Texas v. Johnson Case Study

Facts: The defendant in this case, Gregory L. Johnson, participated in demonstrations that some Americans had organized to protest the policies of some Dallas-based corporations, and the Reagan administration in general.Advertising We will write a custom case study sample on Texas v. Johnson Case Study specifically for you for only $16.05 $11/page Learn More The demonstrations were held at the same time as the 1984 Republican Convention that was also held in Dallas. The demonstrators marched the city of Dallas with the event culminating in the respondent’s public flag desecration. As he desecrated the flag, no threatening was done on anyone and no physical injuries occurred. However, the desecration of the flag offended a number of witnesses. Procedural History: The trial court found the defendant guilty of violating a Texas statute by desecrating a venerated object. The decision was affirmed by the State Court of Appeals. The defendant appealed i n the Court of Criminal Appeals in Texas. Issue: Did the desecration of the flag by the defendant amount to expressive conduct, permitting the respondent to enjoy First Amendment protection? Did flag preservation as a nationhood symbol justify the respondent’s conviction? Rule The Court of Criminal Appeals in Texas reversed the earlier ruling that Johnson was guilty of desecrating a venerated object. The State of Texas agreed that the conduct of the respondent was expressive in nature. The flag was burned during a political demonstration, which proved its expressive nature. The First Amendment protects such rights. The court also held that the restriction of the defendant’s expression by the state was content-based. Therefore, the preservation of the flag as a symbolic object by the state must be exactly scrutinized. The State is interested in taking proper care of the flag, but this does not require the state to criminally punish protesting people who desecrate the fl ag. Therefore, the interest of the state in the preservation of the flag as a nationhood symbol does not warrant the conviction of the respondent because it is inconsistent with the Constitution’s First Amendment.Advertising Looking for case study on common law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Analysis The fact that the respondent burned the flag as a political event was taking place in Texas led to the confirmation that his action was expressive in nature. The defendant burned the flag solely to express a political message and thus his action was protected by the First Amendment. Additionally, the court decided that, because the burning of the flag did not in any way breach the peace of the state, the state’s interest in preserving the flag’s image as a nationhood symbol could not warrant criminal punishment of the respondent. Conclusion Yes, flag desecration done as part of a demonstration that is held o n the same day as a political event amounts to expressive conduct. The First Amendment allows such conduct. No, the state is interested in ensuring the flag is preserved as a nationhood symbol but this does not mean that it should punish demonstrators who desecrate the flag without jeopardizing the state’s peace. Additionally, there was another statute on breaches of peace, which could have been utilized in preserving the state’s peace without criminally punishing the respondent. This case drew battle lines between Congressmen who advocated for Constitutional amendment to allow restraints on desecration of flags and Congressmen who thought that the issue needed to be solved with new legislation, and without amending the Constitution. Works Cited Texas v. Johnson, 491 U.S. 397, 109 S. Ct. 2533, 105 L. Ed. 2d 342 (1989) This case study on Texas v. Johnson Case Study was written and submitted by user Bradley Compton to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Advanced English Grammar Review Quiz

