Commands to the computer Essay Example for Free

Commands to the computer Essay Function keys across the top Letter keys in the main section A numeric keypad on the right Cursor movement and editing keys between the main section and the numeric keypad. The layout of the letters on a keyboard is standard across many countries and is called a QWERTY keyboard. The name comes from the first six keys on the top row of the alphabetic characters. Some keyboards come with added keys for using the Internet and others have an integrated wrist support. Ergonomic keyboards have been developed to reduce the risk of repetitive strain injury to workers who use keyboards for long periods of time. The computers processor scans the keyboard hundreds of times per second to see if a key has been pressed. When a key is pressed, a digital code is sent to the Central Processing Unit (CPU). This digital code is translated into ASCII code (American Standard Code of Information Interchange). For example, pressing the A key produces the binary code 01100001 representing the lower case letter a. Holding down the shift key at the same time produces the binary code 01000001 representing the upper case letter A. Advantages: Most computers have this device attached to it It is a reliable method for data input of text and numbers. A skilled typist can enter data very quickly. Specialist keyboards are available Disadvantages: It is very easy to make mistakes when typing data in It can be very time consuming to enter data using a keyboard, especially if you are not a skilled typist. It is very difficult to enter some data, for example, details of diagrams and pictures. It is very slow to access menus and not flexible when you want to move objects around the screen Difficult for people unable to use keyboards through paralysis or muscular disorder. Mouse A mouse is the most common pointing device that you will come across. It enables you to control the movement and position of the on-screen cursor by moving it around on the desk. Buttons on the mouse let you select options from menus and drag objects around the screen. Pressing a mouse button produces a mouse click. You might have heard the expressions double click, click and drag and drag and drop. Most mice use a small ball located underneath them to calculate the direction that you are moving the mouse in. The movement of the ball causes two rollers to rotate inside the mouse; one records the movement in a north-south direction and the other records the east-west movement. The mouse monitors how far the ball turns and in what direction and sends this information to the computer to move the pointer. Advantages: Ideal for use with desktop computers. Usually supplied with a computer so no additional cost. All computer users tend to be familiar with using them. Disadvantages They need a flat space close to the computer. The mouse cannot easily be used with laptop, notebook or palmtop computers. (These need a tracker ball or a touch sensitive pad called a touch pad). Trackball A tracker ball, is like an upside down mouse with the ball on top. Turning the ball with your hand moves the pointer on the screen. It has buttons like a standard mouse, but requires very little space to operate and is often used in conjunction with computer aided design. You will often find a small tracker ball built into laptop computers in place of the conventional mouse. Advantages Ideal for use where flat space close to the computer is limited. Can be useful with laptops as they can be built into the computer keyboard or clipped on. Disadvantages Not supplied as standard so an additional cost and users have to learn how to use them a joy stick is simalar to the mouse but turns at the sides a joy stick is used to play computer games it turns in 8 dirtion and is used for controlling things like cars advantge there is an idmete feel of dirction due to the movement of the stick disavantges its hard to controlthey can break ealisy This document was downloaded from Coursework. Info The UKs Coursework Database http://www. coursework. info/ This document was downloaded from Coursework. Info The UKs Coursework Database http://www. coursework. info/ This document was downloaded from Coursework. Info The UKs Coursework Database http://www. coursework. info/ This document was downloaded from Coursework. Info The UKs Coursework Database http://www. coursework. info/ This document was downloaded from Coursework. Info The UKs Coursework Database http://www. coursework. info/ This document was downloaded from Coursework. Info The UKs Coursework Database http://www. coursework. info.

Cross Cultural Pragmatic Perspective For Classroom Teaching

Cross Cultural Pragmatic Perspective For Classroom Teaching Introduction Cross-culture pragmatics, as a new subject of language study, is based on the developments of pragmatics theories. It hybrids Anthropology, Translation, Communication, Sociology and Pragmatics together and gets wide influence on future language study. Scholars from different countries are always focusing on the problems which language learners always made in their second language using to compare with their native language comprehension. Cross-culture pragmatics is the study of interrelationship communication between people who are from different culture backgrounds. So behind the language usage differences is the huge diversity of cultures which influence the actions and thinking of people. Core Definitions Pragmatics is the study of meaning in context. It deals with particular utterance in particular discourse and situation and is especially concerned with the various ways in which many social contexts of language performance can influence interpretation. In other words, pragmatics is concerned with the way language is used to communicate rather than the way it is structured. Cross-culture pragmatics developed since 1950s in America when Chomsky ¼Ã‹â€ 1957 ¼Ã¢â‚¬ ° developed his grammar-based approach to language acquisition. Lado (1957) had published his book Linguistics Across Culture which can be considered as a milestone to cross-culture pragmatics. It shows the differences between this new subject and comparative linguistics. In his view, comparative linguistics should focus on the differences among languages especially give a systematic comparison of the target language, native language and their culture to get the relation from meaning and distribution. Individuals tend to transfer the forms and meanings and the distribution of forms and meanings of their native language and culture to the foreign language and culture both productively and when attempting to speak the language and to act in the culture and receptively when attempting to grasp and understand the language and culture as practiced by natives. From then on, others like Charles Mor ris considered that the study of language should be parceled into syntax, semantics and pragmatics while certain researchers at least in the past have seen pragmatics as a fuzzy area, possibly not deserving of being categorized as a separate and main field. (Thomason,1973 ¼Ã… ¡162). Thomason (1973) thinks that the status of pragmatics is much less clear, if such a discipline exists at all, it is very under-developed . The definition of culture may be ambiguous with some considering it largely related to ethnicity while sociologists and others (Dash, P.2003) consistent to Stern (1992) may see it as inclusive of social groups, some of which may be independent of ethnic consideration ( Dash, P., 2004). Failure is an irreplaceable notion in cross-culture pragmatics from which linguists could get valuable evidences to investigate the language communication and analyze the reason of pragmatic failure. That which is related to cross-cultural failure is referred to as pragmalinguistic failure whereas that which has a non-cultural basis due to the social relationships and positions between individuals is referred to as sociolinguistic failure (Thomas, 1983 ¼Ã… ¡99). Leech (1983) analyzed the different importance of politeness applying into cultures and the informative intent or the sentence meaning, and the other the communicative intent or speaker meaning. The ability to comprehend and produce a communicative act is referred to as pragmatic competence which often includes ones knowledge about the social distance, social status between the speakers involved, the cultural knowledge such as