296). Also, patients who have â€Å"renal disease, burn victims, Addison’s disease, Tumor Lysis Syndrome and those with Adrenal insufficiency† may also need to decrease their intake of oral potassium (Lewis, 2014, p. 296). Foods High In Potassium Fruits Vegetables Other Foods Apricot, avocado, banana, cantaloupe, dried fruits, grapefruit juice, honeydew, orange, orange juice, prunes and raisins Baked beans, butternut squash, refried beans, black beans, cooked broccoli, carrots, greens (except kale), canned mushrooms, white and sweet potatoes, cooked spinach, tomatoes or tomato products, and vegetable juices Bran or bran products, chocolate, granola, milk, nuts, seeds, peanut butter, salt substitutes, salt free broth and yogurt (Lewis, 2014, p. 1115) Using the following template, prepare the following medication which many of the patients on 7S take (Remember that these are cardiac patients when looking at the indications of the medication) Please do not copy and paste from medication resource, complete in your own words. Be sure to include your reference: (24) points) **Do not copy and paste from medication resource, complete in your own words. Be sure to include your reference. Drug Order: Generic Brand Name Drug Classification: Drug Action: (How drug works?) Normal dosage: Expected Effects/Outcomes: (What symptoms do you want to improve?) Adverse Effects/Contraindications: Nursing Responsibilities: On-going assessment data and lab values to be monitored Nurse will: Aspirin 81 mg Classification: Antiplatelet Action: Hinders production of prostaglandins which prevents blood clots. Decreases platelet clumping Normal dose: PO: Adults 50–325 mg Q24 hours Expected effect: Prevention of blood clots in high risk cardiac patients. Blood in stool Stomach Pain Constipation Gastric bleeding Nausea Hearing assessment Vitals monitoring Assess heart function Monitor hemoglobin Monitor Hematocrit Monitor platelet count Assess urine, vomit and stool for blood Clopidogrel (Plavix) Classification: Antiplatelet Action: Hinders production of prostaglandins which prevents blood clots. Decreases platelet clumping . Normal dose: PO: Adults 300 mg initially, then 75 mg once daily; aspirin 75–325 mg once daily should be given concurrently. Expected effect: Prevention of blood clots in high risk cardiac patients. Blood in stool Constipation Nausea Gastric bleeding Stomach pain Hearing assessment Vitals monitoring Assess heart function Monitor hemoglobin Monitor Hematocrit Monitor platelet count Assess urine, vomit and stool for blood Lisinopril (Zestril; Prinivil) Classification: ACE inhibitor Action: Stops angiotensin I from converting to angiotensin II. This reduces arterial resistance Normal dose: PO: Adults 10 mg once daily, can be increased up to 20–40 mg/day Expected effect: Decrease in blood pressure. Fatigue Headache Dry cough Angioedema Increase in serum potassium Increase in BUN Increase in Creatinine Obtain baseline BP Obtain baseline pulse rate and rhythm. Reassess frequently Monitor weight Monitor FEs Monitor WBC Monitor potassium Monitor Renal function Assess patient compliance throughout treatment Losartan (Cozaar) Classification: Angiotensin II receptor blocker Action: Blocks vasoconstriction effects of angiotensin II. Normal dose: 50 mg once daily initially. May be increase to 100mg per day in 1-2 doses Expected effect: Decrease in blood pressure. . Vomiting Nausea Increase in serum potassium Increase in BUN Increase in creatinine levels Monitor BP prior to admin. And throughout treatment Monitor weight Monitor FEs Monitor potassium Monitor renal function Assess patient compliance Medication should be taken with food. Metoprolol (Lopressor) Classification: Antihypertensive Action: Blocks stimulation of beta 1 adrenergic receptors. Normal dose: 25–100 mg/day as a single dose initially or 2 divided doses; may be increased every 7 days as needed up to 450 mg/day Expected effect: Decrease in blood pressure and increase in HR, BP, and contraction. Fatigue Dizziness Bradycardia Fluid retention Edema Hypotension Assess arrhythmia prior to and during treatment Continuous ECG monitoring Monitor vitals Assess apical pulse Assess BP Assess liver function Lovastatin (Mevacor; Altocor) Classification: Anti-lipid Action: Interferes with cholesterol synthesis by lowering lipid levels Normal dose: 20 mg once daily with evening meal. May be increased at 