Crime Reports for Washington State Essay Example | Topics and Well Written Essays - 1000 words

Crime Reports for Washington State - Essay Example al., 2004). This is significant because the number of arrests for both whites and blacks have a dramatic inverse ratio; nearly twice the number of white arrests were for DUI, yet 33% more blacks were arrested for drug abuse than for DUI, making blacks the only minority with more arrests for drug abuse than the other two minorities. The state of Washington has taken dramatic steps to end racism and gang violence by implementing strict laws in schools to end sex and race discrimination. This law was enacted in 1975 (Office of Superintendent of Public Instruction website, n.d.), enacted and bolstered by the OSPI through the construction and publication of guidelines, which were put into place in 1984. This reflects the success through education intervention that discrimination and racism can be discouraged through education. That is not to say that these problems do not exist in Washington State; a recent study conducted by George Bridges of the University Of Washington found disturbing news regarding the treatment of black youth in the juvenile justice system (Joel Schwartz, 1999). According to Bridges' findings, black juveniles received more severe punishment than their white counterparts. Moreover, Bridges says that "the reports tend to depict crimes committed by blacks as being caused by internal attributes or aspects of their character, such as being disrespectful toward authority or condoning criminal behavior, while white juvenile crime was more likely to be blamed on negative environmental factors, such as being exposed to excessive family conflict or hanging out with other delinquents." In the areas making enormous efforts to educate their way out of racism, we now have the problem of "unconscious racism" and stereotyping. Bridges goes on to explain that while the Washington State probation and corrections officials do seem to truly care for the state's youth, they carry the same type of concerns about blacks being more likely to re-offend than whites, just as civilians do, hence the harsher punishments. Since no real research has been conducted in Washington State in regard to racism

Lack of parental interaction

Lack of parental interaction Zafi is the eldest child and he has two younger siblings. He was an average student in primary school with no discipline problems. When he was 11 years old, his father passed away. After the death of his father, his mother holds two jobs to make ends meet. His mother relies on him to take care of his two younger siblings as she is always not at home. Currently in secondary two, his academic result is very poor. In class, he would keep to himself and would shy away from classroom activities. He would sometimes cheat in tests and exams. The reasons he gave for cheating are, not having the ability to do it and he does not want his classmates to think that he is stupid. His form teacher tried many times to meet his mother to discuss about his cheating behaviour and poor academic performance but she is always busy with her work. After school, Zafi would meet up with his neighbourhood friends. Most of them are drop outs. They constantly told him to quit school and to enjoy life just like t hem. Zafi enjoys spending time with them as he thought they understand him best. They would also smoke and drink alcohol. He would only return home very late at night or not at all. Zafis father had passed away and his mother is too busy working to support the family. There is almost no interaction between Zafi and his mother and there is no other important adult to supervise him at home. In short, the parental involvement is almost non-existent. Using Bronfenbrenner Bioecological Theory and Baumrind Parenting Style Theory, I would relate how Zafis parental interactions and parenting style affects his context of development. Bronfenbrenner Bioecological Theory According to Bronfenbrenner, the lack of parental interaction is the most destructive force to a childs development. [1] Urie Bronfenbrenner says that there are two environmental conditions that are necessary for human development. The first is that one or more adults must love the child unconditionally; the second is that the adults must encourage the child and spend time doing joint activities with the child in and out of the home environment. [2] Zafis mother loves him unconditionally but she is too busy to show it and she is also unable to spend time with any of her children. Therefore, the two important conditions are not met. Bronfenbrenner also developed a Bioecological Theory to explain how the childs environments can significantly influence his cognitive development and his growth. The theory consists of 4 systems nested around each other with the child being in the innermost. The 4 systems developed by Bronfenbrenner are: microsystem, mesosystem, exosystem, and macrosystem. [3] The microsystem is where a child has direct interactions with parents, teachers, peers and others. In Zafis case, he has very little interaction with his mother and he spends most of his time with his neighbourhood friends. Too little interactions with his mother causes a break down in his microsystem and the bad influence he is getting from his neighbourhood friends is not helping in his positive growth and development. The second level is the mesosystem. Mesosystem are linkages between microsystems such as between a childs teacher and his parents, and relationships between students and peers. His teacher tried many times to c reate a linkage with his mother but failed due to her busy work schedule. This contributes to a break down in his mesosystem. The third level is the exosystem. Exosystem are external experiences in which a child does not have an active role but still influence the childs developments. In this case, his mothers busy work schedule is the exosystem. Her two jobs require her to work long hours and irregular shifts. This resulted in her having very little face time with her children. The last level is the macrosystem. Macrosystem consists of things that influence and sometimes support the child such as cultures, norms, and laws. The break down in his microsystem will affect the other systems as it disabled him to explore other parts of his environment. Without the presence of proper supervision or love, Zafi will try looking for attention in inappropriate places. These behaviours will give rise to problems such as little self discipline and no self direction. Neglectful Parenting According to Diana Baumrind, parenting styles come in three main forms; authoritarian parenting, authoritative parenting, and indulgent parenting. Eleanor Maccoby and John Martin expanded BaumrindHYPERLINK http://www.law-of-attraction-parenting.com/baumrind-parenting-style.htmlHYPERLINK http://www.law-of-attraction-parenting.com/baumrind-parenting-style.htmls research and added another parenting style, Neglectful or Uninvolved Parenting (Maccoby Martin, 1983). [4] The degree of supervision and discipline shown by Zafis mother is minimal, and there is no consequence for unacceptable behaviour. She does not deliberately encourage Zafi to self regulate his behaviour and there is very little communication between them. These are the characteristics of neglectful parenting. Even though she fulfills her children basic needs such as food and clothing, sadly, she is detached from their life. She is also psychologically unavailable to her children. Neglectful parenting style rank lowest acro ss all life domains. Children with neglectful parents tend to lack self-control, have low self-esteem and are less competent than their peers. They often engage in high-risk behaviours and are vulnerable to substance abuse. [5] Interventions Bronfenbrenner said that to ensure healthy child development, one or more adults must love the child unconditionally and they must spend time doing joint activities with the child in and out of the home environment. However, in Zafis case, this is not possible for his mother. What she could have done to increase the level of interaction with her son is by communicating with him more through the phone. During her short breaks at work, she could have called her son to ask about his day at school, find out whether he has eaten and to also provide psychological and emotional support in case his son is upset over a school event such as a failed test. This way, the child knows his mother cares for him and he can also feel his mothers love and affection. She should also try to take at least a day off weekly to spend valuable face time with her children. If it is not possible, she should ask her parents for help in taking care of her children while she is at work. There must be at least one adult present at home so that the child would not feel neglected. As for the teacher, he needs to be flexible to adjust to the parents inflexible work schedule. If meeting with the parent in person is not possible, he should at least keep in close contact with the parent through the phone and to update her about her sons learning progress and behaviour. In doing so, he is successful in creating a linkage with the parent. Once there is a linkage, it will be much easier for both teacher and parent to work together to ensure the childs healthy development. The teacher can also educate parents about the developmental needs of children. Research indicates that family involvement in schools increases student achievement (Henderson Berla, 1994). [6] The benefits of parent and family involvement include higher test scores and grades, better attendance, more completion of homework and more positive attitudes and behavior. Next, I would relate how Zafis parental interactions and parenting style affects his self and identity development. Self-Esteem Children look to parents and other important adults for evidence that theyre smart, capable, etc. This evidence may be in the form of encouragement, praise for accomplishments, awards, etc. If the evidence is not present, low self-esteem develops. [7] This explains why neglectful parenting results in children with low self-esteem. Low self-esteem can have a big negative impact on academic performance. Once a child does poorly in school, he will start to think poorly of himself and it may cause him to underachieve or make him give up completely. Children with low self-esteem tend to be lonely in school as they find it hard to make new friends. They would shy away from classroom activities as they do not want to appear incompetent. Resisting negative pressures would also seem difficult for these children. [8] Looking at Zafis case, it is obvious that he is suffering from low self-esteem. He is doing very poorly in school and at home he never gets the encouragement he needs to make him feel better. He is also not motivated to study as no matter how well he performs, his mother is not there to praise or acknowledge his accomplishments. In class, he is afraid to get involve in classroom activities and he constantly keeps to himself. He is also not able to resist negative pressures from his neighbourhood friends. As he spends more time with them, he developed a sense of belonging towards them and this sense makes him want to be like them. Interventions It is important that teachers look out for and help students who are suffering from low self-esteem as it can affect their academic performance and also their overall well-being. Teachers should be paying more attention to students like Zafi. They tend to have low self-esteem due to the lack of attention, love and affection. Students with low self-esteem will say things like, I know that I will fail or I hate myself. They tend to avoid getting involved in new activities and would have trouble making new friends and mixing around. Stresses faced at home such as parents arguing a lot and difficult lessons can have a negative impact on a childs self esteem. Some of the things that teachers can do to improve students self-esteem are, to always accentuate the positive, avoid criticism, set realistic expectations for the students and give them the opportunity to tell the class things they like about themselves. Those with very low self-esteem will have problem with even saying two things t hey like about themselves therefore, the teacher have to provide prompts for these students. Eriksons Psychosocial Development Theory Erik Erikson highlighted the importance of relationships with others in the formation of ones own identity. He believed that personality develops through eight stages of life. He suggested that at each stage of life an individual is confronted by a crisis (Erikson, 1950). At this age, Zafi is going through stage 5 crisis of Eriksons Psychosocial Development Theory which is Identity versus Role Confusion. In this stage, adolescents struggle to resolve the question of Who am I? They move from their parents to peers as a point of references. They strive to clarify their own personalities. They are often observed to imitate the attitudes and actions of others they admire. In Zafis case, his neighbourhood friends are his only point of reference. As he respects and admires them, he chose to imitate their attitudes and actions. He would smoke and drink alcohol with them till late at night. Interventions In Identity versus Role Confusion stage, adolescents will move to peers as a point of reference. As Zafi is not close to anyone else in school, he is left with no choice but to see his neighbourhood friends as references. What can be done by the teacher is to introduce buddy system to pair up low self-esteem student such as Zafi with a higher self-esteem one. The higher self-esteem student may be able to help Zafi with his studies and thus increasing his confidence and self-esteem. Zafi may look up to his buddy as his role model and thus imitate him instead of his neighbourhood peers. The teacher should also provide plenty of opportunities for students to explore identity issues as they relate to understanding who they are as individuals. An activity such as making a collage about themselves or writing their autobiography is a good way for them to explore themselves. The teacher can also enhance students self esteem by encouraging the students to substitute negative self-statements with a positive one. Lastly, I would relate how Zafis parenting style affects his moral development. His mother neglectful parenting style resulted in him lacking self-control, having low self-esteem and feeling less competent compared to his peers. His low self-esteem caused him to have low self-confidence which led him to believe that he does not have the ability to pass his examinations. As he does not want his classmates to think that he is stupid, he decided to cheat in his tests and examinations. Kohlbergs Stages of Moral Development The reason why Zafi cheated is based on self-interests. From his reasoning, his moral development is in Level 1: Preconventional Reasoning; Stage 1: Punishment-Obedience, of Kohlbergs stages of moral development. His reasoning is characterised by a focus on the consequence experienced by him as a result of his actions. Interventions To minimize cheating, teachers should clearly spell out the consequences of cheating and to consistently follow through with these when cheating does occur. Teachers can also help students overcome the need to cheat by providing the student with extra help and reducing student anxiety. Student anxiety can be reduced by emphasizing that mistakes are okay and a part of learning.