politeness, and the linguistic knowledge explicit and implicit (Kasper, 1997). Foreign language learners are easily to put their own culture to the target language learning which constantly causes pragmatic failures and thus affects the effectiveness of trans-cultural communication. Thin (1984) writes in his book that, literal meaning has little, if any relevance to the use of spoken language in social life. Just (2001) further investigates, much of what we state about others, we have not derived from their statements but from their behaviour. From their point, interpreting pragmatic failure could not ignoring the cultural basis and social belief. Green (1996) especially demonstrated that the central notion is that pragmatics must include belief, intentions (or goal) plan and act. Differences in the way of speaking with different languages are profound and systematic, andà ¢Ã¢â€š ¬Ã‚ ¦reflect, and can be explained, in terms ofà ¢Ã¢â€š ¬Ã‚ ¦ differences in cultural traditions, cultural values, and cultural priorities( Wierzbicka 2003:21). It will lose its meaning when language learners use their language without their belief and innate cultural comprehension. The verbal expressions of the language will also fade and lose their vivacity. Cross-pragmatics communication failure It has be beard in mind for all the teachers of pragmatics in their classroom teaching that it is most important cross-cultural risk of pragmatic pitfalls for a certain group of learners who are really in it. For this concern, language teachers especially L2 teacher should be careful to explain the difference of pragmatic usage of communication to avoid cross-cultural misunderstandings. For example, Chinese put modesty as their primary politeness , for this reason , they would criticize themselves to others especially when they are praised by others. I remember an interesting conversation happened between a Chinese girl and an Aussie girl. A: I love your dress, it is amazing! C: No, no, it is only an ordinary dress. Then the conversation fell into ice. It is normal for westerner especially English speaker to say Thank you when their dress are appreciated by others. But in this case, the Chinese girl used her chi-English thinking and directly translated her native language thinking into English to say no. The Aussie girl may think her aesthetic taste being laughed. It is ironic that it is the culture difference causes the misunderstanding. Another example happened in students from Asian countries especially Japan, Korea and China. Teachers from western culture background may find that it is difficult to let those students to call their given name directly without using the title Mr, MS or Professor. These Asian countries are greatly influenced by Confucius and Mencius. Teachers and elders are respected and their authority must not be challenged. In daily conversation, this hierarchical difference would be more obvious, students or the young must use title or honorific pronouns to call the teachers or the elders. Or else they would be criticized by the public. Although they will get used to the western social manners, they still bear the cultural thinking. The idea of number is so universal in the sense that it is readily accessible to all human beings and it is expressed in the lexical structure of all languages. However, not all languages have a grammatical category of number. As we know, English recognizes a distinction between one and more that one ( singular and plural). This distinction has to be expressed morphologically, by assign a suffix to a noun or by changing its form in some other way to indicate whether it refers to one or more than one: boy/boys, box/boxes, man/men, and person/people. The form of a noun in Chinese does not normally indicate whether it is singular or plural. A: May is leaving Nanjing for Beijing tomorrow. B: Dont forget to take the two luggages with you. Of course, it is typically a chi-English conversation. In this communication, pragmatic failure has come out. Luggage is a collection noun and also an uncountable one. The plural form of the word luggage should be expressed as two pieces of luggage. So B should say: Dont forget to take the two pieces of luggage with you. In social cultural concerning, dead is a forbidden word in Chinese culture, Chinese people always use pass away or other word to replace the word DEAD. So in Arabic numbers , Chinese always avoid and unlike the figure 4. Because it shares the same pronunciation with the word dead in Chinese. It is just the same as westerners unlike number 13 and thinks it unlucky. Although both of them are superstitious, they are the part of the culture. As a ordinary language learners , he has to respect it and not to judge. Furthermore, privacy is not often be discussed in public in western countries, many English speakers may feel weird and uncomfortable when people ask them about it. Chinese people always talk about family, marriage and job. But no offense, they just treat them as normal topic to arise the conversation. However, if the English speaker refused harshly, the conversation will be placed on iceberg. Both of the speakers will feel awkward. In hip-pop and rap culture, as a popular music culture. The lyrics always include some abbreviation and jargons having hidden meaning which people hard to understand. Even the native English speaker cannot comprehend. Because it represents the typically Negro street culture in United States. This also can approves that within a big cultural circle, there always exists small cultural. For this sake , we could know cross-cultural could not only exists between countries but different ethnic groups or other groups. Another examples is the Japanese word Sumimasen Versus I am sorry. English speakers might think that Japanese apologize more frequently than they really do because Sumimasen is always be heard in daily life. Sumimasen can be translates as I am sorry and be uses for apology; however, it can also be used in other purposes. There seven functions of it (Ide, 1998:510). It can be used to convey sincere apologies, sumimasen was also used to express thanks, to convey a mixture of thanks and apologies, as a preliminary a request, as an attention-getter , as actual-taking device, and more ritualistically as advice to confirm what someone has sais or simply to acknowledge it. It carries pragmatic and ritualistic functions that extend beyond conveying the semantic meaning of regret or gratitude in actual discourse. So when English speakers hear Sumimasen as frequently as they say I am sorry they think the meaning of these two words are equivalent. Though it is unavoidable to make pragmatic failure during cross-cultural communication, we should consider how to improve the ability of cross-cultural communication since the target students are second language learners. We need to offer a few qualifications related to the issue of how to become a more competent communicator. First, the major cultural barriers to the cross-cultural communications, stereotyping and prejudice, misusing of power, culture shocks, and ethnocentrism, etc. Secondly, because communication is an activity that has a consequence, we must continually ask ourselves id we are behaving in a way that harms our communication partners. For example, do not shake your left hand with people come from India, because left hand symbolize dirt and bad luck. The most important way of how to improve the ability of the cross-cultural communication is following some basic advice such as knowing yourselves, considering the physical and human setting, seeking a shares code, devel oping empathy, encouraging feedback and learning about cultural adaptation, etc. All these can help improve cross-cultural communication. It has become necessary to us to improve the ability of cross-cultural communication. In my opinion, it is also a hard job for teacher themselves to improve their ability of cross-cultural communication. In classroom teaching, teachers hope the students from different cultural backgrounds to show their difference language usage or reactions towards the same things in front of the whole class. But students who notice the intention sometimes are not willing to take the chalks which may make them feel embarrassed like the animals in the zoo. As Thomas (1983) writes, ..speaking good English does not necessarily mean conforming to the norms of the culturally hegemoic strata. The