Nursing High School Case Study Example | Topics and Well Written Essays - 500 words

Nursing High School - Case Study Example As for this patient, or for any patient for that matter, it is vital that the past medical history of the patient should be asked as to the diagnosis, date of onset, duration and medical management. The chief complaint was present, however, it still lacked in some aspects such as the onset of the complaint, duration and precipitating and relieving factors (though in this scenario, one relieving factor was given for the SOB). Lloyd & Craig (2007) noted that the medication history of the patient is "crucially important" and should not only consider the current medications but include as well past medications. For this patient, history of smoking or for any smokers in the household should be asked because of his cardiovascular risk. For physical examinations, important body systems which should be checked should include the cardiovascular system, respiratory system and the muscular system, particularly the lower extremity muscle and joints. The cardiovascular system should be checked because of the presence of the lower extremity swelling (dependent edema), sudden weight gain and breathlessness. The respiratory system should also be checked because of the complaint of SOB. The specific examination findings from the scenario should be documented on the objective part of the SOAP notes.

International Business (Harvard format) Essay Example | Topics and Well Written Essays - 2500 words

International Business (Harvard format) - Essay Example Directly correlated to this is Andersson’s assertion that â€Å"a considerable proportion of the flow of goods and factors between countries takes place within multinational enterprises† (Anderson, 1991:3); which in turn fuels the polarised debate regarding the advantages and disadvantages of business growth through cross border acquisitions via the MNE business format in contrast to organic growth. The focus of this paper is to critically evaluate the advantages of organic growth versus cross border acquisitions via the MNE format. To this end, I shall consider the central issues pertaining to business growth within the MNE paradigm with a comparative analysis of alternative business growth strategies. Furthermore, it is submitted at the outset that the efficacy of business growth strategy with MNEs is directly correlated to the national political and economic framework within any chosen host economy; which in turn shapes choice of entry to the marketplace. In considering this line of argument, I shall contextually consider the business entry strategies of China comparing the MNE structure against other cross-border trade models. As highlighted above, pertinent to the debate regarding appropriate business growth strategy within the MNE context is the choice of entry strategy. This further links to controversy that has reigned in respect of the corporate governance of MNEs, which has created problems regarding effective corporate governance in relation to activities of a corporate group and multinational enterprises (MNE), with practical difficulties of enforcement and accountability. This has led commentators to criticise the inherent limitations of the law as a tool for the regulation of MNEs, which is further compounded by the problems of state corruption and entry strategies for multinationals (Muchlinski, 2002 in De Lacy, 2002 at p.249). From a

