Understanding the Principles and Practises of Assessment Essay Example for Free

Understanding the Principles and Practises of Assessment Essay Assessment is the process of measuring the achievement of learners. It is an obvious way of checking that learning has taken place and is a good way of measuring the learner’s knowledge and practical skills that they have learnt. It is important for the assessor to initially establish whether the learner has any specific learning needs so that they can prepare to support the learner in whichever way they feel necessary. Learning and development are closely connected. The learner needs guidance in order to understand what it is they are required to learn, also to check that they are on track and also ways in which they can improve. This is generally where formative assessment comes into play. Formative assessment is used whilst learners are developing their skills and can also be useful throughout their course. It gives the assessor the opportunity to provide the learner with constructive feedback which they can use to improve their future performances. It also allows the learner to build on their strengths and learn from mistakes by listening to the assessor’s feedback, preparing them for summative assessment. Summative assessment is used when the students are up to a standard where they can carry out an assessment without any support or guidance. This should be up to industry standards and completed to commercial timing. By this stage there should be very few, if any areas for improvement and the learner must have a very strong underpinning knowledge of the subject. (AC 1.2) Define the key concepts and principles of assessment It is vital that assessment has to be fair, consistent and valid to ensure all learners have an equal chance of receiving a fair assessment. An assessor should not be swayed to give a learner an easier assessment because they favour them or on grounds of gender, race, sexual orientation or religious beliefs; the assessment process should be the same for every learner and purely judged on their knowledge, skill and competence within their subject area. There may be occasions where the assessment process has to be adapted to suit learners’ individual needs; however this still should eventually lead to the same outcome. In order for an assessment to be fair the assessor should clearly identify to the learner what outcomes are being assessed so that there is no area for confusion between the learner and assessor. Assessors should take guidance from the awarding body that they work alongside for the assessment criteria, for example in my area of work; I have to abide by the criteri a that is set out by VTCT. To ensure that the evidence is sufficient the learner should successfully cover all of the criteria set out by the awarding body and by the industry in which they are working. The most reliable way to ensure that an assessment is valid and reliable is for the assessor to observe a student first hand. This is the clearest way for the assessor to be sure that the student possesses the knowledge that is shown in their work and that it has not been copied from another source. This evidence should also be current, so therefore the assessor would need to have witnessed this within a reasonable timeframe as things change so frequently. It is important for assessors to ensure that they are up to date with current trends and changes within their industry and all assessors are required to keep up to date with continual professional development. It is also vital that all assessors are assessing to the same standard, this is usually monitored and updated during team standardisation meetings whic h should be carried out regularly. (AC 1.3) Explain the responsibilities of the assessor An assessor should firstly fully understand the standards and requirements they are working to. This means that all assessors should be fully qualified to the required standard within their industry and should regularly attend team standardisation meetings to ensure they are assessing to the same standards as other assessors.

