Ebook Free Psychiatric Mental Health Nursing Success: A Q&A Review Applying Critical Thinking to Test Taking (Psychiatric Mental Health Success)

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Product details

Series: Psychiatric Mental Health Success

Paperback: 544 pages

Publisher: F.A. Davis Company; 2 edition (January 25, 2013)

Language: English

ISBN-10: 9780803629813

ISBN-13: 978-0803629813

ASIN: 0803629818

Product Dimensions:

8.5 x 0.8 x 11 inches

Shipping Weight: 2.1 pounds (View shipping rates and policies)

Average Customer Review:

4.3 out of 5 stars

144 customer reviews

Amazon Best Sellers Rank:

#269,324 in Books (See Top 100 in Books)

If you’re in nursing school you know mental health has a lot of gray areas. It’s not like pharm or Med surg where it’s “this is right and this is wrong”. This book helped me SIGNIFICANTLY to understand WHY certain answers were correct/incorrect. It helped me to think critically a different way than I’m used to. I failed my first mental health test. The second & third test after that I got OVER 90%. I did all the questions In this book under the section we were learning, read through the notes ONCE. And that’s IT. DEFINITELY get this book if you’re struggling in mental health or afraid of what’s to come in mental health. Best decision I’ve made in nursing school so far.

This book has been so helpful prepping for psych exams. The questions are really similar to our test questions and the rationales are great.

Not only does it give you the correct answer w rational it gives you the wrong answer and tells you why it’s wrong I have learned a lot from this book it’s a great resource

lots of typos and very few insignificant changes from the last edition to this newest edition. save your money and get the older edition. it has the same typos and just a few minor detail changes and is cheaper.

I used all of the Davis Success books throughout nursing school. They really helped me understand how to answer NCLEX style questions & apply my knowledge. I highly recommend these books to all nursing students!

This book was great. I was able to pass a very important exam because of this book. I was able to graduate with my Bachelors in Nursing because this book helped my with the Psychiatric test that I had a lot of trouble with. I passed thanks to this book.

I love every Success book. They are my #1 GO TO the week before ANY exam! I review these books with small groups or a partner. We discuss every answer and rationale. Each chapter offers sectioned questions/exams and comprehensive exams. I believe every one of their books is absolutely worth it.

This book is a must have. If for nothing else, the rationales. They're some of the best I've seen as far as NCLEX questions. Don't wait until you're reviewing for the NCLEX to get the book. Use it during the program!! It was a definite piece of my study routine and I don't believe I would've done as well without it.

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Download Class: A Guide Through the American Status SystemBy Paul Fussell

Download Class: A Guide Through the American Status SystemBy Paul Fussell

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Class: A Guide Through the American Status SystemBy Paul Fussell

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In Class Paul Fussell explodes the sacred American myth of social equality with eagle-eyed irreverence and iconoclastic wit. This bestselling, superbly researched, exquisitely observed guide to the signs, symbols, and customs of the American class system is always outrageously on the mark as Fussell shows us how our status is revealed by everything we do, say, and own. He descibes the houses, objects, artifacts, speech, clothing styles, and intellectual proclivities of American classes from the top to the bottom and everybody -- you'll surely recognize yourself -- in between. Class is guaranteed to amuse and infuriate, whether your class is so high it's out of sight (literally) or you are, alas, a sinking victim of prole drift.

• Sales Rank: #248739 in Books
• Published on: 1983-10
• Original language: English
• Number of items: 1
• Dimensions: .88" h x 5.88" w x 8.75" l, .84 pounds
• Binding: Hardcover
• 202 pages

Review
Chicago Sun-Times Highly amusing....a witty, persnickety, and illuminating book....fussell hits the mark.

The Washington Post Move over, William Buckley. Stand back, Gore Vidal. And run for cover, Uncle Sam: Paul Fussell, the nation's newest world-class curmudgeon, is taking aim at The American Experiment.

Wilfrid Sheed The Atlantic A fine prickly pear of a book....Anyone who reads it will automatically move up a class.

Alison Lurie The New York Times Book Review A shrewd and entertaining commentary on American mores today. Frighteningly acute.

About the Author
Paul Fussell, critic, essayist, and cultural commentator, has recently won the H. L. Mencken Award of the Free Press Association. Among his books are The Great War and Modem Memory, which in 1976 won both the National Book Critics Circle Award and the National Book Award; Abroad: British Literary Traveling Between the Wars; Wartime: Understanding and Behavior in the Second World War; and, most recently, BAD or, The Dumbing of America. His essays have been collected in The Boy Scout Handbook and Other Observations and Thank God for the Atom Bomb and Other Essays. He lives in Philadelphia, where he teaches English at the University of Pennsylvania.

