Discussion 2 Week 8 Linear Programming Approach Assignment

Discussion 2 Week 8 Linear Programming Approach - Assignment Example For example, in a graphical approach, it has been emphasized that this is most applicable when there are only at most two decision variables. Thus, a graphical approach could be applied with solving for a maximization profit problem (objective function), given two decision variables: producing units of Product A and producing units of Product B (decision variables) with the constraints that these units are to be produced within a time constraint of one week using current labor and materials. Otherwise, when the decision variables are complex, such as that which required producing a set of products (product mix) or a product to be sold in diverse geographical markets in different states in America, for instance (market mix), a computer based approach was noted to be most appropriate since encoding all the variables would be simpler using the Excel application. The more complex the decision variables and the constraints, the more it would be appropriate to use computer-based approach to assist in solving the problem with greater speed and

Classroom - debate Essay Example for Free

Classroom debate Essay What methods can teachers / trainers use to establish ground rules with their learners? I currently teach in a â€Å"Category C, Male Populated Prison† and I am employed in education to deliver a broad spectrum of hospitality qualifications to class of 10 learners. In turn I have an obligation to mentor to a minimum of 25 guided learning hours per week, to include numeracy, literacy, and ICT. Therefore it is essential for me that establishing ground rules are fundamental for ensuring classroom management in any learning environment; understanding the needs and views of those contributing, will have a greater appreciation from the group. Atherton, J. S (2005) defines ground rules as† The minimum necessary conditions for getting learning work done in the class. † By setting boundaries for learners, they will help to create a safe and relaxed environment that will ultimately promote transparency, underpin behaviour and mutual respect for each other. Three distinct options could be utilised; * The teacher who can take a very autocratic attitude and dictate the required behaviour expected. * The learners set the agenda, with little guidance, giving limited structure to the classroom. * Open and honest discussion between the teacher and the learners to allow individuals to highlight what they feel is important to the group. This leads towards everyone living with group decisions and refraining from articulating their own personal reservations outside that group. There are several ways of establishing ground rules through consensual agreement and negotiation: Small group method; Breaking the group into smaller units to think about a limited number of suggestions that they feel are important to them. Go around the room to discuss these ideas, while also trying to elicit an understanding behind their submissions. Ensure that the group is happy about their input, but make certain that any missed and basic rules are incorporated Allow the group to openly discuss the suggestions and allow them to debate the value and worth to the classroom. The group can then vote to stipulate what rules the class should adhere too. By recording the rules, you will have a reference point for the class to focus should individuals fail to abide. Periodic revisiting and re-evaluation will highlight any deviation from those â€Å"Ground Rules† Ground rule poster; There can be issues regarding the level of understanding from a group who may have poor literacy standard. A Ground Rule Poster may be more applicable in these circumstances; a pictorial significance can have the same emphasis as a written statement. The Acronym method; Utilise the ground rules to invent a short inventive statement: AAchieve goal LLearner participation EElicit perfection XXcel Brookfield Preskill’s method Ask the students to think about the best group discussions, they have been involved in. What happened that made these discussions so satisfying? Next, ask the students to think about the worst group discussion in which they have been involved. What happened that made these discussions so unsatisfactory? For each of the characteristics, have the students suggest three things that the group might do to ensure that these characteristics are present or not present as the case may be. Use the students’ suggestions to draft a set of ground rules on which you all agree. Record the guidelines. Copy the list and bring it to section the following week. This way all students have copies that they can refer to over the semester. Periodically, have the class take a moment to evaluate whether the guidelines established at the beginning of the semester are being followed, and whether they work. The kind of behaviour and respect you would aim to achieve by negotiating and establishing the ground rules with the learners will ultimately define and underpin the success of the learning experience. Tutor name: Sally Welsh Word count: 633 Ashley Robson Bibliography Adapted from Brookfield, S. and Preskill, S. (1999). Discussion as a Way of Teaching: Tools and Techniques for Democratic Classrooms. San Francisco: Jossey-Bass. Atherton, J. S (2005) defines ground rules as† The minimum necessary conditions for getting learning work done in the class. †