Sue and Arabella in Thomas Hardys Jude the Obscure Essay -- Thomas Ha

Sue and Arabella in Thomas Hardy's Jude the Obscure Thomas Hardy's diary contains an entry that explains how he will show the world something it needs to be shown in a story about a poor, struggling young man who has to deal with ultimate failure (Howe 132). This brief description of a story has turned into Hardy's phenomenal Jude the Obscure. Jude is emotionally torn between the two main women in the novel, Sue and Arabella, because each woman can only partially satisfy his urges. The stark difference in emotion, conversation, and sexual appetite make Sue and Arabella polar opposites in Hardy's Jude the Obscure. Jude is ripped between the pure sexuality of Arabella and the pure intellect of Sue (Draper 252). Ronald P. Draper writes that Jude is sexually more comfortable with Arabella so, in this sense, she is Jude?s true partner (252). ?Arabella represents the classical entrapment by sex: the entrapment of an ?innocent? sensual man by a hard, needy, shackling woman? (Hardwick 69). Bernard D. N. Grebanier goes even farther, saying that Arabella with stop at nothing to get Jude (713). Sue is a complicated mesh of sexual aversion and the power of female intellect (Hardwick 68). As Elizabeth Hardwick puts it, Sue ?thinks and that is her mystery? (67). Sue has radical ideas, especially for a woman, and it is commonplace for her to question society and it?s problems (Hardwick 68). Sue, to Jude?s dismay, also dismisses much of religion (Hardwick 68). The sacred act of marriage is questioned in Jude the Obscure (Saldivar 192). Marriage is seen as an institution open to criticism that is violated by need, chance, and the choices made by the characters (Hardwick 68). For Sue, violations in wholeness and freedom are agoni... ... K. Hall & Company, 1990. 243-254. Grebanier, Bernard D. N. The Essentials of English Literature. Volume Two. New York: Barron?s Educational Series, Incorporated, 1948. Hardwick, Elizabeth. ?Sue and Arabella.? The Genius of Thomas Hardy. Margaret Drabble. New York: George Weidenfeld and Nicolson Limited, 1976. 67-73. Hardy, Thomas. Jude the Obscure. New York: Oxford University Press, 1983. Howe, Irving. Masters of World Literature: Thomas Hardy. New York: The Macmillan Company, 1967. Saldivar, Ramon. ?Jude the Obscure: Redaing and the Spirit of the Law.? Modern Critical Views: Thomas Hardy.Harold Bloom. New York: Chelsea House Publishers, 1987. 191-205. Weinstein, Philip M. The Spirit Unappeased and Peregrine?: Jude the Obscure.? Critical Essays on Thomas Hardy: The Novels. Dale Kramer. New York: G. K. Hall & Company, 1990. 228-243. Sue and Arabella in Thomas Hardy's Jude the Obscure Essay -- Thomas Ha Sue and Arabella in Thomas Hardy's Jude the Obscure Thomas Hardy's diary contains an entry that explains how he will show the world something it needs to be shown in a story about a poor, struggling young man who has to deal with ultimate failure (Howe 132). This brief description of a story has turned into Hardy's phenomenal Jude the Obscure. Jude is emotionally torn between the two main women in the novel, Sue and Arabella, because each woman can only partially satisfy his urges. The stark difference in emotion, conversation, and sexual appetite make Sue and Arabella polar opposites in Hardy's Jude the Obscure. Jude is ripped between the pure sexuality of Arabella and the pure intellect of Sue (Draper 252). Ronald P. Draper writes that Jude is sexually more comfortable with Arabella so, in this sense, she is Jude?s true partner (252). ?Arabella represents the classical entrapment by sex: the entrapment of an ?innocent? sensual man by a hard, needy, shackling woman? (Hardwick 69). Bernard D. N. Grebanier goes even farther, saying that Arabella with stop at nothing to get Jude (713). Sue is a complicated mesh of sexual aversion and the power of female intellect (Hardwick 68). As Elizabeth Hardwick puts it, Sue ?thinks and that is her mystery? (67). Sue has radical ideas, especially for a woman, and it is commonplace for her to question society and it?s problems (Hardwick 68). Sue, to Jude?s dismay, also dismisses much of religion (Hardwick 68). The sacred act of marriage is questioned in Jude the Obscure (Saldivar 192). Marriage is seen as an institution open to criticism that is violated by need, chance, and the choices made by the characters (Hardwick 68). For Sue, violations in wholeness and freedom are agoni... ... K. Hall & Company, 1990. 243-254. Grebanier, Bernard D. N. The Essentials of English Literature. Volume Two. New York: Barron?s Educational Series, Incorporated, 1948. Hardwick, Elizabeth. ?Sue and Arabella.? The Genius of Thomas Hardy. Margaret Drabble. New York: George Weidenfeld and Nicolson Limited, 1976. 67-73. Hardy, Thomas. Jude the Obscure. New York: Oxford University Press, 1983. Howe, Irving. Masters of World Literature: Thomas Hardy. New York: The Macmillan Company, 1967. Saldivar, Ramon. ?Jude the Obscure: Redaing and the Spirit of the Law.? Modern Critical Views: Thomas Hardy.Harold Bloom. New York: Chelsea House Publishers, 1987. 191-205. Weinstein, Philip M. The Spirit Unappeased and Peregrine?: Jude the Obscure.? Critical Essays on Thomas Hardy: The Novels. Dale Kramer. New York: G. K. Hall & Company, 1990. 228-243.