Statistical Analysis on Crime Rate in Nigeria

Statistical Analysis on Crime Rate in Nigeria CHAPTER TWO 2.1 INTRODUCTION: In this chapter we are going to review some research work which has been carry out. Crime is one of the continuous problems that bedevil the existence of mankind. Since forth early days, crime had been a disturbing threat to his personality, property and lawful authority (Louis et al., 1981). Today, in the modern complex world, the situation is most highly disturbing. Crime started in the primitive days as a simple and less organized issue, and ended today as very complex and organized. Therefore, the existence of crime and its problems have spanned the history of mankind. Nigeria has one of the alarming crime rates in the world (Uche, 2008 and Financial, 2011). Cases of armed robbery attacks, pickpockets, shoplifting and 419 have increased due to increased poverty among population (Lagos, undated). In the year 2011, armed robbers killed at least 12 people and possibly more in attacks on a bank and police station in North-Eastern Nigeria (Nossiter, 2011). However, Maritz (2010) has considered that image as merely exaggeration. He added that, as is the case with the rest of the world, Nigeria’s metropolitan areas have more problems with crime than the rural areas. Most crimes are however, purely as a result of poverty. Despite the fact that, crime is inevitable in a society Durkheim (1933), various controlling and preventive measures had been taken, and are still being taken to reduce the menace. However, crime control and prevention is still bedeviled by numerous complex problems. When an opportunity for crime is blocked, an offender has several alternative types of displacement (Gabor, 1978). However, the introduction of modern scientific and technical methods in crime prevention and control has proved to be effective. The application of multivariate statistics has made some contributions to many criminological explanations (Kpedekpo and Arya, 1981 and Printcom, 2003). Principal Component Analysis (PCA) is very useful in crime analysis because of its robustness in data reduction and in determining the overall criminality in a given geographical area. PCA is a data analysis tool that is usually used to reduce the dimensionality (number of variable) of a large number of interrelated variables while retaining as much of the information (variation) as possible. The computation of PCA reduced to an eigenvalue –eigenvector problem. It is performed either on a correlation or a covariance matrix. If some group of measures constitutes the scores of the numerous variables, the researchers may wish to combine the score of the numerous variables into smaller number of super variables to form the group of the measures (Jolliffe, 2002).This problem mostly happens in determining the relationship between socio-economic factors and crime incidences. PCA uses the correlation among the variables to develop a small set of components that empirically summarised the correlation among the variables. In a study to examine the statistical relationship between crime and socio-economic status in Ottawa and Saskatoon, the PCA was employed to replace a set of variables with a smaller number of components, which are made up of inter-correlated variables representing as much of the original data set as possible (Exp, 2008). Principal component analysis can also be used to determine the overall criminality. When the first eigenvector show approximately equal loadings on all variables then the first PC measures the overall crime rate. In Printcom (2003) for 1997 US crime data, the overall crime rate was determined from the first PC ,and the same result was achieved by Hardle and Zdenek (2007) for the 1985 US crime data. The second PC which is interpreted as â€Å"type of crime component† has successively classified the seven crimes into violence and property crime. U usman et al (2012) carried out a research on ‘An investigation on the Ra te of crime in Sokoto Using Principal Component Analysis. From the results, three Principal Components was retained from seven, using the Scree plot and Loading plot indicating that correlation exist between crimes against persons and crime against properties. Yan Fang (2011) use multivariate methods analysis of crime data in Los Angeles Communities and from the findings Principal Component Analysis was successfully applied into the data by extracting five PCs out of the 15 original variable, which implies a great dimensionality reduction. In addition, this 85% variance of the original dataset, thus he does not loss much information. Shehu el al (2009) research on analysis of crime data using principal component analysis: A case study of Katsina State. The paper consists of the average eight major crimes reported to the Police for the period 2006-2008. The crime consist of robbery auto theft, house and store breakings, theft, and grievous hurt and wounding, murder, rape, and assault . Correlation matrix and Principal Component analysis were developed to explain the correlation between the crimes and to determine the distribution of the crimes over the Local Government areas of the State. 2.2 Classification of Crime The classification of crime differs from one country to another. In the United States, the Federal Bureau of Investigation tabulates the annual crime data as Uniform Crime Reports (UCR). They classify violations of laws which derive from common law as part 1 (index) crimes in UCR data, further categorized as violent as property crimes. Part 1 violent crimes include murder and criminal homicide (voluntary manslaughter), forcible rape, aggravated assault, and robbery; while part 1 property crimes include burglary, arson, larceny/theft, and motor vehicle theft. All other crimes count as part II crimes (Wiki/Cr.2009).In Nigeria, the Police classification of crime also depends on what law prescribed. In Nigeria Police Abstract of Statistics (NPACS), offences are categorized into four main categories: i. Offences against persons includes: manslaughter, murder and attempted murder, assault, rape, child stealing, grievous hurt and wounding, etc. ii. Offences against property includes: armed robbery, house and store breakings, forgery, theft/stealing, etc. iii. Offences against lawful authority include: forgery of current notes, gambling, breach of peace, bribery and corruption, etc. iv. Offences against local act include: traffic offences, liquor offences, etc. 2.3 Causes of Crimes Criminal behaviour cannot be explained by a single factor, because human behaviour is a complex interaction between genetic, environmental, social psychological and cultural factor. Different types of crimes are being committed by different types of people, at different times, in different places, and under different circumstances (Danbazau, 2007). Here we discuss some of the causes of crime: Biogenetic factors: Criminologists are with the opinion that criminal activity is due to the effect of biologically caused or inherited factors (Pratt and Cullen, 2000). According to Lombrose (1911), a criminal is born, not made; that criminals were the products of a genetic constitution unlike that found in the non-criminal population. Social and environmental factor (Sutherland, 1939): The environment is said to play significant role in determining criminal behaviour. Factors within the environment that mostly influence criminal behavior include poverty, employment, corruption, urbanization, family, moral decadence, poor education, technology, child abuse, drug trafficking and abuse, architectural or environmental design Oyebanji (1982) and Akpan (2002) have attribute the current crime problem in Nigeria to urbanisation, industrialisation and lack of education. Kutigi (2008) has said that the factors of crime in Nigeria and poverty and ignorance which are at the same time the opinion of many Nigerians (Azaburke, 2007). In another dimension, according to Ayoola (2008), lack of integrity, transparency and accountability in the management of public funds, especially at all levels of government have been identified as the factors responsible for the endemic corruption that has eaten deep into the fabric of the Nigeria n society over the years. 