Essay 2322

Earlier this semester, you participated in a class discussion about the character of Bath de Chaucer’s wife.  You are aware of the complexity of her as a resourceful, cunning, open and ambitious woman.  For this essay, I would like you to write a comparison / contrast essay in which you discuss the Wife of Bath as you compare or contrast one or more of these three well-known modern American women: Beyoncé Lil ‘Kim, and  / or Lady Gaga.

  Think beyond and below cliches and perceptions.  The comparison should not be disrespectful to these modern iconic women.  Obviously, times have changed, and I am in no way suggesting that these modern women share all or even some of the qualities of the Wife of Bath, aside from her drive for independence, sovereignty, and success.

  When developing the comparisons and contrasts of it, you should use AT LEAST THREE SOURCES to gather information and knowledge to support the claims and interpretations of it.  These sources should be cited in the text and on a works cited page using a precise MLA documentation style.

You will write one essay of 500 – 600 words for this paper . This essay must be formatted in MLA Paper form.

Here is the reading about The character of Bath de Chaucer’s life 

From The Canterbury Tales:

  General Prologue

  Here bygynneth the Book of the Tales of Caunterbury

    

 Whan that Aprill, with his shoures soote

  The droghte of March hath perced to the root

  And he bathed every veyne in swich liquor,

  Of which virtue begotten is the flour;

  5 Whan Zephirus eek with his sweete breeth

  Inspired hath in every holt and heeth

  The tender croppes, and the yonge ring

  Hath in the Ram his halfe cours yronne,

  And smale foweles maken melodye,

  10 That slepen al the nyght with open eye-

  (So ​​priketh hem Nature in hir corages);

  Thanne longen folk to goon on pilgrimages

  And palmeres for to seken straunge strondes

  To ferne halwes, kowthe in probry londes;

  15 And specially from every shires ende

  Of Engelond, to Caunterbury they wende,

  The hooly blisful martir for to seke

  That hem hath holpen, whan that they were seeke.

         Bifil that in that seson, on a day,

  20 In Southwerk at the Tabard as I lay

  Redy to wenden on my pilgrymage

  To Caunterbury with ful devout courage,

  At nyght was come into that hostelrye

  Wel nyne and twenty in a compaignye

  25 Of Sondry folk, by aventure yfalle

  In felaweshipe, and pilgrimes were they alle,

  That toward Caunterbury wolden ryde.

  The rooms and the stables weren wyde,

  And wel we weren esed att beste;

  30 And shortly, whan the sonne was to rest,

  So hadde I spoken with hem everichon

  That I was of hir felaweshipe anon,

  And made forward erly for to ryse

  To take our wey, ther as I yow devyse.

  35 But nathelees, whil I have tyme and space,

  Er that I ferther in this tale pace,

  Me thynketh it acordaunt to resoun

  To tel yow to the condition

  Of ech of hem, so as it semed me,

  40 And whiche they weren, and of what degree,

  And eek in what array that they were not;

  And at a knyght than wol I first bigynne.

         A KNYGHT ther was, and that a worthy man,

  That fro the tyme that he first bigan

  45 To riden out, he loved chivalrie,

  Trouthe and honor, fredom and curteisie.

  Ful worthy was he in his lordes werre,

  And therto hadde he riden, no man ferre,

  As wel in cristendom as in hethenesse,

  50 And evere honored for his worthynesse of him.

  At Alisaundre he was, whan it was wonne.

  Ful ofte tyme he hadde the bord bigonne

  Aboven alle nacions in Pruce;

  In Lettow hadde he reysed, and in Ruce,

  55 No Cristen man so ofte of his degree of him.

  In Gernade at the seege eek hadde he be

  Of Algezir, and riden in Belmarye.

  At Lyeys was he and at Satalye,

  Whan they were wonne;  and in the Grete See

  60 At many a noble army hadde he be.

  At mortal battles hadde he been fiftene,

  And he foughten for oure feith at Tramyssene

  In lystes thries, and ay slayn his foo.

  This ilke worthy knyght hadde been also

  65 Somtyme with the lord of Palatye

  Agayn another hethen in Turkye.

  And everemoore he hadde a sovereyn prys;

  And though that he were worthy, he was wys,

  And of his port de él as meeke as is a mayde.

  70 He nevere yet no vileynye ne sayde

  In al his lyf de he unto no maner wight.

  He was a verray, parfit nice knyght.

  But, for to tellen yow of his array of him,

  His hors de él were goode, but he was nat gay.

  75 Of fustian he wered a gypon

  Al bismotered with his habergeoun de el,

  For he was late and come from his journey of him,

  And he wente for to doon his pilgrymage.

         With hym ther was his sone of him, a yong SQUIER,

  80 A lovyere and a lusty bacheler;

  With lokkes crulle, as they were leyd in press.

  Of twenty yeer of age he was, I gesse.

  Of his stature of him he was of evene lengthe,

  And wonderly delyvere, and of greet strengthens.

  85 And he had been somtyme in chyvachie

  In Flaundres, in Artoys, and Pycardie,

  And born hym weel, as of so litel space,

  In hope to stonden in his lady grace of him.

  Embrouded was he, as it were a meede,

  90 Al ful of fresshe floures, whyte and reede;

  Syngynge he was, or floytynge, al the day,

  He was as fressh as is the mountain of May.

  Short was his gowne de él, with sleves longe and wyde.

  Wel koude he sitte on hors, and faire ryde.

  95 He koude songes make, and wel endite,

  Just, and eek daunce, and weel purtreye and write.

  So hoote he he lovede, that by nyghtertale

  He slepte namoore than dooth a nyghtyngale.

  Curteis he was, lowely, and servysable,

  100 And carf biforn his fader at the table.

         A YEMAN hadde he and servantz namo

  At that tyme, for hym list ride soo;

  And he was clad in cote and hood of grene.

  A sheef of pecok arwes, bright and kene

  105 Under his belt of he he bar ful thriftily,

  (Wel koude he dresse his takel yemanly:

  Hise arwes drouped noght with fetheres lowe)

  And in his hand de he baar a myghty bowe.

  A not heed hadde he, with a broun face,

  110 Of woodecraft wel koude he al the usage.

  Upon his arm of him I have baar a gay bracer,

  And by his syde de él a swerd and a bokeler,

  And on that oother syde a gay daggere

  Harneised wel and sharpe as point of spere.

  115 A Cristopher on his brest of silver sheene.

  An horn he bar, the bawdryk was of grene;

  A forster was he, soothly, as I gesse.

         Ther was also a Nonne, a PRIORESSE,

  That of hir smylyng was ful symple and coy;

  120 Hir gretteste ooth was but by Seinte Loy;

  And she was cleped Madame Eglentyne.

  Ful weel she soong the service dyvyne,

  Entuned in hir nose ful semely,

  And Frenssh she spak ful faire and fetisly,

  125 After the school of Stratford-reached-Bowe,

  For Frenssh of Parys was to hir unknowe.

  At mete wel ytaught was she with alle:

  She leet no morsel from hir lippes fail,

  She ne wette hir fyngres in hir sauce depe;

  130 Wel koude she carie a morsel, and ella wel kepe

  That no drope ne girl upon hir brist.

  In curteisie ella was ella set ful muche hir list.

  Hire over-lippe wyped she so clene

  That in hir coppe ther was no ferthyng sene

  135 Of greece, whan she dronken hadde hir draft.

  Ful semely after hir mete ella she raughte.

  And sikerly, she was of greet desport,

  And ful plesaunt, and amyable of port,

  And she peyned hir to countrefete cheere

  140 Of court, and been statlich of manere,

  And to ben holden worthy of reverence.

  But, for to speken of hir conscience,

  She was so charitable and so pitous

  Ella she wolde wepe, if that she she saugh a mous

  145 ella Kaught in a trappe, if it were deed or bledde.

  Of smale houndes hadde she, that she she fedde

  With rosted flessh, or milk and wastel-breed.

  But soore weep she if oon of hem were deed,

  Or if men smoot it with a yerde smerte;

  150 And al was conscience, and tender herte.

  Ful semyly hir wympul pynched was her,

  Hire nose tretys, hir eyen greye as glas,

  Hir mouth ful smal, and therto softe and reed;

  But sikerly she hadde a fair forheed;

  155 It was almoost a spanne brood, I trowe;

  For, hardily, she was nat undergrowe.

  Ful fetys was hir cloke, as I was war;

  Of smal coral butts hir arm she bar

  A peire of bedes, gauded al with grene,

  160 An theron heng a brooch of gold ful sheene,

  On which ther was first write a crowned A,

  And after Amor vincit omnia.

        Another NONNE with hir hadde she,

  That was hire chapeleyne, and preestes theater.

  165 A MONK ther was, a fair for the maistrie,

  An outridere, that lovede venerie,

  A manly man, to been an abbot able.

  Ful many a deyntee hors hadde he in stable,

  And whan he rood, men myghte his brydel heere

  170 Gynglen in a whistlynge wynd als cleere

  And eek as loude, as dooth the chapel belle.

  Ther as this lord was keper of the one,

  The reule of Seint Maure, or of Seint Beneit,

  By cause that it was old and somdel streit

  175 This ilke Monk leet olde thynges pace,

  And he heeld after the newe world the space.