4-wk intervals to a maximum of 80 mg/day Expected effect: Decrease in cholesterol. Hepatitis Cirrhosis Myalgia Gas Constipation Cramps Nausea Pancreatitis Vomiting Assess cholesterol prior to treatment and Q4 weeks during Monitor liver function Monitor for deficiency in fat soluble vitamins: A, D, E and K Monitor for deficiency in folic acid Atorvastatin (Lipitor) Classification: Anti-lipid Action: Interferes with cholesterol synthesis by lowering lipid levels Normal dose: 10–20 mg once daily initially may be increased every 2–4 weeks up to 80 mg/day; Expected effect: Decrease in cholesterol. Hepatitis Cirrhosis Myalgia Gas Constipation Cramps Nausea Pancreatitis Vomiting Assess cholesterol prior to treatment and Q4 weeks during Monitor liver function Monitor for deficiency in fat soluble vitamins: A, D, E and K Monitor for deficiency in folic acid Amiodarone (Cordarone; Pacerone) Classification: Antiarrhythmic Action: Prolongs action potential Normal dose: PO: Adults 800–1600 mg/day in 1–2 doses for 1–3 weeks then 600–800 mg/day in 1–2 doses for 1 month then 400 mg/day maintenance dose. Expected effect: Decrease in arrhythmia Hypotension Bradycardia Worsening arrhythmias Anorexia Nausea Vision disturbances Assess arrhythmia before and during treatment ECG monitoring Monitor vitals Assess for toxicity Measure apical pulse Measure BP Monitor liver function Pt should not consume grapefruit juice while taking this medication Nitroglycerin (sublingual) Classification: Antianginals Action: Relaxes smooth muscle and promotes vasodilation Normal dose: SL: Adults 0.3–0.6 mg; may repeat every 5 min for 2 additional doses for acute attack. Expected effect: Reduction of blood returning to the heart. Hypotension Dizziness, Increased HR Headache Assess vital and monitor them throughout treatment Administer sublingually at first sign of heart attack Carvedilol (Coreg) Classification: Antihypertensive Action: Blocks stimulation of beta 1 adrenergic receptors Normal dose: Hypertension– 6.25 mg twice daily, may be ↑ q 7–14 days up to 25 mg twice daily or extended-release– 20 mg once daily, dose may be doubled every 7–14 days up to 80 mg once daily Expected effect: Decrease in blood pressure and increase in HR, BP, and contraction. Fatigue Bradycardia Dizziness Hypotension Fluid retention Edema Assess arrhythmia prior to and throughout treatment Continuous ECG monitoring Monitor vitals Assess apical pulse Assess BP Assess liver function Amlodipine (Norvasc) Classification: Antihypertensive Action: Prevents calcium from crossing myocardial cell membrane and vascular smooth muscle Normal dose: PO: Adults 5–10 mg once daily Expected effect: Decrease in blood pressure Orthostatic hypotension Headache Dizziness Edema Arrhythmias Assess vitals Monitor ECG throughout treatment Monitor vitals Monitor liver function Pt will need assistance w/ ambulation Monitor FEs Educate patient on need to decrease sodium and fluids to subsequently decrease edema Furosemide (Lasix) Classification: Loop Diuretic Action: Inhibits reabsorption of sodium and chloride in the ascending loop of Henle and distal renal tubule. This causes increased excretion of water, sodium, calcium, magnesium and chloride. Expected effects: Management of edema associated with heart failure and hepatic or renal disease, acute pulmonary edema, treatment of hypertension (Vallerand, 2013) FE imbalances Tinnitus Diarrhea Hyperglycemia Nausea Vomiting Liver dysfunction Paresthesia Orthostatic hypotension Assess CBC Assess liver function prior to administration Assess electrolytes prior to administration Monitor BP Monitor Pulse Monitor for hypovolemia Assess for diuresis Assess for polydipsia Assess mucous membranes Assess skin turgor Monitor for edema Monitor weight IOs All drugs referenced : (Vallerand, 2013) References: American Heart Association: Fish and Omega-3 Fatty Acids. (2014, May 14). Retrieved February 13, 2015, from http://www.heart.org/HEARTORG/GettingHealthy/NutritionCenter/HealthyDietGoals/Fish-and-Omega-3-Fatty-Acids_UCM_303248_Article.jsp Lewis, S. M., Dirksen, S. R. (2014). Medical-surgical nursing: assessment and management of clinical problems (Ninth ed.). St. Louis: Elsevier. Louie, D., Wedell, R. (2014). Optimizing heart health. American Nurse, 46(3), 13. Vallerand, A. H., Sanoski, C. A. (2013). Daviss drug guide for nurses (Fourteenth ed.). Phila-delphia: F.A. Davis Company.