YouTube’s Effect on the Music Industry Essay -- digital media, innovati

Digital media has had a vast effect on American society, and it continues to revolutionize the way things work. One of the main outlets for innovation in digital media is the website, YouTube. It has paved a way for the sharing of videos to a multitude of audiences. More specifically, it has profoundly affected the way the music industry works, by providing independent artists a way to release and share their music to a mass audience without the help of a major record label. Often called â€Å"The YouTube Effect,† it has become a phenomenon in the music industry. Bindu Swetha (2013) noted, â€Å"YouTube was launched in 2005 by former PayPal owners Chad Hurley, Steven Chen and Jawed Karim. Prior to YouTube, there was no website that enabled users to share their favorite videos on a website† (para. 1). The fact that YouTube was the first website to allow people to post and share videos is one of the reasons YouTube has had so much success. YouTube users can upload content to the site and share it for millions to see. Christopher Cayari (2011) found that, â€Å"YouTube has become the third most visited website in the world – behind Google and Facebook† (YouTube Has Affected Music section, para. 2). In October 2008, YouTube attracted 100 million American viewers a day, estimated to be over two-thirds of the Internet users in the United States (comScore, 2008). Cayari (2011) said that YouTube is a technology that challenges the way we perceive music, musician and audience (YouTube Has Affected Music section, para. 3). When you take a look at the number of musicians who have gained recognition simply by using YouTube, you can see the truth in Cayari’s statement. A few of the artists who are well-known for making their start on YouTube include Ty... ... References Cayari, C. (2011). The YouTube Effect: How YouTube Has Provided New Ways to Consume, Create, and Share Music. International Journal of Education & the Arts, 12(6). Retrieved November 8, 2013, from http://www.ijea.org/v12n6/v12n6.pdf comScore, press release. (2008, December 9). YouTube attracts 100 million U.S. online video viewers in October 2008. Retrieved November 8, 2013 from http://www.comscore.com/Press_Events/Press_Releases/2008/12/YouTube_Reaches_100_Million_US_Viewers Miller, D. (2011). Celebrating YouTube's Influence on Music. Music Business Journal, 02. Retrieved November 8, 2013, from www.thembj.org/2011/02/celebrating-you-tubes-influence-on-music/ Swetha, B. (2013, May 28). How YouTube Has Changed the Music Industry. Buzzle.com. Retrieved November 8, 2013, from http://www.buzzle.com/articles/how-youtube-has-changed-the-music-industry.html

Dukwane’s deliverance Essay

Being different is not always bad. It can as well mean to be capable of doing something others wouldn’t have done, to have a dream of becoming something that extends beyond your social environment. But it can be a complicated road to achieving this dream and you can meet different obstacles that need to be overcome. Sometimes deliverance is the answer. This is the situation presented in the short story â€Å"Dukwane’s deliverance†, written by Neil Ramsorrum, where the boy, Dukwane, looses the ability to walk while having a plan on attending Cambridge University. He has to deal with the fact that he is a black teenage, who lives in a society where most people are white and despite that he is a cripple as well. The main theme is reflected in this confrontation with difficulties, and tells never to give up on your dreams. The protagonist Dukwane is a black teenager, who lives with his father and mother in Camden. His family are not particularly wealthy, which is indicated by the fact that he works six shifts a week in a non-fancy fast-food restaurant. Another indication of this is the father’s choice of occupation, â€Å"As he looked at his father sat there, his bottom shirt button open and exposing his belly overhanging his trousers, he felt a sense of sadness, but also a determination to be more†. Dukwane wants to be more than his father, who is overweight and sits in front of the television all day. This ambition is a characteristic thing about him. Dukwane is not like other people in his social environment. He is an intelligent teenager, who is going to attend Cambridge University, which you can argue is an uncommon decision among his friends and family. Dukwane’s friend, Jermaine, questions Dukwane’s decision. â€Å"Well, they are all loaded, and white, I heard you get the cane from your teachers if you don’t do your work. And the older guys are gay and make the younger ones do weird shit†. He presents some negative prejudices about the university. He doesn’t think it is a place for him and wonders why he wants to attend. However Dukwane is determined to attend Cambridge University and later on becoming a politician just like Barak Obama, his big idol. Dukwane is furthermore a very courageous teenager who wants to do the right thing. â€Å"Dukwane gets up first, his hand raised to try and calm the gang of four, instinctively he places his body between the kid and his pursers†. He chooses to protect the child from getting caught and  ends up being stabbed himself. â€Å"You always do the right thing†, is what Jermaine said afterwards and even after the suggestion of revenge Dukwane does the right thing and refuses. But despite being different he is as well a part of the social environment. â€Å"†Melones hugos! Nice,† said Dukwane in what he imagined was a Spanish accent. â€Å"That’s all you think about.†Ã¢â‚¬  His use of colloquial language indicates that he can act as the others when the situation comes. The story is told with a third person narrator, who has a limited omniscient point of view. This means that the reader sees the events and other characters from Dukwane’s point of view. This way of telling a story involves the reader more than an â€Å"all knowing† third person narrator by giving the narrator an identity and makes it more interesting for the reader because everything becomes possible when the narrator isn’t â€Å"all knowing†. You can other than that say that the reader is involved due the knowledge of Dukwane’s thoughts and feelings. â€Å"He hears the sound after he feels it. Almost like the release of air, his body no longer in his control, falling to the pavement again. He feels the blood but cannot lift his head to see it. All he can see is the blur of neon fading†. The narrator has a limited point of view, and therefore the reader has a limited insight, which creates intensity and therefore becomes interesting. Another thing that creates this intensity is the change in tense. The scene where the quotation is chosen from is in the present tense, whereas the rest of the story is in the present tense. The author’s choice of using this tense combined with short sentences separated by commas and mimicking sudden motion creates a vivid setting, where the reader is involved. This leads to the setting of the short story. Dukwane lives as said in a less wealthy environment just outside London and there are different indications that tell about this environment. The social setting is mostly conveyed through the use of social- and class markers and the colloquial language, which Dukwane and his friends use. First of all there is the non-fancy restaurant, where the customers aren’t taken that serious. â€Å"†Pretty much. Except when I’m thinking about ass. You should try it.  £2.99, boss†Ã¢â‚¬ , here Jermaine is addressing Dukwane, but in the last  sentence he addresses a costumer. Usually the focus is at the costumer when you are at work in order to show your manners. His action and language indicates that they are a part of the lower social class, where manners aren’t very important. Another class marker is the hospital Dukwane is in. â€Å"Dukwane turned on the TV console above his bed.  £3.50 per day to watch the BBC† You don’t usually pay money for watching TV at a hospital, and it is totally absurd in comparison to the Danish hospitals, so the hospital isn’t fancy. Furthermore you can say that the environment is multicultural. â€Å"You know the Bengalis my cousin Frank hangs out with?† The fact that the protagonist himself is black, and that there are people from Bangladesh indicates that the area is multicultural. An interesting thing about the setting is that it also reflects Dukwane’s mood and the atmosphere. â€Å"As he stepped out onto Yorks Way, the sun was setting over Kings Cross in the distance, a crimson candyfloss sky broken by a dozen cranes all busy building his city.† He is happy that he got into Cambridge and the beautiful sunset and candyfloss sky create an atmosphere and reflect his mood. Moreover there is a contrast between he metallic machines and the fluffy candyfloss sky, which distinguish between the magical unrealistic sky and the rough capability and power of the cranes. The setting shows the distinction between what Dukwane already has and what he searches for, from the less wealthy environment to the large city of London. The theme of the short story is that you shouldn’t give up your dream despite the obstacles that can occur on your way to achieving it. â€Å"You are going to do what you always wanted to do. Do you hear†, â€Å"By your wits and sheer persistence. This is what makes us rise above other men, it is how we face adversity; how we challenge those who hold us back, how we make real our dream†. This is what the imaginary Barack Obama said to Dukwane, when he was given morphine to ease his pain. This quotation reflects the main theme of the story with precision. The short story â€Å"Dukwane’s deliverance† is about a bright black teenage boy, who is admitted to Cambridge University but unfortunately becomes paralyzed in his legs. He wants to be more than his father; he wants to break the social heritage in a multicultural area where people aren’t particularly wealthy, which is reflected in the social setting and the colloquial language. The setting shows as well this distinction between the two environments and what Dukwane has and wants to achieve. Nothing will stop him from achieving his dream neither as a poor black man nor a cripple.