2.4 The Nigerian Police The most important aspect of criminal justice system is the police. Criminal justice system can be defined as a procedure of processing the person accused of committing crime from arrest to the final disposal of the case (Danbazau, 2007). However, for the past three decades there have been serious dissatisfaction and public criticisms over the conduct of the police (Danbazau, 2007). Then, what are the causes of the police failure in preventing and controlling the crimes? So many factors can be attributed to the problem. There are the issue of inadequate manpower, equipment and professionalism (Danbazau, 2007), corruption (Al-Ghazali, 2004) and poor public perception on the Nigeria Police (Okeroko, 1993), which has consequently made the Nigerian Public unwilling to corporate with the police in crime prevention and control. 2.5 Statistics of Crimes in Nigeria Nigeria has one of the highest crime rates in the world. Murder often accompanies minor burglaries. Rich Nigerians live in high – security compounds. Police in some states are empowered to â€Å"shoot on sight† violent criminals (Financial Times, 2009).In the 1980s, serious crime grew to nearly epidemic proportions, particularly in Lagos and other urbanized areas characterised by rapid growth and change, by stark economic inequality and deprivation, by social disorganisation, and by inadequate government service and law enforcement capabilities (Nigeria,1991).Annual crime rates fluctuated at around 200 per100,000 populations until the early 1960s and then steadily increased to more than 300 per 100,000 by the mid-1970s. Available data from the 1980s indicated a continuing increase. Total reported crime rose from almost 211,000 in 1981 to between 330,000 and 355,000 during 1984 – 85. The British High Commission in Lagos cited more than 3000 cases of forgeries annu ally (Nigeria, 1991).In the early 1990s, there was growing number of robberies from 1,937 in 1990 to 2,419 in 1996, and later the figure declined to 2,291 in 1999. Throughout the 1990s, assault and theft constituted the larger category of the crime. Generally, the crime data grow from 244,354 in 1991 to 289,156 in 1993 (Cleen,1993) and continued to decline from 241,091 in 1994 to 167,492 in 1999 (Cleen, 2003). The number of crime slightly declined to 162,039 in 2006, a reduction of 8 percent from 2005 (Cleen, 2006). 2.6 Principal Component Analysis Theories Having a large number of variables in a study makes it difficult to decipher patterns of association. Variables sometimes tend to repeat themselves. Repetition is a sign of multicolinearity of variables, meaning that the variables may be presenting some of the same information. Principal Components Analysis simplifies multivariate data in that it reduces the dimensionality of the data. It does so by using mainly the primary variables to explain the majority of the information provided by the data set. Analysis of a smaller number of variables always makes for a simpler process. Simply stated, in principal components analysis we take linear combinations of all of the original variables so that we may reduce the number of variables from p to m, where the number m of principal components is less than p. Further, the method allows us to take the principal components and use them to gain information about the entire data set via the correlation between the principal components and the original variables. Matrices of correlations or loadings matrices show which principal component each variable is most highly associated with. The first principal component is determined by the linear combination that has the highest variance. Variance measures the diffusion of the data. After the first principal component is obtained, we must determine whether or not it provides a sufficient amount of or all of the information displayed by the data set. If it does not provide adequate information, then the linear combination that displays the highest variance accounted for after the first principal component’s variation is removed is designated as the second principal component. This process goes on until an ample amount of information/variance is accounted for. Each principal component accounts for a dimension and the process continues only on the remaining dimensions. Designating a dimension as a principal component often reveals information about correlations between remaining variables which at first was not readily available. The main objective of Principal Components Analysis is to locate linear combinations , with the greatest variance. We want where ÃŽ £ is the covariance matrix, to be the maximum among all the normalized coefficient vectors à ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"i. This result is achieved by way of Lagrange Multipliers. Taking the partial derivative with respect to à ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"i of the Var(yi) ÃŽ »(à ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"iTà ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"i – 1), where ÃŽ » is the Lagrange Multiplier results in the equation where à ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"i is not equal to the zero vector. From the above equations it can be easily verified that ÃŽ » is a characteristic root of ÃŽ £ and ÃŽ »i is equal to the variance of yi where ÃŽ »1>ÃŽ »2> †¦ > ÃŽ »p are the characteristic roots. Note that they are positive. The characteristic vector corresponding to ÃŽ »1, the root that accounts for the maximum variance, is à ¢Ã¢â‚¬Å¾Ã¢â‚¬Å"1. The percentage of variance that any particular principal component accounts for can be calculated by dividing the variance of that component by the sum of all the variances, i.e. We use the high correlations between the principal components and the original variables to define which components we will utilize and which ones we will discard. One device that assists us in this decision process is a scree plot. Scree plots are graphs of the variance (eigenvalue) of each principal component in descending order. A point called an â€Å"elbow† is designated. Below this point is where the graph becomes somewhat horizontal. Any principal components whose variances lie above this point are kept and the others are discarded. The original variables that are highly correlated with each principal component that is kept determine what the label of that particular component will be.

