| Papers [1-14] of 100 :: [Page 1 of 8] | | Go to page : 1 2 3 4 5 6 7 8 —> | Search results on "IMPAIRED SPEECH HEAD TRAUMA": |
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Impaired Speech and Head Trauma, 1991.
This paper examines the relationship and variables of impaired speech and head trauma: Communications breakdown, brain damage, addiction, Alzheimer's, respiratory and articulatory mechanisms.
2,250 words (approx. 9.0 pages), 9 sources, £ 54.95
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From the Paper
"Organizational Outline
I. Introduction. The incidence of idiopathic speech and language dysfluencies and that of acquired speech and language dysfluencies can be distinctly differentiated as regards etiology. Acquired stuttering begins typically subsequent to some form of trauma to the head, resulting in brain damage and speech and language dysfluency.
II. Communication Breakdowns. Given head trauma as one cause of learning disabilities, language-learning disabled children earned a mean of 0.56 in conversation and narration communication breakdowns.
III. Perinatal Brain Damage. Children who had experienced perinatal brain damage evidenced several speech and language impairments when compared with their controls. ... "
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Head Trauma and the Brain, 2002.
A detailed description of the ways that acute head trauma affects the brain.
1,800 words (approx. 7.2 pages), 18 sources, MLA, £ 39.95
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Abstract
This paper presents a detailed description of the ways that acute head trauma affects the brain. Using the author?s personal experience with a head trauma several factors of the injury are related and explained in conjunction with the brain itself. Issues such as causes of head injuries and side effects are discussed.
From the Paper
"The treatment and care of a person with a head injury will vary depending on the severity of the injury and the complications that are encountered with it. As in the case of the author, the stitches were the most immediate need, however there were several side affects such as extreme fatigue, dizziness, and headaches. The first course of action is to assess vital signs and be sure that the person is stabilized. Watching for signs of coma, internal bleeding and other problems is also part of the initial assessment."
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Nursing Evaluation - Head Trauma, 2005.
A case study reviewing the protocols of assessment in the case of pediatric head trauma.
1,125 words (approx. 4.5 pages), 3 sources, £ 30.95
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Abstract
This paper is a case assessment and narrative on the assessment protocols for initial and primary assessment of a pediatric head trauma case. Bicycling safety and laws are identified in the paper, however the differences in children's perception is highlighted as interfering with the execution of the laws. The paper also presents primary and secondary neurological assessment protocols and risks.
From the Paper
"Mike is an 8-year old boy brought into your small community hospital ER in Rural Town, SUA by the paramedics. He was riding his bicycle on the street when a car hit him. The driver did not stop, but other motorists summoned the paramedics. Mike was not wearing a helmet. The paramedics have controlled the facial bleeding, but Mike has facial and head trauma. It appears he has no fractures of the extremities. He is awake and semi-alert. Pediatric head trauma is the most common cause of mortality and morbidity in the US pediatric population occurring as the result of accidents where the skate boarder or bicyclist is stuck by an oncoming motorist. It is both common sense and often law that bicyclists and skateboarders wear safety helmets ("Mandatory Helmet Laws," 2005)."
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Head Trauma, 1993.
A look at the causes and effects of head trauma, with a focus on neurological damage, treatment, drugs and complications.
2,250 words (approx. 9.0 pages), 6 sources, £ 54.95
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From the Paper
"Neurological Trauma
At least 50,000 Americans die annually because of head trauma (2:247). In addition, most of these injuries occur in persons between the ages of 15 and 24: young persons at the threshold of productive lives (2:247). Any blunt impact or penetrating injury to the head, neck, or trunk can result in neurological trauma (2:88). These injuries tend to be life.threatening: closed head trauma is the leading cause of early death after major trauma, and penetrating injuries of the skull are usually fatal (1:48, 54). In fact, although therapeutic measures do exist, little research has even been done on traumatic injury to the central nervous system (CNS) because it is such a widely held medical belief that the injuries are simply not amenable to treatment (5:xi). These concepts..."
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Hate Speeches: The Right to Freedom of Speech, 2001.
A look at freedom of speech with respect to 'hate' speeches' and whether or not these speeches are protected under the First Amendment.
1,168 words (approx. 4.7 pages), 5 sources, £ 27.95
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Abstract
In this paper the author argues that ?hate speeches?, however abhorrent, should be protected by the U.S. Constitution, that in the interest of free speech, they should be allowed. He suggests that this is synonymous with American freedom and refers to some specific examples in order to assess whether hate speeches should be protected under the First Amendment. The author contends that as long as we are free to judge the importance of what is being said for ourselves, then words should never be banned.
From the paper:
?Words are serious, not because they have any direct effect in their own right, but because words, and the ideas they express, are what we use to weigh up our own decisions, their likely effects, and our responsibilities. Words have consequences only if we choose to give them consequences.?