Congestive Heart Failure: Complications and Affects

Congestive Heart Failure: Complications and Affects Congestive heart failure is a cardiac disease that causes many complications and affects many individuals in multiple ways. Aspects of ones life that are impacted by CHF are: activities of daily living, including social, family, and spiritual involvement. It can be very difficult for someone with heart failure to manage the disease and deal with the complications both physically and emotionally. However, there are some preventative measures that can be taken to avoid such extremes. Nurses play a huge roll when caring for a patient suffering from heart failure. It is important that they understand how this disease is affecting their patient beyond the cardiovascular system, and to be aware of interventions that will improve the outcome of their patients health. A patient presents to the clinic complaining of dyspnea, fatigue, weakness, swelling in his feet so bad that he is unable to put his shoes and he has a persistent cough. The nurse quickly assesses the patient and expresses her concerns of the probability of heart failure to the physician. The physician further assesses the patient and begins to get a history of the patients onset of symptoms. It is discovered that the patient has gained about five pounds in the last three days despite not being able to eat very much food. As the doctor auscultates heart sounds, he notes that his patients heart rate is very rapid. After careful consideration the physician diagnoses the patient with heart failure. Now what? The nurse must anticipate the level of care her patient is going to require while considering the many effects the diagnosis of heart failure is going to have on the patient. We would like to take this opportunity to now explain exactly what heart failure is, the details of its dive rse effects, and describe the care expected. Heart failure is a clinical syndrome that results from the progressive process of remodeling, in which mechanical and biochemical forces alter the size, shape, and function of the ventricles ability to fill and pump enough oxygenated blood to meet the metabolic demands of the body. Seventy five percent of heart failure cases are caused by systemic hypertension (Grandinetti, 1974/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹2010). A third of patients experiencing a heart attack will also develop heart failure; another common cause is structural heart changes such as: valvular dysfunction especially pulmonic or aortic stenosis which leads to pressure or volume overload on the heart. (Grandinetti, 1974/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹2010). However, those are not the only risk factors. Other serious risk factors that nurses should be aware of are: coronary artery disease, irregular heartbeats, diabetes, medications used to treat diabetes such as Avandia or Actos, sleep apnea, congenital heart defects, viruses, alcohol, certain kidney conditions, and of course, genetics (Mayo Clinic, 2010). As you can see, CHF is a very intricate disease process that involves more than just the heart muscle itself. Complications from chronic heart failure take a serious toll on a patients ability to perform ADLs without becoming short of breath or easily exhausted. The patient may have activity limitations demonstrated by the avoidance of walking long distances, walking up stairs, or exerting themselves because they become dyspenic very easily. The nurse must assess the patients ability to perform minor tasks such as putting on shoes. Since heart failure can lead to severe swelling especially in the feet and ankles, the patient may not be able to put his or her shoes on without assistance or in some cases a specially designed shoe may be necessary. It is also important that the nurse inquire the patient about the ability to perform simultaneous arm and leg work, such as carrying groceries. This type of activity may place an intolerable demand on the failing heart (Ignatavicius, 1991/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹2010). Congestive heart failure does not solely affect the patients ability to perform activities of daily living, yet it affects other portion of life such as their family, social, and spiritual lives. Patients with advanced CHF often require help with daily tasks (i.e. making food, getting dressed, running errands, housekeeping); and family members often help out by doing these tasks for their loved ones. If the patient lives with a family member, that person may also be responsible for further management of cares in the home. This requires the family to be willing to learn about the disease process, and when it is necessary to call the health care provider or bring the patient into the hospital. This can cause a great amount of stress on the family member due to the responsibility of managing care. The fact that the patient may not be able to perform tasks on their own may lead to frustration which can further lead to self isolation due to the fact that they dont want to be bothersome no r embarrassed by their deficits. This is damaging to their social life and may cause depression. While the patient may be struggling with managing their social lives and trying to remain as independent from family members as possible the patient may turn to their religion. They may turn to their faith and pray more in hopes that it will benefit them and make it easier for them to deal with losing their independence. Spiritual well-being is an important, modifiable coping resource for depression, but little is known about the role of spiritual well-being in patients with heart failure (Bakelman, 2010). However, hope is a major indicator of ones wellbeing. This is especially true for patients with heart failure. Those who are hopeful tend to feel better and are more socially involved (Ignatavicius, 1991/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹2010). Another factor that plays a major role in how patients with heart failure manage their care is the cultural background which they are from. For instance, those in minority communities may