Voice Recognition Technologies :: Essays Papers

Voice Recognition Technologies The 20th century has been a technological marvel. We have advanced more in the 20th century than we have during any other one-hundred year term in recorded history. This is due to a number of reasons. One of which is the early conflicts of the century. World War I and World War II changed the world forever. During these global conflicts, countries developed advanced weapons. They also developed advanced communications and other technologies. The Internet came as a result of the military’s efforts in World War II, and the fear of a nuclear conflict. Then, during the last decade of the 20th century, the Internet and computers exploded to take control of much of our society. Computers are now everywhere. This is evident in another rapidly advancing industry, and that is the automotive industry. Cars, trucks, vans, and sport utility vehicles are rapidly becoming more and more computer driven. The most advanced safety features in a car, such as Anti-lock brakes, Traction Control, Active Stability, and even the air bags are control by shock sensors sent to a computer for analysis. If the computer determines that the impact is severe, it’ll deploy the airbag. Another advancing technology appearing in cars is voice and speech recognition. Many new cars feature a system called OnStar, which allows voice activated dialing of a cellular phone service. Most new after-market compact disc players that are installed in cars can feature voice control. Systems from Kenwood and others allow you to change tracks, adjust the volume, change the radio station, and eject the CD without having to remove your hands from the steering wheel. Each of these compact disc units feature a small microprocessor in them and memory to process the driver’s voice that is input into a microphone. After the system has been sufficiently trained, which is when the computer attempts to learn and understand the person’s speech patterns, it will recognize the driver’s voice and commands, and then perform them. Other voice advancements inside the car besides the ability to control the stereo is also a computerized location system. The global positioning satellite locates vehicles, then directions and other commands are given by voice from the computer center to the driver of the automobile.