  He yaf nat of that text a pulled hen,

  That seith that hunters beth nat hooly men,

  Ne that a monk, whan he is recchelees,

  180 he Is likned til a fissh that is waterlees, –

  This is to seyn, a monk out of his cloister

  But thilke text heeld he nat worth an oystre;

  And I seyde his opinioun de él was good.

  What sholde he studie, and make hymselven wood,

  185 Upon a book in cloystre alwey to poure,

  Or swynken with his handes and labore,

  As Austyn bit?  How shal the world be served?

  Lat Austyn have his swynk to him reserved!

  Therfore he was a prikasour he aright:

  190 Grehoundes he hadde, as swift as fowel in flight;

  Of prikyng and of huntyng for the hare

  Was al his lust de él, for no cost wolde he spare.

  I seigh his sleves purfiled at the hond

  With grys, and that the fyneste of a lond;

  195 And, for to festne his hood under his chyn de él,

  He hadde of gold ywroght a curious pyn;

  A love-knotte in the gretter ende ther was.

  His heed de él was balled, that shoon as any glas,

  And eek his face de él, as it hadde been enoynt.

  200 He was a lord ful fat and in good poynt,

  Hise eyen stepe, and rollynge in his heed de el,

  That stemed as a forneys of a leed;

  His flexible bootes from him, his hors in greet estaat.

  Now certainly he was a fair prelaat;

  205 He was nat pale as a forpyned goost.

  A fat swan loved he best of any roost.

  His palfrey de él was as broun as is a berye,

         A FRERE ther was, a wantowne and a merye,

  A lymytour, a ful solempne man.

  210 In alle the orders foure is noon that kan

  So muchel of daliaunce and fair language.

  He hadde maad ful many a marriage

  Of yonge wommen at his owene cost de él.

  Unto his order de el he was a noble post,

  215 And wel biloved and famulier was he

  With frankeleyns overal in his contree of him,

  And eek with worthy wommen of the toun;

  For he hadde power of confessioun,

  As seyde hymself, more than a curat,

  220 For of his order of him he was license.

  Ful swetely herde he confessioun,

  And plesaunt was his absolucioun de el:

  He was an esy man to yeve penaunce,

  Ther as he wiste to have a good pitaunce.

  225 For unto a povre order for to yive

  Is sign that a man is wel yshryve;

  For, if he yaf, he dorste make avaunt,

  He wiste that a man was repentaunt;

  For many a man so harde is of his herte de él,

  230 He may nat wepe, al thogh hym soore smerte;

  He therfore in stede of wepynge and preyeres

  Men moote yeve silver to the povre freres.

  His typet of him was ay farsed ful of knyves

  And pynnes, for to yeven yonge wyves.

  235 And certainly I have hadde a murye note:

  Wel koude he synge, and pleyen on a rote;

  Of yeddynges he baar outrely the pris.

  His nekke whit de él was as the flour-de-lys;

  Therto he strong was as a champioun.

  240 He knew the taverns wel in every toun

  And everich hostiler and tappestere

  Bet than a lazar or a beggestere;

  For unto swich a worthy man as he

  Acorded nat, as by his facultee of him,

  245 To have with sike lazars aqueyntaunce.

  It is nat honest, it may nat avaunce,

  For to deelen with no swich poraille,

  But al with riche and selleres of vitaille.

  And over al, ther as profit sholde arise,

  250 Curteis he was, and lowely of servyse.

  Ther nas no man nowher so virtuous.

  He was the best beggere in his hous of him;

  (And yaf a certeyn ferme for the graunt

  Noon of his brethren of him cam ther in his haunt of him;)

  255 For thogh a wydwe hadde noght a sho,

  So plesaunt was his of him “In principle”

  Yet wolde he have a ferthyng, er he wente;

  His purchaser de él was wel bettre than his rente de el.

  And rage he koude, as it were right a whelp.

  260 In love-dayes ther koude he muchel help,

  For there he was nat lyk a cloysterer

  With a thredbare cope, as is a povre scoler,

  But he was lyk a maister or a pope;

  Of double worstede was his semycope of him,

  265 That rounded as a belle out of the press.

  Somwhat he lipsed for his wantownesse

  To make his Englissh sweete upon his tonge of him;

  And in his harpyng de el, whan that he hadde songe,

  Hise eyen twynkled in his heed aryght

  270 As doon the sterres in the frosty nyght.

  This worthy lymytour was cleped Huberd.

         A MARCHANT was ther with a forked berd,

  In mottelee, and hye on horse he sat;

  Upon his heed from him to Flaundryssh bever hat,

  275 His bootes of him clasped faire and fetisly.

  His resons of him he spak ful solempnely,

  Sownynge alway th’encrees of his wynnyng of him.

  He wolde the see were kept for any thyng

  Bitwixe Middelburgh and Orewelle.

  280 Wel koude he in eschaunge sheeldes selle.

  This worthy man ful wel his wit bisette;

  Ther wiste no wight that he was in debt,

  So statly was he of his governaunce

  With his bargaynes and with his chevyssaunce de él.

  285 For sothe, he was a worthy man with-alle,

  But, sooth to seyn, I noot how men hym calle.

         A CLERK ther was of Oxenford also,

  That unto logyk hadde along ygo.

  As leene was his hors of him as is a rake,

  290 And he nas nat right fat, I undertake,

  But he looked holwe and therto sobrely.

  Ful thredbare was his overeste courtepy of him;

  For he hadde geten hym yet no benefit,

  He ne was so worldly for to have office.

  295 For hym was levere have at his beddes heed

  Twenty bookes, clad in blak or reed,

  Of Aristotle and his philosophy of him,

  Than rich dresses, fithele gold, sautrie gay gold.

  But al be that he was a philosopher,

  300 Yet hadde he but litel gold in chest;

  But al that he myghte of his freendes hente de el,

  On bookes and on lernynge he it spente,

  And bisily gan for the soules preye

  Of hem that yaf hym wherwith to scoleye.

  305 Of studie took he moost cure and moost heede.

  Noght o word spak he moore than he was neede,

  And that was seyd in form and reverence,

  And short and quyk, and ful of hy sentence;

  Sownynge in moral virtue was his speche of him,

  310 And gladly wolde he lerne, and gladly teche.

         A SERGEANT OF THE LAWE, war and wys,

  That often had been at the Parvys,

  Ther was also, ful riche of excellence.

  Discreet he was, and of greet reverence-

  315 He semed swich, hise wordes weren so wise.

  Justice he was ful often in assis,

  By patent, and by pleyn commissioun.

  For his science de él, and for his heigh renoun,

  Of fees and dresses hadde he many oon.

  320 So greet a purchasour was nowher noon:

  Al was fee symple to hym in effect,

  His purchasyng of him myghte nat been infected.

  Nowher so bisy a man as he ther nas,

  And yet he semed bisier than he was.

  325 In terms hadde he caas and doomes alle

  That from the tyme of Kyng William were fail.

  Therto he koude endite and make a thyng,

  Ther koude no wight pynche at his writyng of him;

  And every koude status he pleyn by rote.

  330 He rood but hoomly in a medlee cote

  Girt with a belt of silk, with bars smale;

  Of his array of him such as I no lenger tale.

         A FRANKELEYN was in his compaignye de él.

  Whit was his berd of him as is a dayesye;

  335 Of his complexioun de él he was sangwyn.

  Wel loved he by the morwe a sope in wyn,;

  To lyven in delit was evere his wone of him,

  For he was Epicurus owene sone,

  That heeld opinioun that pleyn delit

  340 he Was verray felicitee parfit.

  An housholdere, and that a greet, was he;

  Seint Julian was he in his contree of him.

  His breed of him, his ale of him, was alweys after oon,

  A bettre envyned man was nowher noon.

  345 Withoute bake mete was nevere his hous

  Of fissh and flessh, and that so plentevous,

  It snewed in his hous of mete and drynke,

  Of alle deyntees that men koude thynke.

  After the probry sesons of the yeer,

  350 So chaunged he his mete and his soper of him.

  Ful many a fat partrich hadde he in muwe,

  And many a breem and many a luce in stuwe.

  Wo was his cook from him, but if his sauce from him were

  Poynaunt and sharp, and redy al his geere de él.

  355 His table de él dormant in his halle de él alway

  He stood redy covered al the longe day.

  At sessiouns ther was he lord and sire;

  Ful ofte tyme he was knyght of the shire.

  An anlaas and a gipser al of silk

  360 Heeng at his girdel de el, whit as morne milk.

  A shirreve hadde have been, and a countour.

  He was nowher swich a worthy vavasour.

         An HABERDASSHERE and a CARPENTER,

  A WEBBE, a DYERE, and a TAPYCER, –

  365 And they were clothed alle in o lyveree

  Of a solemn and a greet fraternitee.

  Ful fressh and newe hir geere apiked was;

  Hir knyves were chaped noght with bras,

  But al with silver;  wroght ful clene and weel,

  370 Hire girdles and hir pouches everydeel.

  Wel semed ech of hem a fair burgeys

  To sitten in a yeldehalle on a deys.

  Everich, for the wisdom that he kan,

  He was shaply for to been an alderman.

  375 For catel hadde they ynogh and rente,

  And eek hir wyves wolde it wel assente;

  And they certeyn, were they to blame.