Econometrics Chapter Summaries Essay

2) Basic Ideas of Linear Regression: The Two-Variable Model In this chapter we introduced some fundamental ideas of regression analysis. Starting with the key concept of the population regression function (PRF), we developed the concept of linear PRF. This book is primarily concerned with linear PRFs, that is, regressions that are linear in the parameters regardless of whether or not they are linear in the variables. We then introduced the idea of the stochastic PRF and discussed in detail the nature and role of the stochastic error term u. PRF is, of course, a theoretical or idealized construct because, in practice, all we have is a sample(s) from some population. This necessitated the discussion of the sample regression function (SRF). We then considered the question of how we actually go about obtaining the SRF. Here we discussed the popular method of ordinary least squares (OLS) and presented the appropriate formulas to estimate the parameters of the PRF. We illustrated the OLS method with a fully worked-out numerical example as well as with several practical examples. Our next task is to find out how good the SRF obtained by OLS is as an estimator of the true PRF. We undertake this important task in Chapter 3. 3) The Two-Variable Model: Hypothesis Testing In Chapter 2 we showed how to estimate the parameters of the two-variable linear regression model. In this chapter we showed how the estimated model can be used for the purpose of drawing inferences about the true population regression model. Although the two-variable model is the simplest possible linear regression model, the ideas introduced in these two chapters are the foundation of the more involved multiple regression models that we will discuss in ensuing chapters. As we will see, in many ways the multiple regression model is a straightforward extension of the two-variable model. 4) Multiple Regression: Estimation and Hypothesis Testing In this chapter we considered the simplest of the multiple regression models, namely, the three-variable linear regression model—one dependent variable and two explanatory variables. Although in many ways a straightforward extension of the two-variable linear regression model, the three-variable model introduced several new concepts, such as partial regression coefficients, adjusted and unadjusted multiple coefficient of determination,  and multicollinearity. Insofar as estimation of the parameters of the multiple regression coefficients is concerned, we still worked within the framework of the classical linear regression model and used the method of ordinary least squares (OLS). The OLS estimators of multiple regression, like the two-variable model, possess several desirable statistical properties summed up in the Gauss-Markov property of best linear unbiased estimators (BLUE). With the assumption that the disturbance term follows the normal distribution with zero mean and constant variance ÏÆ'2, we saw that, as in the two-variable case, each estimated coefficient in the multiple regression follows the normal distribution with a mean equal to the true population value and the variances given by the formulas developed in the text. Unfortunately, in practice, ÏÆ'2 is not known and has to be estimated. The OLS estimator of this unknown variance is . But if we replace ÏÆ'2 by , then, as in the two-variable case, each estimated coefficient of the multiple regression follows the t distribution, not the normal distribution. The knowledge that each multiple regression coefficient follows the t distribution with d.f. equal to (n – k), where k is the number of parameters estimated (including the intercept), means we can use the t distribution to test statistical hypotheses about each multiple regression coefficient individually. This can be done on the basis of either the t test of significance or the confidence interval based on the t distribution. In this respect, the multiple regression model does not differ much from the two-variable model, except that proper allowance must be made for the d.f., which now depend on the number of parameters estimated. However, when testing the hypothesis that all partial slope coefficients are simultaneously equal to zero, the individual t testing referred to earlier is of no help. Here we should use the analysis of variance (ANOVA) technique and the attendant F test. Incidentally, testing that all partial slope coefficients are simultaneously equal to zero is the same as testing that the multiple coefficient of determination R2 is equal to zero. Therefore, the F test can also be used to test this latter but equivalent hypothesis. We also discussed the question of when to add a variable or a group of variables to a model, using either the t test or the F test. In this context we also discussed the method of restricted least squares. 5) Functional Forms of Regression Models In this chapter we considered models that are linear in parameters, or that can be rendered as such with suitable transformation, but that are not necessarily linear in variables. There are a variety of such models, each having special applications. We considered five major types of nonlinear-in-variable but linear-in-parameter models, namely: 1.The log-linear model, in which both the dependent variable and the explanatory variable are in logarithmic form. 2.The log-lin or growth model, in which the dependent variable is logarithmic but the independent variable is linear. 3.The lin-log model, in which the dependent variable is linear but the independent variable is logarithmic. 4.The reciprocal model, in which the dependent variable is linear but the independent variable is not. 5.The polynominal model, in which the independent variable enters with various powers. Of course, there is nothing that prevents us from combining the features of one or more of these models. Thus, we can have a multiple regression model in which the dependent variable is in log form and some of the X variables are also in log form, but some are in linear form. We studied the properties of these various models in terms of their relevance in applied research, their slope coefficients, and their elasticity coefficients. We also showed with several examples the situations in which the various models could be used. Needless to say, we will come across several more examples in the remainder of the text. In this chapter we also considered the regression-through-the-origin model and discussed some of its features. It cannot be overemphasized that in choosing among the competing models, the overriding objective should be the economic relevance of the various models and not merely the summary statistics, such as R2. Model building requires a proper balance of theory, availability of the appropriate data, a good understanding of the statistical properties of the various models, and the elusive quality that is called practical judgment. Since the theory underlying a topic of interest is never perfect, there is no such thing as a perfect model. What we hope for is a reasonably good model that will balance all these criteria. Whatever model is chosen in practice, we have to pay careful attention to the units in which the dependent and independent variables are expressed, for the interpretation of regression coefficients may hinge upon units of  measurement. 6) Dummy Variable Regression Models In this chapter we showed how qualitative, or dummy, variables taking values of 1 and 0 can be introduced into regression models alongside quantitative variables. As the various examples in the chapter showed, the dummy variables are essentially a data-classifying device in that they divide a sample into various subgroups based on qualities or attributes (sex, marital status, race, religion, etc.) and implicitly run individual regressions for each subgroup. Now if there are differences in the responses of the dependent variable to the variation in the quantitative variables in the various subgroups, they will be reflected in the differences in the intercepts or slope coefficients of the various subgroups, or both. Although it is a versatile tool, the dummy variable technique has to be handled carefully. First, if the regression model contains a constant term (as most models usually do), the number of dummy variables must be one less than the number of classifications of each qualitat ive variable. Second, the coefficient attached to the dummy variables must always be interpreted in relation to the control, or benchmark, group—the group that gets the value of zero. Finally, if a model has several qualitative variables with several classes, introduction of dummy variables can consume a large number of degrees of freedom (d.f.). Therefore, we should weigh the number of dummy variables to be introduced into the model against the total number of observations in the sample. In this chapter we also discussed the possibility of committing a specification error, that is, of fitting the wrong model to the data. If intercepts as well as slopes are expected to differ among groups, we should build a model that incorporates both the differential intercept and slope dummies. In this case a model that introduces only the differential intercepts is likely to lead to a specification error. Of course, it is not always easy a priori to find out which is the true model. Thus, some amount of experimentation is required in a concrete study, especially in situations where theory does not provide much guidance. The topic of specification error is discussed further in Chapter 7. In this chapter we also briefly discussed the linear probability model (LPM) in which the dependent variable is itself binary. Although LPM  can be estimated by ordinary least square (OLS), there are several problems with a routine application of OLS. Some of the problems can be resolved easily and some cannot. Therefore, alternative estimating procedures are needed. We mentioned two such alternatives, the logit and probit models, but we did not discuss them in view of the somewhat advanced nature of these models (but see Chapter 12). 7) Model Selection: Criteria and Tests The major points discussed in this chapter can be summarized as follows: 1.The classical linear regression model assumes that the model used in empirical analysis is â€Å"correctly specified.† 2.The term correct specification of a model can mean several things, including: a.No theoretically relevant variable has been excluded from the model. b.No unnecessary or irrelevant variables are included in the model. c.The functional form of the model is correct. d.There are no errors of measurement. 3.If a theoretically relevant variable(s) has been excluded from the model, the coefficients of the variables retained in the model are generally biased as well as inconsistent, and the error variance and the standard errors of the OLS estimators are biased. As a result, the conventional t and F tests remain of questionable value. 4.Similar consequences ensue if we use the wrong functional form. 5.The consequences of including irrelevant variables(s) in the model are less serious in that estimated coefficients still remain unbiased and consistent, the error variance and standard errors of the estimators are correctly estimated, and the conventional hypothesis-testing procedure is still valid. The major penalty we pay is that estimated standard errors tend to be relatively large, which means parameters of the model are estimated rather imprecisely. As a result, confidence intervals tend to be somewhat wider. 6.In view of the potential seriousness of specification errors, in this chapter we considered several diagnostic tools to help us find out if we have the specification error problem in any concrete situation. These tools include a graphical examination of the residuals and more formal tests, such as MWD and RESET. Since the search for a theoretically correct model can be exasperating, in  this chapter we considered several practical criteria that we should keep in mind in this search, such as (1) parsimony, (2) identifiability, (3) goodness of fit, (4) theoretical consistency, and (5) predictive power. As Granger notes, â€Å"In the ultimate analysis, model building is probably both an art and a science. A sound knowledge of theoretical econometrics and the availability of an efficient computer program are not enough to ensure success.