Advanced English Grammar Review Quiz Intensive grammar review quizzes are a great way for English students to test their knowledge. This exam covers some of the  most important upper-intermediate level English tenses, structure, and functions. Use it in class or at home to improve your reading and comprehension or to study for an ESL, EFL, or TEFL test. Grammar Quiz Choose the correct word to fill in the blank. Answers can be found in the next section, along with explanations for each sentence. 1. If she _________ about his financial situation, she would have helped him out. had knownknewwould have known 2. Ill be _______________ their cat while they are away on holiday. looking intolooking atlooking after 3. He made his children _____ their homework every afternoon. to dodoingdo 4. The test was _____ difficult she had problems finishing it on time. suchsoas 5. By the time she arrives, we _________________ our homework. finishwill finishwill have finished 6. She _________ lunch by the time we arrived. finishedhad finishedwas finished 7. The sun ______ at 9 last night. satsettedset 8. When I stopped __________ to Mary, she was picking some flowers in her garden. speakingto speakspeak 9. Despite ___________ hard, he failed the exam. he studiedstudiedstudying 10. That room ____________ for a meeting this afternoon. is usedis being useduses 11. We _______ play tennis every day when we were young. usedwould towould 12. If I __________ you, I would get a better job. wasarewere 13. Hell give you a call as soon as he _______. arriveswill arriveis going to arrive 14. He  really didnt want to come last night. ______________ So did I.Neither I did.Neither did I. 15. Do you think he knows what ________? he wantsdoes he wantwants he 16. I think San Francisco is ______ exciting _____ New York. as ... thanas .... soas ... as 17. Why are your hands so dirty? Well, I ______________ in the garden. have workedhave been workingworked 18. Did you remember __________ the door? lockinglockto lock 19. ____________ 250 mph? Which model does goWhich does model goWhich model goes 20. That is the man ________ grandfather founded Kentucky Root Beer. whowhosethat 21. I could hardly ___________ the ship in the distance. see outmake throughmake out 22. Look at those clouds! It ___________ rain. s going towillshall 23. _________________, we wont have much to talk about. If not he comesUnless he comesSince he comes 24. He has _____ interest in continuing the project. anynot anyno 25. Where do you think Jane was yesterday? She __________ at home. must bemust have beenmust go 26. Jack told me he ___________ come the next day. is going towillwas going to 27. He drove the car __________ the garage and left for work. out ofoutinto 28. Jack ______________ a fortune when his great uncle passed on. came alongcame intocame through 29. Unfortunately, Peter has ______ friends in Tacoma. a fewa lotfew 30. I will finish that project soon. Ken said he ________ finish that project soon. werewouldwill 31. In his position _____ managing director, he is responsible for more than 300 employees. likeasso 32. She wished she __________ the new car. boughtwould buyhad bought 33. Fiestas ____________ in Cologne, Germany for many years now. have been madehave been makinghave made 34. I think you ___________ see a doctor. should better tooughthad better 35. Youll be leaving for Tokyo soon, _______? arent youwill youwont you 36. ______ the last market session the Dow Jones dropped 67 points. DuringWhileFor Answers and Explanations If she  had known  about his financial situation, she would have helped him out. Use the past perfect (had past participle) in the if clause of the third conditional to talk about unreal past situations.Ill  be looking after  their cat while they are away on holiday. The phrasal verb to look after means to take care of.He made his children  do  their homework every afternoon. The verbs make and let combine with an object plus the base form (without to) of the verb. Other verbs use the infinitive form of the verb (with to).The test was  so  difficult she had problems finishing it on time. Use so with an adjective and such with a  noun phrase.  By the time she arrives, we  will have finished  our homework. With the time clause by the time... use the future perfect to describe something that will have happened up to that point in time.She  had finished  lunch by the time we arrived. Use the past perfect (had participle) to express an action finished before another action in the past. The sun  set  at 9 last night. The verb to set is irregular.When I stopped  to speak  to Mary, she was picking some flowers in her garden. When using the verb to stop, use the infinitive form to express an action that you stopped in order to do. Use the gerund to express an action that you have stopped doing (and doesnt continue).Despite  studying  hard, he failed the exam. Use the gerund or having   past participle following despite. Use a verb clause when  following  although.That room  is being used  for a meeting today. Is being used is the present continuous form of the  passive voice  that is required by this sentence.We  would play  tennis every day when we were young. Would do something and used to do something both express a habitual action in the past. Used to do something also expresses the idea that you do not do that action anymore.If I  were  you, I would wait a while to begin investing. Use were in the second conditional if clause for all subjects.Hell give you a call as soon as he  arrives. In a future time clause use the present simple. The construction is the same as for the first conditional. He really didnt want to come last night.  Neither did I. Use neither followed by the opposite form of the helping verb to  state negative agreement.Do you think  he knows what he wants?  Be careful to change questions to standard sentence structure when asking an  indirect question.I think San Francisco is as  exciting as  New York.  Use as ... as to show equality.Why are your hands so dirty? Well, I have been working  in the garden.  Use the present perfect continuous to show what has caused a present result.Did you remember  to lock  the door? The verb stop can  change meaning when used with a gerund or infinitive.Which model goes  250 mph?  Subject questions  take standard positive sentence structure but begin with who, whom or which.That is the man  whose  grandfather founded Kentucky Root Beer. Whose is the  possessive relative pronoun  required in this sentence.I could hardly make out  the ship in the distance.  Make out  is a phras al verb meaning to see in the distance.Look at those clouds! Its going to rain.  Its is a contraction of it is, the present tense. Use the future continuous when making a prediction based on the evidence at hand. Unless he comes, we wont have much to talk about.  Unless he comes is a conditional clause.He has no interest in continuing the project. Use no when preceding a noun that lacks an article.Where do you think Jane was yesterday? She must have been at home. Use might have participle for a past modal verb of probability. The other forms include could have participle - possibility, must have participle - almost certain, cant have participle - almost certain in a negative way.Jack told me he  was  going to  come the next day.  Use the past progressive tense to refer to events that occurred in the past.He drove the car  out of  the garage and left for work. Use the prepositions out of when exiting a building.Jack  came into  a fortune when his great uncle Jack passed on. The phrasal verb to come into means to inherit.Unfortunately, Peter  has  few  friends in Tacoma. Use few to express a small amount that is considered negative in a disappointing sense.I will fin ish that project soon. Ken said he  would  finish that project soon.Will becomes would in reported speech. In his position  as  managing director, he is responsible for more than 300 employees. Use as to indicate function, use like to indicate similarity.She wished she  had bought  a new car. The use of the verb wish in the past is followed by the past perfect similar to the third conditional.Fiestas  have been made  in Cologne, Germany for many years now. Have been made is the correct present perfect passive form required in this case.I think you  had better  see a doctor. Had better, ought to, and should are all ways of giving advice.Youll be leaving for Tokyo soon,  wont you? Use the opposite of the auxiliary for a question tag.During  the last market session, the Dow Jones dropped 67 points. Use during with a noun, while with a verb clause.

Why Is It Advantageous for a Modern Employer to Fire Employees Essay

Why Is It Advantageous for a Modern Employer to Fire Employees - Essay Example The article entitled "Risky business, but not for the boss", by Ross Gittins, describes the elements of risk, both from a business perspective and that of the average employee and local citizen. Three specific activities are mentioned in the article, with the emphasis on the contemporary tendency of modern business to shift risk-related expenses away from the company and onto the employee. These risks include the offering of superannuation to employees, inventory, and production, and full-time versus part-time workers. The article discusses "longevity risk" (Gittins, 2007), which entails a company's willingness to provide a contribution to retirement and pension accounts. Historically, companies contributed more, however, today employees are expected to make financial arrangements (outside of high company contributions) which will sustain them long-term. This reflects a changing attitude on behalf of today's large companies, which are focused on eliminating expenses associated with business operations and long-term employee compensation. The Marxist economic theory focuses on the growth of big business and its 'relentless drive for capital accumulation' (Kang, 2006). Under Marxist economics, free market capitalism is affected by the laborers who bring these companies increased growth and revenues. Shifting risk to the employees satisfies corporate profitability objectives, which could lead to more social and community improvements, however, long-term the impact on the political-economic landscape is immense. When these individuals reach retirement age, they will have fewer finances available, due to corporate risk-shifting practices, leading to decreases in consumption. In this instance, governmental intervention is required to ensure that these employees maintain a significant retirement income so as not to upset the balance of supply and demand which keeps the Australian economic system afloat.

Why are firms differentially effective and what this means in terms of Essay

Why are firms differentially effective and what this means in terms of efficiency - Essay Example However, if next year, the government decides to implement duties again, the manufacturers exporting their vehicles to Pakistan will suffer and undoubtedly all the marketing efforts of the manufacturers would be less effective as compared to previous years. 2. Consumer preferences: Consumer Behavior is a variable prone to changes anytime, which is why the saying has it "change is the only constant". A good example would be from the Fast Moving Consumer Goods Market (FMCG's) which generally tend to be low involvement goods and the prices are a smaller percentage of consumer spending power. A marketing campaign for "SOFT-goat milk whitening soap" might have been effective in the early nineties but would not be effective in year 2008 when the awareness about animal testing is high and public opinion is against products of companies that use animal testing. An old marketing campaign in such circumstances would fail. 3. Industry Dynamics: This refers to the industry in itself and the changing relationships with the various stakeholders for example distributors, suppliers, investors and competitors. For example Unilever is the market leader in beauty Soaps category has maintained its leadership in market for over ten years. The tendency of Unilever would be to provide lesser margins to its retailers and distributors.