Malaysia Country Report Essay -- essays research papers fc

As the world prepares to move into the twenty-first century, many nations are rapidly developing their agricultural and manufacturing sectors. As these burgeoning industries become a larger part of the nation’s economy, the nation finds its population restructuring and streaming to the areas of growth. Just as the people are trying to compete for their survival, the nation is fighting its way to center stage in the world economy. The development of these countries is tied to the world’s economy, as is evidenced by the uneven development within each of the nations. Malaysia’s growing role in the world economy is likewise intertwined with the development of its industrial regions. Malaysia’s economy is centered on the production of rubber, timber, tin, and petroleum. Almost all of the country’s production of rubber and palm oil is raised solely for export. Historically, rubber was the dominant export, but now it is palm oil in terms of square miles used to cultivate it. Rubber, like â€Å"no other major commodity in the world,† was subject to â€Å"dramatic and rapid shifts in sources and derivation of demand† (McHale, 9). Thus, Malaysia has been moving away from its complete dependency on rubber for its income, and begun to diversify its economy. The peninsula’s forests produce approximately 1,100,000 tons of timber each year, and about two thirds of that is exported. Up to 1965, Malaysia was producing 40% of the world’s tin supply. However, with its quickly diversifying economy, Malaysia no longer depends on tin as a substantial part of its income. Small amounts of other useful minerals can be found all over Malaysia , as it is a naturally abundant land. Its major exports are electronic equipment, machinery, petroleum, palm oil, rubber, timber, and tin. The biggest trading partners are Japan, the United States, and Singapore. Other trading partners include the United Kingdom and Russia. About two thirds of the land on the peninsula is devoted to the cultivation of rubber, and Malaysia produces more than a third of the world’s rubber. Tin is the second largest export, and has been mined on the peninsula since the 17th century. Since Malaysia’s exports are mostly raw materials, and raw materials are susceptible to wildly fluctuating market prices, Malaysia’s economy is easily affected by market swings. For example, just a one cent fall in the price of rubber would decre... ...Cal Clark, eds. The Evolving Pacific Basin in the Global Political Economy. United States: Lynne Rienner Publishers, Inc., 1992. Cheok, Cheong Kee and Lin Lean Lim. Demographic Impact on Socio-Economic Development The Malaysia Experience. Canberra, Australia: The Australian National University, 1982. Drabble, J.H. Rubber in Malaya 1876-1922. Malaysia: Oxford University Press, 1973. Jomo, K.S. Growth and structural Change in the Malaysian Economy. London: The MacMillan Press Ltd., 1990. Lim, David, ed. Further Readings on Malaysian Economic Development. Malaysia: Oxford University Press, 1983. Lim, Lin Lean. Population and Development: Theory and Empirical Evidence. Malaysia: International Book Service, 1983. â€Å"Malaysia.† Encyclopedia Britannica: Macropaedia. 1973. McHale, T.R. Rubber and the Malaysian Economy. Singapore: M.P.H. Publications, 1966. Peng, Khor Kok. Recession and the Malaysian Economy. Malaysia: Institut Masyarakat, 1983. Schatzl, Ludwig H., ed. Growth and Spatial Equity in West Malaysia. Singapore: Institute of Southeast Asian Studies, 1988. Yee, Lo Sum. The Development Performance of West Malaysia 1955-1967. Malaysia: Heinemann Educational Books, 1972.