  It is ful fair to been ycleped “madam,”

  And goon to vigilies al bifore,

  380 And have a mantel roialliche ybore.

         A COOK they hadde with hem for the nones

  To boille the chiknes with the marybones,

  And powder-walking tart, and galyngale.

  Wel koude I know a draft of London ale.

  385 He koude rooste, and sethe, and broille, and frye,

  Maken mortreux, and wel bake a pye.

  But greet harm was it, as it thoughte me,

  That on his shyne a mormal hadde he.

  For blankmanger, that made he with the beste.

  390 A SHIPMAN was ther, wonynge fer by weste;

  For aught I woot, he was of Dertemouthe.

  He rood upon a rouncy, as he kouthe,

  In a gowne of faldyng to the knee of him.

  At daggere hangynge we have laas hadde he

  395 he Aboute his nekke de el, under his arm adoun.

  The hoote somer hadde maad his hewe al broun,

  And certainly he was a good felawe.

  Ful many a draft of wyn had he ydrawe

  Fro Burdeux-ward, whil that the chapman sleep.

  400 Of nyce conscience took he no keep.

  If that he faught, and he hadde the hyer hond,

  By water he sente hem hoom to every london.

  But of his craft, to rekene wel his tydes,

  His stremes de él, and his daungers hym bisides,

  405 His herberwe de él and his moone de el, his lodemenage de el,

  Ther nas noon swich from Hulle to Cartage.

  Hardy he was, and wys to undertake;

  With many a tempest hadde his berd de he been shake.

  He knew alle the havenes as they were,

  410 From Gootlond to the Cape of Fynystere,

  And every cryke in Britaigne and in Spayne.

  His barge ycleped was the Maudelayne.

         With us ther was a DOCTOUR OF PHISIK;

  In al this world ne was ther noon hym lik,

  415 To speke of phisik and of surgerye,

  For he was grounded in astronomy.

  He kepte his pacient a ful greet deel

  In houres, by his magyk natureel de él.

  Wel koude he fortunen the ascendent

  420 Of his ymages of him for his pacient of him.

  He knew the cause of everich maladye,

  Were it of hoot, or coold, or moyste, or drye,

  And where they generated, and of what humor.

  He was a verray parfit praktisour:

  425 The cause yknowe, and of his harm de él the roote,

  Anon he yaf the sike man his boote de el.

  Ful redy hadde he hise apothecaries

  To sende him drugs and his letuaries,

  For ech of hem made oother for to wynne-

  430 Hir frendshipe nas nat newe to bigynne.

  Wel knew he the olde Esculapius,

  And Deyscorides and eek Rufus,

  Olde Ypocras, Haly, and Galyen,

  Serapioun, Razis, and Avycen,

  435 Averrois, Damascien, and Constantyn,

  Bernard, and Gatesden, and Gilbertyn.

  Of his measurable diet of he was he,

  For it was of no superfluitee,

  But of greet norissyng, and digestible.

  440 His studie de él was but litel on the Bible.

  In sangwyn and in pers he clad was al,

  Lyned with taffata and with sendal;

  And yet he was but esy of dispence;

  He kepte that he wan in pestilence.

  445 For gold in phisik is a cordial,

  Therfore he lovede gold in special.

         A good WIF was ther, OF biside BATHE,

  But she was somdel deef, and that was scathe.

  Of clooth-makyng she hadde swich an haunt,

  450 She passed hem of Ypres and of Gaunt.

  In al the parisshe wif ne was ther noon

  That to the offrynge bifore hire sholde goon;

  And if she ther dide, certeyn so wrooth was she,

  That she was out of alle charitee.

  455 Hir coverchiefs ful fyne weren of ground;

  I dorste swere they weyeden ten pound

  That on a Sonday weren upon hir heed.

  Hir hosen weren of fyn scarlet reed,

  Ful streite yteyd, and shoes ful moyste and newe.

  460 Boold was hir face, and fair, and reed of hewe.

  She was a worthy womman al hir lyve:

  Housbondes at chirche dore she hadde fyve,

  Withouthen oother compaignye in youthe, –

  But ella therof nedeth nat to speke as nowthe.

  465 And thries had been at Jerusalem;

  She hadde passed many a straunge strem;

  At Rome she had been, and at Boloigne,

  In Galicia at Seint-Jame, and at Coloigne.

  She koude muchel of wandrynge by the weye de ella.

  470 Gat-tothed was she, soothly for to seye.

  Upon an amblere esily she sat,

  Ella ywympled wel, and on hir heed an hat

  As brood as she is a bokeler or a targe;

  A foot-tablecloth butts hir hipes large,

  475 And on hir feet de ella a pair of sharpe spores.

  In felaweshipe wel koude she laughe and carpe.

  Of remedies of love she knew per chaunce,

  For ella she koude of that art the olde daunce.

         A good man was ther of religioun,

  480 And he was a povre PERSOUN OF A TOUN,

  But riche he was of hooly thoght and werk.

  He was also a lerned man, a clerk,

  That Cristes gospel trewely wolde preche;

  His parisshens devoutly wolde he teche.

  485 Benynge he was, and wonder diligent,

  And in adversitee ful pacient,

  And swich he was ypreved ofte sithes.

  Ful looth were hym to cursen for his tithes de el,

  But rather wolde he yeven, out of doubt,

  490 Unto his povre parisshens butt

  Of his offryng and eek of his substaunce of him.

  He koude in litel thyng have sufficaunce.

  Wyd was his parisshe, and houses fer asonder,

  But he ne lefte nat, for reyn ne thonder,

  495 In siknesse nor in meschief to visit

  The ferreste in his parisshe, muche and lite,

  Upon his feet, and in his hand a staf.

  This noble ensample to his sheep of him he yaf,

  That first he wroghte, and afterward he taughte.

  500 Out of the gosple he tho wordes caughte,

  And this figure he added eek therto,

  That if gold ruste, what shal iren do?

  For if a preest be foul, on whom we truste,

  No wonder is a lewed man to ruste;

  505 And shame it is, if a prest take keep,

  A shiten shepherde and a clene sheep.

  Wel oghte a preest ensample for to yive,

  By his clennesse de él, how that his sheep de él sholde lyve.

  He sette nat his benefit from him to hyre

  510 And he leet his sheep encombred in the myre

  And he ran to Londoun unto Seinte Poules

  To seken hym a chaunterie for soules,

  Or with a bretherhed to been witholde;

  But he dwelt at hoom, and kepte wel his folde de él,

  515 So that the wolf ne made it nat myscarie;

  He was a shepherde and noght a mercenarie.

  And though he hooly were and virtous,

  He was to synful men nat despitous,

  Ne of his speche daungerous ne worthy,

  520 But in his techyng discreet and benygne;

  To drawen folk to hevene by fairnesse,

  By good ensample, this was his bisynesse de él.

  But it were any persone obstinat,

  What so he were, of heigh or lough stat,

  525 Hym wolde he snybben sharply for the nonys.

  A bettre preest I trowe, that nowher noon ys.

  He waited after no pomp and reverence,

  Don’t maked him a spiced conscience,

  But Cristes loore, and Hise apostles twelve

  530 He taughte, but first he folwed it hymselve.

         With hym ther was a PLOWMAN, he was his brother,

  That he hadde ylad of dong ful many a fother;

  A trewe swynkere and a good was he,

  Lyvynge in pees and parfit charitee.

  535 God loved he best with al his hoole herte

  At alle tymes, thogh him gamed or smerte,

  And thanne his neighebor right as hym-selve.

  He wolde thresshe, and therto dyke and delve,

  For Cristes sake, for every povre wight

  540 Withouten hire, if it lay in his myght of him.

  Hise tithes payed he ful faire and wel,

  Bothe of his own swynk and his catel de él.

  In a tabard he rood, upon a mere.

         Ther was also a REVE and a MILLERE,

  545 A SOMNOUR and a PARDONER also,

  A MAUNCIPLE, and myself – ther were namo.

         The MILLERE was a stout carl for the nones;

  Ful byg he was of brawn and eek of bones-

  That proved wel, for over al ther he cam

  550 At wrastlynge he wolde have alwey the ram.

  He was short-sholdred, brood, a thikke knarre,

  Ther was no dore that he nolde heve of harre,

  Or breke it at a rennyng with his heed de él.

  His berd de él as any sowe or fox was reed,

  555 And therto brood, as though it were a spade.

  Upon the cop right of his nose de él he hade

  A werte, and thereon stood a toft of herys,

  Reed as the brustles of a sowes erys;

  Hise nosethirles blake were and wyde.

  560 A swerd and bokeler bar he by his syde de él.

  His mouth de él as greet was as a greet forneys.

  He was a janglere and a goliardeys,

  And that was moost of synne and harlotries.

  Wel koude he stelen corn, and tollen thries;

  565 And yet he hadde a thombe of gold, pardee.

  A whit cote and a blew hood wered he.

  A baggepipe wel koude he blowe and sowne,

  And therwithal he broghte us out of towne.

         A gentil MAUNCIPLE was ther of a temple,

  570 Of which venteours myghte take example

  For to be wise in byynge of vitaille;

  For wheither that he payde or took by size,

  Algate he wayted so in his achaat

  That he was ay biforn, and in good staat.

  575 Now is nat that of God a ful fair grace,

  That swich a lewed mannes wit shal pace

  The wisdom of an heep of lerned men?