teachers might well know different culture through their teaching, the key point is they shouldnt bear the discriminations to certain culture. If the teacher cannot keep his neutrality, students from certain cultural background may feel hurt and inferior. Mangubhai (1997) states, Nonetheless, it is possible to discern certain patterns of behavior, or primary tendencies within a cultural or sub-cultural group that permit one to address learners as a group. Grouping the students and respecting their own culture wou ld be the fundamental rule for all language teachers. Classroom Implications There are some implications for cross-cultural language teachers in their classroom teaching to eliminate the pragmatic failure and cultural misunderstanding. Foreign language teaching should be entered at all levels of linguistic knowledge words, sentences, discourse penetration pragmatic knowledge to enhance the ability to use language learners so that students understand the language reflected in the pragmatic rules, values and social ideas. Through the two cultures, two languages contrast, explore, and point out their differences in order to avoid linguistic pragmatic failure. Foreign or second language teachers when they are in the teaching process should pay special attention to the custom of a particular form of language-oriented; English speech act realization and understanding of differences in speech act. In vocabulary teaching, the students are supposed not only to understand the terms of intention, but also pay attention to their cultural meaning and proper use, in particular the taboo words. In oral practice and translation practice, different usage of words and expressions should be emphasized through certain discourse and contexts. Provide a lot of cross-cultural communication context to its recommend sources and materials relevant to the subject of the foreign cultures of extra-curricular books to enhance the learners understanding of foreign cultures and improve their practical application ability. To encourage the students to investigate the culture barrier themselves and let them to talk more with the native speaker of the target language will fasten the process of culture immersion. In communication, language is the basic unit of discourse. Thus, the ability to foster communicative discourse on the need to develop capacity. The so-called discourse capability refers to the students master the discourse on the basis of knowledge of the mechanisms of convergence can be quickly and accurately grasp the basic content of discourse and the central idea, in-depth understanding of the communicative value of text, students with strong reading ability and listening comprehension. Can be combined with the ability to read and write the language heard of synchronized and coordinated manner. The challenge for language teachers is to present information about culture in such a way that learners come to recognize, through nonjudgmental comparison, both the existence of their own system and that of the other language/culture. Language teachers must not only act as a good teaching instructors, administrators, evaluators, but also to act as lifelong learners and teaching the role of researchers. Pragmatic abilities as related to pragmatics, cross-cultural communication studies, second language acquisition research, foreign language teaching and other fields of inter-disciplinary issues, so the teacher must establish a life-long learning concept, lay a solid basic skills, and focus on their own knowledge structure updates. Language teachers in cross-cultural teaching background should expand the breadth and depth of their knowledge, and continuously develop their pragmatic competence in order to ensure the professional competence of adaptability, do a good job nurturing stude nts who pragmatic competence. Feedback plays a key role in learners progress in culture competence. A teacher can give feedback in the role of an L2 instructor who points out learners mistakes, presents correct models, or direct learners to self-correct. Alternatively, a teacher can provide feedback as one interlocutor in the interaction, who responds to the other interlocutors remarks and behaviors with natural conversational prompt for repetition, clarification, or self-correction (Noda, 1998). Performing a culture in each case should aim to create a memory focused on pleasing the subjects of the remembering so they will want to continue the conversing (Walker, 2000). The ability to discern others response and adjust ones behaviors accordingly is an important skill that contributes to learners overall competence in C2 communication. Therefore, when learners performance is culturally incorrect, responding as an interlocutor in the interaction is one option in giving feedback. Since this kind of feedback is implicit and time-consuming, when it causes confusion or is not applicable in classroom instruction, explicitly correcting learners can always be an alternative option. Kramsch (1991: 229) refers to it as cultural competence, and asserts that it can best be developed in a structured learning environment, here conscious parallels can be drawn, where language can be explicitly linked to its meaning in a particular sociocultural and historical context, where disparate linguistic or cultural phenomena can be brought together and attached to more abstract principles of both base (C1) and target (C2) language and culture. Teachers should continually deepen their understanding of both C1 and C2 by reading studies from a variety of sources that help identify and analyze cultural patterns in the series of isolated cultural facts which they experience or teach about. Conclusion As supported by the definitions by Mangubhai and Son (2003) and Hatch (1992) in respect to an utterance, its underlying meaning and intention derived from specific context represents pragmatics(Dash, 2004). Both Morris (in Thomason, 1973) and Green (1989) separate out pragmatics to semantics and it is this separation, which needs to be imparted in defining to teachers and students how to generate a real improvement in pragmatic competence. Well-organized role play and multi-media displaying authentic and successful pragmatics usage across different cultural against the examples of more frequent cross-cultural pragmatic failure may be a start to guide the students to successful pragmatic strategies . Culture changes through times, the materials language teachers use may be out of date, the teacher could ask the students to correct mistakes and discuss it through groups to clear the misunderstanding. In an attempt to explore the roles of cultural values and cultural themes curriculum, learners learn doing things in a culturally appropriate manner, which automatically results in a procedural knowledge of C2 cultural themes. L2 learners also develop descriptive knowledge on cultural themes and cultural values through explicitly learning information on the two. Culture has a distinct personality; the use of language must be followed. Culture rules, in other words, culture determines thinking, decision. In this sense, the difference in language use can not be avoided. It takes time to implant the pragmatic ability only in classroom teaching. It will be a long journey for both students and teachers to experience the cultural difference in their life and process of learning. However, study the culture of target language including manners, customs and cultural formation of the correct concept will have positive effect on pragmatic competence. (3214 words)

Graduation Speech -- Graduation Speech, Commencement Address

Life is a series of new beginnings. We are always proceeding through life focused on one goal. When we were little, it was to put anything and everything that we could possibly find into our mouths. Later, we managed to put one wobbly leg in front of the other. When we were experts at that and getting into all sorts of trouble, we moved on to kindergarten. That is when it all began: our long journey that would lead us to today. Kindergarten was full of challenges and new experiences. White glue sticks tasted ... umm ... so interesting! There were twenty-six letters in the alphabet to memorize, finger-paints to use, the opposite sex to chase (and keep away from), and big sixth graders to survive. After that, a short nap on the area mats and a healthy snack of Ritz crackers and apple jui...