require more direct contact and consistent encouragement to follow the recommendations for treating their disease. A 2006 study concluded that: Nurse management can improve functioning and modestly lower hospitalizations in ethnically diverse ambulatory care patients who have heart failure with systolic dysfunction. Sustaining improved functioning may require continuing nurse contact (Sisk, 2006). It is not well understood why this is, but it may be likely that those patients who reside in minority communities do not have access to the types of health promotion and prevention programs as those who reside in a more socioeconomically stable community. Moving on now to the psychological effects that disease casts upon its victims; many patients with heart failure are at risk for anxiety and frustration. They may experience symptoms such as dyspnea, which further complicates their anxiety level. Those who are dealing with an advanced disease are certainly at high risk for depression. It is not certain whether the function impairment contributes to the depression or the depression affects functional ability. It is thought that those who are rehospitalized for an acute episode of heart failure are more likely to be depressed (Ignatavicius, 1991/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹2010). Nurses may help these patients with alternative coping methods. It is important to keep in mind that nurses have a great amount of responsibility when it comes to prevention and treatment for those suffering from heart failure. Preventative measures that can be taught and reinforced to clients are: to quit smoking, control certain conditions such as hypertension, stay physically active, eat healthy foods, maintain a healthy weight, and tips for reducing and managing stress (Mayo Clinic, 2010). Treatment for these clients is generally directed by the physician, but the nurse reinforces the treatment plan and continues to guide the care throughout its course. Treatment often starts with conservative measurements such as treating the underlying cause, for example, a rapid heart rate or repairing a heart valve (not as conservative). But for most people, treatment involves a balance between the right medications and in some cases devices that help the heart beat and contract properly. Medications often used are: ACE inhibitors, ARBs, Digoxin, beta blockers, diuretics, and aldosterone antagonists. If medications alone are unable to treat the disease, other forms of treatment such as coronary bypass surgery or heart pumps may be used (Mayo Clinic, 2010). Furthermore, nurses must continue to intervene and assess the patients response to prescribed treatments. As mentioned before, nurses can educate their clients on the measures taken to prevent heart failure. Even more so, if the patient already has heart failure, the nurse shall administer medications as prescribed, place the patient on physical and emotional rest, while continuing to monitor for their therapeutic response to the medication and reducing the workload of the heart to increase its reserve. The nurse shall also monitor for complications such as excessive fluid volume, by weighing the patient daily and carefully assessing for lung sounds that would indicate fluid buildup (i.e. crackles in the lung fields) (Grandinetti, 1974/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹2010). Another nursing intervention that may be useful in helping the patient to manage their care at home is to teach them about MAWDS, an acronym that stands for Medications, Activity, Weight, Diet, and Symptoms. This module is an easy way to teach patients about medication usage, recommended activity level, maintaining weight and the boundaries for weight loss and weight gain, a heart healthy diet, which includes low sodium (2-3gms) and fluid restrictions, as well as symptoms that should be noted and reported to the physician immediately (Ignatavicius, 1991/à ¢Ã¢â€š ¬Ã¢â‚¬ ¹2010). This is a very concise and understandable tool that is beneficial to both the nurse providing the education and the patient required to remember and comply with the self-management techniques. It is critical for nurses to understand the care needed to manage the patient with heart failure. They must be able to comprehend all aspects of its affect upon the patient in order to know how to direct them toward the right health choices and to know when to intervene to prevent complications. As we have discussed heart failure affects more than just the patients cardiovascular system, and there are many other factors that are involved in the disease process as well. Lifestyle changes must be made and maintained, those in minority communities may need more frequent contact to manage their care, and the health care provider must also remain aware of the psychosocial effects such as depression. Once these factors are understood to the best of their knowledge then improvement and management of this dynamic disease can be attained. Even if this means aggressive treatment because the conservative course did not serve its purpose as expected. Sometime drastic measures must be done. Eithe r way nurses shall continue to provide teachings and management strategies to improve the outcome of their patients care. References References Bakelman, D. B. (2010). Spiritual Well-Being and Depression in Patients with Heart Failure. Journal of General Internal Medicine, 22(4), 470-477. Grandinetti, D. (Ed.). (2010). Lippincott Manual of Nursing Practice (9th ed.). Ambler, PA: Wolters Klewer Health, Lippincott Company. (Original work published 1974) Ignatavicius, D. (2010). Medical Surgical Nursing: Patient-Centered Collaborative Care (6th ed.) (L. Henderson, Ed.). St. Louis, MO: Saunders Elsevier. (Original work published 1991) Mayo Clinic. (2009, December 23). In Mayo Foundations for Medical Education Research (Eds.), Heart Failure. Retrieved February 19, 2011, from Mayo Clinic: http://www.mayoclinic.com/health/heart-failure/DS00061 Sisk, J. E. (2006). Effects on Nurse Management on the Quality of Heart Failure Care in Minority Communities. Annals of Internal Medicine, 145(4), 273-283.