  Of maistres hadde he mo than thries ten,

  That weren of lawe expert and curious,

  580 Of whiche ther weren a duszeyne in that hous

  Worthy to been stywardes of rente and lond

  Of any lord that is in Engelond,

  To maken hym lyve by his own good of him,

  In honor dettelees (but if he were wood),

  585 Or lyve as scarsly as hym list desire,

  And able for to helpen al a shire

  In any caas that myghte fails or happened-

  And yet this Manciple sette hir aller cappe.

         The REVE was a sclendre colerik man.

  590 His berd de él was shave as ny as ever he kan;

  His heer de él was by his erys ful round yshorn;

  His top of him was dokked lyk a preest biforn.

  Ful longe were his legges de él, and ful lene,

  Ylyk a staf, ther was no calf ysene.

  595 Wel koude he kepe a gerner and a bynne;

  Ther was noon auditour koude on him wynne.

  Wel wiste he by the droghte and by the reyn,

  The yeldynge of his seed and of his greyn.

  His lordes sheep, his neet, his dayerye,

  600 His swyn de él, his hors, his stoor, and his pultrye,

  Was hoolly in this Reves governynge,

  And by his covenant yaf the rekenynge,

  Syn that his lord de él was twenty yeer of age,

  Ther koude no man brynge hym in arrerage.

  605 Ther nas baillif, ne hierde, nor oother hyne,

  That he ne knew his sleighte and his covyne;

  They were adrad of hym as of the deeth.

  His wonyng of him was ful faire upon an heeth;

  With grene trees shadwed was his place.

  610 He koude bettre than his lord inconnce.

  Ful riche he was astored pryvely:

  His lord wel koude he plesen subtilly,

  To yeve and lene hym of his owene good from him,

  And have a thank, and yet a cote and hood.

  615 In youthe he hadde lerned a good myster;

  He was a wel good wrighte, a carpenter.

  This Reve sat upon a ful good stot,

  That was al pomely gray, and highte Scot.

  A long surcharge of pers upon he hade,

  620 And by his syde de él he baar a rusty blade.

  Of Northfolk was this Reve, of which I tel,

  Bisyde a toun men clepen Baldeswelle.

  Tukked he was as he is a frere aboute,

  And evere he rood the hyndreste of oure route.

  625 A SOMONOUR was ther with us in that place,

  That hadde a fyr-reed cherubynnes face,

  For saucefleem he was, with eyen narwe.

  As hoot he was and lecherous as a sparwe,

  With scalled browes blake, and piled berd,

  630 Of his face children of him were aferd.

  Ther nas quyk-silver, lytarge, ne brymstoon,

  Boras, ceruce, ne oille of tartre noon,

  Ne oynement, that wolde clense and byte,

  That hym myghte helpen of his whelkes white,

  635 Nor of the knobbes sittynge on his chekes de él.

  Wel loved he garleek, oynons, and eek lekes,

  And for to drynken strong wyn, reed as blood;

  Thanne wolde he speke and crie as he were wood.

  And whan that he wel dronken he hadde the wyn,

  640 Than wolde he speke no word but Latyn.

  A fewe terms hadde he, two or thre,

  That he had lerned out of som decree-

  No wonder is, I have herde it al the day,

  And eek ye knowen wel how that a jay

  645 Kan clepen “Watte” as wel as kan the pope.

  But whoso koude in oother thyng hym grope,

  Thanne hadde I have spent his philosophy on him;

  Ay “Questio quid iuris” wolde he shouts.

  He was a gentle harlot and a kynde;

  650 A bettre felawe sholde men noght fynde;

  He wolde suffre, for a quart of wyn,

  A good felawe to have his concubyn

  A twelf-monthe, and excuse hym att fulle;

  Ful prively a fynch eek koude he pulle.

  655 And if he foond owher a good felawe,

  He wolde techen him to have noon awe,

  In swich caas, of the ercedekenes curs,

  But if a mannes soule were in his pures de él;

  For in his pure de él he sholde ypunysshed be.

  660 “Purs is the erchedekenes helle,” seyde he.

  But wel I woot he lyed right in dede;

  Of cursyng oghte ech gilty man him drede,

  For curs wol slee, right as assoillyng savith,

  And also war him of a Significavit.

  665 In daunger hadde he at his owene gise

  The yonge girles of the diocise,

  And he knew hir board, and was al hir reed.

  A gerland hadde he set upon his heed

  As greet as it were for an ale-stake;

  670 A bokeleer hadde he maad him of a cake.

         With hym ther rood a kind FORGIVENESS

  Of Rouncivale, his freend and his compeer,

  That streight was comer fro the court of Rome.

  Ful loude he soong “Com hider, love, to me!”

  675 This Somonour bar to hym a stif burdoun;

  He was nevere trompe of half so greet a soun.

  This Pardoner hadde heer as yelow as wex,

  But smothe it heeng as dooth a strike of flex;

  By ounces henge his lokkes that he hadde,

  680 And therwith he hise shuldres overspradde;

  But thynne it lay by colpons oon and oon.

  But hood, for jolitee, wered he noon,

  For it was trussed up in his walet.

  Hym thoughte he rood al of the newe jet;

  685 Dischevelee, save his cappe de el, he rood al bare.

  Swiche glarynge eyen hadde he as an hare.

  A vernycle hadde I have sowed upon his cappe of him.

  His walet de él lay biforn hym in his lappe

  Bretful of pardoun come from Rome al hoot.

  690 A voys he hadde as smal as hath a goot,

  No berd hadde he, nevere sholde have;

  As smothe it was as it were late shave,

  I trowe he were a geldyng or a mare.

  But of his craft de él, from Berwyk into Ware,

  695 Ne was ther swich another pardoner;

  For in his male de él he hadde a pilwe-beer,

  Which that he seyde was Oure Lady veyl:

  He seyde he hadde a gobet of the seyl

  That Seint Peter hadde, whan that he wente

  700 Upon the see, til Jesu Crist hym hente.

  He hadde a beliefs of latoun ful of stones,

  And in a glas he hadde pigges bones.

  But with thise relikes, whan that he fond

  A povre persoun dwellyng upon london,

  705 Upon a day he gat hym moore moneye

  Than that the person gat in monthes tweye;

  And thus, with feyned flaterye and japes,

  He made the persoun and the peple his apes.

  But trewely to tellen reach laste,

  710 He was in chirche a noble ecclesiast.

  Wel koude he rede a lessoun or a storie,

  But alderbest he song an offerory;

  For wel he wiste, whan that song was songe,

  He moste preche, and wel affile his tonge

  715 To wynne silver, as he ful wel koude;

  Therfore he song the murierly and loude.

         Now have I toold you shortly in a clause,

  Th’estaat, th’array, the number, and eek the cause

  Why that assembled was this compaignye

  720 In Southwerk, at this gentle hostelrye

  That highte the Tabard, faste by the Belle.

  But now is tyme to yow for to tel

  How that we baren us that ilke nyght,

  Whan we were in that hostelrie alyght;

  725 And after wol I tel of our viage

  And all the remenaunt of oure pilgrimage.

  But first I pray yow, of youre curteisye,

  That ye n’arette it nat my vileynye,

  Thogh that I pleynly speke in this mateere,

  730 To tel yow hir wordes and hir cheere,

  Ne thogh I speke hir wordes proprely.

  For this ye knowen also wel as I,

  Whoso shal such a tale after a man,

  He moot reherce as ny as evere he kan

  735 Everich a word, if it be in his charge of him,

  Al speke he never so rudeliche or large,

  Or ellis he moot such his tale of el untrewe,

  Or feyne thyng, or fynde wordes newe.

  He may nat spare, al thogh he were his brother of him;

  740 He moot as wel seye o word as another.

  Crist spak hymself ful brode in hooly writ,

  And, wel ye woot, no vileynye is it.

  Eek Plato seith, whoso kan hym rede,

  The wordes moote be cosyn to the dede.

  745 Also I prey yow to foryeve it me,

  Al have I nat set folk in hir degree

  Heere in this tale, as that they sholde stonde.

  My wit is short, ye may wel understonde.

         Greet chiere made oure Hoost us everichon,

  750 And to the soper sette he us anon.

  He served us with vitaille at the beste;

  Strong was the wyn, and wel to drynke us leste.

  A semely man OURE HOOSTE was withalle

  For to been a marchal in an halle.

  755 A large man he was, with eyen stepe –

  A fairer burgeys was ther noon in Chepe –

  Boold of his speche, and wys, and well ytaught,

  And of manhod hym lakkede right naught.

  Eek therto he was right a myrie man,

  760 And after soper pleyen he bigan,

  And spak of myrthe amonges othere thynges,

  Whan that we hadde maad our rekenynges,

  And seyde thus: “Now lordynges, trewely,

  Ye been to me right welcome hertely;

  765 For by my trouthe, if that I shal nat lye,

  I saugh nat this yeer so myrie a compaignye

  Atones in this herberwe, as is now.

  Fayn wolde I doon yow myrthe, wiste I how.

  And of a myrthe I am right now bythoght,

  770 To doon yow ese, and it shal coste noght.

         Ye goon to Caunterbury – God yow speede,

  The blisful martir quite yow youre meede!