Beka Lamb by Zee Edgell Essay -- Four Pillars Zee Edgell Essays Papers

Beka Lamb by Zee Edgell The four pillars of life include staying connected, motion, nutrition and reduction of stress. In the novel, Beka Lamb, by Zee Edgell, these pillars are examined. A novel about the upbringing and changes a young girl goes through. She makes some mistakes throughout her life but she soon realizes that she needs to alter her ways. With the help of a close friend, considered to be like a sister, she is able to look at life differently. Their friendship helps them to transform.   Ã‚  Ã‚  Ã‚  Ã‚  Beka is a young teenager, going through a tough time in her life. Her parents had enrolled her in a Catholic school in order to give her a best education. They want her to strive to be the best that she can. While at school, Beka became lazy and ended up failing her first year at the school. Aside from being a poor student, Beka is also a liar. Rather than telling her parents the truth, she lies and as a result, takes a beating from her father. Her best friend, Toycie, tries to guide Beka onto the right path.   Ã‚  Ã‚  Ã‚  Ã‚  Toycie is a few years older than her friend. She is now in fourth form at the Catholic school. As a child, she was abandoned by her parents and left to be cared for by her Aunt Eila. Characterized by her Aunt as a Queen, Toycie is almost the complete opposite of Beka. She is beautiful and studious. The quality that links them together is their ability to find themselves in bad situations.   Ã‚  Ã‚  Ã‚  Ã‚  Their friendship had developed at a young age and has grown into a sisterhood. As a job, Toycie took care of Beka and her brothers. From there, the two shared many secrets. Being each others’ confidant, they spent a lot of time together. They would go on walks and share their thoughts or ambitions with one another. They also had a system of checks and balances. When Beka was in trouble at school, Toycie offered to help her with her studies. She also urged Beka to be truthful with her parents. In return, Beka tried to persuade Toycie to find help when she became pregnant. Beka was also there for her when her boyfriend refused to accept the baby as his own.   Ã‚  Ã‚  Ã‚  Ã‚  In Toycie’s hardest times, Beka was always around, trying to help. Because of their strong friendship, Beka wanted to be her shoulder to lean on. In the first few months of her pregnancy, Toycie became very nauseous. While at school, she was vomiting everywhere and Beka would run to h... ...aditions of its mother country. Tea time offered a time for people to connect with others. It was a time where families could get together and bond. As mentioned before, women of the house joined together in the kitchen when preparing the snack. Motion plays it part when the family is together and talking. Their minds are consistently moving as they discuss their thoughts. Also, Beka and Toycie usually took their long walks after tea. Obviously, the pillar of nutrition was fulfilled when the family has tea and treats. Lastly, the family was able to relax when sitting down for tea. They were able to take some time out of their day to unwind.   Ã‚  Ã‚  Ã‚  Ã‚  Beka Lamb is a good example for the four pillars of life. The different aspects are displayed in Beka’s actions and beliefs. She is full of life and without these pillars she would not be able to get as far as she has. Still in her first form, Beka still has a lot to learn about herself and others. Everything happens for a reason and Beka has learned that her actions do have consequences. Although all consequences may not be good ones, she still has the basic foundations in life which are found in herself, her family and her friends.