The leaves IGCSE

Readers will note how Lord Newsworthy relies on his butler to put his hat on and to take the cap off his new lessee. Much of the story humor derives from the dialogue, with even the butler given choice lines. By contrast, the head-gardener Is given a comic Scottish accent (she's paying' me TWA upon' a week'). Students should be encouraged to note dialogue and descriptions they find particularly funny, and explain why. The comic figure of Lord Newsworthy is central to the story.Students should consider the way in which he responds to his son's courtship and eventual marriage to Aggie Donaldson, and what it reveals about snobbery and class. They might examine, too, how Woodlouse portrays Lord Newsworthy comic concern for the well-being of his prize pumpkin and also consider why the latter makes its first appearance about a third of the way through the story. Humor In The Story He gives orders as an Earl but nobody really listens to him. We see this when Freddie acts confused about the girl he was seen kissing, â€Å"Girl?He quavered. Girl, governor? † this brings in the humor as we are shown that the poor Newsworthy is not taken seriously. He keeps asking about the girl but Freddie keeps going around in circles, taking his time to answer Newsworthy. Though, even after Freddie has explained he still asks who the girl is. The bathos was shown in † , †¦ No Earl of Newsworthy had ever won a first prize for pumpkins†¦ † The story was built up with a mysterious picture only to find out that the picture was Just an â€Å"ordinary' pumpkin.The anta climax creates a sort of humor because we're all waiting to hear about the mysterious picture and then we find that Its nothing big Just a pumpkin completion. Lord Newsworthy Characterization Lord Newsworthy Character Is created In many different ways through hat he says, his thoughts, his actions, his appearance and what others think of him. Lord Newsworthy longs to the landed gentry and speaks i n a very posh, British dialect. By using manner of speaking was used in early twentieth century Britain. When Newsworthy is speaking, he uses many exclamation marks.When he is speaking to Freddie, he jumps to the conclusion that the pumpkin had been harmed. â€Å"Frederick! Speak! Tell me! † shows that Newsworthy panics very easily and gets distressed when there is no need by assuming things. We learn a lot about Newsworthy from his inner thoughts too. Elements Of Humor In his story â€Å"The Custody of the Pumpkin,† P. G. Woodlouse creates humor in a variety of ways. The story describes (among other things) Lord Newsworthy frustration that his inner-do-well son, Frederick, has been flirting with the daughter of the estate's gardener.Early in the story, the following passage, which is typical of the story's humor, appears: â€Å"Frederick! † bellowed his lordship. The villain of the piece halted abruptly. Sunk in a roseate trance, he had not observed his father. But such was the sunniest of his mood that even this encounter could not damp him. He gambled happily up. â€Å"Hullo, governor,† said Freddie. He searched in his mind for a pleasant topic of conversation, always a tater of some little difficulty on these occasions. â€Å"Lovely day, what? † His lordship was not to be diverted into a discussion of the weather.He drew a step nearer, looking like the man who smothered the young princes in the Tower. The humor of this passage depends on a number of factors, including the following: Use of the very forceful verb â€Å"bellowed,† especially when that verb is followed by the words â€Å"his lordship. † We don't usually think of dignified English aristocrats as bellowing, and so this combination of words is funny partly because of the comic incongruity of the verb and the noun. The phrase would be far less amusing if it had been written â€Å"bellowed Newsworthy† or even â€Å"bellowed the lord. The wor ds â€Å"his lordship† are especially cultivated and thus seem out of place when following â€Å"bellowed. † The description of Frederic as the Milan of the piece† is also amusing. Frederick is not evil or dangerous or malign. Thus Woodlouse uses comic exaggeration here and elsewhere. There is a comic contrast between the angry Newsworthy and the love-smitten Freddie, who is still â€Å"[slunk in a roseate trance. † As the phrase Just quoted illustrates, the humor of the story dependence in part on mimic overstatement.It would not be nearly so amusing if Woodlouse had written that Freddie was â€Å"still thinking of his beloved. † The phrase â€Å"roseate trance† is a splendid example of ostentatious hyperbole. Use of comic verbs, as in â€Å"gambled,† which implies a light-heartiness totally in contrast to the mood of Lord Newsworthy. Use of comic slang, as when the son of an English aristocrat speaks to his father as if he were a coc kney (â€Å"Hullo, governor†). Such speech, designed to diminish his father's anger, is only likely to increase it, thus providing an example of comic irony.Finally, nee more aspect of the humor of this passage deserves attention: the use of a comic simile, when Newsworthy is described as looking â€Å"like the man who smothered the young princes in the Tower. † This phrase is humorous for several reasons: it is exaggerated; it is vivid; it catches us by surprise; and it is highly inventive. (Imagine anger. â€Å") Woodlouse, then, uses a variety of standard techniques for achieving humor, most of which depend, in one way or another, on incongruity. The contrast between â€Å"Frederick† and â€Å"Freddie† is Just one of many examples of the incongruous in this passage and in the story as a whole.