Comparing and contrasting Essay

One of the best methods to help us clarify our thoughts about a character, an event, a poem, a story—nearly anything—is to compare and contrast. (To compare can mean to find similarities and differences. Coupled with contrast, however, to compare means to point out similarities, while to contrast means to point out differences.) Many of us, feeling weighted down by cares, have happened to see someone coping with a much greater burden or handicap—and suddenly our problems become insignificant in comparison. Seeing how our situation relates to another’s, we have gained perspective. The only way to have that perspective is by viewing things in relation to one another—by comparing and contrasting. Considering two characters, for example, can help us think more effectively about each. (Authors frequently invite such comparison by including a character foil in a story—a character who serves to emphasize the attributes of another character because t he two are so different.) Let’s consider, specifically, Rainsford, the protagonist of Richard Connell’s story â€Å"The Most Dangerous Game,† and the unnamed protagonist in Jack London’s â€Å"To Build A Fire.† How are the two men comparable? Each confronts a life-threatening situation. Rainsford is chased by the fanatical Zaroff, and London’s protagonist combats the extreme cold of theYukon. Each fights down panic and acts swiftly and decisively. Rainsford sets traps for his pursuers and finally tricks Zaroff; the man in theYukon quickly builds a fire after his feet are soaked. Each denies the suggestion of an acquaintance: Rainsford tells Whitney that hunted creatures have no feelings, and London’s protagonist ignores the old-timer’s advice. And each man learns, as a result of his ordeal, that he has been wrong. On the other hand, the men are different in several ways. London’s protagonist does not have sufficient foresight to realize, in the first place, that he shouldn’t be out alone in such cold, and second, that he shouldn’t build his fire under a tree. He fails to overcome the crisis that he brings on himself, and as a result, he dies. Rainsford, however, falls  into his ordeal quite by chance, by tumbling from the ship. He refuses to sacrifice his principles to extricate himself from the crisis: he tells Zaroff that hunting men is murder pure and simple. Once he realizes the game he must play, he plays it with great cunning, and he triumphs. As illustrated in the two preceding paragraphs, there are two ways to write a paragraph of comparison or contrast. As in the first of the paragraphs, we can shuttle back and forth: A is similar to or different from B in one respect; A is to B in a second respect; A is to B in a third respect; and so on. On the other hand, as in the second of the paragraphs, we can write in a block about one of the items under consideration (A) and then about the other (B). Neither way is better, though the shuttle method is a bit more demanding since it requires that we have matching statements about the pair under consideration. Even if we use the block method, we should try to list corresponding details in the same order in both parts of the paragraph; we also need to be sure to provide a link between our discussion of A and B. In any case, a well-organized comparison, whether focusing on literature or something else, is a powerful way to illuminate both the items that we are considering. –An Addendum to Jim Stover’s Discussion about Comparisons (Bob Fulton) Sometimes it is helpful to indicate to your reader what you feel is more significant, the similarities you have discovered between the two things you are comparing or their differences. Consider now two other fictional characters, Goodman Brown from Hawthorne’s story â€Å"Young Goodman Brown† and the narrator from Poe’s story â€Å"The Tell-Tale Heart.