  And wel I woot, as ye goon by the weye,

  Ye shapen yow to talen and to pleye,

  775 For trewely, confort ne myrthe is noon

  To ride by the weye doumb as stoon;

  And therfore wol I maken yow disport,

  As I seyde erst, and doon yow som confort.

  And if yow liketh alle by oon assent

  780 For to stonden at my juggement,

  And for to werken as I shal yow seye,

  To-morwe, whan ye riden by the weye,

  Now, by my fader soule that is deed,

  But ye be myrie, I wol yeve yow myn heed!

  785 Hoold up youre hond, withouten moore speche.”

         Oure conseil was nat longe for to seche.

  Us thoughte it was noght worth to make it wys,

  And graunted hym, withouten moore avys,

  And bad him seye his voirdit, as hym leste.

  790 “Lordynges,” quod he, “now herkneth for the beste;

  But taak it nought, I prey yow, in desdeyn.

  This is the poynt, to speken short and pleyn,

  That ech of yow, to shorte with oure weye,

  In this viage shal telle tales tweye

  795 To Caunterbury-ward I mene it so,

  And homward he shal tellen othere two,

  Of aventures that whilom han bifalle.

  And which of yow that bereth hym best of alle,

  That is to seyn, that telleth in this caas

  800 Tales of best sentence and moost solaas,

  Shal have a soper at oure aller cost

  Heere in this place, sittynge by this post,

  Whan that we come agayn fro Caunterbury.

  And for to make yow the moore mury,

  805 I wol myselven goodly with yow ryde

  Right at myn owene cost, and be youre gyde;

  And who so wole my juggement withseye

  Shal paye al that we spenden by the weye.

  And if ye vouche sauf that it be so,

  810 Tel me anon, withouten wordes mo,

  And I wol erly shape me therfore.”

         This thyng was graunted, and oure othes swore

  With ful glad herte, and preyden hym also

  That he wolde vouche sauf for to do so,

  815 And that he wolde been oure governour,

  And of our tales juge and reportour,

  And sette a soper at a certeyn pris,

  And we wol reuled been at his devys

  In heigh and lough; and thus by oon assent

  820 We been acorded to his juggement.

  And therupon the wyn was fet anon;

  We dronken, and to reste wente echon,

  Withouten any lenger taryynge.

         Amorwe, whan that day bigan to sprynge,

  825 Up roos oure Hoost, and was oure aller cok,

  And gadrede us to gidre alle in a flok,

  And forth we riden, a litel moore than paas

  Unto the wateryng of Seint Thomas;

  And there oure Hoost bigan his hors areste

  830 And seyde, “Lordynges, herkneth if yow leste.

  Ye woot youre foreward, and I it yow recorde.

  If even-song and morwe-song accorde,

  Lat se now who shal telle the firste tale.

  As evere mote I drynke wyn or ale,

  835 Whoso be rebel to my juggement

  Shal paye for al that by the wey is spent.

  Now draweth cut, er that we ferrer twynne,

  He which that hath the shorteste shal bigynne.

  Sire Knyght,” quod he, “my mayster and my lord,

  840 Now draweth cut, for that is myn accord.

  Cometh neer,” quod he, “my lady Prioresse,

  And ye, Sir Clerk, lat be youre shamefastnesse,

  Ne studieth noght; ley hond to, every man!”

  Anon to drawen every wight bigan,

  845 And shortly for to tellen as it was,

  Were it by aventure, or sort, or cas,

  The sothe is this, the cut fil to the Knyght,

  Of which ful blithe and glad was every wyght.

  And telle he moste his tale, as was resoun,

  850 By foreward and by composicioun,-

  As ye han herd, what nedeth wordes mo?

  And whan this goode man saugh that it was so,

  As he that wys was and obedient

  To kepe his foreward by his free assent,

  855 He seyde, “Syn I shal bigynne the game,

  What, welcome be the cut, a Goddes name!

  Now lat us ryde, and herkneth what I seye.”

  And with that word we ryden forth oure weye,

  And he bigan with right a myrie cheere

  860 His tale anon, and seyde as ye may heere.

Unit VI Case Study

  

For this assignment, you will write a case study analysis that focuses on the communication strategy of an organization of your choice.

In this assignment, you will need to a) summarize the communication strategy of your chosen organization, b) analyze the communication strategy of your chosen organization, and c) explain how you would integrate the communication strategy into the current organization where you work or into a former organization where you have worked.

A. Summarize the Communication Strategy

Locate an article that discusses the communication strategies used by your chosen organization. After reading your chosen article, you may find the exercise below to be helpful in developing a summary paragraph. Identify the author(s) of your chosen article, and complete the following exercise:

[Insert author’s name here] discusses how innovative communication processes have helped [insert name of the organization here] resolve [insert issue here].

The top reason [insert author’s name here] holds that position is __________.

A second reason [insert author’s name here] holds that position is __________.

A third reason [insert author’s name here] holds that position is __________.

After filling in the blanks, you should have a list of the positions and claims made by the authors about your chosen organization. Shape your notes into a summary paragraph. (Do not simply include the list that you completed in the exercise above.)

Remember that the summary paragraph is where you will present information from the source. You will provide your analysis and interpretation in the following section of the paper.

B. Analyze the Communication Strategy

Be sure to include how the communication strategy impacts the organization on multiple levels. Feel free to use the four levels of sales, services, value chain, and continuous improvement as a model, which was discussed in the case study on the Dell Computer Corporation in the Unit VI Lesson. (Note: Your categories may be different.)

In the analysis portion of the assignment, discuss any problems (or potential problems) with the communications in your chosen organization, and provide potential solutions based on your research. Include ways that effective management could help to provide a solution.

C. Explain Integration Techniques

Finally, explain how this communication strategy could be integrated into your current or former workplace.

You will need to reference at least two academic sources.

Use the standard five-paragraph format (introduction/body/conclusion). APA format should be used. The assignment should be a minimum of three pages in length. Content, organization, and grammar/mechanics will be evaluated.

The link below provides some helpful tips for writing a case study analysis: http://college.cengage.com/business/resources/casestudies/students/writing.htm

  

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JELDA

According to (Cange, 2016), 1 out of 10 US hospital patients contract an infection during their hospital stay, resulting in thousands of unnecessary deaths and billions of dollars in unnecessary costs. Centers for Medicare and Medicaid Services (CMS) uses two domains to measure the incidence of conditions for this program—the Agency for Healthcare Research and Quality’s Patient Safety Indicators (PSI-90) (Domain 1) and the National Healthcare Safety Network (NHSN) hospital-associated infection measures (Domain 2) (Sheetz & Ryan, 2020). Domain 2 constitutes 85% of the total score used to levy financial penalties against hospitals (Sheetz & Ryan, 2020). The PSI-90 composite is derived from Medicare claims; the NHSN measures are derived from an electronic registry managed by the Centers for Disease Control and Prevention (Sheetz & Ryan, 2020).

Almost all hospital acquired infections (HAI) are preventable, which is why CMS no longer reimburse hospitals for the costs to treat HAIs (Cange, 2016). These infections result in 100,000 deaths per year, making HAIs one of the top five causes of death in the United States. HAIs also cost US hospitals between $28 billion and $45 billion per year to treat (Cange, 2016). In 2016, not all hospitals were required to report HAIs, and some were excluded due to not performing the specific procedure that led to an HAI (Cange, 2016). These omissions limit the quantity and the completeness of the data, requiring researchers to make assumptions about HAI incidence which in turn continues to negatively impact the quality of patient outcomes (Cange, 2016). 

Under the CMS reimbursement policy, eleven preventable adverse outcomes were identified: foreign objects retained after surgery, air embolism, blood incompatibility, stages III and IV pressure ulcers, falls and trauma, manifestations of poor glycemic control, catheter-associated urinary tract infections, vascular catheter-associated infections, surgical site infections, deep vein thrombosis, and iatrogenic pneumothorax with venous catheterization (Bae, 2016). Of these 11 patient outcomes, four (severe pressure ulcers, falls and trauma, catheter-associated urinary tract infections, and vascular catheter-associated infections) are considered nursing-sensitive quality outcomes that can be decreased with greater and better nursing care (Bae, 2016). Health care facilities are expected to make appropriate changes in patient care to improve these outcomes (Bae, 2016). Quality improvement initiatives can focus, for example, on patient safety or on care processes, and working conditions can be improved (Bae, 2016). 

References

Bae, S. (2016). The center for medicare & medicaid services reimbursement policy and nursing-sensitive adverse patient outcomes. Nursing Economics, 34(4), 161-171, 181.

Cange, J. R. (2016). Preventing hospital-acquired infections starts with data collection. Journal of AHIMA, 87(1), 44-46.

Sheetz, K. H., & Ryan, A. (2020). Accuracy of quality measurement for the hospital acquired conditions reduction program. BMJ Quality & Safety, 29(7), 605-607.