† 8) Multicollinearity: What Happens If Explanatory Variables are Correlated? An important assumption of the classical linear regression model is that there is no exact linear relationship(s), or multicollinearity, among explanatory variables. Although cases of exact multicollinearity are rare in practice, situations of near exact or high multicollinearity occur frequently. In practice, therefore, the term multicollinearity refers to situations where two or more variables can be highly linearly related. The consequences of multicollinearity are as follows. In cases of perfect multicollinearity we cannot estimate the individual regression coefficients or their standard errors. In cases of high multicollinearity individual regression coefficients can be estimated and the OLS estimators retain their BLUE property. But the standard errors of one or more coefficients tend to be large in relation to their coefficient values, thereby reducing t values. As a result, based on estimated t values, we can say that the coefficient with the low t value is not statistically different from zero. In other words, we cannot assess the marginal or individual contribution of the variable whose t value is low. Recall that in a multiple regression the slope coefficient of an X variable is the partial regression coefficient, which measures the (marginal or individual) effect of that variable on the dependent variable, holding all other Xvariables constant. However, if the objective of study is to estimate a group of coefficients fairly accurately, this can be done so long as collinearity is not perfect. In this chapter we considered several methods of detecting multicollinearity, pointing out their pros and cons. We also discussed the various remedies that have been proposed to solve the problem of multicollinearity and noted their strengths and weaknesses. Since multicollinearity is a feature of a given sample, we cannot foretell which method of detecting multicollinearity or which  remedial measure will work in any given concrete situation. 9) Heteroscedasticity: What Happens If the Error Variance Is Nonconstant? A critical assumption of the classical linear regression model is that the disturbances ui all have the same (i.e., homoscedastic) variance. If this assumption is not satisfied, we have heteroscedasticity. Heteroscedasticity does not destroy the unbiasedness property of OLS estimators, but these estimators are no longer efficient. In other words, OLS estimators are no longer BLUE. If heteroscedastic variances ÏÆ'i2 are known, then the method of weighted least squares (WLS) provides BLUE estimators. Despite heteroscedasticity, if we continue to use the usual OLS method not only to estimate the parameters (which remain unbiased) but also to establish confidence intervals and test hypotheses, we are likely to draw misleading conclusions, as in the NYSE Example 9.8. This is because estimated standard errors are likely to be biased and therefore the resulting t ratios are likely to be biased, too. Thus, it is important to find out whether we are faced with the heteroscedasticity problem in a specific application. There are several diagnostic tests of heteroscedasticity, such as plotting the estimated residuals against one or more of the explanatory variables, the Park test, the Glejser test, or the rank correlation test (See Problem 9.13). If one or more diagnostic tests reveal that we have the heteroscedasticity problem, remedial measures are called for. If the true error variance ÏÆ'i2 is known, we can use the method of WLS to obtain BLUE estimators. Unfortunately, knowledge about the true error variance is rarely available in practice. As a result, we are forced to make some plausible assumptions about the nature of heteroscedasticity and to transform our data so that in the transformed model the error term is homoscedastic. We then apply OLS to the transformed data, which amounts to using WLS. Of course, some skill and experience are required to obtain the appropriate transformations. But without such a transformation, the problem of heteroscedasticity is insoluble in practice. However, if the sample size is reasonably large, we can use White’s procedure to obtain heteroscedasticity-corrected standard errors. 10) Autocorrelation: What Happens If Error Terms Are Correlated? The major  points of this chapter are as follows: 1.In the presence of autocorrelation OLS estimators, although unbiased, are not efficient. In short, they are not BLUE. 2.Assuming the Markov first-order autoregressive, the AR(1), scheme, we pointed out that the conventionally computed variances and standard errors of OLS estimators can be seriously biased. 3.As a result, standard t and F tests of significance can be seriously misleading. 4.Therefore, it is important to know whether there is autocorrelation in any given case. We considered three methods of detecting autocorrelation: a.graphical plotting of the residuals b.the runs test c.the Durbin-Watson d test 5.If autocorrelation is found, we suggest that it be corrected by appropriately transforming the model so that in the transformed model there is no autocorrelation. We illustrated the actual mechanics with several examples. 11) Simultaneous Equation Models In contrast to the single equation models discussed in the preceding chapters, in simultaneous equation regression models what is a dependent (endogenous) variable in one equation appears as an explanatory variable in another equation. Thus, there is a feedback relationship between the variables. This feedback creates the simultaneity problem,rendering OLS inappropriate to estimate the parameters of each equation individually. This is because the endogenous variable that appears as an explanatory variable in another equation may be correlated with the stochastic error term of that equation. This violates one of the critical assumptions of OLS that the explanatory variable be either fixed, or nonrandom, or if random, that it be uncorrelated with the error term. Because of this, if we use OLS, the estimates we obtain will be biased as well as inconsistent. Besides the simultaneity problem, a simultaneous equation model may have an identification problem. An identification problem means we cannot uniquely estimate the values of the parameters of an equation. Therefore, before we estimate a simultaneous equation model, we must find out if an equation in  such a model is identified. One cumbersome method of finding out whether an equation is identified is to obtain the reduced form equations of the model. A reduced form equation expresses a dependent (or endogenous) variable solely as a function of exogenous, or predetermined, variables, that is, variables whose values are determined outside the model. If there is a one-to-one correspondence between the reduced form coefficients and the coefficients of the original equation, then the original equation is identified. A shortcut to determining identification is via the order condition of identification. The order condition counts the number of equations in the model and the number of variables in the model (both endogenous and exogenous). Then, based on whether some variables are excluded from an equation but included in other equations of the model, the order condition decides whether an equation in the model is underidentified, exactly identified, or overidentified. An equation in a model is underidentified if we cannot estimate the values of the parameters of that equation. If we can obtain unique values of parameters of an equation, that equation is said to be exactly identified. If, on the other hand, the estimates of one or more parameters of an equation are not unique in the sense that there is more than one value of some parameters, that equation is said to be overidentified. If an equation is underidentified, it is a dead-end case. There is not much we can do, short of changing the specification of the model (i.e., developing another model). If an equation is exactly identified, we can estimate it by the method of indirect least squares (ILS). ILS is a two-step procedure. In step 1, we apply OLS to the reduced form equations of the model, and then we retrieve the original structural coefficients from the reduced form coefficients. ILS estimators are consistent; that is, as the sample size increases indefinitely, the estimators converge to their true values. The parameters of the overidentified equation can be estimated by the method of two-stage least squares (2SLS). The basic idea behind 2SLS is to replace the explanatory variable that is correlated with the error term of the equation in which that variable appears by a variable that is not so correlated. Such a variable is called a proxy, or instrumental, variable.2SLS estimators, like the ILS estimators, are consistent estimators. 12) Selected Topics in Single Equation Regression Models In this chapter we discussed several topics of considerable practical importance. The first topic we discussed was dynamic modeling, in which time or lag explicitly enters into the analysis. In such models the current value of the dependent variable depends upon one or more lagged values of the explanatory variable(s). This dependence can be due to psychological, technological, or institutional reasons. These models are generally known as distributed lag models. Although the inclusion of one or more lagged terms of an explanatory variable does not violate any of the standard CLRM assumptions, the estimation of such models by the usual OLS method is generally not recommended because of the problem of multicollinearity and the fact that every additional coefficient estimated means a loss of degrees of freedom. Therefore, such models are usually estimated by imposing some restrictions on the parameters of the models (e.g., the values of the various lagged coefficients decline from the f irst coefficient onward). This is the approach adopted by the Koyck, the adaptive expectations, and the partial, or stock, adjustment models. A unique feature of all these models is that they replace all lagged values of the explanatory variable by a single lagged value of the dependent variable. Because of the presence of the lagged value of the dependent variable among explanatory variables, the resulting model is called an autoregressive model. Although autoregressive models achieve economy in the estimation of distributed lag coefficients, they are not free from statistical problems. In particular, we have to guard against the possibility of autocorrelation in the error term because in the presence of autocorrelation and the lagged dependent variable as an explanatory variable, the OLS estimators are biased as well as inconsistent. In discussing the dynamic models, we pointed out how they help us to assess the short- and long-run impact of an explanatory variable on the dependent variable. The next topic we discussed related to the phenomenon of spurious, or nonsense, regression. Spurious regression arises when we regress a nonstationary random variable on one or more nonstationary random variables. A time series is said to be (weakly) stationary, if its mean, variance, and covariances at various lags are not time dependent. To find out whether a time series is stationary, we can use the unit root test. If the unit root test (or other tests) shows that the time series of interest is stationary,  then the regression based on such time series may not be spurious. We also introduced the concept of cointegration. Two or more time series are said to be cointegrated if there is a stable, long-term relationship between the two even though individually each may be nonstationary. If this is the case, regression involving such time series may not be spurious. Next we introduced the random walk model, with or without drift. Several financial time series are found to follow a random walk; that is, they are nonstationary either in their mean value or their variance or both. Variables with these characteristics are said to follow stochastic trends. Stock prices are a prime example of a random walk. It is hard to tell what the price of a stock will be tomorrow just by knowing its price today. The best guess about tomorrow’s price is today’s price plus or minus a random error term (or shock, as it is called). If we could predict tomorrow’s price fairly accurately, we would all be millionaires! The next topic we discussed in this chapter was the dummy dependent variable, where the dependent variable can take values of either 1 or 0. Although such models can be estimated by OLS, in which case they are called linear probability models (LPM), this is not the recommended procedure since probabilities estimated from such models can sometimes be negative or greater than 1. Therefore, such models are usually estimated by the logit or probit procedures. In this chapter we illustrated the logit model with concrete examples. Thanks to excellent computer packages, estimation of logit and probit models is no longer a mysterious or forbidding task.