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"Head To Head" by Lester Thurow, 1994.
This paper reviews Lester Thurow's proposed industrial policy for a competitive U.S. in the global economy as presented in his book "Head To Head".
1,350 words (approx. 5.4 pages), 1 source, £ 32.95
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From the Paper
"It is not morning in America; it is late afternoon. The United States is facing head-to-head in economic competition with the newly integrated Europe (centered on Germany) and Japan. According to Lester Thurow, America stands a good chance of coming in third in this race, unless we wake up quickly and adapt. The likely winner will be Europe. This research examines the economic theory and plan for action posited by Thurow in his work, Head to Head (1992).
The end of the Cold War left the United States as the world's only military superpower. But without a pause, the contest for world power has shifted from a military contest to an economic contest among the United States, Japan and Europe. This new economic contest is unlike rivalries of the past. Until recently, trade between nations was a win-win situation: ... "
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"Head to Head" by Lester Thurow, 1993.
A look at the portrayal of the new economic realities for the 21st century and the struggles among Japan, Europe and America for power.
1,575 words (approx. 6.3 pages), 1 source, £ 38.95
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From the Paper
"Lester Thurow's Head to Head: The Coming Economic Battle Among Japan, Europe and America attempts to define the realities of the global economic aftermath of the Cold War. The economic struggle of the world in the 1990s and beyond will be shaped by the conflicts and cooperation among the three major players, and the rules of the new struggle are far different than those which prevailed up to the 1980s.
Thurow writes that "Just as the fall of the Berlin Wall in November of 1989 marked the end of the old contest between capitalism and communism, so the integration of the European Common Market, on Jan. 1, 1993, will mark the beginning of a new economic contest in a new century at the start of the third millennium. At that moment, for the first time in more than a century, the United States will become the second largest economy..."
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"Head To Head", 1993.
A critical review of this work on changing world order and economic showdown among the U.S., Germany and Japan.
1,125 words (approx. 4.5 pages), 1 source, £ 27.95
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From the Paper
"Lester Thurow in his book Head to Head contributes to the many recent analyses of the international economic scene and especially of the competitiveness--or lack of competitiveness--seen in American industry when matched especially against Japan and West Germany (now simply Germany, though the capabilities of the reunited Germany have not yet been fully tested). Japan in particular has been held up by many as a country more efficient and more productive than the United States, and the image has been created of a major trade war between the U.S., Japan, and the emerging European Community. Thurow examines this "war" beginning with the idea that the U.S. is at a disadvantage and has to work to catch up to Japan and Germany in particular. Thurow does not take a pessimistic view of American chances, however, and feels that America can make the adjustments ..."
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Gay Speech, not Hate Speech, 2008.
A discussion on the use of word forms specifically constructed for recognition by gay and lesbian groups.
1,041 words (approx. 4.2 pages), 4 sources, APA, £ 25.95
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Abstract
The paper illustrates how language serves a purpose to the gay and lesbian community to assist them in recognizing themselves as a group in a world of opposition and ridicule of their status. The paper quotes several words and descriptively explains how the word is utilized in gay society. The paper then summarizes the situation with examples on how language has been used negatively with the resultant necessity for this group to formulate their own vocabulary.
From the Paper
"This usage appears to have grown out of political activism. The need to combat homophobic oppression - including internalized homophobia - was perceived, and a concrete way of doing this was to hold a public parade in which pride in one's alternative sexual orientation was expressed. Out of this activity, the word "pride" acquired a whole new meaning - a meaning that is useful for this community in overcoming the societal prejudices it has to deal with."
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Language and Literacy Acquisition in Hearing Impaired Children, 2000.
An exploration of recent research into fostering language acquisition in the deaf and hearing-impaired.
2,521 words (approx. 10.1 pages), 13 sources, APA, £ 52.95
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Abstract
Many factors determine how a hearing-impaired child will acquire language skills, including the severity of the hearing disability, the age of onset, whether the child has hearing or deaf parents, the technology to which the child has access, and the home and school environments, among others. This paper explores various methods of teaching deaf students, including manual languages such as ASL and codes such as SEE 1, the oral approach, speech reading, and total communication. Each can be effective alone or in combination. In addition, there are various ways schools and parents can facilitate the language and reading abilities of hearing-impaired students.
From the Paper
"The bilingual-bicultural school of thought holds that deaf children need to be bilingual (in both manual and oral communication) in order to thrive. Bilingual-bicultural education programs emphasize early language acquisition and the special social needs of deaf children (Andrews et al., 1997). This philosophy advocates for the use of ASL as the first language of the deaf child, and maintains that such children are visual learners and should not be mainstreamed, but should be in environments that provide full communicative access to the curriculum. Adherents to this school of thought also believe that one should not speak English while signing ASL (Baker & Baker, 1997)."
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Visually Impaired Persons and Web Sites, 2008.