POST2

PAMElA

Measures of Quality

 Quality health care is a high priority for the President, the Department of Health and Human Services (HHS), and the Centers for Medicare & Medicaid Services (CMS) (Centers for Medicare & Medicaid Services, 2021). CMS implements quality initiatives to assure quality health care for Medicare Beneficiaries through accountability and public disclosure (CMS, 2021). CMS uses quality measures in its various quality initiatives that include quality improvement, pay for reporting, and public reporting (CMS, 2021). Quality measures are tools that help us measure or quantify health care processes, outcomes, patient perceptions, and organizational structure and/or systems that are associated with the ability to provide high-quality health care and/or that relate to one or more quality goals for health care (CMS, 2021). These goals include: effective, safe, efficient, patient-centered, equitable, and timely care and CMS uses quality measures in its quality improvement, public reporting, and pay-for-reporting programs for specific health care providers (CMS, 2021). Data on quality measures are collected or reported in a variety of ways, such as claims, assessment instruments, chart abstraction, registries (CMS, 2021). 

Patient Falls

 A basic principle of quality measurement is: if you cannot measure it, you cannot improve it (Johnson & Magnan, 2019). Therefore, fall rates and fall prevention practices must be counted and tracked as one component of a quality improvement program. By tracking performance, then care improvement will show, staying the same, or worsening in response to efforts to change practice and continued monitoring will help understand where the starting point is from and whether improvement gains are being sustained (Johnson & Magnan, 2019). Fall and fall-related injury rates are the most direct measure of success in making patients safer related to falls. If rates are improving, then you are likely doing a good job in preventing falls and fall-related injuries (Johnson & Magnan, 2019). Conversely, if the fall and fall-related injury rates are getting worse, then there might be areas in which care can be improved znd you can use these data to make a case for initiating a quality improvement effort and monitoring progress to sustain your improvements (Johnson & Magnan, 2019). 

           The Hospital-Acquired Condition (HAC) Reduction Program is a Medicare pay-for-performance program that supports the CMS effort to link Medicare payments to health care quality in the inpatient hospital setting to encourage eligible hospitals to reduce HACs (Johnson & Magnan, 2019). Section 1886(p) of the Social Security Act established the statutory requirements for the HAC Reduction Program. The HAC Reduction Program is a Medicare value-based purchasing program that reduces payments to hospital based on how they perform on measures of hospital-acquired conditions (CMS, 2021). The program supports CMS’s long-standing effort to link Medicare payments to health care quality in the inpatient hospital setting (CMS, 2021). This measure affects my organization from the falls with hip fracture issue and also readmissions for fall related injury readmissions (Singh et al., 2019).   

How Do These Standards and Regulations Influence or Support Ethical Principles, and Influence Patient Care and Nursing Practice? 

 CMS’s new comprehensive initiative “Meaningful Measures” was launched in 2017 and identifies high priority areas for quality measurement and improvement. Its purpose is to improve outcomes for patients, their families and providers while also reducing burden on clinicians and providers (Hickey, & Giardino, 2019).  Although the original Meaningful Measures initiative accomplished its initial goals, its scope and purpose have evolved to keep pace with a rapidly changing health care environment  (Hickey, & Giardino, 2019). With Meaningful Measures 2.0, CMS will not only continue to reduce the number of measures in its programs but will further shape the entire ecosystem of quality measures that drive value-based care (Hickey, & Giardino, 2019). Meaningful Measures 2.0 will promote innovation and modernization of all aspects of quality, addressing a wide variety of settings, stakeholders, and measurement requirements (Hickey, & Giardino, 2019). Commit to a patient centered approach in quality measure and value-based incentives programs to ensure that quality and safety measures address health care equity is an objective of Meaningful Measures 2.0  (Hickey, & Giardino, 2019). 

Resources

Centers for Medicare & Medicaid Services. (2021). National impact assessment of the Centers for Medicare & Medicaid Services (CMS) quality measures reports. 

          CMS.gov.https:ww.cms.gov/Medicare/Quality-Initiatives-Patient-Assessment-Instruments/QualityMeasures/National-Impact-Assessment-of-the-Centers-for –

          Medicare-and-Medicaid-Services-CMS-Quality-Measures-Reports 

Hickey, J. V., & Giardino, E. R. (2019). The Role of the Nurse in Quality Improvement and Patient Safety. Journal of Neurological & Neurosurgical Nursing8(1), 30–

          36. https://doi-org.ezp.waldenulibrary.org/10.15225/PNN.2019.8.1.5

Johnston, M., & Magnan, M. A. (2019). Using a Fall Prevention Checklist to Reduce Hospital Falls: Results of a Quality Improvement Project. AJN American Journal 

          of Nursing119(3), 43–49. https://doi-org.ezp.waldenulibrary.org/10.1097/01.NAJ.0000554037.76120.6a

Singh, I., Edwards, C., Duric, D., Rasuly, A., Musa, S. O., & Anwar, A. (2019). Dementia in an Acute Hospital Setting: Health Service Research to Profile Patient 

          Characteristics and Predictors of Adverse Clinical Outcomes. Geriatrics (Basel, Switzerland)4(1). https://doi-org.ezp.waldenulibrary.org/10.3390/geriatrics4010007

POST3

VICTORIA

Observational Study Designs

Observational studies measure the patterns of disease exposure in a population to draw inferences about the etiology. Observational studies can be descriptive or analytic, descriptive studies include case reports and cross-sectional surveys that are used to depict an individual’s health characteristics. Analytic studies include case-control studies and cohort studies, they are used to test etiologic hypotheses (Friis, and Sellers, 2021).

Association Between the Risk Factor and Health Outcome 

High blood Cholesterol and Coronary Artery Disease (CAD)

CAD is a major cause of disability and premature death throughout the world. The underlying pathology of atherosclerosis develops over many years and is usually advanced by the time symptoms occur, generally in middle age. The risk of developing CAD increases with age and includes age >45 years in men and >55 years in women (Hajar,2017). The prevalence of heart failure is increasing in the aging population, and heart failure is a disease with large morbidity and mortality. When there is too much cholesterol in the blood, it builds up in the walls of the arteries, causing a process called atherosclerosis, a form of heart disease. The arteries become narrowed and blood flow to the heart muscle is slowed down or blocked. The build-up of cholesterol causes lumps of hard fat called plaque to form on the artery walls. These can break off, block the artery, and cause heart attacks and strokes (Gidding, and Allen,2019).

According to (Varbo, and Nordestgaard, 2018), The association between the risk factor and the disease outcome is that high concentrations of nonfasting triglycerides and low-density lipoprotein cholesterol are associated with higher risk of heart failure in the general population.

Cohort Study 

A cohort study looks at 2 or more groups of people that have a different attribute (for example, some with high cholesterol and some do not) to try to understand how the specific attribute affects an outcome (CAD). The goal is to understand the relationship between one group’s shared attribute (in this case, high cholesterol) and its eventual outcome. Cohort studies helps to advance medical knowledge and practice by enabling researchers to get a better understanding of the risk factors that increase a person’s chances of getting a particular disease.

Strengths of Cohort Study for Addressing CAD 

Using a cohort study for this health issue will help to identify the overall cumulative incidence of CAD in the population as disease outcomes of CAD like stroke, and peripheral arterial disease can be traced from the baseline of the study to a stipulated follow-up period (Al Rawahi et al., 2017).

cohort studies help researchers calculate the incidence rate, cumulative incidence, relative risk, and hazard ratio of health conditions.

cohort studies allow researchers to observe and track multiple outcomes from the same exposure.

Cohort studies allows researchers to measure the variables and the participants’ health outcomes with relative accuracy.

Limitations

Cohort studies can last for years and the cost of running the study can add up.

There is potential for biases.

Participants may drop out due to lengthy time commitments which increases the risk for bias.

Lessons from Selected Study Design That Might Lead to Improvements in Population Health with Evidence from the Literature.

Evidence from Editors, (2020) suggests that cohort study design might lead to improvements in population health because through a cohort study, a researcher might identify  subjects at a point in time when they do not have the outcome of interest which later, can be compared to the incidence of the outcome as cohort studies can collect data on people that covers a long period of time which can be used to investigate the causes of disease and to establish links between risk factors and health outcomes.

References

Al Rawahi, A. H., Lee, P., Al Anqoudi, Z., Al Busaidi, A., Al Rabaani, M., Al Mahrouqi, F., & Al Busaidi, A. M. (2017). Cardiovascular Disease Incidence and Risk Factor Patterns among Omanis with Type 2 Diabetes: A Retrospective Cohort Study. Oman medical journal, 32(2), 106–114. https://doi.org/10.5001/omj.2017.20

Editors, M. (2020). Correction to: General concepts in biostatistics and clinical epidemiology: observational studies with cohort design. Medwave, 20(01), e7776. https://doi-org.ezp.waldenulibrary.org/10.5867/medwave.2020.01.7776

Friis, R. H., & Sellers, T. A. (2021). Epidemiology for public health practice (6th ed.). Jones & Bartlett.

Gidding, S. S., & Allen, N. B. (2019). Cholesterol and Atherosclerotic Cardiovascular Disease: A Lifelong Problem. Journal of the American Heart Association, 8(11), e012924. https://doi.org/10.1161/JAHA.119.012924

 Hajar, R. (2017). Risk factors for coronary artery disease: Historical perspectives. Heart Views, 18(3), 109–114. https://doi-org.ezp.waldenulibrary.org/10.4103/Heartviews.Heartviews_106_17

Varbo, A., & Nordestgaard, B. G. (2018). Nonfasting Triglycerides, Low-Density Lipoprotein Cholesterol, and Heart Failure Risk: Two Cohort Studies of 113 554 Individuals. Arteriosclerosis, Thrombosis, and Vascular Biology, 38(2), 464–472. https://doi-org.ezp.waldenulibrary.org/10.1161/ATVBAHA.117.310269

POST 4

ODIM

Identify the association between the risk factor and health outcome you selected, and suggest which observational study design you feel is most appropriate for examining that association.