Education and Formal Agencies Essay

Education is a process to develop the intellectual faculties of the man. It makes the civilized, refined, cultured and educated. For a civilized and socialized society, education is the only means. It makes a man perfect. It is systematic process through which a child or a man acquires knowledge, experience, skill and sound attitude. Every society gives importance to education because it is a panacea for all evils. It is the key to solve all problems of life. Derivative Meaning of Education: The word ‘Education’ has been derived from different words. Latin word ‘E’ and ‘Duco’ means to draw out of the inner qualities of the child. Similarly, ‘educare’ means to nurture and to bring up while ‘educare’ means to draw out the qualities of a child to make a complete man. Various educationists have given their views on education. Some important definitions are: Gandhi – â€Å"By education I mean an all-round drawing out of the best in man – body, mind and spirit. † Tagore – â€Å"Education makes one’s life in harmony with all existence. † Dr. Zakir Husain – â€Å"Education is the process of the individual mind, getting to its full possible development. † Aristotle- â€Å"Education is the creation of sound mind in a sound body. † Rousseau- â€Å"Education is the child’s development from within. † Spencer- â€Å"Education is complete living. † It can be estimated that education is a comprehensive term and it reflects one’s day-to-day life and an essential aspect for perfect balanced personality development. On other hand, the meaning of education can be understood from the narrower and broader point of view. Narrower meaning implies education is limited in educational institutions and broader meaning refers to life-long comprehensive process of education. Nature of Education: As the meaning of education, so its nature which is very complex. The natures of education are: (a) Education is life-long process- Education is life long process because every stage of life of an individual is important from educational point. (b) Education is a systematic process- It refers to transact its activities through a systematic institution and regulation. (c) Education is development of individual and the society- It is called a force for social development, which brings improvement in every aspect in the society. (d) Education is modification of behavior- Human behavior is modified and improved through educational process. (e) Education is a training- Human senses, mind, behavior, activities; skills are trained in a constructive and socially desirable way. (f) Education is instruction and direction- It directs and instructs an individual to fulfill his desires and needs for exaltation of his whole personality. (g) Education is life- Life without education is meaningless and like the life of a beast. Every aspect and incident needs education for its sound development. (h) Education is continuous reconstruction of our experiences- As per the definition of John Dewey education reconstructs and remodels our experiences towards socially desirable way. (i) Education is a power and treasure in human being through which he is entitled as the supreme master on the earth. Therefore, the role of education is countless for a perfect society and man. It is necessary for every society and nation to bring holistic happiness and prosperity to its individuals. Educational agencies are the means to achieve some goal. The role and goal of agencies of education are the impart different types of education. An individual acquires knowledge and experiences through different ways. So these sources and ways of learning take place in different institution which exercise an educational influence on the child. So the agencies of education are called the chief communicating agents between individual and the goal of education. According, to the role, educational agencies are two types- Active and Passive and according to their form they are of three types i. e. formal, informal and non-formal. These types of agencies are explained in the following ways. (1) Active Agencies: Active agencies are those where both educator and educed are active participants. The action and reactions are entertained. The school, home, family are considered as the active agencies of education. Learning is a two-way process. Interaction is lively. (2) Passive agencies: Passive agencies are those which influence the learners but they are not influenced in return. The teaching-learning process is one way. These create public opinion and public control. If the leaner is interested he may learn. Radio, TV, press, Library are the examples of passive agencies. (3) Formal agencies: Formal agencies are more or less deliberately set up by the society. It has specific objectives, curriculum, examination system, etc. These are formal because they are pre-planned. The place and time are fixed. School, college, university are the examples of formal agencies of education. (4) Informal agencies: There are agencies which grow up spontaneously and also dissolve in the same way. They observe no formalities. They indirectly impart education. If one is interested one can learn. They include family, society, playground, professional organizations, youth activity groups, etc. (5) Non-formal agencies: It is the recent concept used in India. It helps the formal agencies of education. Those who are not getting chance in formal agencies of education like schools, colleges and universities may go through the non-formal agencies of education. The programmes are meant for out of school youths, adults, and women. Correspondence course, Open University and adult education include in the non-formal agencies of education.