Excerpt. © Reprinted by permission. All rights reserved.
Chapter 1

A Touchy Subject

Although most Americans sense that they live within an extremely complicated system of social classes and suspect that much of what is thought and done here is prompted by considerations of status, the subject has remained murky. And always touchy. You can outrage people today simply by mentioning social class, very much the way, sipping tea among the aspidistras a century ago, you could silence a party by adverting too openly to sex. When, recently, asked what I am writing, I have answered, "A book about social class in America," people tend first to straighten their ties and sneak a glance at their cuffs to see how far fraying has advanced there. Then, a few minutes later, they silently get up and walk away. It is not just that I am feared as a class spy. It is as if I had said, "I am working on a book urging the beating to death of baby whales using the dead bodies of baby seals." Since I have been writing this book I have experienced many times the awful truth of R. H. Tawney's perception, in his book Equality (1931): "The word 'class' is fraught with unpleasing associations, so that to linger upon it is apt to be interpreted as the symptom of a perverted mind and a jaundiced spirit."

Especially in America, where the idea of class is notably embarrassing. In his book Inequality in an Age of Decline (1980), the sociologist Paul Blumberg goes so far as to call it "America's forbidden thought." Indeed, people often blow their tops if the subject is even broached. One woman, asked by a couple of interviewers if she thought there were social classes in this country, answered: "It's the dirtiest thing I've ever heard of!" And a man, asked the same question, got so angry that he blurted out, "Social class should be exterminated!"

Actually, you reveal a great deal about your social class by the amount of annoyance or fury you feel when the subject is brought up. A tendency to get very anxious suggests that you are middle-class and nervous about slipping down a rung or two. On the other hand, upper-class people love the topic to come up: the more attention paid to the matter the better off they seem to be. Proletarians generally don't mind discussions of the subject because they know they can do little to alter their class identity. Thus the whole class matter is likely to seem like a joke to them -- the upper classes fatuous in their empty aristocratic pretentiousness, the middles loathsome in their anxious gentility. It is the middle class that is highly class-sensitive, and sometimes class-scared to death. A representative of that class left his mark on a library copy of Russell Lynes's The Tastemakers (1954). Next to a passage patronizing the insecure decorating taste of the middle class and satirically contrasting its artistic behavior to that of some more sophisticated classes, this offended reader scrawled, in large capitals, "BULL SHIT!" A hopelessly middle-class man (not a woman, surely?) if I ever saw one.

If you reveal your class by your outrage at the very topic, you reveal it also by the way you define the thing that's outraging you. At the bottom, people tend to believe that class is defined by the amount of money you have. In the middle, people grant that money has something to do with it, but think education and the kind of work you do almost equally important. Nearer the top, people perceive that taste, values, ideas, style, and behavior are indispensable criteria of class, regardless of money or occupation or education. One woman interviewed by Studs Terkel for Division Street: America (1967) clearly revealed her class as middle both by her uneasiness about the subject's being introduced and by her instinctive recourse to occupation as the essential class criterion. "We have right on this street almost every class," she said. "But I shouldn't say class," she went on, "because we don't live in a nation of classes." Then, the occupational criterion: "But we have janitors living on the street, we have doctors, we have businessmen, CPAs."

Being told that there are no social classes in the place where the interviewee lives is an old experience for sociologists. "'We don't have classes in our town' almost invariably is the first remark recorded by the investigator," reports Leonard Reissman, author of Class in American Life (1959). "Once that has been uttered and is out of the way, the class divisions in the town can be recorded with what seems to be an amazing degree of agreement among the good citizens of the community." The novelist John O'Hara made a whole career out of probing into this touchy subject, to which he was astonishingly sensitive. While still a boy, he was noticing that in the Pennsylvania town where he grew up, "older people do not treat others as equals."

Class distinctions in America are so complicated and subtle that foreign visitors often miss the nuances and sometimes even the existence of a class structure. So powerful is "the fable of equality," as Frances Trollope called it when she toured America in 1832, so embarrassed is the government to confront the subject -- in the thousands of measurements pouring from its bureaus, social class is not officially recognized -- that it's easy for visitors not to notice the way the class system works. A case in point is the experience of Walter Allen, the British novelist and literary critic. Before he came over here to teach at a college in the 1950s, he imagined that "class scarcely existed in America, except, perhaps, as divisions between ethnic groups or successive waves of immigrants." But living awhile in Grand Rapids opened his eyes: there he learned of the snob power of New England and the pliability of the locals to the long-wielded moral and cultural authority of old families.

Some Americans viewed with satisfaction the failure of the 1970s TV series Beacon Hill, a drama of high society modeled on the British Upstairs, Downstairs, comforting themselves with the belief that this venture came to grief because there is no class system here to sustain interest in it. But they were mistaken. Beacon Hill failed to engage American viewers because it focused on perhaps the least interesting place in the indigenous class structure, the quasi-aristocratic upper class. Such a dramatization might have done better if it had dealt with places where everyone recognizes interesting class collisions occur -- the place where the upper-middle class meets the middle and resists its attempted incursions upward, or where the middle class does the same to the classes just below it.