Shakespeares Othello - Iagos Deception as Catalyst for Truth Essay

Iago: Deception as Catalyst for Truth    The audience will achieve a more complete understanding of Iago in The Tragedy of Othello if Iago is viewed as a complex character and not simply as a conventional "villain."   Iago's devious schemes destroy lives both literally and figuratively, but they may also serve to reveal the character of others in intricate ways.   A critical interpretation of Iago reveals that although he is principally a deceiver, he is also a dramatic agent of truth.   Even though his acts are malicious and deceitful, the title "honest Iago" is fitting in the sense that he reveals the true nature of his victims, as well as the propensity for human beings to act in accordance with their inherently dark natures.   While based in deception, Iago's machinations expose the truth of Brabantio's hidden racism, Cassio's inner vanity, and Othello's repressed sexual possessiveness. Iago cleverly emphasizes the issue of race and its association with devilry when he and Roderigo announce to Brabantio that Desdemona has eloped with Othello.   Iago is the first to emphasize the biracial nature of the marriage by referring to Othello as an "old black ram" and to Desdemona as a "white ewe" (1.1.85-86).1   Iago then associates Othello with the image of "the devil" (88) because he is black, warning Brabantio that he has "lost half [his] soul" (84) now that Desdemona is married to Othello.   It is Iago who initially suggests that Othello exemplifies the stereotype that a black person is inherently evil and likely to be a practitioner of witchcraft.   Granted, it is unlikely that Iago's few brief statements give birth to Brabantio as a racist; yet by plaguing Brabantio's thoughts with a dialogue that feeds his natural tendency tow... ...ility to perceive Iago completely is the natural human tendency to deny that which is abhorrent in our own natures, and to find scapegoats on which to place the blame for our darker sides.   As a conventional villain, Iago becomes an easy scapegoat; we place the responsibility for the moral failings of others on his ability to manipulate and deceive.   Yet as an agent of truth, Iago's most meaningful revelation is that we tend to deny the reality that, as human beings, we all possess the propensity to judge what is foreign to us in racist ways, to esteem ourselves too highly, or to be sexually motivated and possessive.   Indeed, Iago has the "last laugh" in being "honest Iago" as an agent of truth-for he manipulates not only the characters, but the audience as well. Note 1. All references to Othello are from the Signet Classic Edition (New York: Penguin, 1998).

Trespass

TRESPASS TO THE PERSON Aims of Lectures: * OVERVIEW OF THE TORTS COVERING TRESPASS TO THE PERSON * DEFENCES TO TRESPASS TO THE PERSON * ALTHOUGH NOT A PART OF TRESPASS TO THE PERSON WE WILL ALSO ASSESS THE RULE IN WILKINSON V DOWNTON 1. OVERVIEW The aim/s of these torts: Protection from personal interference / protects your bodily integrity and your liberty. The trespass torts are actionable per se (there is no need to prove damage). A trespass to the person may well also be a CRIME and criminal law cases can be helpful but please note that a CIVIL action is designed to achieve a different objective i. . to vindicate your right / claim damages or to prove a point (Halford v Brookes [1991] 1 WLR 428). For a recent case against the police see: ZH v Commissioner of Police [2012] EWHC 604 involving a 16 year old autistic teenager at a swimming pool: http://www. judiciary. gov. uk/Resources/JCO/Documents/Judgments/zh-v-commissioner-of-police. pdf There are three forms of trespass to the p erson: A. ASSAULT B. BATTERY C. FALSE IMPRISONMENT PLEASE NOTE THE DIFFERENCE BETWEEN TRESPASS AND NEGLIGENCE: Trespass is DIRECT and INTENTIONAL. Negligence is INDIRECT and UNINTENTIONAL. Letang v Cooper [1965] 1 QB 232Wilson v Pringle [1986] 2 ALL ER 440 A. ASSAULT â€Å"An assault is an act which causes another person to apprehend the infliction of immediate, unlawful, force on his person. † Robert Goff LJ in Collins v Wilcock [1984] 1 WLR 1172, at 1177 PLEASE NOTE: DIRECTNESS IS ALSO IMPORTANT In everyday language people use the term assault to also describe battery (see below). We will observe the strict legal distinction. Case Law Examples: Hopper v Reeve (1817) 7 Taunt 69 Purcell v Horn (1838) 8 A and E 602 Osborne v Veitch (1858) 1 F and F 317 Tuberville v Savage (1669) 1 Mod 3 Stephens v Myers (1830) 4 C and P 349Thomas v NUM [1985] 2 All ER 1 Darwish v EgyptAir [2006] EWHC 1399 (QB) DPP v Smith [2006] EWHC 94 (Admin) CAN WORDS OR EVEN SILENCE CONSTITUTE AN ASSAULT? R v Meade (1823) 1 Lew CC 184 R v Wilson [1955] 1 WLR R v Ireland [1997] 3 WLR 534 B. BATTERY â€Å"A battery is the actual infliction of unlawful force on another person. † Robert Goff LJ in Collins v Wilcock [1984] 1 WLR 1172, at 1177 PLEASE NOTE (AGAIN): DIRECTNESS IS IMPORTANT IN BATTERY Case Law Examples: Nash v Sheen [1953] CLY 3726 Dodwell v Burford (1670) 1 Mod 24 Haystead v DPP The Times, 2 June 2000, [2000]3 All ER 890DPP v Smith [2006] EWHC 94 (Admin) What constitutes a battery and must the force used be HOSTILE? Cole v Turner (1704) 6 Mod 149 Collins v Wilcock [1984] 1 WLR 1172 Wilson v Pringle [1987] QB 237 F v West Berkshire HA [1989] 2 All ER 545 Wainwright and other v Home Office [2003] UKHL 53 C. FALSE IMPRISONMENT â€Å"Another form of trespass to the person is false imprisonment, which is the unlawful imposition of constraint upon another's freedom of movement from a particular place. † Robert Goff LJ in Collins v Wilcock [1984] 1 WLR 1172, at 1177 T his tort relates to our freedom to move around unhindered.For an alternative definition see Street on Torts (below): â€Å"The trespass rather inadequately known as false imprisonment may be defined as an act of the defendant which directly and intentionally or negligently causes the confinement of the plaintiff within an area delimited by the defendant. † Please note the Human Rights Interface re’ Article 5 of the ECHR (incorporated into UK law by virtue of the Human Rights Act 1998): Austin v Commissioner of Police for the Metropolis [2009] 1 AC 564 Case law and principles on False Imprisonment – Liability is strict and the false imprisonment can result from a mistake (i. . be negligent): R v Governor of Brockhill Prison, ex p Evans (No. 2) [2001] 2 AC 19, HL – The restraint MUST be TOTAL i. e. COMPLETE Bird v Jones (1845) 7 Q. B. 742. – It is unnecessary to show the claimant knew of the