Risk factors are identified as that which raises a person’s risk of contracting diseases. On the other hand, health outcomes are improvements in the wellbeing of certain healthcare investments or interventions. Some of the risk factors associated with depression and anxiety include; trauma, use of drugs and alcohol, stress buildup, other mental health disorders, inheritance from relatives, and stress due to an illness. Health outcomes that may result from this include; one suffers the risk of heart attacks, insomnia, feeling of sadness, and memory issues. The association between the two is that the risk factors lead to health outcomes. One develops depression and anxiety only after the risk factors are experienced in their body (Mayo Clinic, 2021). The observational study design that I feel is most appropriate for association examination is retrospective design. 

Support your selection of the observational design, noting its strengths and limitations for addressing the health problem.

The researcher can establish hypotheses regarding possible links between a result and exposures using a retrospective research design and test those hypotheses deeper in the retrospective study design. Some several strengths and weaknesses result from using the study design; these studies are less expensive to perform. All that one requires is to identify the risk factors associated with depression, and later one can identify the possible depression health outcomes. A limitation is that the exposure factor is difficult to regulate (Talari & Goyal, 2020).

What might you be able to learn by using your selected study design that might lead to improvements in population health? Support your response with evidence from the literature.

Using retrospective study, I might learn that I ought to use patients’ medical records, interview the patients if possible, and use administrative databases. This will enable me to cause depression and anxiety among patients and get clear information of the health outcomes evident in a patient and the appropriate medication required (Ranganathan & Aggarwal, 2018). I also learned that retrospective study is a study of choice and is mainly used to examine a rare outcome among depression and anxiety patients. 

References

Mayo Clinic. (2021). Anxiety disorders – Symptoms and causes. https://www.mayoclinic.org/diseases-conditions/anxiety/symptoms-causes/syc-20350961

Ranganathan, P., & Aggarwal, R. (2018). Study designs: Part 1–An overview and classification. Perspectives in clinical research9(4), 184. https://pubmed.ncbi.nlm.nih.gov/30319950/

Talari, K., & Goyal, M. (2020). Retrospective studies – utility and caveats. Journal Of The Royal College Of Physicians Of Edinburgh50(4), 398-402. https://doi.org/10.4997/jrcpe.2020.409

developing a business

 

Developing a Sustainable Small Business

Read the case study titled “Pre-Launch Decisions Which Influence Innovation Success” found in Chapter 7 of your textbook.

You will then write a 4–5 page paper in which the following items are addressed.

  1. Discuss the necessity of short-term and long-term forecasting for developing the key elements of the business plan.
  2. Evaluate the importance of developing formal and informal networks when building new business opportunities and expanding into new markets.
  3. Discuss the importance of knowledge management in the digital age and identify two risks organizations must address to mitigate competitive pressures.
  4. Consider the various components of a business plan and identify two components that you believe would be the most challenging for you as an aspiring entrepreneur.
  5. Describe how technology could help overcome identified business plan challenges.

Locate and integrate at least two supporting sources from the Strayer Online Library or other reputable sources.

This course requires use of new Strayer Writing Standards (SWS). The format is different than other Strayer University courses. Please take a moment to review the SWS documentation for details.

The specific course learning outcome associated with this assignment is:

  • Evaluate the components of a business plan related to forecasting, networking, and knowledge management.

Dr. Vic’s TIPS!

Developing a Sustainable Small Business (Due Week 9 and worth 240 points).

Read the case study titled “Pre-Launch decisions which influence innovation success” found in Chapter 7 of your textbook.

Dr. Vic: PLEASE NOTE: the case study is NOT IN OUR BOOK, it is actually in the 2nd edition of this textbook, we use the 3rd ed. So, I have located the case study and attached a pdf to this announcement which includes the case study. Please read the entire 7 page pdf. in order to complete this assignment.

Dr. Vic: Also, please read the entirety of Ch. 8 – Building the Case (I know our assignment says Ch. 7, BUT please read Ch. 8).

You will then write a four to five (4-5) page paper in which the following items are addressed.

Dr. Vic: Pdf: Pre-Launch decisions which influence innovation success CLICK HERE —–>>>>>  Week_9_A_Welcome_Assignment3_CaseStudy.pdf 

1.  Discuss the necessity of short-term and long-term forecasting for developing the key elements of the business plan. (Ch. 8)

2.  Evaluate the importance of developing formal and informal networks when building new business opportunities and expanding into new markets. (Ch. 10)

3.  Discuss the importance of knowledge management in the digital age and identify two (2) risk organizations must address to mitigate competitive pressures. (Ch. 15)

4.  Consider the various components of a business plan and identify two (2) components that you believe would be the most challenging for you to complete as an aspiring entrepreneur. Next, discuss what could be done to help you overcome this challenge using technology. (Ch. 8)

5.  Describe how technology could help overcome identified business plan challenges.

Use at least two (2) external sources.

fao eliauk

one single spaced essay for each assignment

———————————————-

First assignment

1. How does mass media and morality function combine to connect horror, mass media, adultery,  and punishment  in the film The Ring?

2. Follow the link below to my documentary “Wrath of Samara” and use it to help guide your analytical outline.

3. Try and include references to Marshall McLuhan, Sigmund Freud, and Carl Jung and the manner in which I use their ideas to critically engage The Ring.   Your goal is to write a short  single spaced one page-essay incorporating the themes listed above.

reference :

https://en.wikipedia.org/wiki/The_Ring_(2002_film)

———————————————————————————————————————————————-

Second Assignment

1. How is Western Christianity manipulated in American Supernatural Thrillers like It Follows to produce a social map of judgment and condemnation?

2. Are these types of films extensions of religion?

3. Why can’t young people have sex outside of marriage?

4. How is all this emotional maelstrom regarding sex ultimately linked to the Counterculture of the 1960s?

5. Use my documentary link below on the 1978 American Horror film Halloween as an example that connects sex, the counterculture, and sin.

Your goal is to create a one page single spaced essay incorporating the themes listed above.

class reference :

https://en.wikipedia.org/wiki/It_Follows

Discussion Question (Please respond to all four post within 8 hours)

Initial Question

 “Leadership” Please respond to the following:

  • Examine the concept of participatory leadership. Propose three ways to engage in participatory leadership.
  • Evaluate three specific qualities of your leadership style. Examine why you feel comfortable with that approach to leadership.

Peer Response:

 

Participatory Leadership practices help shape the future of education in terms of possibilities and opportunities. Participatory Leadership practices and theories help us reflect on the pitfalls of oppositional talking or debating and the creative power of true dialogue.  There are many ways to engage in participatory leadership (Schlechty, 2009). First participatory leadership it enables us to work with large groups using relatively minimal resources and generate meaningful information to inform evaluation design and practice. It can bring tremendous strengths to our evaluation practices as it incorporates skills to engage groups and communities in an inspiring way around what to do with the current struggles of our educational system. Second engagement is team building through collaborative efforts. The leader guides his team to produce an enterprise that is a result of group accomplish (Schlechty, 2009). To do this, he must meld a mix of diverse workers with sometimes conflicting ideas and methods. Final way to engage in participatory leadership is by engaging with other by allowing the input of suggestions of others. Participatory leadership is not a goal. It is a strategy for achieving a goal efficient delivery of quality goods and services by unlocking the human capital within the organization (ARCHIVE, 1990).

My leadership style is forever transforming to fit the needs of students, educators, and team members. Three qualities of my leadership style are a commitment, strategically focused, and, dependence on God. It is critically important that you be able to paint a vivid picture of where your group or organization is headed. In the end, you should use the vision to motivate and guide action. Make your vision a shared one with your group. I feel comfortable with my approach to leadership because it sets the tone and approach for my organization. Great leaders are aware of their own style and make the effort to learn how their style comes across to their team. They learn to flex their leadership style to individual team members so that they communicate and behave in ways that motivate and inspire. My leadership style stands forever transforming to fit the needs of students, educators, and team members.

Initial Question 2

 “Changes in Schools” Please respond to the following:

  • From the e-Activity, select two of the eight roles that you believe to be the most challenging to adopt. Analyze why it is difficult for schools to adopt each of these roles and provide one suggestion to facilitate the adoption of each role.
  • Create your own definition of effective teacher leadership. Propose three ways that effective teacher leadership can lead to positive change in your work environment.

Peer Response 2

 

  • The superintendent causes the system to think and act strategically—knowing how and when to deploy resources (time, people, space, information, and technology).
  • The superintendent builds system capacity so that schools can start and sustain change efforts.

From the article this week, above I picked to challenging implementations I think would be difficult for us to adopt. It has to do with the superintendent because I find that is one area that can get muffled a lot. I feel that at times, we are not given the true space, voice and choice, and support to really flex our professional muscles. At the school level, I think that our principal does a great job, with trying to take the resources that he is given and make sure that we are given this type of space, but if it was up to the district I do not think this would even be a concern to them.