The Twelfth-Century Renaissance Essay Example | Topics and Well Written Essays - 1000 words

The Twelfth-Century Renaissance - Essay Example According to Sreedharan, Henry Plantagenet is claimed to promote Arthurian romance, which formed the fundamentals of the English imperialism. It involved having access to written material of the Roman policy such as the Tacitus histories. Celtic romance stories had a significant influence too which depicted the revival of classical learning. A group that had learned and studied the classical literature with time transformed the society from the twelfth century way of life where survival seemed to involve less thoughtful and bloody fights. Latin classics were never wholly lost and were masked during the Iron Age and their emergence in the twelfth century brought in the renaissance. Innovation and inspiration in this time are the revivals that were enhanced by chivalric literature, which was also inspired by Arthurian legends. These developments in conventions of vernacular poetry resulted to key textual sources that notable poets of the time were influential then and still to the hist orians of the modern world. During this time, philosophy and science were not separable with certainty and so science and knowledge happened to fall under philosophy as a branch. Similar methods were used between them as philosophical issues, and arguments were reached and proved by means of scientific reasoning. This led to the encouragement of the educated class not just to memorize and pass the knowledge to others but also to keep widening the range of knowledge.7 The presence of incomplete philosophies allowed for disagreement and contradictions that the integration of these pieces with twelfth century level of understanding tolerated the expansion of original philosophies.8 During this time, Gothic architecture whose thought intention was shortening the distance between heaven and earth, and university were born in Paris.9 These resulted from the need to manage the knowledge in a systematic manner. There were also crusades that promoted trade and new ideas, therefore, making towns attract those seeking opp ortunities from the learned society.10 Beginning from early eleventh century, â€Å"the towns in Europe, so long stagnant or semi-deserted, began a strong revival.†11 The urban complexities demanded the revival of literacy and every form of learning that was possible and so there was the emergence of Cathedral schools and universities to accommodate the learning masses.12 During this time, Rome’s influence was not restricted to only literature and language but also their law survived beyond the Roman population. Their law was revitalized and expanded to the population of Northern Europe and later through colonization to other parts of the world. The law stimulated neglected texts as well as jurisprudence. In the early twelfth century, Roman law revival is linked with Bologna to whom it resulted to Bologna’s law school foundation and legal science renewal. Rome, Ravenna and Pavia were legal study centers before Bologna.13 The need to support Christianity during t he twelfth century resulted from the Ottoman’s Empire threats as well as the desire to create self awareness and reforms. â€Å"In the tenth century, Otto, the Great, secured stability again, and in the eleventh, the leaven of new thinking and distinct emergence of historical consciousness could be detected.†14 Hamilton Louis and Riccioni Stefano argued that,