imprisonment. It is a question of fact as to whether there is total restraint imposed: Meering v Grahame-White Aviation Co. Ltd (1920) 122 LT 44 Herring v Boyle (1834) 1 Cr M and R 377. Murray v Ministry of Defence [1988] 2 All ER 251. R v Bournewood [1998] 3 All ER 289 See further Williams (1991) 54 MLR 408,411 2. DEFENCES (a) ConsentSidaway v Bethlem Royal Hospital Governors [1985] 1 All ER 643 Chester v Afshar [2002] 3 All ER 552 Gillick v West Norfolk and Wisbech AHA [1986] AC 112 R (on the application of Sue Axon (Claimant) v Secretary of State for Health (Defendant) [2006] EWHC 372 (Admin). Re R [1991] 4 All ER 177 Re W [1992] 4 All ER 627 Re B [1981] 1 WLR 1421 Re M (Child Refusal of Treatment) [1999] 2 FCR 577 (b) Necessity F v West Berkshire HA [1989] 2 All ER 545 Re A (Children) (Conjoined Twins: Surgical Separation) [2001] Fam. 147. (c) Self defence Revill v Newbury [1996] 1 All ER 291 Cross v Kirby (2000) The Times, 5th April, CA 1) James Ashley (Junior) (2) James Ashley (Senior) v Chief Constable of Sussex [2006] EWCA Civ 1085, [2008] UKHL 25 (d) Contributory negligence Revill v Newbury [1996] 1 All ER 291 (e) Ex turpi causa Revill v Newbury [1996] 1 All ER 291 (g) Statutory authority PACE 1984 as amended 3. The rule in WILKINSON V DOWNTON [1897] 2 QB 57 The principle is quite well established and helps fill a gap where the harm is caused INTENTIONALLY but INDIRECTLY. The Case Facts The defendant told the claimant that her husband had been seriously injured in an accident. This was untrue, but was intended as a ‘joke’. The laimant suffered nervous shock. Wright J. held the defendant liable because he had wilfully done an act calculated to cause physical harm to the claimant, i. e. , to infringe her legal right to personal safety, and had thereby caused physical harm. Since the defendant’s act was obviously intended to produce some effect of the kind that it did cause, an intention to produce the harm was imputed to the defendant, and it was no answer to say more harm was done than anti cipated. The problem with treating this as either an assault or a battery is that the harm is indirect and there is no application, or threat, of force.Janvier v Sweeney [1919] 2 KB 316 Khorasandjian v Bush [1993] 3 WLR 476 Wong v Parkside Health NHS Trust [2001] EWCA Civ 1721 W v Home Office [2001] EWCA Civ 2081 Wainwright and Others v Home Office [2003] UKHL 53 The Wainwright case in the House of Lords is now the leading case on Wilkinson v Downton. The case involved prison strip searching of visitors. Per Lord Hoffmann: â€Å"I am†¦in complete agreement with Buxton LJ at [2002] QB 1334, 1355-1356, paras 67-72, that Wilkinson v Downton has nothing to do with trespass to the person. † 4. REMEDIES FOR TRESPASS TO PERSON Damages Injunction Habeas Corpus (for false imprisonment)

Presence of Depression in Patients Diagnosed with Alzheimer’s disease

Presence of Depression in Patients Diagnosed with Alzheimer’s disease Alzheimer's disease (AD) is a progressive and fatal neurodegenerative disorder which is associated with cognitive and memory deterioration, progressive impairment of activities of daily living, a variety of neuropsychiatric symptoms and behavioral disturbances (Robinson). This disease is seen in about 2-4 million Americans and is usually occurs after the age of 65 years (Robinson).According to Teri and Wagner (1992) there is growing agreement among physicians that Alzheimer’s disease is often accompanied by mood and behavior disturbances, especially depression. Depression and Alzheimer’s dementia are two separate disorders, one is disorder of affect other disorder of cognition (Terri, & Wagner 1992). Despite this, depression and dementia share a number of characteristics and frequently coexist. Impact of Associated Depression with Alzheimer’s disease on Patients and Caregivers According to Terry & Wagner (1992) depression is one of the most frequent comorbidpsychiatric disorders in Alzheimer's disease and other dementias, and is associated with poor quality of life, great degree of disability in activities of daily living, a faster cognitive decline, a high rate of nursing home placement and high mortality rate. AD patients with coexistent depression exhibit significantly more functional disability due to presence of depressive symptoms like: dysphoric mood, vegetative signs, social withdrawal, loss of interest, feelings of guilt and worthlessness, and suicidal ideation etc (Terry, & Wagner 1992).According to Newcomer, Yordi, DuNah, Fox, & Wilkinson (1999) depression in the patient is often a major source of stress, burden, and depression for care providers Caregivers of people with dementia and depression have been shown to experience depression, anger, anxiety, guilt, and to report negative attitudes toward the patient and other family members All these problems in patients with AD and depression can lead to massively increased health care costs (Terry and Wagner, 1992). Assessment of the Problem Gathering data on depression in order to accurately assess the prevalence of depressionamongst the patients suffering from AD is a very difficult problem due to many reasons as mentioned below: Lack of established procedures to ascertain depressive symptoms in AD: Absence of a standardized procedure for assessment of depression in patients with AD was probably the main factor which has contributed to the variable rates of depression (15%-86%) in different studies (Terri, & Wagner 1992). Different versions of the DSM III [1980] and DSM-III-R [1987] criteria were used in various studies which gave rise to different rates of prevalence of depression in patients with Alzheimer’s disease.AD and depression are now often clearly defined by using well-accepted diagnostic criteria, such as the Diagnostic and Statistical Manual of Mental Disorders, 3r d ed. , rev. (DSM-III-R); and the National Institute of Neurological and Communicative Diseases and Stroke/Alzheimer's Disease and Related Disorders Association (NINCDS-ADRDA), and well-established measures spanning the range of self-report and interviewer assessment (Terri, & Wagner, 1992).Other more established measures are also been used now, including the Hamilton Depression Rating Scale (HDRS) and the Geriatric Depression Scale. Using DSM-III-R criteria, Teri, and Wagner (1991) reported prevalence of depression among AD patients in their study as 29%.. Overlap of symptoms between depression and AD: Since there can be overlap of symptoms between the two, it is difficult to attribute the symptom to a particular disorder. This overlap can