Overcoming Foreign Language Anxiety

OVERCOMING FOREIGN LANGUAGE ANXIETY By Saranda Nuredini Instructor: Luiza Zeqiri Course: ESP Communication I January 2012 â€Å"Sweaty palms, shaking hands, dry mouth and muscle tension mean for many of us, that we are about to speak in public. Couple this fear of speaking in public with performing or speaking in another language and the success of the speaker may be dramatically compromised† (Leigh, 2009). By having to speak in a foreign language, the amount of fear in us grows and transforms into the feeling of anxiety, which is scientifically named as a Foreign Language Anxiety (FLA).The fear of dealing in a foreign language environment is most felt when a student must perform orally in some way but it can also occur when listening, reading or writing (Brantmeier, 2005). FLA has been the subject of many scholarly surveys and papers as overcoming it can lead to better and faster language acquisition as well as a much more pleasurable learning experience (Guess, 2007). Betwee n one third and one half of second language learners suffer from FLA (Von Worde, 2003; Randall 2007) and it is important to be aware that many of these students have not come up with a way to deal with their anxiety (Hauck & Hurd, 1991).This research paper aims to outline the causes and effects of FLA as well as the ways that help overcoming it. Despite the fact that Foreign Language Anxiety has been proven to be the main concern to the modern teaching environment, a progress has been noticed at the development of the overcoming strategies. The overcoming foreign language anxiety process includes strategies that can be implemented by the teacher, a tutor and the students. The causes of this kind of anxiety vary from the student itself.According to the article â€Å"Factors Associated with Foreign Language Anxiety†, there are variables like age, previous academic success or previous high school experience with foreign languages which may contribute to the fear of learning a fo reign language (Leigh, 2009). Nevertheless, the most common causes according to Ph. D. Renee Von Worde (2003) are the non-comprehension of the target language, speaking activities during language class and the public error correction by the teacher. Moreover, it is interesting to note that FLA occurs more commonly in mandatory language classes.This is because students who are not language inclined are ‘‘forced’’ to take them (Guess, 1997). Feeling insecure about the knowledge at a certain foreign language can have drastic side effects for the foreign language student. The extreme stress, the beating heart or clammy hands are the most common ones. There may also appear problems with attainment, preservation and production in the foreign language (Von Worde, 2003). According to Professor Von Worde (2003), â€Å"If anxiety impairs cognitive function, students who are anxious may learn less and also may not be able to demonstrate what they have learned.Therefo re, they may experience even more failure, which in turn escalates their anxiety†. In extreme cases, the student may even not show up to classes just to avoid speaking (Von Worde, 2003). If we could find and isolate what it is that makes us nervous, we could increase our learning abilities and have a more enjoyable learning experience (Leigh, 2009). Ideally, teachers can provide a learning environment that may reduce the fear associated with learning another language for their students (Guess, 1997; Von Worde, 2003).However, not only the teacher can help to the overcoming foreign language anxiety process. The question remains how someone can overcome their fears in language learning to develop language skills to their full potential (Leigh, 2009). There are implementable ways that beside the teachers, the tutor and the students themselves can use to reduce the anxiety and insecurity they feel. The methods and the behavior of a language teacher during language classes play a si gnificant role at the development of a student speaking confidence.There are several things that a teacher may do to decrease anxiety felt in the classroom according to Von Worde (2003): * Pick topics to teach that are relevant to the students. * Try and make the learning ‘‘fun’’. * Try to create a sense of community where the students feel more comfortable in front of each other. One suggestion made was to have the students sit in a circle. * Avoid calling on people or putting them on the spot. Besides the above mentioned suggestions, a teacher can take the initiative to create a â€Å"mistake happy zone†.Teachers can avoid correcting students during certain sections of the