Importance of Language on Literacy Development of Deaf Child

Importance of Language on Literacy Development of Deaf Child A relationship between language and text needs to be established to become literate. What specific challenges may deaf children face in forming this relationship? How may such skills be developed in deaf children? As there is an increasing number of deaf children being identified and amplified at an earlier age and with the quality of this amplification improving, the expectation that these children develop at a similar rate academically to their hearing peers has become more explicit. Sadly, this is not always the case. In this essay, I will be focusing on the challenges deaf children face when obtaining literacy skills and how the relationship between language and text can be developed. Being literate is much more than the ability to decode print into words. Connie Mayer (2007) stated that Writing systems have evolved to encode spoken language, and even the one major system that has appeared to be an exception, Chinese, turns out to be a more complex case, based generally on spoken language morphology and phonology. This means that to become literate, an individual most first have access to the language that is being decoded, which for some deaf children is one of the first obstacles they will face in the development of their literacy skills. There is a vast amount of research available that discusses how childrens abilities to learn reading and writing is influenced by their early experiences in life. Goberis et al. (2012) investigated the complex language of hearing, hard of hearing and deaf children using a pragmatics check list. They discovered that a hearing child acquires the ability to use complex language, including basic syntax and age appropriate vocabulary in socially appropriate situations between the age of 3 and 4 years old. Sadly deaf and hard of hearing children acquired these skills much later in life, even when strategies had been put in place and these then cause challenges in writing and abstract conversational dialogue. Swanwick and Watson (2007) looked at how book sharing can positively impact a deaf childs literacy and language development and noted that both oral and signed parents created a shared interaction that allowed for sharing meaning and attention between parent and child in a physical setting that allowed for closeness. When parents are using BSL to share stories, the child is often placed opposite the adult to ensure they can see the signs, where hearing and oral story tellers usually sit adjacent to one another, which allows for a better listening position. Swanwick and Watson observed that parents using oral English tended to stick to the written story and explored the vocabulary and sounds through turn taking and interacting, where the parents using BSL did not always follow the text and retold the story using their own signs without using voice or lip patterns. Their focus was to share the actual story rather than sharing the written text and the parents were ensuring children unde rstood the story cognitively by asking the children to repeat the signs used. Parents who used oral English emphasised the actual written text and thus focussed on the active listening skills of the child, which means the focus was on the literacy and language skills, instead of the story. This study shows that the parents of these children had a view and approach towards their childs literacy development but were not always focussing on all aspects when sharing a text. However, it is important to note that the parents involved in this study were all very involved in their childs early literacy development and results might have been different if the participants came from a background where oral retelling took priority over sharing written text or households where parents do not recognise the potential value of childrens picture books. As a teacher of the deaf, it is crucial to support and encourage parents to discuss a range of linguistic skills including pragmatics, syntax, graph ophonical knowledge and semantics but most importantly to encourage a love of reading by repeating favourite books, which Sulzby (1993) stated builds a rich vocabulary and by singing nursery rhymes and clapping games with repeated patterns to further develop early language skills or to attend reading and story activity groups at a local library or play group. There is plenty of research that shows that shared reading or interactive story book reading has a huge impact on childrens early literacy development and show the benefits of these social interactions around stories and text, allowing the child to understand that text and language are connected. (Yaden, Smolkin, Conlon, 1989) Frequent and effective shared reading during the first 6 years of a childs life aids the development of vocabulary, labelling, and oral and written abilties. Crain-Thorensen, Dahlin and Powell (2001) also proved that parents and caregivers use more complex language when book sharing and thus children get the opportunity to be exposed to new vocabulary which they might not encounter in their day to day life. Justice et al. (2005) conducted a study regarding parents sharing books with hearing and deaf children and concluded that storybooks can provide a wealth of new vocabulary for children. She noted that deaf children responded less to implicit questions than hearing children and showed that parental scaffolding was a key element in word recall for deaf children, where joint attention was more important for hearing children. This shows that the parents of deaf children had to ensure they were building on their childrens prior knowledge to ensure they understood the language and vocabulary in the story told. She concluded that shared reading, retelling and discussing stories are paramount for early reading development. When sharing a book, the opportunity should be used to take turns discussing vocabulary, events and characters in the book and ensuring that both explicit and implicit questions are asked, suitable to the childs current abilities. The First Steps Viewing Map of Development shows that literacy acquisition is a linear process that develops a childs use of texts, understanding of the context, understanding of conventions and development of the use of a range of strategies to extract meaning from print. Williams (2004) mentions that deaf children progress at a similar level as hearing children in their development of early reading and writing, however several cases studies, such as Traxler (2000) and Marschark, Lang Alertini (2002) showed that a high percentage of deaf children graduated with a considerably lower literacy ability than their hearing peer, suggesting that their learning trajectories later changed drastically. One must consider, though, that recent advances in audiological equipment and management might show different results in more recent longitudal studies. Reading requires a combination of several complex skills. Adams (2001) stated that to learn to read one must be have a context processor to be able to interpret the text, a semantic processor to understand the meaning of words, an orthographic processor to be able to recognise and identify the letters and spellings and a phonological processor to identify the speech sounds, which requires adequate audiological amplification or access to other abilities such as cued speech. When it comes to emergent reading, one of the first skills a child must master is recognizing the letters of the alphabets and knowing that these letters are linked to 44 sounds in the English language, which then in turn can be put together to form words. Hearing children and those with early adequate amplification will begin to recognize certain letters and sounds in their own names and some keywords they might have been taught through rhymes or songs. To aid this early process, the child should be encouraged to say the phonemes in the word and then repeat them to see if they can hear which word it makes. It sometimes helps if the adult repeats the sounds so the child can focus on hearing the word. Another strategy is finding familiar letter patterns in words to aid with blending, such as cat, pat, mat, sat. This could also be turned into a little game where the initial sound is changed to see how many real and nonsense words can be made. Kyle and Harris (2011) noted that hard of hearing and deaf children cannot hear all these sounds, despite using audiological equipment and thus other strategies are needed to support them. Visual phonics is one of the strategies that can be used to help deaf and hard of hearing children to learn phonics by combining handcues and written symbols to aid phonetic awareness and decoding skills. Shared reading has also been shown to aid the development of phonological awareness in both hearing and deaf children, especially where parents take the time to point out sounds children are familiar with and getting them to recall and blend familiar sound patterns. Once the initial recognition of print and understanding of the alphabet and their related sounds has been formed, the child should, through frequent exposure to written words in signs, shared books, labels, etc,. be able to recall an increasing number of high frequency words and words that can be blended phonologically. The focus of reading activities then shift towards understanding that text carries meaning, rather than simply reading word for word. Reading books for the children at this skill level generally have smaller print and more complex sentence structures and fewer illustrations. Kyle and Harris (2010) conducted a longitudal study to investigate reading and spelling abilities of emergent deaf children. They found out that at first, deaf children applied a whole word strategy to reading, however after 2 years of learning they were using a more alphabetic reading strategy based on phonological representations derived from speech reading skills. However, hearing children applied this alphabetic ability based on speechreading from the first year of reading, hence different reading strategies were applied by hearing and deaf children. This made them conclude that If the information derived through speechreading is incorporated into underlying phonological representations, which in turn are used to support the phonological judgments required to complete phonological awareness tasks, then it is plausible that speechreading could be a strong initial predictor of reading in both deaf and hearing. In addition, for the deaf children, speechreading could essentially act as a marker or proxy for the quality of the underlying phonological representations (Kyle and Harris, 2010, p.14) Unfortunately, the deaf and hearing children in this study were picked by their class teachers and thus their reading abilities were not always as closely matched as initially intended. In a study by Bouton et al. (2011) it was discovered that children with cochlear implants greatly benefited from learning cued speech. Cued speech shows a hearing child hand movements near the mouth to clarify lip and mouth movements so they can have a visual aid to better grasp lip reading. Bourton et al. found that cued speech improved the CI childrens performance in reading tasks and phonetical awareness, compared to CI children who had not been exposed to cued speech. Additional research into the link between cued speech and phonetical