often confound the diagnosis of depression (Terri, & Wagner 1992).Existent measures can identify the presence of specific symptomatology, but they cannot clarify its cause. For e. g. : a person might be experiencing â€Å"loss of interest,† Now this loss could be due to the cognitive deterioration of dementia or due to anhedonia (loss of pleasure) related to depression.. Thus it becomes very difficult to differentiate dementia from depression in some cases. The primary source from which the history of depressive symptoms is obtained:According to number of studies (Gilley, et al. 1996; Teri, & Wegner1991) the traditional methods of obtaining history about depressive symptoms like patient interview and self reporting questionnaires might not prove accurate to assess the patient’s symptoms as the patient with Alzheimer’s disease might be suffering from significant cognitive impairment. As a result of this cognitive impairment AD patients are unable to provide accurate information about their symptoms of depression .As an alternative to patient-report methods, the use of collateral informants (patient’s care provider) to ascertain depressive symptomatology in cognitively impaired patients has been em ployed nowadays. In 1991 Teri and Wegner conducted a study in AD patients to show that the reports given by the patients themselves indicated less depression than reports from either their caregivers or reports given by clinicians after clinical observation of the patient. .The results of their study indicated that most of the patients suffering from AD and dementia seemed to be unaware of their depression.Although the use of collateral informants seems to be an attractive alternative approach for the assessment of depression in AD patients, it is not without important potential limitations. Caregivers may be unavailable for many patients or the care provider may not be living with the patient (Terry &Wegner 1992). If the care provider does not stay with the patient he might not get an opportunity to routinely observe the patient and will not be able to provide accurate information. The relationship between the care-provider and the patient also needs to be considered.According to m any studies (Terri, & Wegner 1992; Gilley, et al. 1995) child or spouse of the patient has been identified as the most accurate informant. Inaccurate data may be obtained if other sources of collateral informants are used. Caregivers may also provide inaccurate history as they may rely more on observable behaviors than on other sources of information because they are unable to evaluate the patient's emotional state, or conversely, caregivers may rely more on inference, using their subjective beliefs to evaluate how the patient is feeling (Teri& Wegner 1991).In cases where the care provider is not available, it typically becomes the responsibility of the clinician to make a diagnosis of depression. However clinician’s diagnosis is based on brief periods of patient’s observation and thus might not yield accurate results (Terri & Wegner 1992). Effect of Depression on Cognitive Deficits Associated with AD. Pronounced episodic memory impairment is one of the cardinal manife stations of AD. Depression on its own is also related with some amount of memory loss.Since both depression and AD have been found to result in memory deficits, it may be hypothesized that the simultaneous occurrence of both these diseases would add to the memory problems resulting from AD alone (Terry & Wagner 1992). Many neuropathological and clinical studies have attempted to determine whether the existence of one disorder predisposes an individual to the development of the other and whether the cognitive deficits seen in AD become more pronounced if the person also suffers from depression.The results of the study performed by Fahlander, Berger & Wahlin (1999) indicated that depression does not further impair episodic memory performance in patients with AD. This result was in agreement with a prior research done by Backman, Hassing, Forsell, and Viitanen (1996) who determined the co morbidity effects of AD and depression on episodic memory performance in very old persons (90-100 years of age) with and without dementia and depression. Overall, Backman, et al. found no differences between depressed patients and healthy old controls or between patients with AD and depression and those with AD alone.Backman, et al explained this finding as follows: Symptoms of depression which are most likely to exert negative effects on memory include motivational and attention factors like lack of interest, loss of energy, concentration difficulties etc. Some amount of memory impairment is already present among AD patients as a result of similar symptoms like lack of interest, loss of energy etc associated with dementia. Therefore, a diagnosis of major depression may not cause further impairment of memory in persons suffering from AD.Backman, et al also suggested that although depression influences memory performance in normal aging individuals, in dementia, this effect seems to be overshadowed by the neurodegenerative changes of AD itself . Backman, et al reached a conclusio n that since such symptoms are more likely to be part of normal aging in the 90’s compared with earlier decades, the effects of major depression on memory would be more prevalent among younger old persons(in7-8th decade of life) as compared to the oldest old(in 9-10th decade of life).Tests for Differentiating Alzheimer’s disease and Depression. Utility of the Fuld profile in the differentiation of AD and depression: Bornstein, Termeer, Longbrake, Heger, & North (1989) have examined the incidence of Fuld profile in a sample of patients diagnosed to be suffering from major depression. Fuld’s profile refers to a pattern of performance on the Wechsler Adult Intelligence Scale-Revised (WAIS-R) that appears to be associated with cholinergic deficits and thus is found to be associated with Alzheimer's disease (Bornstein, et al).Since a large number of patients with AD have been seen to show negative profiles, a negative profile does not prove that AD is not present. Bo rnstein, et al. have suggested that one should not rely on the results obtained from Fuld profile to make a diagnosis of AD. A diagnosis of AD should be made only after a thorough medical and neurological history and a complete neuropsychological examination. According to Bornstein, et al this profile was significantly less frequent in the depressed patients as compared to that reported in previous studies in Alzheimer's