day (e. g. for 30 minutes we will talk amongst ourselves). In this way, students do not need to fear working on perfect grammar, but rather they can just talk without feeling judged. This allows students to get a feel for fluency and letting go (Leigh, 2009). A tutor can also be very helpful to its students when it comes to overcoming those language obstacles. By judging of the state of its student, a tutor has the freedom to choose which of the above mentioned suggestions will be used during the overcoming process.Although there may not be a classroom of students to whom the tutor is teaching, the one-on-one environment allows a greater sense of intimacy and a safer atmosphere (Leigh, 2009). Alongside to the teachers and tutors effort, the most significant role still remains the one from the student itself. According to Amanda Leigh, a student should take the following recommendations in action to â€Å"boost their self-confidence in speaking, reading and writing a language†: * Be aware of Foreign Language Anxiety- Knowing that you are not alone in feeling self-conscious or afraid of speaking in a foreign language is half the battle (Von Worde, 2003).Fear of speaking in front of people is normal and so is performing in another language, even if it i s just with your friends. * Set 4 or 5 SMART (specific, measurable, attainable, realistic, timely) language goals for yourself in your academic term- Attach numbers to your learning so that you can see your improvement. Make measurable goals and make sure that they are realistic. Do some research to see what level you should be at by end of your term in a different country. Do not expect to be bilingual on your return to your home country. Be prepared- If you are prepared for your class or presentation then you will feel more confident in front of people. Feeling more prepared makes you feel relaxed which allows for better communication and language skills (Guess, 2007). Prepare by going over your work or presentation at least twice reading, then at least twice out loud. Get someone to help proofread. * Maintain a positive attitude- Even though it may seem hard, try and have a positive attitude. Happy people will learn faster and have a more pleasurable learning experience (Bayer, 2 004).Smile. Make native speakers aware that you are happy to be corrected. * Do some research- Find out how other students handle their anxiety. Many of their suggestions may work for you. Look online or ask around. Alter their strategies so they work for you. By adopting some of these suggestions, there is a chance that a student will personally begin to overcome their foreign language learning fears. Students may choose to adopt one of these strategies and tailor it towards their needs until they find something that works for them (Leigh, 2009).To sum up, Foreign Language Anxiety has been labeled as an issue that should not be ignored and should be handled carefully. Therefore, the overcoming FLA process includes effort that should be made from the students as well as from the teachers and tutors. This will not only help students to overcome their fear and anxiety, but will also enable language teachers and tutors to reach a higher progress at their subject. In my opinion, the mai n goal of the overcoming progress should be to create a comfortable teaching environment where a speaking accent or grammar mistake will not mean the end of the world.As Guess claims, â€Å"the trick is to convince the students that discomfort is a good thing- that’s when the real learning process will begin. †. References Bayer, R. (2004). Benefits of happiness; Upper Bay Counseling and Support Services, Inc. Retrieved Jan 03, 2012, from: http://www. upperbay. org/articles/benefits%20of%20happiness. pdf . Brantmeier, C. (2005). Anxiety about L2 reading or L2 reading tasks. A study with advanced language learners. The Reading Matrix. Vol. 5, No. 2. Retrieved Jan. , 2012, from:http://74. 125. 95. 132/search? q=cache:4pmdX6G7bwJ:www. readingmatrix. com/articles/brantmeier/article4. df+reading+matrix. +2005+Foreign+Language+Anxiety&hl=en&ct=clnk&cd=1&gl=ca Guess, A. (1997, June). Overcoming Language Anxiety. Inside Higher Ed. Retrieved Jan. , 2012, from http://www. inside highered. com/news/2007/06/29/language. Hauck, M. &Hurd, S. (1991). Exploring the link between language anxiety and learner self-management in open language learning contexts. European Journal of Open, Distance and E- learning. Retrieved Jan 05, 2012, from: http://www. eurodl. org/materials/contrib/2005/Mirjam_Hauck. htm. Randall, K. (2007). Words fail me. The University of Texas at Austin. Retrieved Jan. 06,