awareness, spelling and reading abilities is required, however it does show that offering a CI child additional support through cued speech can have a positive impact on their language and literacy development. Once children have mastered the word attack skills they are then faced by longer and more complex texts which require a greater understanding of the world and fewer illustrations as prompts. At this stage, young readers will need to comprehend a huge variety of phrases and clauses to understand the meaning of the text and recognising that text can come in a variety of different genres and serve different purposes. To support deaf childrens understanding, it is important that as a teacher of the deaf, a variety of strategies are offered to ensure the child fully understand the texts they are working with. These strategies include giving the child the opportunity to retell the story in his/her own words, sequencing key elements of the text, discussing characters and settings and ensuring the child understand the vocabulary by clarifying and offering synonyms or visual representations. The child should be given the opportunity to ask and answer questions and to predict what might happen next. Another strategy is linking the key elements of the story with their own personal experiences or other stories familiar to the child, to allow the child to expand and comment on what has been read. Once the child becomes a fluent reader, the focus shifts from being able to read to understanding the text and utilising it for further personal development. With this also comes the realisation that reading have a multitude of functions, such as reading for pleasure, deriving information, receiving instructions and interacting with a multitude of devices and multimedia platforms. Sadly, the transition from emergent to fluent reader does not always happen as smoothly as desired for deaf children. Geers and Hayes (2011) conducted a study with early implanted deaf adolescents to see if they managed to keep their academic trajectory in literacy skills at a consistent level with their hearing peers and to investigate to what degree the childs phonological skills and family characteristics influenced their literacy development. Geers and Hayes discovered that early implanted children who were classed as age related in their phonological awareness in preschool, managed to make age appropri ate progress compared to their hearing peers as adolescents with good audiological management and family support, however they did not perform as well on spelling and expository writing and they discovered that the development of phonological awareness is crucial to literacy success. Due to an increasing number of children being implanted prior to 12 months of age thanks to the Infant Screening Programme, it would be interesting to repeat this study with a cohort that was implanted sooner in life. Being literate does not simply comprise of being able to read print. Reading and writing have often been said to go hand in hand and develop linearly. Mayer (2010) noted that there has been considerably little research in the implications of deafness on writing development and most of the research that has been published focusses primarily on spelling rather than writing composition. It is clear that children learn that writing carries meaning and that it is a useful tool for communication. There is debate about the multitude of strategies available for teaching reading and writing, for example phonological approaches or visual orthographic strategies. Simply learning how to spell words is not sufficient to become literate. The English language has a complex system of syntax and grammar. Cormier et al (2012) investigated the impact of age of acquisition of a signed language on grammatical abilities in deaf children. He noted that successfully acquiring a language, signed or oral, is crucial to developing grammatical awareness of that language and successfully acquiring a second language, i.e. BSL or English depending on L1. Grosjean (2001) also commented that bilingual education is a deaf childs best chance of acquiring good literacy skills in both signed and written/spoken languages, however it is important to note that it is the parents right to choose the preferred communication method for their child. Miller (2005) also found that elementary children were able to find meaning in sentences by using the meaning of the actual words in these sentences but lacked the ability to process syntactic information. These studies show that a greater focus needs to be on the acquisition of grammatical awareness and syntax to ensure that deaf children get a greater understanding of the complex language structures in written texts. Further developing a childs spoken language will aid their abilities to produce more complex written sentences and therefor reduce the amount o f baked sentences, e.g. using the same sentence starters over and over again such as I like or I can. To ensure an adequate support programme is put in place for the deaf child, it is paramount that the teacher of the deaf thoroughly assesses the current reading and writing skills and language abilities, both receptive and expressive, of the child and has a good understanding of the support the child receives at home and in the class room. The childs specific characteristics, attitudes to learning, preferred learning styles and personal, social and emotional development and their strengths and weaknesses are all crucial in a whole child approach towards progress. The teacher of the deaf should work together with parents, schools and other agencies to ensure the best strategies are put in place for the child. Goberis et al. (2012) suggested that parents should target specific language skills at home using natural, day to day opportunities and the teachers should be given strategies to practise in the class room environment. It must be stressed that speech intelligibility does not give a clear picture of the childs actual language abilities and time should be spend finding out where the strengths and weaknesses lay, especially when it comes to pragmatic language skills, grammar and vocabulary. Some of the strategies to put in place to further develop language could be following instructions and then allowing the child the opportunity to give instructions too to further develop the childs theory of mind. The child should be encouraged to provide instructions that are clear and have sufficient information for the other person to follow. This coul d be scaffolded by adding picutres at first so the child can have a visual representation prior to building the sentences. Playing playground games or very easy board games are a great way to develop instructional language as a set of rules must be followed to be successful. The child could also be encouraged to explain the game to a peer with the help of an adult. Goberis et al. (2012) also states that it is important to encourage deaf children to answer why questions and ask them to consider options or discussing cause and effect of certain behaviours. They must also develop the recognition that other children might have a different point of view and talkinga bout other childrens likes and dislikes will allow them to further develop their pragmatic skills and allows them to develop their theory of mind. Categorization is also an important step in language development. Playing sorting games or guessing games can help the child build these categories in their minds. It is also impor tant for them to learn that not all statements are true and they must consider whether the information given to them is factual or not. References: Alvord, S ; Adams, W ; Barker, R ; Garner, B ; Rosengren, K ; Shaver, G, (2001), Relationship between WRAML and NEPSY subtest performance and reading acquisition in early elementary school children , Archives of Clinical Neuropsychology, Vol. 16(8), pp.773-787 [Peer Reviewed Journal] Bouton, S., Bertoncini, J., Serniclaes, W. and Cole, P. (2011) Reading and reading-related skills in children using Cochlear Implants: Prospects for the influence of cued speech, Journal of Deaf Studies and Deaf Education, Vol. 16(4), pp.458-473 [Peer Reviewed Journal] Cormier, K., Schembri, A., Vinson, D. and Orfanidou, E. (2012) First language acquisition differs from second language acquisition in prelingually deaf signers: Evidence from sensitivity to grammaticality judgement in British sign language, Cognition, Vol.124(1), p.50-65 [Peer Reviewed Journal] Crain-Thoreson, C., Dahlin, M.P. and Powell, T.A. (2001) Parent-child interaction in Three conversational contexts: Variations in style and strategy, New Directions for Child and Adolescent Development, 2001(92), p. 23. discussion 91-8 [Peer Reviewed Journal] Geers, A.E. and Hayes, H. (2011) Reading, writing, and Phonological processing skills of adolescents with 10 or more years of Cochlear implant experience, Ear and Hearing, Vol.32(1 Suppl), pp.49S-59S [Peer Reviewed Journal] Goberis, D., Beams, D., Dalpes, M., Abrisch, A., Baca, R. and Yoshinaga-Itano, C. (2012) The missing link in language development of deaf and hard of hearing children: Pragmatic language development, Seminars in Speech and Language, Vol.33(4), pp.297-309 [Peer Reviewed Journal] Grosjean, F. (2001) The right of the deaf child to grow up bilingual, Sign Language Studies, 1(2), pp.110-114. Justice, L.M., Meier, J. and Walpole, S. (2005) Learning new words from Storybooks, Language Speech and Hearing Services in Schools, Vol. 36, pp.17-32 Kyle, F.E. and Harris, M. (2011) Longitudinal patterns of emerging literacy in beginning deaf and hearing readers, Journal of Deaf Studies and Deaf Education, Vol. 16(3), pp. 289-304. Marschark, M., Lang, H., Albertini, J. (2002). Educating deaf students: From research to practice. New York: Oxford University Press Mayer, C. (2007) What really matters in the early literacy development of deaf children, Journal of Deaf Studies and Deaf Education, , Vol. 12, No. 4 (FALL 2007), pp. 411-431 Miller, P. (2005) Reading comprehension and its relation to the quality of functional hearing: Evidence from readers with different functional hearing abilities, American Annals of the Deaf, Vol. 150(3), pp. 305-323 Perfetti, C.A. (2000) Reading Optimally builds on spoken language: Implications for deaf readers, Journal of Deaf Studies and Deaf Education, Vol. 5(1), pp. 32-50 [Peer Reviewed Journal] Sulzby, E., Edwards, P. A. (1993). The role of parents in supporting literacy development. In B. Spodek O. N. Saracho (Eds.), Language and literacy in early childhood education (pp. 156-177). New York: Teachers College Press. Swanwick, R. and Watson, L. (2007) Parents sharing books with young deaf children in spoken English and in BSL: The common and diverse features of different language settings, Journal of Deaf Studies and Deaf Education, Vol. 12(3), pp. 385-405 [Peer Reviewed Journal] Traxler, C.B. (2000) The Stanford Achievement test, 9th edition: National Norming and performance standards for deaf and hard-of-hearing students, Journal of Deaf Studies and Deaf Education, 5(4), pp. 337-348 Williams, C. and Mayer, C. (2015) Writing in young deaf children, Review of Educational Research, Vol. 85(4), pp. 630-666 [Peer Reviewed Journal] Yaden, D.B., Smolkin, L.B. and Conlon, A. (1989) Preschoolers questions about pictures, print conventions, and story text during reading aloud at home, Reading Research Quarterly, 24(2), p. 188.