The Relationship Between Powhatan Indians And The New World

In the late 1500s, European countries began attempts to colonize America. Most settlements, however, failed, such as Roanoke. In 1606, the Virginia Company of London funded an expedition of 144 men to the Americas, and a year later, they arrived in the New World, entering the realm of the Powhatan Indians. The colonists then built and successfully established Jamestown (present-day Jamestown Island, Virginia). Upon their arrival, the English met the Powhatan, and the two built a healthy liaison. However, the relationship between the Powhatan and the English colonists fluctuated as time progressed, from cordial, to an uneasy peace, and inevitable violence and war. When the colonists first established Jamestown, they met the Powhatan†¦show more content†¦In An Act Prohibiting the Stealing of Canoes (1619), it states, â€Å"He that takes a canoe or other things from the Indians by violence or by stealing without their knowledge, will pay the Indians and will pay a fine.† This decree was issued in an act of solicitude towards the Indians. For these reasons, the Jamestown colonists and the Powhatan initially had an affable relation. As more persons immigrated to Jamestown in search of a better life, the colonists wanted more tracts of land, much to the noncompliance of the Indians; this prompted war between the two. The fights, however, lasted less than a decade, and ended with peace treaties, followed by precarious peace. An example of this uneasiness is shown in A Treaty of Peace passed by the Virginia General Assembly. The pact was upheld after the end of the 1644 war to solicit amity with the Indians. In A Treaty of Peace, it states, â€Å"It is legal to kill any Indian in this area unless he is a messenger from the Chief †¦ to keep from being killed, the messenger should wear a striped coat.† This demonstrates the inquietude between the Powhatan and the English colonists. Another exemplar of the uneasy peace between the two can be se en in the other regulations that were passed regarding the treatment of the Indians. The laws included the prevention of Indian children kidnappings, the approval of a law allowing the adoption of Powhatan children, the prohibition of illegally buying Indian land, and others; all of which were to

Comparison Petrarchan and Shakespearean Sonnets - 1188 Words

Through the form of sonnet, Shakespeare and Petrarch both address the subject of love, yet there are key contrasts in their style, structure, and in the manner, each approaches their subjects. Moreover, in Sonnet 130, Shakespeare, in fact, parodies Petrarchs style and thoughts as his storyteller describes his mistress, whose eyes are in no way as the sun (Shakespeare 1918). Through his English poem, Shakespeare seems to mock the exaggerated descriptions expanded throughout Petrarch’s work by portraying the speaker’s love in terms that are characteristic of a flawed woman not a goddess. On the other hand, upon a review of Sonnet 292 from the Canzoniere, through â€Å"Introduction to Literature and Arts,† one quickly perceives that†¦show more content†¦With no discernible connection to different works by the creator, it is evident that this sonnet remains solitary, with no qualifications hinting at its circumstance. In his contention, Shakespeares narrato r symbolically paints a blemished picture of his companion. Shakespeares dialect in this piece is precise and factual, in opposition with Petrarchs, which romanticizes his subject and places her on a platform. The portrayal of the fancy woman is severe to the degree of slightly offensive. His style is comparative to Petrarchs, and Shakespeare appears to reflect that same custom of proclamation, contrasting his womans characteristics with the opulence of nature. Their likenesses part, however, in their method of portraying their subjects. Shakespeares story voice is exceptionally repressed and matter-of-fact. Shakespeare, in every line, reveals that every aspect of his companion fails to meet the excellence discovered in his characteristic correlations. Shakespeares storyteller deliberately works through the contention utilizing dialect to reflect Petrarchs style while giving a much less romanticized perspective of his subject. Until the viewer achieves the determination of Sonnet 130, it might not appear that this is an affection poem whatsoever. It is through the narrator’s pronunciation of his adoration for the woman during the determination that we uncover the speakerShow MoreRelatedShakespeares My Mistress Eyes Are Nothing Like the Sun Essay697 Words   |  3 PagesShakespeares My Mistress Eyes Are Nothing Like the Sun Many authors compose sonnets about women whom they loved. Most of these authors embellish their womens physical characteristics by comparing them to natural wonders that we, as humans, find beautiful. Shakespeares My Mistress Eyes Are Nothing Like the Sun contradicts this idea, by stating that his mistress lacks most of the qualities other men wrongly praise their women for possessing. 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Let’s start by talking about just what a sonnet is. â€Å"Before Shakespeare’s day, the word â€Å"sonnet† meant simply â€Å"little song,† i.e., a short lyric poem† (poetry.about.com, 2010). By the 1200’s, the sonnet had come to be known as a form of poetry that is comprised of 14 lines. The first type of sonnet was the Italian version, also known as the Petrarchan sonnet. 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