The Function and Cell Types of Epithelial Tissue

The Function and Cell Types of Epithelial Tissue The word tissue is derived from a Latin word meaning to weave.  Cells that make up tissues are sometimes woven together with extracellular fibers. Likewise, a tissue can sometimes be held together by a sticky substance that coats its cells. There are four main categories of tissues: epithelial, connective, muscle and nervous. Lets take a look at epithelial tissue. Epithelial Tissue Function Epithelial tissue covers the outside of the body and lines organs, vessels (blood and lymph), and cavities. Epithelial cells form the thin layer of cells known as the endothelium, which is contiguous with the inner tissue lining of organs such as the brain, lungs, skin, and heart. The free surface of epithelial tissue is usually exposed to fluid or the air, while the bottom surface is attached to a basement membrane.The cells in epithelial tissue are very closely packed together and joined with little space between them. With its tightly packed structure, we would expect epithelial tissue to serve some type of barrier and protective function and that is certainly the case. For example, the skin is composed of a layer of epithelial tissue (epidermis) that is supported by a layer of connective tissue. It protects the internal structures of the body from damage and dehydration.Epithelial tissue also helps to protect against microorganisms. The skin is the bodys first line of defense aga inst bacteria, viruses, and other microbes. Epithelial tissue functions to absorb, secrete, and excrete substances. In the intestines, this tissue absorbs nutrients during digestion. Epithelial tissue in glands secrete hormones, enzymes, and other substances. Epithelial tissue in the kidneys excrete wastes, and in the sweat glands excrete perspiration.Epithelial tissue also has a sensory function as it contains sensory nerves in areas such as the skin, tongue, nose, and ears.Ciliated epithelial tissue can be found in areas such as the female reproductive tract and the respiratory tract. Cilia are hair-like protrusions that help propel substances, such as dust particles or female gametes, in the proper direction. Classifying Epithelial Tissue Epithelia are commonly classified based on the shape of the cells on the free surface, as well as the number of cell layers. Sample types include: Simple Epithelium: Simple epithelium contains a single layer of cells.Stratified Epithelium: Stratified epithelium contains multiple layers of cells.Pseudostratified Epithelium: Pseudostratified epithelium appears to be stratified, but is not. The single layer of cells in this type of tissue contain nuclei that are arranged at different levels, making it appear to be stratified. Likewise, the shape of the cells on the free surface can be: Cuboidal - Analogous to the shape of dice.Columnar - Analogous to the shape of bricks on an end.Squamous - Analogous to the shape of flat tiles on a floor. By combining the terms for shape and layers, we can derive epithelial types such as pseudostratified columnar epithelium, simple cuboidal epithelium, or stratified squamous epithelium. Simple Epithelium Simple epithelium consists of a single layer of epithelial cells. The free surface of epithelial tissue is usually exposed to fluid or the air, while the bottom surface is attached to a basement membrane. Simple epithelial tissue lines body cavities and tracts. Simple epithelial cells compose linings in  blood vessels,  kidneys,  skin, and the  lungs. Simple epithelium aids in  diffusion  and  osmosis  processes in the body. Stratified Epithelium Stratified epithelium consists of epithelial cells stacked in multiple layers. These cells typically cover exterior surfaces of the body, such as the  skin. They are also found interiorly in portions of the  digestive tract  and  reproductive tract. Stratified epithelium serves a protective role by helping to prevent water loss and damage by chemicals or friction. This tissue is constantly renewed as  dividing cells  on the bottom layer move toward the surface to replace older  cells. Pseudostratified Epithelium Pseudostratified epithelium appears to be stratified but is not. The single layer of cells in this type of tissue contain  nuclei  that are arranged at different levels, making it appear to be stratified. All cells are in contact with the basement membrane. Pseudostratified epithelium is found in the respiratory tract and the  male reproductive system. Pseudostratified epithelium in the respiratory tract is  ciliated  and contain finger-like projections that help to remove unwanted particles from the  lungs. Endothelium Endothelial cells form the inner lining of the  cardiovascular system  and  lymphatic system  structures. Endothelial cells are epithelial cells that form a thin layer of simple squamous epithelium known as  the endothelium. Endothelium makes up the inner layer of vessels such as  arteries,  veins, and  lymphatic vessels. In the smallest blood vessels,  capillaries  and sinusoids, endothelium comprises the majority of the vessel.​ Blood vessel  endothelium  is contiguous with the inner tissue lining of organs such as the  brain,  lungs,  skin, and  heart. Endothelial cells are derived from endothelial  stem cells  located in  bone marrow. Endothelial Cell Structure Endothelial cells are thin, flat cells that are  packed closely together to form a single layer of endothelium. The bottom surface of endothelium is attached to a basement membrane, while the free surface is usually exposed to fluid. Endothelium can be continuous, fenestrated (porous), or discontinuous. With continuous endothelium,  tight junctions  are formed when the  cell membranes  of cells in close contact with one another join together to form a barrier that prevents the passage of fluid between the  cells. Tight junctions may contain numerous transport vesicles to allow the passage of certain molecules and ions. This can be observed in the endothelium of  muscles  and  gonads. Conversely, tight junctions in areas such as the  central nervous system  (CNS) have very few transport vesicles. As such, the passage of substances in the CNS is very restrictive. In  fenestrated endothelium, the endothelium contains pores to allow small molecules and  proteins  to pass. This type of endothelium is found in  organs  and glands of the  endocrine system, in the intestines, and in the  kidneys.   Discontinuous endothelium  contains large pores in its endothelium and is attached to an incomplete basement membrane. Discontinuous endothelium allows  blood cells  and larger proteins to pass through the vessels. This type of endothelium is present in the  sinusoids  of the liver,  spleen, and  bone marrow. Endothelium Functions Endothelial cells perform a variety of essential functions in the body. One of the primary functions of endothelium is to act as a semi-permeable barrier between body fluids (blood  and lymph) and the  organs  and tissues of the body. In blood vessels, endothelium helps blood to flow properly by producing molecules that prevent blood from clotting and  platelets  from clumping together. When there is a break in a blood vessel, endothelium secretes substances that cause blood vessels to constrict, platelets to adhere to injured endothelium to form a plug, and blood to coagulate. This helps to prevent bleeding in damaged vessels and tissues. Other functions of endothelial cells include: Macromolecule Transport RegulationEndothelium regulates the movement of macromolecules, gases, and fluid between the blood and surrounding tissues. The movement of certain molecules across the endothelium is either restricted or allowed based on the type of endothelium (continuous, fenestrated, or discontinuous) and physiological conditions. The endothelial cells in the brain that form the blood-brain barrier, for instance, are highly selective and allow only certain substances to move across the endothelium. The  nephrons  in the kidneys, however, contain fenestrated endothelium to enable the filtration of blood and the formation of urine.Immune ResponseBlood vessel endothelium helps cells of the  immune system  exit blood vessels to reach tissues that are under attack from foreign substances such as  bacteria  and  viruses. This process is selective in that  white blood cells  and not  red blood cells  are allowed to pass through the endothelium in this manner .Angiogenesis and LymphangiogenesisThe endothelium is responsible for angiogenesis (creation of new blood vessels) and lymphangiogenesis (new lymphatic vessel formation). These processes are necessary for the repair of damaged tissue and tissue growth. Blood Pressure RegulationEndothelial cells release molecules that help to constrict or dilate blood vessels when needed. Vasoconstriction increases blood pressure by narrowing blood vessels and restricting blood flow. Vasodilation widens vessel passages and lowers blood pressure. Endothelium and Cancer Endothelial cells play a critical role in the growth, development, and spread of some  cancer cells. Cancer cells require a good supply of oxygen and nutrients to grow. Tumor cells send signaling molecules to nearby normal cells to activate certain  genes  in the normal cells to produce certain  proteins. These proteins initiate new blood vessel growth to tumor cells, a process called tumor angiogenesis. These growing tumors metastasize, or spread, by entering blood vessels or lymphatic vessels. They are carried to another area of the body via the  circulatory system  or the  lymphatic system. The tumor cells then exit through the vessel walls and invade surrounding tissue. Sources: Alberts B, Johnson A, Lewis J, et al. Molecular Biology of the Cell. 4th edition. New York: Garland Science; 2002. Blood Vessels and Endothelial Cells. Available from: (ncbi.nlm.nih.gov/books/NBK26848/)Understanding Cancer Series. Angiogenesis. National Cancer Institute. Accessed 08/24/2014

5 Examples of Insufficient Hyphenation

5 Examples of Insufficient Hyphenation 5 Examples of Insufficient Hyphenation 5 Examples of Insufficient Hyphenation By Mark Nichol Phrasal adjectives that consist of more than two words are often flawed in construction, perhaps because writers are hesitant to complicate a phrase with more than one hyphen. But hyphens are cheap and handy linking devices, and as these sentences show, their proper use enhances clarity. 1. â€Å"The high cost of the multi-million dollar catamarans caused many boats to drop out of the competition.† What, exactly, is a dollar catamaran, and what does it mean to describe it as multi-million? That’s the format of the question anyone who describes the cost of something should ask before considering such a sentence complete and correct. For one thing, the prefix multi-, like most prefixes, is almost invariably attached to another word without a hyphen (exception: if the other word begins with an i), but the resulting compound, multimillion, should be attached to dollar to modify what type of catamaran is under discussion: â€Å"The high cost of the multimillion-dollar catamarans caused many boats to drop out of the competition.† 2. â€Å"He met all the deadlines for the challenging four-week long assignment.† The error here is the same as the second one in the previous example the lack of a hyphen creates the impression that the last word in a phrasal adjective is itself modified by the preceding word or words. This sentence refers to a long assignment that is four weeks in nature. But long belongs with â€Å"four-week,† so it should be hyphenated to week to complete the phrase modifying assignment: â€Å"He met all the deadlines for the challenging four-week-long assignment.† 3. â€Å"The adviser some call the world’s second-most powerful man prefers to work behind the scenes. Second-most is a nonsensical modification of â€Å"powerful man.† Powerful is part of the ranking, so it should be part of the phrasal adjective: â€Å"The adviser some call the world’s second-most-powerful man prefers to work behind the scenes.† 4. â€Å"Listen to any song from our vast collection of twentieth and twenty-first century music.† This invitation refers to music of the twentieth and twenty-first centuries, not century music of the twentieth and twenty-first. Twentieth is an elided form of twentieth-century, so it should be followed by a suspensive hyphen, and century should be attached to twenty-first with another hyphen: â€Å"Listen to any song from our vast collection of twentieth- and twenty-first-century music.† 5. â€Å"Business must be good for small-businessman John Smith.† Because businessman is a closed compound, this sentence requires a different solution but not â€Å"Business must be good for small-business-man John Smith.† Here, too, an appositive one or more words that rename something is mistaken for a phrasal adjective. For the sentence to work, the appositive must be reworded so that small and business can be hyphenated to modify just what John Smith is an owner of a small business: â€Å"Business must be good for small-business owner John Smith.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Good At, Good In, and Good With8 Writing Tips for BeginnersPreposition Review #1: Chance of vs. Chance for