Relationship Between Ambient Airborne Fungal Levels and Meteorological

Total Spore Trap Sampling Method The spore trap method is used due to the ability to immediately identify a large spectrum of the majority of fungal spores within the air. This method is able to identify species that are unable to culture well or those that are no longer viable, but present. Alternatively within the industry there is not a consensus on the method. Downfalls include the difficulty of identifying some mold spores and there is no differentiation between non-viable and viable spores. For example, the lab analysis of Penicillium and Aspergillus is reported together due to the inability to differentiate between the two, therefore are categorized as Penicillium/Aspergillus types (Clean Air Labs, 2007). This would be an issue if trying to model either through use of the spore trap method. The spore trap method also lacks to ability to determine mold spore viability, which could be useful in determining which mold spores are able to grow when placed in the right environment (Emlab, 2011). Overall the method is questionable for industry when used alone as a method to classify and determine indoor mold problems. For the purposes of creating models based on meteorological data, those issues seem to be irrelevant if the appropriate fungus is selected for comparison. Sampling Technique Total Spore Trap sampling occurs through use of air pump with cassette. The air is pulled through the cassette and trapped on a slide, which is analyzed by a laboratory. The lab with read a count the total number of fungal spores in a small area and multiplied to determine a total spore count. This process is very quick and cost effective, but can only be used as a guide, with all reported numbers representing an estimation of the total sp... ...ions of Cladosporium spp. and Alternaria spp. spores in Zagreb (Croatia) and effects of some meteorologicial factors. Annals of Agricultural and Environmental Medicine , 303-307. Recio, M., Trigo, M. d., Docampo, S., Melgar, M., Garcia-Sanchez, J., Bootello, L., et al. (2011). Analysis of the predicting variables for daily and weekly fluctuations of two airborne fungal spores: Alternaria and Cladosporium. International Journal of Bioeteorology . Smith, G. (1990). Sampling and identifying allergenic pollens and molds. San Antonio: Blewstone Press. Trout, C., & Levetin, E. (2001). Correlation of spring spore concentrations and meteorological conditions in Tulsa, Oklahoma. International Journal of Biometeorology , 64-74. Whittaker, C. (n.d.). A rationale for collecting viable and non-viable samples for airborne fungi. Retrieved from Environmental Solutions Group.

Case Analysis on Hilton

The Hilton family started its first hotel in the year 1919 by the name of Mobley Hotel in Cisco, Texas under Conrad Hilton. The firm launched its IPO under the name Hilton Hotels Corporation in 1946 to make its presence felt in the hospitality business. With time the firm expanded to compete and serve at the global level. In the highly competitive Global Lodging Business the challenges mainly faced by the firms included difficulty in achieving a standardized service of operation all throughout.With economies of scale and to focus on consistency as well as superior service delivery across the Hilton brand of Hotels, the importance of CRM was realized and the firm came up with the strategy of Customers Really Matter (CRM) in 2002. To build customer equity it is important to embrace technology and Hilton implemented this using its infrastructure called OnQ which acted as an enabling agent helping employees to deliver great customized customer experiences. Hilton introduced the Customers Really Matter with the objective to provide outstanding services to the customer.CRM enabled Hilton Corporation to focus more on building and managing its relationships with its customers. With CRM it was possible to acknowledge customers and provide personalized attention to each of them. It helped to store personal records of a person to access information for knowing the customer better. It helped maintaining people’s preferences, which directly reduced time spent on websites assistance or call center’s phone call costs and it also helped providing offers suited according to an individual and even helped promoting cross-selling and improving conversion rates.With CRM, the hotels front desk could have a comprehensive report each day of the guest list in an easy to scan format. The pre-assigning of rooms, the classification/segmentation of membership and exclusive benefits for privileged customers could all be done using CRM. However, there were few problems involved with pre-assigning of rooms and changing priorities of the customer. By adopting CRM and adapting with the technology it all became easier for Hilton, the guest profile managing, online profile maintenance, building more relationship, andhave more information (emails, phone no. ) of the customers and record complaints and feedbacks. All of these could be integrated by Hilton to bring more consistency as well as standardization to its services across its diversified business. The existence of the SALT (Satisfaction And Loyalty Training) survey, which helped significantly to improve the services by monitoring customer experiences and better measure the important factors that could help the business, added great value to the CRM initiative.On the other hand, OnQ also assisted property level operations and could enable the corporation to open more hotels for the customers and expand the brand image. Although CRM had its own benefits, the success boiled down to execution. OnQ incorporat ed huge costs and maintenance expenses. Apart from them, the CRM technology also required many other organizational factors to be addressed. The focus required on measurement, executive championship, training of the employees to use the technology, the feedback incorporation, etc. all had to be taken in account which couldn’t be overlooked.Taking in consideration the presence across 78 countries, the technology helped maintaining central database accessible from all the service points. Having variety of products across different price points throughout the organization, CRM also assisted segmentation of customers into modules such as Diamond, Gold, 4+ for improving services. A difficult task was to deduce the Return on Investment for the CRM. To conclude, CRM did help Hilton in its goal to enhance its competitive advantage, and to become the one of the premier choices of the world’s traveler in the global hospitality business.