If foreigners often fall for the official propaganda of social equality, the locals tend to know what's what, even if they feel some uneasiness talking about it. When the acute black from the South asserts of an ambitious friend that "Joe can't class with the big folks," we feel in the presence of someone who's attended to actuality. Like the carpenter who says: "I hate to say there are classes, but it's just that people are more comfortable with people of like backgrounds." His grouping of people by "like backgrounds," scientifically uncertain as it may be, is nearly as good a way as any to specify what it is that distinguishes one class from another. If you feel no need to explicate your allusions or in any way explain what you mean, you are probably talking with someone in your class. And that's true whether you're discussing the Rams and the Forty-Niners, RVs, the House (i.e., Christ Church, Oxford), Mama Leone's, the Big Board, "the Vineyard," "Baja," or the Porcellian.

In this book I am going to deal with some of the visible and audible signs of social class, but I will be sticking largely with those that reflect choice. That means that I will not be considering matters of race, or, except now and then, religion or politics. Race is visible, but it is not chosen. Religion and politics, while usually chosen, don't show, except for the occasional front-yard shrine or car bumper sticker. When you look at a person you don't see "Roman Catholic" or "liberal": you see "hand-painted necktie" or "crappy polyester shirt"; you hear parameters or in regards to. In attempting to make sense of indicators like these, I have been guided by perception and feel rather than by any method that could be deemed "scientific," believing with Arthur Marwick, author of Class: Image and Reality (1980), that "class...is too serious a subject to leave to the social scientists."

It should be a serious subject in America especially, because here we lack a convenient system of inherited titles, ranks, and honors, and each generation has to define the hierarchies all over again. The society changes faster than any other on earth, and the American, almost uniquely, can be puzzled about where, in the society, he stands. The things that conferred class in the 1930s -- white linen golf knickers, chrome cocktail shakers, vests with white piping -- are, to put it mildly, unlikely to do so today. Belonging to a rapidly changing rather than a traditional society, Americans find Knowing Where You Stand harder than do most Europeans. And a yet more pressing matter, Making It, assumes crucial importance here. "How'm I doin'?" Mayor Koch of New York used to bellow, and most of his audience sensed that he was, appropriately, asking the representative American question.

It seems no accident that, as the British philosopher Anthony Quinton says, "The book of etiquette in its modern form...is largely an American product, the great names being Emily Post...and Amy Vanderbilt." The reason is that the United States is preeminently the venue of newcomers, with a special need to place themselves advantageously and to get on briskly. "Some newcomers," says Quinton, "are geographical, that is, immigrants; others are economic, the newly rich; others again chronological, the young." All are faced with the problem inseparable from the operations of a mass society, earning respect. The comic Rodney Dangerfield, complaining that he don't get none, belongs to the same national ...

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Download Ebook Second Language Acquisition Myths: Applying Second Language Research to Classroom TeachingBy Steven Brown, Jenifer Larson-Hall

Download Ebook Second Language Acquisition Myths: Applying Second Language Research to Classroom TeachingBy Steven Brown, Jenifer Larson-Hall

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Second Language Acquisition Myths: Applying Second Language Research to Classroom TeachingBy Steven Brown, Jenifer Larson-Hall

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This volume was conceived as a first book in SLA for advanced undergraduate or introductory master’s courses that include education majors, foreign language education majors, and English majors. It’s also an excellent resource for practicing teachers. 

Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition.  It is not the goal of this book to address every SLA theory or teach research methodology.  It does however address the myths and questions that non-specialist teacher candidates have about language learning.

 

Steven Brown is the co-author of the introductory applied linguistics textbook Understanding Language Structure, Interaction, and Variation  textbook (and workbook).

 

The myths challenged in this book are:
 

§  Children learn languages quickly and easily while adults are ineffective in comparison.

§  A true bilingual is someone who speaks two languages perfectly.

§  You can acquire a language simply through listening or reading.

§  Practice makes perfect.

§  Language students learn (and retain) what they are taught.

§  Language learners always benefit from correction.

§  Individual differences are a major, perhaps the major, factor in SLA.

§  Language acquisition is the individual acquisition of grammar.

 

• Sales Rank: #265460 in Books
• Brand: Brand: University of Michigan Press/ELT
• Published on: 2012-03-15
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .60" w x 6.00" l, .80 pounds
• Binding: Paperback
• 208 pages

Features

• Used Book in Good Condition

About the Author
Steven Brown is Fellow at the Institute for Biomusicology at Mid Sweden University, Astersund.

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