Redact

Redact Redact Redact By Maeve Maddox A reader has requested a discussion of the word redact: Your article on degradereminded me of redact, a verb whose meaning is shifting because the usual context in which it is used nowadays is when a document is partially censored or has portions elided. Perhaps you would like to do an article on redact. The current use of redact to mean â€Å"elide or delete† is not so much a shifting of meaning as the development of a narrowed meaning that exists in addition to other established meanings. The earliest OED citations of redact (1475) show it used in the sense of â€Å"to combine†: Romulus redacte alle the cites in to oon. [Romulus redacted all the cities into one.] The Romanes didde redresse and redacte these lawes of Salon in to x tables. [The Romans did redress (reform) and redact these laws of Solon into ten tables.] The sense of redact to mean, â€Å"to combine ideas and writings,† developed to mean, â€Å"to prepare a text for publication.† The noun redaction (something that has been edited for publication) is first recorded in the 18th century. Both redact and redaction continue to be used to refer to the act of editing in the sense that editing includes collecting, organizing, and deleting portions of texts that are being readied for publication. A special branch of biblical study is called â€Å"redaction criticism.† It concerns itself with the motives of the people who compiled, edited, and organized texts into their existing state. When government censors are called upon to redact soldiers’ letters during wartime, or to prepare classified documents for public release, the only aspect of editing that concerns them is deletion. A document â€Å"redacted† by a censor may have words and whole paragraphs blacked out. For that reason, the words redact and redaction have come to be synonymous with delete and censorship in the minds of many speakers. Not all dictionaries have caught up with this use of redact. The paid versions of M-W and OED that I use do not recognize the new usage. The free M-W Online, on the other hand, offers these definitions: redact: 1. to put in writing 2. to select or adapt (as by obscuring or removing sensitive information) for publication or release 3. to obscure or remove (text) from a document prior to publication or release In addition to their use to refer to the censoring of sensitive documents, redact and redaction have become computer terms: The technique of Blacking out parts of screenshots and other images is called Redaction. Being able to blackout, or redact, parts of an image is easily done with the Preview App that is always shipped out on all Mac computers. Click and hold your mouse down at one end of the text you want to black out (redact). Context should provide the necessary clue to how redact and redaction are being used. For example: As Professor Chauvin remarks in an Appendix to that work, the Persian redaction of this tale was made in modern times. The Gilbert Public Schools Governing Board voted to redact pages from its textbooks tied to abortion and reproduction. The [Carolingian] writer of these notes had plans to redact them into a set text, but never really got to do so. The only caveat I would offer regarding the use of redact in the sense of obliterate is to avoid the tautology â€Å"redact out†: If I scan a page and want to go in and redact out 10 blemishes, I have to keep going to the menu to select â€Å"mark for redaction† each time. Please redact out references to social security numbers and birth date on transcript copies. Redact is a transitive verb: I want to go in and redact 10 blemishes. Please redact references to social security numbers. No out needed. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:When to use "on" and when to use "in"Disappointed + PrepositionPreposition Review #1: Chance of vs. Chance for

The strengths and limitations of Pro Tools HD as a music production Essay

The strengths and limitations of Pro Tools HD as a music production system - Essay Example The major benefit Pro Tools is that it can be run alone, and can also operate very well using a large assortment of external A/D converters and/or internal Peripheral Component Interconnect (PCI) (Webopedia) or Peripheral Component Interconnect Express (PCIe) audio cards with onboard digital signal processor DSP (Dyer and Harms). In essence, Pro Tools similar to most other softwares of Digital Audio Workstation is very much like a tape recorder that is multi-track and has a mixer. There are several other added features that can perform their function only in the digital domain. Pro tools supports all of 16-bit, 24-bit and the 32-bit float audio at several different sample rates of which the maximum is 192 kHz. Pro tools can also well handle Waveform Audio File Format (WAV) ( IBM Corporation and Microsoft Corporation), Audio Interchange File Format (AIFF), AIFC, WMA, mp3 and SDII audio files as well as the QuickTime video files. A prominent feature of Pro tools is its time code, elast ic audio, tempo maps, automation and the surround sound capabilities. Pro Tools was initially developed by Peter Gotcher and Evan Brooks, both graduates of UC Berkeley. Majors of computer sciences and electrical engineering, Pro Tools began in 1984 as just a sound designer whose original purpose was to tidy up sounds for the E-MU keyboard (emulator archive). Both Brooks and Gotcher tried merging Pro Tools with E-MU. This proposition was rejected and lead to the invent of Digidesign (Brooks) now known as Avid technology. Sound Tools originally began on the 20th of January in the year 1989 at the National Association of Music Merchandisers (NAMM). Initially, it was just a simple tool that was computer based and was uses as a stereo audio editor. The software had tremendous amount of potential which was limited by the technology of hard drives (NAMM.org). The first album which was recorded and edited as well as mixed entirely with the aid of Pro Tools was The Beach Boys ‘summer i n Paradise’ in the year 1991. The album was released 1992. "Livin la Vida Loca" a song by Ricky Martin was released in the year 1999 and was the first ever song edited and mixed on Pro Tools to reach the stature of the No. 1 single. Version 2.0 of garbage was the first ever Pro Tool edited album to win a nomination for Grammy awards in the category of ‘Album of the Year’. The entire album was solely edited and mixed with the help of Pro Tools. Eventual successes as these go on to prove the success and usefulness of Pro Tools. There are several recording artists that now prefer to record their songs without the help of Pro Tools. A prominent such name is Jack White belonging to The White Stripes who argued that this tool was not highly appropriate for the purposes of recording music. He was perhaps right in saying that tools such as these were destroying the true essence of recorded music. It made fixing of the mistakes too easy recording artist and the end result or the recorded song was more of a Pro Tool fix up then the artistic effort by the recording artist. He was also right to say that Pro Tools produced the end result so perfect that music instead of sounding like it was sung by someone sounds all the same because of the near to perfect qualities added into it. He was of the opinion that this was not what music was about and it shouldn’t be what people have to hear. They had a right to know music in

Assessment in Mathematics Essay Example | Topics and Well Written Essays - 2750 words

Assessment in Mathematics - Essay Example Use of reasoning can only be achieved through questioning, a major theme in this essay. Additionally, learning cannot be termed successful if the learners have not been assessed (Black & William, 2001). From a simple question, a lot can be derived from just a single concept. This essay shall center on the implications of assessment on the teaching and learning environment in relation to the national and school’s policy. 1.0. Introduction In the course of teaching and learning, it is of the essence that a myriad of tests are given to learners so as to make certain that the learners are well tested on the concepts taught in the classroom. With the concepts trained in Mathematics are mostly concerned with solving problems, the teachers cannot confine themselves on multiple choice questions, but quizzes that are meant to define the weight of understanding of the whole concept by the students. With the learners being subjected to challenging concepts by the day, the learners are at mot times at par with the concepts being taught in the classroom setting. This leads to the theory that both the formative and summative assessments cannot be estranged in the success of teaching and education and Mathematics. Analysts and researchers in the field of schooling claim that, no learning structure can be viewed as successful if the students have not been evaluated, and given a chance to improve on the previously achieved scores. With the learners having a chance to assess their improvement, learning becomes a joint approach between the educators and the learners. According to Donald &Ainsworth (2006), formative evaluation as compared to summative evaluation allows learners have an immediate assessment strategy on the concepts being taught in the learning environment. Detection of limitations they have on a certain concept, they are able to take charge of what they need to improve on, in the course of learning. Summative assessment on the other hand, is only designed fo r the long term results and grading of the learners. Critics argue that summative assessment is more of a tool that shifts its energies to general assessment of the learners, not considering the aspect of improving the learners’ ability on an immediate manner. In this case, it is warranted to make the assumption that formative assessment are of great importance to teaching and learning as compared to summative education (Stanley & Moore, 2009). Additionally, Lester & National Council of Teachers of Mathematics (2007) indicate that if educators select formative assessments over summative assessments, their learners stand a better chance to have close monitoring of the learner progress and assistance on the tasking topics in the course of learning. Positive results are likely to be yielded in the learning environment with the educators devising the best approaches to apply while teaching. Positive results, new trends picked by the learners and varying responses can be well reco rded in the learning environment in the case of formative assessment, since the entire process is continuous. This essay shall focus on the current national policy on assessment in Mathematics, the school policy on assessment, after that give a critical reflection of my personal classroom practice with assessment in Mathematics. Finally, the essay shall make a conclusion on the importance of theories of assessment in Mathematics among my learners. 2.0. Body 2.1. Current national policy on assessment in Mathematics Maughan & Cooper (2010) indicate that in the UK, there have been massive attempts by

Film Journal about the movie called Memento Review

Film Journal about the called Memento - Movie Review Example He is narrating the scene rather than talking from himself. To his right is a pull out lamp that is attached to the wall and it has a soft, somewhat fuzzy light. The wall behind him has an unframed "something" that may be a diploma but it is not necessary to know what it is because the main character is what is important in the scene. When the woman talks the camera reframes to her and the background is blurred so that the audience only looks at the woman. She is speaking in the film but in a voice that is almost a whisper. The room in the scene is spars to keep the audience focused on the main character. For the remainder of the scene the audience must concentrate on the face of Sammys wife until the camera switches back to the main character. The film uses a nonlinear narrative and this scene is one of the many black and white scenes that are telling the story and it is one of the scenes that are told in chronological order. There is no sound in this scene beyond the talking but the use of light is important. In this seen the light gives sharp contrasts with shadows and they amplify the main characters loneliness and his mood while he is talking to Sammys wife. The movie shows black and white scenes in chronological order and scenes in color in reverse chronological order. The importance of this scene is that it is one of the "investigative" moments that the main character is using to attempt to bring his memory back. It is less complicated than other black and white scenes and it is shorter. The scene is a small snippet or segment that is important to moving the plot because the audience needs to see all the characters to determine who may be the killer. This scene is about halfway through the movie and it is important to show all of the "characters" that were a part of the build up to the main characters revelation about himself. This scene also shows that the main character is doing a thorough job of interviewing each