Pride and Prejudice Essay: The Character of Elizabeth -- Pride and Pre

The Character of Elizabeth in Pride and Prejudice       In her novel, Pride and Prejudice, Jane Austen portrays Elizabeth Bennet as "strong and intelligent, yet bewitching in a completely feminine way". Elizabeth's possession of these attributes: strength of character and moral integrity, great intelligence, and an attractive personality, make her an admirable person. Yet Elizabeth has faults, which makes her more human. Austen's portrayal of Elizabeth is realistic and masterful, often juxtaposing her with characters lacking her attributes to heighten our appreciation of her. The claim that Elizabeth is strong is indisputable. The strength of her personal integrity is highly evident in her refusal of Darcy's first marriage proposal. At the time, she believed Darcy to be arrogant and selfish, based on Wickham's account of Darcy's disgraceful behaviour towards him. She was also furious with him for ruining Jane's chance of happiness (through marrying Bingley). Yet, it would have been prudent for her, a girl with only  £1,000 and 4% interest annually from it, to marry Darcy, whose estate is worth  £10,000 a year. She never wavers, though -- "her intentions did not vary for an instant". The strength of her convictions and loyalty towards her sister made her reject his offer, and with it, probably all possibility of her every marrying "well" and securing a comfortable future. Also, she was not intimidated by Darcy's wealth and high social status, daring to tell him exactly what she thought of him and to risk his anger by offending him -- "You could not hav e made me the offer of your hand in any possible way that would have tempted me to accept it." It is very clear that Elizabeth's principles are uncompromisable. Elizabeth ... ...on & Company, 1966. 374-388. Litz, A. Walton, Jane Austen: A Study of Her Artistic Development. Oxford University Press, 1965, p. 198. Moler, Kenneth. Pride and Prejudice: A Study in Artistic Economy. Boston, MA: Twayne Publishers, 1989. Mullane, Janet & Wilson, Robert Thomas, Nineteenth-Century Literature Criticism. Detroit, MI: Gale Research Inc., 1988, Vol. 19, pp. 2, 4-8, 14, 17, 32, 42, 55-6, 58, and 66-7. "A Review of 'Pride and Prejudice,'" Critical Review, Vol. 3, No. 3, March, 1813, pp. 318-24. Southam, B.C., (ed.), Jane Austen: The Critical Heritage. Landon, NY: Routledge & Kegan Paul - Barres & Nobel Inc., 1968. Weldon, Fay. Readings on Jane Austen Taplinger Publishing Co. Inc, 1984 in. Ed. Wright, Andrew H. "Feeling and Complexity in Pride and Prejudice." Ed. Donald Gray. New York: W.W. Norton & Company, 1966. 410-420.   

An Imagery Example in Huckelberry Finn Essay

IMAGERY: Imagery is a description in a work of literature that can be created through the natural senses of the human body, including visual, auditory, olfactory, and tactile elements. EXAMPLE: â€Å"I never felt easy till the raft was two mile below there and out in the middle of the Mississippi†¦ I was powerful glad to get away from the feuds†¦ we said there warn’t no home like a raft, after all. Other places seem so cramped up and smothery, but a raft don’t. You feel mighty free and easy and comfortable on a raft.† (128) Twain, Mark. _The Adventures of Huckleberry Finn._ New York: Penguin Books, 2003. Print. FUNCTION: The Adventures of Huckleberry Finn is about a young boy who runs away from his hometown and society and decides to travel down the Mississippi River with Jim, a slave who becomes his travelling companion along the way. In the example above, Huck is talking about a shooting that goes down between two families that are involved in a feud. While this is just one example, it represents almost every other event that occurred on land versus on the river. When Mark Twain wrote this novel, his goal was to get the message across to his audience using the journey of a young boy travelling down the Mississippi. The entire book is filled with details that help the reader visualize Huckleberry’s journey and set the mood for each scene. Through imagery, the mood is set and as the readers, we can see a vast difference between Huckleberry’s experiences on land, and Huckleberry’s experiences on the river. In other words, as the story progresses, we realize that Huck’s experiences on land represent all of the wrongs of  society, while his experiences travelling down the river represent the way Huck wants to live, wild and free. Without Twain’s excessive use of imagery, we the readers would not be able to picture their experiences well enough to notice the vast difference in-between the two.