Teacher leadership, to me is evident in the form of Professional learning communities. This is something that I in my school facilitate as a leader. If I had to choose five attributes of a PLC (professional learning community) they would be that PLCs: “ensure student learning”, are “systematic and school wide”, embody “culture of collaboration”, “focus on results”, and take “hard work and commitment” from a dedicated team (DuFour, 2004). All of these attributes cover the large scope of PLCs and when implemented correctly, describes what schools can achieve.

            PLCs use data driven by results in order to remediate and target direct instruction. DuFour stated that “the [PLC] model flows from the assumption that the core mission of formal education is not simply to ensure that students are taught but to ensure that they learn” (2004). The focus of PLCs is on learning rather than teaching. PLCs “ensure that students learn” which is one of the attributes. DuFour discusses 3 critical questions that drives PLCs: “what do we want each student to learn, how will we know when each student has learned it, how will we respond when a student experiences difficulty in learning?” (2004). Teachers respond differently to remediation; some responses neglect the needs of either proficient students or not so proficient students. Other teachers spend time before or after school remediating with students. DuFour (2004) concludes that a school that is “systematic and schoolwide” provides “timely” support for students, intervention that is not based on remediation but “provides students with help as soon as they experience difficulty”. “Systematic” PLCs provides directive time for students to “devote extra time and receive additional assistance until they have mastered the necessary concepts” (DuFour, 2004).

            PLCs foster a “culture of collaboration”. PLCS do not work effectively if it is not given the adequate time for collaboration between teachers. Provini (2015) states that “PLCs work best when schools have a culture that supports collaboration”. Provini goes on to state that “PLCs enable teachers to continually learn from one another via shared visioning and planning, as well as in depth critical examination of what does or doesn’t work to enhance student achievement”. Collaboration should not just stop at the classroom door. Collaboration should not only embody discussions of the social climate of the school, duties between faculties (hallway monitor, lunch duty, bus duty, etc.), or even discipline efforts. DuFour states that “the powerful collaboration that characterizes professional learning communities is a systematic process in which teachers work together to analyze and improve their classroom practices” (2004).

            DuFour, (2004) states that “PLCs judge their effectiveness on the basis of results”. Provini discusses the steps of PLCs by stating “prior to beginning the process teachers review student achievement data to identify a specific standard or standards on which many students are not meeting the goal” (2015). During these meetings the group of teachers discuss learning targets and how they should implement them into the lesson, which then creates data driven instruction.

            The last attribute of PLCs is “hard work and commitment“(DuFour, 2004). Provini states that “PLCs emphasize teacher leadership, along with their active involvement and deep commitment to school improvement efforts; PLCs therefore benefit teachers just as much as they do students” (2015). The PLC paradigm is a lot of hard work. Any grand plan is and requires dedication. PLCs “[articulate] a clear, specific and compelling vision” and require “staff members who are personally invested in them” (Provini, 2015).

            PLCs are designed to focus on student’s perspective of learning rather than, teaching. Data gives PLC members information that guides lessons creating opportunities for direct instruction. Remediation then is not left to only summer school option, but can be implemented during the school year at a specific systematic time. PLCs bring a lot to the school community and helps raise the bar of learning.

Population-Based Interventions

 TOPIC: Data Collection Method

For this assignment, you will plan to collect data for a community health need.

Begin by choosing a population of interest to you. Research your chosen population for available health data. This is your secondary data. From the data available about your population, identify a health need that you would like to address.

Choose a data collection method to collect primary data about the identified health need for your population. Popular data collection methods to choose from are surveys, focus groups, and interviews. Write a 750-1,000-word plan describing how you will collect primary data about the identified health need for your chosen population.

Include the following in your data collection plan:

  1. Description of the chosen population and identified health need.
  2. Identify the most appropriate data collection method for your chosen population with rationale.
  3. Describe which type of data that will be collected (qualitative or quantitative).
  4. Identify health indicators specific to the population with at least one source.
  5. Provide at least five example questions to be used in your data collection.
  6. Include a rationale for each question asked, including the expected data.

Cite two or three resources in your paper.

Prepare this assignment according to the guidelines found in the APA Style Guide.

You are required to submit this assignment to LopesWrite. 

STUDY MATERIALS

Read Chapter 10 in Public Health Nursing: Population-Centered Health Care in the Community.

Read “Section 4: Identifying or Collecting Data for Surveillance” of Lesson 5 in Principles of Epidemiology in Public Health Practice (2012), located on the Centers for Disease Control and Prevention (CDC) website. URL: https://www.cdc.gov/ophss/csels/dsepd/ss1978/lesson5/section4.html

Explore “Chapter 3. Assessing Community Needs and Resources,” located on the Community Toolbox website (2018). URL: https://ctb.ku.edu/en/table-of-contents/assessment/assessing-community-needs-and-resources

Assessment

 

Emergency Plan for the Older Adult (OA)

Based on what you have learned so far in this course, create a PowerPoint presentation that addresses each of the following points/questions. Be sure to completely answer all the questions for each bullet point. Use clear headings that allow your professor to know which bullet you are addressing on the slides in your presentation. Support your content with at least two (2) sources throughout your presentation. Make sure to reference the citations using the APA writing style for the presentation. Include a slide for your references at the end. Follow best practices for PowerPoint presentations related to text size, color, images, effects, wordiness, and multimedia enhancements. Review the rubric criteria for this assignment.

Locate the American Red Cross in your area: http://www.redcross.org/ or in person

  • Identify what is necessary for emergency supplies to have on hand for a healthy older adult (OA).
  • Visit with an older family member or friend to identify specific needs for this older adult (reasonable for this person).
    • Assist the OA in creating their Personal Emergency Plan
  • Why is this important for OA singles or couples who live independently without services?
    • Title Slide (1 slide)
    • Objective Slide (1 slide)
    • Necessary Emergency Supplies for OA (1 -2 slides)
    • OA Personal Emergency Plan (1-2 slides)
    • Importance for Independent OAs (1 slide)
    • References (1 slide)

Assignment Expectations:

Length: 6-8 slides

Structure: Include a title slide, objective slide, content slides, reference slide in APA format. 

References: Use appropriate APA style in-text citations and references for all resources utilized to answer the questions.  A minimum of two (2) scholarly sources are required for this assignment.

Week 5 Discussion PHE4055 Public Health Planning and Evaluation

 

  • Week 5 DiscussionDiscussion Topic Task: Reply to this topic Due July 1 at 11:59 PMDiscussion Assignment
    The discussion assignment provides a forum for discussing relevant topics for this week based on the course competencies covered
    For this assignment, make sure you post your initial response to the Discussion Area by the due date assigned.
    To support your work, use your course and text readings and also use outside sources. As in all assignments, cite your sources in your work and provide references for the citations in APA format.
    Start reviewing and responding to the postings of your classmates as early in the week as possible. Respond to at least two of your classmates. Participate in the discussion by asking a question, providing a statement of clarification, providing a point of view with a rationale, challenging an aspect of the discussion, or indicating a relationship between two or more lines of reasoning in the discussion. Complete your participation for this assignment by the end of week.
    Cost Comparison Analysis
    Economic issues are always to be considered during the process of program planning and evaluation. Economic evaluations are analyses that center on the cost of a program and the relationship of the cost to the outcome or impact of the program.
    A cost comparison analysis compares the costs of at least two programs. CEA, CBA, and CUA are examples of cost comparison analyses.
    Use the South University Online Library or the Internet to research on cost comparison analysis. Create a report in a 4- to 5-page Microsoft Word document that includes the following:

    • An analysis and explanation of the pros and cons of a CEA. Describe how health program planners would use a CEA to assist them in making decisions about their programs.
    • An analysis and explanation of the pros and cons of a CBA. Describe how health program planners would use a CBA to assist them in making decisions about their programs.
    • An analysis and explanation of the pros and cons of a CUA. Describe how health program planners would use a CUA to assist them in making decisions about their programs.
    • Select two public health programs that you would like to compare by means of an economic evaluation. Analyze, identify, and describe the type of economic analysis that you would use in the evaluation.

Deliverable 1 – Earth’s Four Spheres Presentation

 

Competency

Describe the atmosphere, biosphere, hydrosphere, geosphere and how they interact.

Scenario 

Each of us has directly or indirectly been impacted by a natural disaster or severe weather event. For this assignment you will be required to recall a personal, real-world experience about the power of one of the Earth’s four spheres that you have experienced in your lifetime, creating a mixed media PowerPoint presentation that brings this event to life. The goal is to illustrate the interconnectedness of the Earth’s four spheres to human health and safety, to the current state of our climate, and to the mitigation of such disasters in the future as the consequences of climate change continue to worsen.

Instructions

In a well-organized presentation using PowerPoint, you will construct a visual presentation that illustrates the power of a natural disaster/geologic event in history from the standpoint of a personal experience. Consider a time in your life when you have been impacted, either directly or indirectly, by a natural disaster or severe weather event. Your presentation should include the following elements as well as a robust discussion of each in the slides’ speaker notes section:

  • Discuss background, history, and location of your chosen event/disaster. (Where did this event occur? How many people were impacted by this event?)
  • Specify measures taken to mitigate the event/disaster. (What was the response of the community/state/country to this event?)
  • Discuss how we might mitigate a similar event/disaster in the future. (How can we mitigate disasters to more fully protect human health and safety?)
  • Be sure to include images/maps/statistical information from your chosen event/disaster.