A discussion which examines whether students with sight problems are able to use the websites of California institutions of higher learning.
7,872 words (approx. 31.5 pages), 17 sources, APA, £ 117.95
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Abstract
The paper is a study to determine the satisfaction level of visually impaired students with the web sites maintained by California institutions of higher education. The paper provides a background and overview of the issues under consideration. It also reviews scholarly and organizational literature concerning recent initiatives intended to improve access to online resources for the visually impaired. The paper suggests the steps educators should take to ensure that their web sites conform to existing guidelines. The paper also provides a recapitulation of several other studies that advocate and oppose improved access for the visually impaired in accessing online resources.
Outline:
Introduction
Background and Overview
Studies of Visually Impaired Student Needs in Accessing Online Resources
Studies providing background information concerning need for improved accessibility to online resources
W3C Web Content Accessibility Standards
Technological Applications for Assisting the Visually Impaired Access Online Resources
Visually Impaired Students in the State of California
Studies in support of improved accessibility to online resources for the visually impaired
Studies opposed to improved accessibility to online resources for the visually impaired
Chapter Summary
From the Paper
"Such initiatives are clearly intended to help level the playing field for visually impaired individuals, and because the technology and expertise already exist to accomplish these goals, these authors and the vast majority of the others reviewed herein suggest that such developmental efforts are an important component of any Web site initiative. In this regard, Siekierska and his associates emphasize that, "Such advances may finally allow blind and visually impaired persons to access the vast amount of real-time data that are available to sighted persons with Internet access."
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Visually Impaired Patients and Change, 2005.
This is a proposal to help the visually impaired.
2,925 words (approx. 11.7 pages), 7 sources, £ 80.95
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Abstract
This is a proposal for a process change project (initially a pilot project) to better equip nurses to deal effectively with the visually impaired. The paper discusses the implications of being visually impaired and notes that this is a growing population with a grossly under reported incidence of visual impairment and often blindness due to aging and accompanying diseases that affect the elderly. Risk of accidents, such as hip fractures from falls, are suggested as part of the reason for the proposed pilot project. Lewin process change theory is highlighted.
From the Paper
"According to the American Foundation for the Blind, approximately 10 million individuals are visually impaired. ("Statistics," 2005). The visually impaired create numerous challenges for nursing and other healthcare practitioners that most institutions are not prepared to deal with. While visual impairment can strike individuals of any age; an estimated 5 million individuals aged 65 or older not residing in nursing homes are visually impaired either directly as a result of the aging process or as a result of diseases, such as diabetes, which affect vision ("Statistics," 2005), with 1 million reported as severe impairment. 26% of all nursing home residents are visually impaired: 3% are blind, 6% as severely impaired and over 16% considered impaired ("Statistics," 2005). Older individuals are also at a higher risk of serious injury based on their visual impairment. As a result, this population is more likely to require medical attention.."
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Education and the Visually Impaired, 2002.
An overview of available classroom rechnology for the visually impaired student.
1,900 words (approx. 7.6 pages), 5 sources, £ 49.95
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Abstract
This paper explains different technologies, from Braille to closed circuit television to text-to-speech readers, that can be used to enhance the educational experience of the visually impaired student. It also emphasizes the importance of teacher involvement and the different ways teachers can effectively educate students with low vision or who are blind.
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Inclusion for the Visually Impaired, 2007.
An in-depth discussion of the benefits and drawbacks of inclusion for blind and visually impaired students.
3,685 words (approx. 14.7 pages), 47 sources, MLA, £ 70.95
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Abstract
The paper explores the educational dilemmas that arise with regard to blind and visually impaired students. The paper discusses the arguments in support for and against inclusion. The paper stresses that as inclusion becomes increasingly widespread, it is essential to study ways to make the experience more meaningful and successful for parents, teachers and children with special needs. The paper concludes that inclusion should be supported for visually impaired students who have the capacity to learn and grow in a normal school setting. Some of the sources used by the paper are included.
Outline:
Introduction
Educational Dilemmas
Disabled Alongside Not Disabled (Advantage)
Disabled Alongside Not Disabled (Disadvantage)
Disabled Alongside Disabled (Advantage)
Disabled Alongside Disabled (Disadvantage)
Recommendations
Conclusion
From the Paper
"Full inclusion of young children with special needs has a variety of definitions. In some countries inclusion of these children into normal school is encouraged as a means to enhance early development. As declared in 1990 by the United Nations Convention in the Rights by the Child, all children including those with special needs has the right to be provided with basic education and enjoy full participation in their communities (Evans, 1998). In full inclusion it is assumed that children and families with diverse developmental needs, from diverse cultural-linguistic backgrounds and diverse social experiences, are accepted and accommodated with sensitivity and respect in high-quality early childhood programs (Early Childhood Resource Teacher Network of Ontario, 1997)."
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