Kite Runner Essay

â€Å"There is a way to be good again† (2). This is the line that rolls through Amir’s mind over and over throughout Khaled Hosseini’s novel, The Kite Runner. This is the story of a man’s struggle to find redemption. The author illustrates with the story of Amir that it is not possible to make wrongs completely right again because it’s too late to change past. In this novel Hosseini is telling us that redemption is obtainable, and by allowing us to see Amir’s thought process throughout the novel, Hosseini shows us that it guilt is the primary motivation for someone who seeks redemption. Hosseini also uses not only the main character, but other secondary characters to show how big of a part that guilt plays in the desire for redemption. In this novel, redemption is not when things are justified, because the wrong has been done and you can’t go back to the past and change things to make it right. Rather, as defined in a letter to Amir by an old family friend, Rahim Khan, redemption is when the guilt from something wrong leads to something good (302). Guilt is a strong incentive in a quest for redemption and it isn’t easy to shake. There is a way to be good again† Rahim Khan said to Amir in the beginning of the novel, insinuating that there was hope. That there was a way for Amir to have peace with himself and let go of his guilt. This phrase was something that echoed in Amir’s mind throughout the novel and would be a reminder that there was a way to be rid of the guilt that plagued him, a way to be good again. We can see how heavy this guilt is even at the beginning of the novel when we don’t even know the reason why he would be guilty. Amir begins his story by telling us â€Å"I became what I am today at the age of 12† 1). The first thing we notice is that he says â€Å"what I am today† rather than â€Å"who† and as we finish the first chapter it leaves us with the slightly bitter feeling that the narrator has dark past that he cannot shake, a past that has been hovering over his life. He gives us the idea that he is not happy with who he has become, and it was his wrong doing that made it that way. Hosseini shows that it is Amir’s immense guilt that drives him to want to make things right and to earn redemption. We learn about Amir’s guilt through his memorie s. It is caused by a lack of response at a time when his loyal servant and close friend Hassan is in trouble. Amir makes a conscious decision to hide in the distance and just watch, not because he was afraid. He sacrifices Hassan in order to earn his father’s attention and affection. This decision results in Hassan suffering though a traumatic experience and is the root of Amir’s lasting regret. At first, Amir does not seek to earn redemption. We know that he is ashamed at what he has done but he prefers to hide his guilt rather than confess and redeem himself right away. After the incident, Amir attempted to avoid Hassan at all costs. Even when Hassan approached him to see if he wanted to go for a walk, like they used to do frequently, Amir refused to go with him and told him to go away (88). He knew that he didn’t deserve his friends unwavering love and loyalty. This is just the beginnings of his guilt. We leave Amir’s childhood memories and return to the summer of 2001, where Amir and Baba, Amir’s father, have moved to America (191). Amir embraced this move as a chance to bury his memories and forget his past in hopes to remove his guilt. With Hassan on the other side of the world, Amir doesn’t have any problem avoiding him and yet many times his memories would still sneak up on him. Some of the littlest things would remind him of his friend, and bring back the shame of the wrong that he had done. When Amir first saw the Pacific Ocean he recalls a promise he made Hassan that one day they would walk and play along the beach (136). Even after ten years had gone by, he continued to attempt to bury his past, but we see that the guilt still doesn’t leave. When he discussed his story with Soraya, his future wife, she told him about the time she taught one of her families hired servants how to read. This conversation reminded him of how he used to take advantage of Hassan’s illiteracy (151). Also he remembered that on his wedding night he found himself wondering if Hassan had gotten married and to whom (171). Like these examples, Amir is unsuccessful in removing his guilt by trying to run from it but instead the past constantly came back to haunt him. There are many instances where we can see the guilt that still burdens Amir even later on in the story. More than twenty-five years later, after Amir learns about the death of Hassan, he can’t help but wonder if Hassan would have still been alive if he hadn’t driven Hassan’s family out of his house when they where children. Rahim Khan called Amir back to Pakistan and told him that there was indeed â€Å"a way to be good again† (192). He gives Amir the opportunity to redeem himself by asking him to save Hassan’s son, Sohrab. Amir refuses at first and attempts to come up with excuses to be able to turn Rahim down without adding to his guilt. To convince himself that he wasn’t obligated to save Sohrab. He told himself that he had to be back home with his family and his job, but again the line that Rahim said played through Amir’s head. â€Å"There’s a way to be good again. † Amir knew that this was his last chance to earn his redemption and end his guilt (226). Amir had taken his guilt out on the very people that he had betrayed and then tried to run away from it all. He realizes this and asks himself â€Å"what had I ever done to right things† (303). As Rahim says â€Å"Redemption comes when guilt leads to good. You can may never fully get rid of the guilt or make right what has been wronged, but it is this guilt that motivates you to try. We see in his thought process just how motivated he is by guilt. As much as he doesn’t want to help Sohrab, he is drawn by the need for redemption, and the need to remove his guilt. This line running through his head over and over again shows just how much that guilt has driven him to yearn for things to be right. We don’t get to see Amir reach his point of redemption and we don’t get to watch him be completely relieved of his heavy laden of guilt. However the ending does leave us hopeful. Although nothing has been made right it was the beginning and leaves us with hope and the assurance that Amir is on his way to finding his redemption. Amir describes Sohrab’s lopsided smile at him being like the first snowflake melting in the spring, the first bit of good that had come out of his quest (371). Amir is not the only one who is haunted by his past in this novel. We can also see how guilt drives some of the other characters to find their redemption. This is a huge secret and we learn from Rahim Khan that Baba, for fear of being shamed, had hid the fact that Amir’s lifelong friend was actually his half-brother (223). Rahim tells Amir in a letter that the guilt that Baba carried from, keeping this secret was why he cared so much about the poor, built an orphanage and gave to whoever needed money (302). Even after Baba had done so much good, his past still had haunted him. One example of this was at Amir’s graduation, Baba wished Hassan could have been there too since he was like one of the family (133). Unlike Amir who ran from his chances for redemption, Baba took advantage and made right what was wrong. Rahim Khan also carried this secret with Baba, and this was something that he too sought redemption from. In the same letter, he asked Amir for his forgiveness. Even when Amir was a child Rahim treated him well and was sympathetic to his needs and his lack of self respect. Another secondary character who was searching for redemption in this novel was Amir’s wife Soraya. Before they get married confesses to him about the time she ran away with someone as a teenager and clears up her past which had also haunted her (164). Even after she confessed to Amir, people still talked down about her because of her past (178). Amir, like Baba, Rahim Khan and Soraya, had sinned by what he had done, or rather what he didn’t do. This caused guilt which he attempted to hide, but the memories and the past continued to haunt him, nag at him, and remind him of the person who had loved him so much. The person he had turned around and betrayed in their time of need. This guilt of betrayal weighs on Amir’s character throughout the story, and pushes him to seek out redemption. He longs to â€Å"be good again† and get rid of the guilt that he has carried since he was just twelve years old.