Abuse of prescription of narcotics in primary care Dissertation

Abuse of prescription of narcotics in primary care - Dissertation Example Chronic non cancer pain in primary care and use of opioids (Nicholson & Pasik, 2007).  In the USA estimates suggest that 50 million people suffer from chronic non cancer pain, with 41% dissatisfied with the outcomes of their pain treatment. The frequent site at which these patients seek health care is from primary care. In the primary care environment prevalence of chronic non cancer pain ranges from 5% to 33% (Nicholson & Pasik, 2007).3) Extent of opioid misuse in primary care and causes (Von Korff et al, 2011).   True estimates of the extent to which prescription opioids are misused among primary care patients are not available, but the limited evidence from surveys conducted suggest that the prevalence of prescription opioid misuse in primary care could range from 4% to 26% (Von Korff et al, 2011)4) Primary care givers need to have adequate knowledge on preventing opioid misuse Salloum, 2010).   Though the true prevalence of prescription opioid misuse remains elusive the ind ications of high abuse of prescription opioids raises the relevance of prevention practices at the point of misuse (Ruiz & Strain, 2010).B.  Establish a working definition of prescription opioid abuse and identification of the characteristics of prescription opioid abuse    1)   According to Friedman et al p, 454, NUPM in a wide perspective may be taken to mean â€Å"the use of a scheduled prescription medication without the prescribing clinician’s knowledge† (Friedman et al, 2009).2) Characteristics of abuse of prescription narcotics (Liebschutz et al, 2010)... ry care patients diagnosed with chronic pain and prescribed opioids shows that the characteristics for PDUD in such patients include cigarette smoking, high severity of pain, personal and family history of substance abuse, post-traumatic stress disorder, and experience of a jail sentence (Liebschutz et al, 2010). 3) Caregiver knowledge and attitudes in the prescribing of narcotics for non cancer chronic pain (Srivatsava, 2007). Evidence coming from surveys conducted on care givers points to knowledge deficits in care givers and attitudinal issues acting as barriers to efficient management of pain. Quite often fear of addiction and misuse of prescribed narcotics is the basis of unsatisfactory management of pain (Srivatsava, 2007). 4) Patient perspective on prescribing of narcotics for non cancer chronic pain (Srivatsava, 2007). From the perspective of patients it is the care providers in the form of medical and nursing professionals that are knowledgeable on issues pertaining to emplo ying narcotics in the treatment of pain, and they expect that these professionals provide them with the appropriate information on narcotics in the treatment of non cancer chronic pain, to make it a useful part in their treatment (Srivatsava, 2007). II Theoretical Considerations (Not done as no guidelines received and not mandatory for the annotated outline) III Review of Literature A literature review matrix has been generated for effectively developing the literature review. 15 peer reviewed primary research articles relevant to the topic of the dissertation were selected. The inclusion criterion was that these articles were published on or later than 2006. The rationale behind such an inclusion criteria was to make the literature deliver the currently relevant body of knowledge on the

Lowering the drinking age Essay Example | Topics and Well Written Essays - 1000 words

Lowering the drinking age - Essay Example This essay establishes varied approaches that depict the merits and demerits of lowering the drinking age. Researchers establish that the American youths should gain access to drinking after attaining the majority age of eighteen having the ability to distinguish the good from the bad accordingly. The reason established is that the constraints in prevalence over drinking remains ineffective as the youths would access alcohol by practicing other uncensored alternatives. For example, the youth were adapting to distinct approaches to the habit, through organizing parties as the best alternatives to drinking. The reason behind the resolution into beer parties is a deviant from the authorities that controlled the drinking points. Further, the youth below the drinking age remain vulnerable to unhealthy drinking practices as much as they practiced it in isolation (Toomey, Nelson, and Lenk, 2009). The behavior is predominantly possessive, and the authorities should ease the stringent measures over the drinking age. Arguments are that the importance of allowing teenagers into alcoholism through reducing the limit to the age of eighteen (Rigler, 2000). The controversy is that, the government stands accused on the measures on drinking, stipulating that the measures have indirectly stimulated indulgence into the habit, rather than reducing. There is likeliness that the youths continually indulge into drinking, a factor propelled by the urge to experience different dimensions that seem attractive although restricted by the law (Smith, 1995). Different findings establish that because of the perceived oppression following the sanctioned drinking age of 18 years, the youth continually indulge into the habit as it is common that humans are defiant to change and will react accordingly. Evidence depicts that the youth are curious on attaining the drinking age of twenty-one, and with an

Social security and Medicare reform Policy recommendations Essay

Social security and Medicare reform Policy recommendations - Essay Example In 2002, there were around 40.5 million citizens of United States who were enrolled in the program. In 2006, the government paid more than $80,000 for the program. The following is the data on the progress of the program. The data above shows how the US Government spends money on various specials groups in the population. The old age Insurance covers the retired workers, Spouses and children. The Survivors Insurance covers the widows, widowers and parents. It also covers the widowed mothers and fathers. The children are also included in the insurance cover. Lastly, the Disability Insurance covers the Disabled workers, Spouses and Children. This report refers to the month of February 2012. As compared to the earlier years, the government has improved both in Medicare and Social Security provision. In 2005, the USA residents had lost hope in the social Security Reform. In the same year, the residents were not concerned at all by the Medicare Reform. What mattered to them most was on the progress of the war against Iraq. The economic goals will be achieved through improving the care given to the elderly, developing and promoting a holistic approach which is person centered to the person who is given the care, through recognition and focusing on the empowerment of the beneficiary, and enhancing equality control throughout the systems of social security and Medicare. The policy recommendations stated that there was going to be no changes to social security since it does not contribute to deficit reduction. The president also believed that social security is not a driver of medium term deficits. The president reported that the Social Security program does not contribute at all to the deficit. There was a recommendation that the Social Security cuts to be put off. The other policy recommendation was to increase the eligibility age of those who were receiving the Medicare from age 65 to 67. The

Lowering the drinking age Essay Example | Topics and Well Written Essays - 1000 words

Lowering the drinking age - Essay Example This essay establishes varied approaches that depict the merits and demerits of lowering the drinking age. Researchers establish that the American youths should gain access to drinking after attaining the majority age of eighteen having the ability to distinguish the good from the bad accordingly. The reason established is that the constraints in prevalence over drinking remains ineffective as the youths would access alcohol by practicing other uncensored alternatives. For example, the youth were adapting to distinct approaches to the habit, through organizing parties as the best alternatives to drinking. The reason behind the resolution into beer parties is a deviant from the authorities that controlled the drinking points. Further, the youth below the drinking age remain vulnerable to unhealthy drinking practices as much as they practiced it in isolation (Toomey, Nelson, and Lenk, 2009). The behavior is predominantly possessive, and the authorities should ease the stringent measures over the drinking age. Arguments are that the importance of allowing teenagers into alcoholism through reducing the limit to the age of eighteen (Rigler, 2000). The controversy is that, the government stands accused on the measures on drinking, stipulating that the measures have indirectly stimulated indulgence into the habit, rather than reducing. There is likeliness that the youths continually indulge into drinking, a factor propelled by the urge to experience different dimensions that seem attractive although restricted by the law (Smith, 1995). Different findings establish that because of the perceived oppression following the sanctioned drinking age of 18 years, the youth continually indulge into the habit as it is common that humans are defiant to change and will react accordingly. Evidence depicts that the youth are curious on attaining the drinking age of twenty-one, and with an

Cross-Cultural Interactions Essay Example | Topics and Well Written Essays - 1500 words

Cross-Cultural Interactions - Essay Example Cross-cultural interactions between 500 and 1500 CE The period between 500 CE and 1500 CE saw the emergence of various cross-cultural events that are crucial in understanding world history. These cross-cultural interactions had significant socio-economic and political ramifications for all the societies that were involved. Previous centuries had seen a long period of instability in major societies such as China, Southwest Asia, Mediterranean and India. During 500 CE, the aforementioned societies were faced with a need to restore social and political order. This stability was to be provided by empires that were well established which were Tang, Abbasid and Byzantine from China, Southwest Asia and eastern Mediterranean respectively. These empires commanded order over vast territories and had economies that were very powerful. Core to cross-cultural interactions was the spread of major religions. In particular, Islam spread across India, North Africa and the Iberian Peninsula. Another religion that played a vital role in bringing about cross-cultural interactions was Buddhism, which alongside with Confucianism spread from China via Korea to Vietnam. This period was also characterized with the spread of Christianity in the northern and the western part of Europe (Bently pg753). The beginning of 1000 CE and subsequent years saw a quick change in cultures throughout the world. Kingdoms and states became more centralized and cross-cultural interactions increased tremendously.... Kingdoms and states became more centralized and cross-cultural interactions increased tremendously. In America, this is the period that led to the emergence of Andean, Mayan and Mississippian cultures. European renaissance, which is a major event in world history, occurred during this period. In addition, great empires and centralized states such as the Mongol empire in Asia emerged during this period. However, during the 14th century, cross-cultural interactions decreased tremendously following the demise of many participants in long-distance trade through bubonic plague. The Europeans and the Chinese were major culprits as they lost millions of people to the epidemic. The cross-cultural interactions did not die completely. The 15th century was a period when the western Europeans became prominent due to the wealth they had amassed from cross-cultural encounters with various societies. This prominence set standards for their part in influencing major undertakings in various parts of the world even in the modern world (Bently pg766). Significance of the Cross-Cultural Interactions The conquests and trading activities that were carried out by Muslim states led to a remarkable distribution of food and crops throughout Asia, which resulted to growth of population and increased food production in Europe, China and North Africa. Long distance trade was an aspect of culture that developed during this period. This trade brought major implications in culture and religion. Merchants carrying out this trade traversed various societies and cultural regions whereby they integrated with new communities. These merchants played a major role in the establishment of religions such as Buddhism and Hinduism in Asia, Christianity in Asia and Islam in some parts