disease patients.The study by Bornstein, et al does provide some support regarding the diagnostic specificity of the Fuld profile in diagnosis of depression. Although this study and previous data are encouraging, considerable further investigation is needed to document the specificity and diagnostic contribution of this profile for diagnosis of depression. Measurement of a potential biological marker in the CSF: Increased CSF concentrations of phosphorylated brain protein called tau protein, has been seen in patients with Alzheimer’s disease. Phosphorylated t au protein (ptau) has been suggested as a biomarker for Alzheimer's disease.Since the levels of this protein are not elevated in patients with depression, measurement of this biological marker in cerebrospinal fluid (CSF) can diagnose patients with AD and thus help in differentiating them from those suffering from depression. (Vernon 2003). Treatment of Depression in Alzheimer’s Disease Patient Treatment of Alzheimer's disease has proved to be quite difficult. . The disease is progressive and use of drugs (like cholinesterase inhibitors) just help in bringing about a little improvement (20-30%) in cognitive symptoms (Zepf 2005).However the drugs used for improving cognitive functions have no effect on the depressive symptoms. Treatment of depression must form an important part of the overall treatment of this disease. This is so as treatment of depression in patients with Alzheimer's disease can have a significant impact on the well-being of these patients as well as their ca re givers [Lyketsos, et al. 2003 (as cited in Miller 2004)]. Continuing research is taking place in order to treat depression in AD patients. Many drugs have been tried to treat depression among patients with AD.Drugs like tricyclic antidepressants often used in cases of depression without AD are usually avoided in patients with AD, owing to their anticholinergic properties (Zepf, 2005). Lyketsos et al, 2003 (as cited in Miller 2004) showed the drug sertraline (selective seratonin uptake inhibitor) to be much superior as compared to placebo in treatment of depression in patients with AD. According to USA Today (Society for advancement of education) the drug sertraline (Zoloft) significantly improves the quality of life and prevents disruption in daily activities for patients of Alzheimer's disease with depression.Use of this drug has been shown to lessen the behavioral disturbances and improve the activities of daily living but has no effect on patients' cognitive abilities, such as thinking, remembering and learning. Conclusion Despite the great deal of research which has recently taken place in the field of Alzheimer’s disease with depression, more research is still required in this field as the physicians are still are not clear about the pathophysiology of AD or about the exact prevalence of depression in patients of AD or it’s etiology.The questions of whether depression and dementia are similar or different, whether one leads to the other or whether their coexistence has any etiological significance are far from resolved. The complete knowledge and understanding in this field will help the physicians in developing effective treatment strategies for care of such patients. Once the psychologists are able to understand the risk factors for coexistent depression in dementia and find its effective cure, they would be able to significantly improve the quality of life of the patients as well as their care providers and greatly reduce the health ca re costs.Several questions regarding the management of depression in AD still need to be answered. The comparative efficacy of anti-depressants from various classes still needs to be explored by performing larger clinical trials. Role of non-pharmacological methods for treatment of depression also needs to be explored. Further research and studies are required in future to address these topics. The number of studies at present is quite small and the need for further investigation in future persists. References Backman, L. , Massing, L. , Forsell, Y. , & Viitanen, M. (1996). Episodic Remembering in apopulation-based Sample of Nonagenarians: Does major depression exacerbate the memory deficits seen in alzheimer's disease? Psychology and Aging, 2(4),649-657. Bornstein, R. A. , Termeer, J. , Longbrake, K. , Heger, M. , & North, R. (1989). WAIS-R Cholinergic Deficit Profile in Depression. Psychological Assessment, 1(4), 342-344. Fahlander, K. , Berger, A. K. , Wahlin, A. ,& Backman, L. ( 1999). Depression does not aggravate the episodic memory deficits associated with alzheimer's disease. Neuropsychology, 13 (4), 532-538. Gilley,D. W. , Wilson R. S. , Fleischman D. A. , Harrison, D. W. , Goetz, C.G. , & Tanner, C. M. (1995). Impact of Alzheimer's-Type Dementia and Information Source on the Assessment of Depression. Psychological Assessment, 7(1), 42-48. Miller, E. K. (2004). Depression in patients with Alzheimer's disease. American Family Physician. Retrieved on 8 Nov 2006 from http://www. findarticles. com/p/articles/mi_m3225/is_3_69/ai_112915116 Newcomer, R. , Yordi, C. , DuNah, R. , Fox, P. , & Wilkinson, A. (1999). Effects of the Medicare alzheimer's disease demonstration on caregiver burden and depression: The medicare alzheimer's disease demonstration program. Health Services Research.Retrieved on 8 Nov 2006 from http://www. findarticles. com/p/articles/mi_m4149/is_3_34/ai_55610150 Robinson, R. Alzheimer's disease. Encyclopedia of Medicine. Retrieved on 8 Nov 2006 from http://www. findarticles. com/p/articles/mi_g2601/is_0000/ai_2601000053 Teri, L. , & Wagner, A. W. (1991). Assessment of depression in patients with Alzheimer's Disease: Concordance among informants. Psychology and Aging, 6(2), 280-285. Teri, L. , & Wagner, A. (1992). Alzheimer's disease and depression. Journal of Consulting and Clinical Psychology, 60(3), 379-391. USA Today. (Society for advancement of education). (2003).Antidepressant slows patient decline: Alzheimer's Disease. Retrieved on 8 Nov 2006 from http://www. findarticles. com/p/articles/mi_m1272/is_2701_132/ai_109085096 Vernon, H. (2003). Hemoxymed’s diagnostic test in development is useful in differentiating patients with Alzheimer's disease from patients with geriatric major depression. Business wire. Retrieved on 8 Nov 2006 from http://www. highbeam. com/doc/1G1-97485997. html Zepf, B. (2005). Drug therapy for patients with Alzheimer's disease. American family physicians Retrieved on 8 Nov 2006 from h ttp://www. findarticles. com/p/articles/mi_m3225/is_10_71/ai_n13790924.