Free Essays on Elderly Suicide

Free Essays on Elderly Suicide Elderly suicide is becoming a major problem in today's society. A case study conducted by the Centers for Disease Control and Prevention in January of 1996, proposed that the suicide rates among people age 65 and older has increased since 1980 (Devons, 1996). A study conducted in 1991 showed the suicide rates among the elderly were also 50% higher then those among younger people. Many people in society, however, still tend to devote much of their attention toward younger people who commit suicide (Futurist, 1991). Something needs to be done to get people to focus on elderly suicides, to save the lives of our grandparents and great-grandparents. After all, they hold the key to our future, with their good advice and words of wisdom. Elderly people have a greater desire to die and to insure that the act will be fatal. Compared to younger people who attempt suicide, elderly people are four times more likely to be successful (Leo, 2001). Most often, elderly people who attempt suicide truly want to die, while younger people who attempt suicide are usually calling for help or attempt the act as a way to manipulate their family and/or friends. Elderly people are not angry, nor do they want revenge. They simply want to leave the world and feel the peace that death will give them (Glass, 1993). Most elderly suicides take place at home while they are alone. Suicide notes may be left behind for family members, providing information regarding what to do with remaining finances, and information regarding his/her burial wishes. It usually gives no clue, however, as to why the person committed suicide (Leo, 2001). The number of suicides committed by the elderly may be greatly underestimated for a number of reasons. Some being: 1) they may overdose on prescribed medications which may go unreported, 2) they may commit what Devons referred to as "chronic" or "passive" suicide, which is when a person loses the will to live and stops taking care o...