Memory Loss and Cognitive Impairment of the Elderly

Memory Loss and Cognitive Impairment of the Elderly CHAPTER V DISCUSSION, SUMMARY, CONCLUSION, IMPLICATIONS LIMITATIONS AND RECOMENDATIONS This chapter deals with discussion, summary and conclusion drawn. It also clarifies the limitation of the study, the implications and recommendations given for different areas such as nursing practice, nursing education, nursing administration and research. Memory loss is unusual forgetfulness. May not able to remember the new incidents, recall more memories of the past or both .Memory loss can be distressing for the person affected as well as for their family. Mild cognitive impairment is a syndrome defined as cognitive decline greater than expected for an individual’s age and education levels but that does not interfere notably with activities of daily life. Age related changes in cognitive function vary considerably across individuals. Some cognitive functions appearing more susceptible than others to the effect of aging. DISCUSSION: The present study was designed to assess the memory loss and cognitive impairment for the elder peoples. The investigator adopted descriptive research design. The data collected for the study were analyzed statistically and discussed below based on objectives. i) Demographic Description: Demographic variables included Age , Sex , Education , Monthly income before coming to the old age home , Marital status , Occupation before coming to the old age home , Duration of stay in the old age home , Family history of mental illness , Source of income . Out of 60 elderly majority of the people 26 ( 43.33%) were between the age group of 76 – 80 yrs , regarding the sex 36 ( 60%) people are males ,regarding the educational status 50 ( 83.33 %) people had primary education , regarding the monthly income 46( 76.66%) people are getting RS ,3000-5000, 39 ( 65%) people married , 24 ( 40%) people are in private job , 30 ( 50%) people are staying 1-2 years in the old age home , 55( 91.66% ) people are not having family history of mental illness , 20 ( 33.33%) people are having source of income from the children. 1) The first objective of the study was to assess the memory loss and cognitive impairment among elder people. Among 60 samples 1 (1.66%) of them scored between 61-80 (Mild memory loss), 19 (31.66%) of them scored between 41- 60 (Moderate memory loss), 40 (66.66%) of them scored between 21- 40 (Severe memory loss), and there is no people in very severe memory loss among elderly. This study was supported by Chips .J Pillai., et al (2009), conducted a early assessment of memory impairment in people over 65 years old . Tests used for the early diagnosis with memory loss are Wechsler memory scale. They recorded 74.5 % of memory complaints for old age people. Memory consultations were assessed at clinical settings and improve the access to early medical and behavioral support. Among 60 samples 3(5%) of them scored between 21-25 (Mild cognitive impairment), 56 (93.33%) of them scored between 11- 20 (Moderate cognitive impairment), 1 (1.66%) of them scored between 0-10 (Severe cognitive impairment) among elderly. This study was supported by Cynthia Thomas et al ( 2005 ) , conducted the study on cognitive assessment for elderly ; A brief screening test for mild cognitive impairment. Mini mental status examination administered to all the participants. 94 Participants meeting mild cognitive impairment clinical criteria. The study concluded that 55%people detect mild cognitive impairment. 2) The second objective of the study was association between the memory loss with demographic variables: The chi square value for the association of age and memory loss among elderly is significant 0.001 levels. Hence, a significant association between age and memory loss. There is no significant association between memory loss with sex , education , occupation before coming to the old age home , marital status , income before coming to the old age home , duration of stay in the old age home , family history of mental illness , source of income among elderly. This study was supported by Gary .J Kennedy (2008), assessed the age associated memory impairment. 160 participants were selected with the age group of 70 -80 years. Used 4 computerized 3 non computerized memory tests. The participants score was low on two memory test. The data suggest that 80 % subjects had memory impairment. 3) The third objective was to associate the cognitive impairment with demographic variables. There is no significant association between cognitive impairment with demographic variables such as age , sex , education , occupation before coming to the old age home , marital status , income before coming to the old age home , duration of stay in the old age home , family history of mental illness , and source of income among elderly. This study was supported by John .M Starr et al (1999) conducted a study on age associated cognitive decline in healthy older people. Results were the study fails to support the hypothesis that cognitive decline can be attributed to age alone in healthy older people. They detected 57% older people had moderate cognitive impairment. 4) The fourth objective was to assess the correlation between memory loss and cognitive impairment. Mean value for memory loss is 38.3 and standard deviation value is 5.60, and mean value for cognitive impairment is 15.5 and standard deviation value is 2.89. Correlation of memory loss and cognitive impairment score is 0.407. It is evident that there is a positive correlation between memory loss and cognitive impairment among elderly. This study was supported by Noboru Habu., et al (2010). Conducted a cross sectional study on relationship between mild memory impairment and cognitive impairment. Results were the study there is a correlation of coefficient of memory loss and cognitive impairment(r = 0.391). There is a positive correlation between memory loss and cognitive impairment among elderly. SUMMARY The present study aimed to assess the memory loss and cognitive impairment among elderly at ST. JOSEPH old age home in Coimbatore. The objectives were to: 1) Assess the memory loss and cognitive impairment among elderly. 2) Associate the memory loss with demographic variables among elderly 3) Associate the cognitive impairment with demographic variables among elderly. 4) Correlate the memory loss and cognitive impairment among elderly. Review of literature facilitated the investigator to collect the relevant information to support the study. The researcher adopted descriptive research design for conducting this study. The conceptual frame work was based on Modified bio psychosocial model 1999. The researcher to identify the memory loss and cognitive impairment among elderly. 60 elderly were selected by convenient sampling technique .The tool used for data collection consists of Wechsler memory scale, mini mental status examination. The data was collected for a period of 6 weeks in ST. JOSEPH OLD AGE HOME Coimbatore. Based on the objectives, data were analyzed using both descriptive and inferential statistics. MAJOR FINDINGS OF THE STUDY: According to statistical analysis, 1(1.66%) elderly had mild memory loss. 19(31.66%) elderly had moderate memory loss. 40(66.66%) elderly had severe memory loss. 3(5%) elderly had mild cognitive impairment. 56(93.33%) elderly had moderate cognitive impairment. 1(1.66%) elderly had severe cognitive impairment. Chi square value for the association of age with memory loss is significant at 0.001 levels. So these findings indicated that as age progress the memory will get decreased. Chi square value for the association of cognitive impairment with demographic variables is not significant. Mean value for memory loss is 38.3 and standard deviation is 5.60. Mean value for cognitive impairment is 15.5 and standard deviation is 2.89. The findings indicated that the Correlation value of memory loss and cognitive impairment is 0.407. It was evident that there is positive correlation between memory loss and cognitive impairment. It can be assumed when memory loss get increased the cognitive impairment also will increase. CONCLUSION: That it is concluded that elderly are suffers from memory loss and cognitive impairment, there is a significant association between age and memory loss. As the age progress the memory will get decreased. And there is no significant association between cognitive impairment with demographic variables. There is a positive correlation between memory loss and cognitive impairment among elderly. IMPLICATIONS: The present study findings have several implications in nursing practice, nursing education, nursing administration and nursing research. Nurse can assess the problems of elderly and prevent further complication. Nursing practice: Increased attention towards family members regarding care of elderly. Nurses can provide memory training for the elderly. Nurses can advice the elderly to maintain the diary for remembering important matters. Nurses can provide counselling for psychological problems of the elderly. Nursing Education: Nursing educator plays an important role for preparing the nurses for caring the elderly and meets the psychological and physical needs of the elderly. Nursing educator Involve the students in memory training program. Nursing educator ways to improve and maintain cognitive health. Nursing Administration: Nursing administrator can plan and organizing community based classes to the community people regarding improving memory and cognitive impairment among elderly. Nursing administrator can encourage students to participate in health education and counselling programme for the family members. Nursing administrator can conduct in-service education, workshop, continuing nursing education to the nursing students and update their knowledge about needs (physical psychological) for the elderly. Nursing Research: This study can be baseline for future studies to build on. Nursing research provides evidence based clinical practice. LIMITATIONS: This study was limited to single setting. This study was limited to the sample size of 60 elderly. This study was limited to only assessment of memory loss and cognitive impairment among elderly. RECOMMENDATIONS: A study can be conducted to find out the needs of the elderly A study can be conducted in various settings. A study can be conducted to psychological and physical problems of elderly. A study can be conducted to compare the memory loss and cognitive impairment of elderly staying in old age home and staying in home. A study can be conducted in community settings. A study can be conducted memory loss and cognitive impairment can affect the activities of daily living and occupational functions of the elderly. ABSTRACT The present study entitled, study to ASSESS THE MEMORY LOSS AND COGNITIVE IMPAIRMENT AMONG ELDERLY AT ST. JOSEPH OLD AGE HOME COIMBATORE. The objectives of the study were to assess the memory loss and cognitive impairment among elderly, associate the memory loss with demographic variables among elderly, associate the cognitive impairment with demographic variables among elderly, and correlate the memory loss and cognitive impairment among elderly. Descriptive research design was adopted for this study. This study was conducted in ST.JOSEPH old age home, Coimbatore. The sample size was 60 elderly. The Conceptual frame work adopted for this study was Modified bio psychosocial model (1999). The study was conducted for a period of six weeks. The tools used to assess the memory loss and cognitive impairment is Wechsler memory scale and Mini mental status examination. The results of the study were Among 60 samples, 1.66% elderly had mild memory loss, 31.66% elderly had moderate memory loss , and 66.66% elderly had severe memory loss. In cognitive impairment 5% elderly had mild cognitive impairment, 93.33% elderly had moderate cognitive impairment, and 1.66% elderly had severe cognitive impairment. There is a significant association between age and memory loss .There is no significant association between cognitive impairment with demographic variables. Positive correlation between memory loss and cognitive impairment among elderly. The study concluded that as the age progress the memory will get decreased.