Human Biology Digestive and Urinary System Essay

Abstract The human body needs to maintain proper homeostasis to survive. There are several different organ systems in the human body. Two of those systems are the digestive system and the urinary system. Both systems remove waste from the body but in an entirely different way. They also maintain homeostasis within our blood stream. Both systems are critical for survival. This paper will describe how each of those systems works on its own and also how they work together to maintain homeostasis for the body.How the Urinary and Digestive Systems Work Together to Maintain Homeostasis The digestive system works to bring nutrients into the body with a series of hollow organs working together extending from the mouth to the anus. These hollow organs are the mouth, pharynx, esophagus, stomach, small intestine, large intestine, rectum, and anus. These hollow organs make up the gastrointestinal (GI) tract. The GI tract is aided by four accessory organs, the salivary glands, liver, gallbladder, and pancreas. Johnson) There are five basic processes of the digestive system. These processes are motility, secretion, digestion, absorption, and excretion. Motility is the mechanical processing and movement of food taken into the body. Chewing breaks food into smaller pieces, and two types of movement mix the contents of the lumen and propel it forward. The lumen is the inside lining of the GI tract. Secretion is the fluid, digestive enzymes, acid, alkali, bile, and mucus that are secreted into the GI tract at various places.Digestion is where the contents of the lumen are broken down mechanically and chemically into smaller and smaller particles, culminating in nutrient molecules. Absorption is what happens when the nutrient molecules pass across the GI tract and into the blood. Elimination is all of the undigested material is eliminated from the body through the anus. (Johnson) These GI tract and the four accessory organs of the digestive tract work together to complete the fiv e processes in order to bring nutrients into the body, and eliminate waste. The large intestine absorbs nutrients and eliminates waste.The small intestine absorbs nutrients and water. The water and nutrients absorbed from the intestines go into the blood stream . (Johnson) The urinary system consists of the kidneys, ureters, bladder, and urethra. The ureters, bladder, and urethra transport and store urine until it is eliminated from the body. The kidneys produce urine. Urine is the nitrogenous waste removed from the blood stream. It is essential to the body to remove this waste in order to maintain homeostasis. (Johnson) The kidneys perform all of the main functions in the urinary system.They regulate water levels in the body. When you take in water every day it is up to the kidneys to excrete the excess water or to conserve as much as possible. The kidneys have a great capacity to adjust water excretion as necessary. Normally with a minimum of a half liter per day to one liter per hour. (Johnson) The kidneys also regulate the nitrogenous waste and other solutes in our blood. One waste that is toxic to our cells is ammonia. Ammonia is detoxified quickly by the liver by being combined with carbon dioxide to create urea.Urea is the main waste product in urine. Sodium and chloride are both regulated by the kidneys as well. Sodium and chloride are both very important to determine the volume of extracellular fluids, like blood. This directly affects blood pressure. (Johnson) Other substances that the kidneys regulate are potassium, calcium, hydrogen, and creatinine. It is up to the kidneys to maintain homeostasis with each of these substances. Creatinine is a waste product that is produced during metabolism. This is one of the wastes that give urine a yellow color. Johnson) The digestive system removes nutrients and water from the food that we eat and drink and transports it to our blood stream. Any solid wastes that are unable to be digested are then eliminated fr om the GI tract. Our urinary system then removes any of the unwanted and unneeded substances and wastes from the blood stream and excretes them in urine. This is how homeostasis is maintained in our body with waste, so that there is no toxic build up in our body from certain substances. Homeostasis is critical to be maintained within the body for survival.Homeostasis is the body’s ability to maintain relatively stable internal conditions even though the outside world is continuously changing. (Marieb) All living things must maintain an internal environment compatible with life, and the range of chemical and physical conditions compatible with life is very narrow. (Johnson) In order for the digestive and urinary systems to work together to maintain homeostasis both systems must be functioning properly. First we consume food and water. Then our digestive system absorbs the nutrients and water into our blood stream.Once the nutrients and water is in our blood stream our urinary system the filters the blood and removes any additional waste and maintains the proper homeostasis with the nutrients we consume. If our digestive system is not functioning properly then we are not able to absorb the proper nutrients and fluids in order to allow our kidneys to filter our blood and maintain homeostasis. If our urinary system is not functioning properly than the nutrients and fluids we consume can cause a buildup in our blood stream of toxic wastes and fluids and throw off homeostasis.Either way it would be detrimental to our body for this to happen. Our blood pressure would be affected severely and this would cause issues with not only our cardiovascular system but also our respiratory system. It is critical to keep both systems healthy to ensure that our body’s have the proper water and nutrients to survive and that all waste is secreted from our systems. References Johnson, Michael D. Human Biology: Concepts and Current Issues-sixth edition. Pearson Educatio n. 2012. Print. Marieb, Elaine Nicpone. Essentials oh Human Anatomy and Physiology-tenth edition. Pearson Education. 2012. Print.

What the sub-editor saw - Emphasis

What the sub-editor saw What the sub-editor saw Hello, Im Cathy, and Im a sub-editor (scourge of the newsroom, pedant and dictionary botherer). As such, my job is to spot inaccuracies, correct typos, clean up grammar and write headlines. I spend most of my time working at the broadsheets, where the copy is of very high quality. Even so, there are still plenty of opportunities for words to go crazy and cause mayhem, as they have a way of doing. Ill be keeping an eye out while Im on my rounds, and reporting in to Emphasis from time to time on the mistakes I find. After all, what better way to learn than from the mistakes of others? (Far less painful than ones own!) This week From triplets to tautology, the wrong Teresa to the wrong Labour politician, heres a round-up of a few corkers I spotted this week. Youve probably heard the nursery rhyme As I was going to St Ives, I met a man with seven wives; each wife held seven sacks, each sack had seven cats Well, I was reminded of that when I spotted this sentence, which features a common tautology (tautology: using multiple words to describe the same thing). Farhana Shaukat, a mother of three triplets, gave a clue as to why the pupils were queuing up outside. They get bored with the holidays, she said. Three triplets? So how many were going to St Ives three or nine? Triplets only has one meaning: three children born at the same time. The addition of three is unnecessary, but surprisingly common (along with the other favourite two twins). Its not a big mistake, by any means. But its worth avoiding even if only for the reason that some stickler will always pick you up on it otherwise (erm, yes, thats me). Health risk Moving on swiftly, we go from an extraneous word to a missing word and this time, an important one. This is a good example of how one word can completely change the meaning of a sentence. And its so easy to do, especially when youre in full flow and thinking faster than you can write. The following was very nearly published as the headline to a piece on the 10-year anniversary of 9/11. Spot the missing word. World Trade Centre attacks left rescuers and bystanders with raised risk of physical and mental health, Lancet reveals Its not only missing words that can cause mischief letters can be equally troublesome. The following sentence has a letter missing. Can you spot it? The inquiry, ordered by Teresa May, is being carried out by Her Majestys Inspectorate of Constabulary. Its an h. The home secretary is a Theresa, not a Teresa. Pah! you say. Thats just a typo, nothing to sweat over. And yes, thats fair. But a Teresa May does exist, and she has a profession that our Theresa probably wouldnt appreciate being associated with. Ahem. (Shes a porn star.) Lets play spot the letter again, in a similarly scandalous vein. This time, though, youre looking for an extra one, not a missing one. Ready? This month a 51-year-old officer will answer police bail after being arrested on suspicion of misconduct in a public officer over alleged unauthorised leaks from the Operation Weeting phone-hacking inquiry. Misconduct in a whaaat? Madre mia! That should, needless to say, read misconduct in a public office. Brown, in the farmhouse, with the Okay, thats more than enough smut. Back to serious things. This final example is one of those mistakes that is terrifyingly easy to make when youve been working on something at length and suddenly your brain turns bad and attacks you. This came at the end of a very long and detailed story on Alistair Darlings new book, in which the words Brown and Darling occurred many times over, and always in the right place until That weekend, Brown reveals that he held a secret meeting with Miliband at a farmhouse in Essex. Grammatically, its fine. No typos, no dodgy apostrophes. So whats the problem? Simply that its wrong. It was Darling, not Brown, who revealed and attended the secret meeting and the scary truth is that no spellcheck can pick up that kind of (potentially libellous) mistake. The moral of the story? Proofread, proofread and proofread. Ideally, ask someone else to proofread for you and dont feel bad if they pick up errors. None of the mistakes Ive mentioned above were made through ignorance or stupidity simply through human error. We all make em. The best protection is knowing it. This is a guest blog post by Cathy Relf, a freelance sub-editor.

Fire Safety Managment and Legislation Essay Example | Topics and Well Written Essays - 2750 words

Fire Safety Managment and Legislation - Essay Example This essay describes different services offered by the centre, and states that an expansion and enlargement of the centre are needed. The researcher discusses that the centre’s management decided to have a new building with a common hall, a room with a stage, a chapel, several offices, a room for the youth, a pantry or a kitchen, a storage or utility room, and rest rooms and other facilities needed for the clients. With all these factors being considered, the building code requirements for fire safety are included. A fire safety strategy is needed to give satisfaction to the functional requirement of the building. With the plan provided, the fire safety measures must have the adequacy of means to prevent fire. There is also the provision for smoke control and control of rate of fire growth. The adequacy of the structure to resist the effect of the fire, the degree of fire compartment, the fire separation between buildings or part of buildings. The standard of active measures f or fire extinguishment and control, the facilities to assist the fire service, training of staff in fire safety and fire routines, the continued control under other legislation to maintain and test fires safety measures and management of fire safety. Internal fire spread as well as external fire spread control limitation is into a great consideration. In understanding the nature of service installations from the builder’s perspective, the importance of building services must be identified together with the methods used for fire protection. Building Regulations and Legislation The building regulations 2000, Approved Document B is the guidance on how to meet the building regulation on fire safety. This means that the building must allow adequate means of escape in the event of a fire. The ultimate concern of the Document B is the protection of the building occupants and not the building itself. Generally, fire safety requirements includes the following which are to be implemented in the construction of the new building. Means of Detection and Warning in case of Fire The means of detection and warning in case of fire includes the installation for fire appliances and assistance to the fire service such as fire extinguishers which are to be installed at places of relevance. Sprinklers must be set in strategic places. Hose reels are also needed, and must be placed in a location that is reachable to everybody. A fire alarm is a must to give early warning to the occupants in case of fire in the building. A design for compartmentation of the building is necessary to avoid the fast spread of fire. In section B1 of the approved Document B, smoke alarms should be positioned in places where fire is most likely to start. The most probable locations for the smoke alarms would be the kitchen and the oil

LITERATURE REVIEW Essay Example | Topics and Well Written Essays - 1500 words

LITERATURE REVIEW - Essay Example According to Gupta (2012), the systolic BP as well as the heart rate of old people is higher as compared to their counterparts who are in pre-retirement age. He attributes the above physiological characteristics to increased stress, anxiety, and depression amongst the old people. He argues that participation in cognitive activities could help old people counterweigh the physiological factors. Rockwood, Mitnitski and Rockwood (2010), did a research to test if deficit accumulation leads to loss of redundancy. They tested the relationship between age and FI-CGA. They found out that deficit accumulation decreases with increasing frailty, a state of helplessness arising due to old age. Nelson et al (2007) posit that the older people require to be engaged in exercise to improve their health as they age. Their report argues that America incurs a lot of cost treating the old people of diseases resulting from inactivity. They thus recommend inclusion of exercise programs for the old to help o ffset ailments such as cardiovascular complications, hypertension, diabetes, obesity, cancers such as of colon and breast. Additionally they argue that exercise helps reduce stress and depression, which trigger other diseases. Psychological Characteristics Loneliness, which is a common aspect characterizing the life of most old people is a major cause of many psychological as well as physiological problems. In most cases, loneliness contributes to depression, which is associated with declined cognitive capability particularly among the old people. Luanaigh & Lawlor (2008) suggest the need for research on possible interventions that could be used to decrease loneliness amongst the old. Dozeman et al (2009) suggest that old people, particularly those above 75 years are more vulnerable to depression. Their study on the prevalence of depressive symptoms across different ages showed that clinically related depressive symptoms are considerably high amongst the old people. They claim that such depressive symptoms are disadvantageous because they lead to reduced quality of life and make the old persons vulnerable to other conditions such as dysthymia. Sociological Characteristics According to Eliutina (2012), the problems faced by the old couples have received minimal attention by researchers. Their study showed that the number of old couples has decreased rapidly over the recent past due to increased death rate of men. After the death of their spouses, few widows choose to remarry due to fear of divorce. Additionally, the study revealed that old couples are often despised by the society and are given minimal attention. The old thus end up suffering of depression. The old couples are also likely to face individual differences among themselves, which call for the need for sociopsychological support programs to help the old people. Since most old people suffer from physiological as well as psychological problems, there is need for establishment of social programs such a s physical fitness programs to aid the old persons in the society (Meadows, Marechal & Catalan, 1998). Current Health and Activity Status When people get older, they become frail and dependent. Gurina, Frolova & Degryse (2011) categorize the health problems facing the old people. T