† After you have listed as many similarities and differences as you can in preparing to write a comparison paragraph between these two characters, you may decide that the differences you have found are far less significant or interesting than the similarities. Because you are developing a comparison, you are obliged to acknowledge that there are, indeed, differences between Goodman Brown and Poe’s narrator. (If you were to focus exclusively on the similarities these characters share, your reader might suppose that you had entirely overlooked their differences and that, as a consequence, your essay or paragraph must  be flawed and therefore without merit.) But you also want to make clear to the reader your sense that the similarities outweigh the differences. What’s the solution? Here is a suggestion. Start your paragraph with a topic sentence: Although there are striking differences between Goodman Brown, the central character of Nathaniel Hawthorne’s story â€Å"Young Goodman Brown,† and the narrator of Edgar Allen Poe’s story â€Å"The Tell-Tale Heart,† the similarities between these two figures suggest a central point about protagonists in nineteenth-century American fiction: they tend to isolate themselves from others through their obsessive behaviors. Then go on to introduce differences: At first inspection, Goodman Brown and Poe’s narrator appear to be quite unlike each other. The narrative â€Å"I† of â€Å"The Tell-Tale Heart† is a crazed murderer with no apparent friends or acquaintances other than the old man he kills and butchers. Goodman Brown, by contrast, is a member of the community, married, with children, and, at his worst, a silent grouch. Murder never crosses his mind. The narrative â€Å"I† of Poe’s story seems eager to share the fact of his murderous crime with the police who come to his apartment, whereas Goodman Brown has no desire to tell anyone in his village what he thought he saw and did on the night he ventured into the woods. Now get to the central issue, how these two characters share very important similarities: Nevertheless, these two characters are twin brothers at heart. Each is desperately concerned with sin and evil. Poe’s narrative â€Å"I† cannot resist the pull which draws him to the old man’s bedroom. He cannot resist the urge to illuminate â€Å"the vulture eye.† Likewise, Goodman Brown will not put off his journey into the woods, even though his wife of three months begs him to remain at home. He must press on to face wickedness itself. The behavior of each is absolutely determined by this concern to uncover the  mystery of evil and deal with it. And this obsession isolates Poe’s narrative â€Å"I† and Hawthorne’s Goodman Brown from their fellow creatures. In their obsessive behavior these characters are linked with other figures in nineteenth-century American fiction—Captain Ahab, for instance, in Herman Melville’s Moby-Dick, Bartelby in Melville’s â€Å"Bartleby the Scrivener,† Natty Bumppo in James F enimore Cooper’s â€Å"Leatherstocking† novels, and Arthur Dimmesdale in Hawthorne’s novel The Scarlet Letter. If you were to write an essay comparing these two stories, the topic sentence I have written for the paragraph above would serve as your thesis statement for the comparison essay. Put your thesis statement at the top of your introductory paragraph—that’s right, the thesis statement is your first sentence—then go on to write a topic sentence for each of the paragraphs in the body of your essay. These topic sentences become the second, third, fourth, etc., sentences of your introductory paragraph In the last sentence of the introduction, sow a seed for the final paragraph of your essay, a â€Å"so-what?† paragraph. This paragraph IS NOT A CONCLUSION. Instead, it answers the question â€Å"So what?† Imagine someone asking you to explain why you wrote the comparison you did. Your response is to put your analysis in a context. Using the above example, I might say: â€Å"In their obsessive behavior these characters are linked with other figures in ninete enth-century American fiction—Captain Ahab, for instance, in Herman Melville’s Moby-Dick, Bartelby in Melville’s â€Å"Bartleby the Scrivener,† Natty Bumppo in James Fenimore Cooper’s â€Å"Leatherstocking† novels, and Arthur Dimmesdale in Hawthorne’s novel The Scarlet Letter.† To avoid repetition, when you write the body paragraphs, paraphrase the topic sentences which you have already placed in your introduction to avoid repeating them verbatim in the body of your essay. Each of these paraphrased topic sentences should govern what goes into their paragraphs in the body of the paper. Likewise, when you come to the â€Å"so-what?† paragraph, paraphrase the seed sentence you wrote at the end of your introductory paragraph. This paraphrase of the seed sentence is the focus of your essay’s final paragraph, the paragraph which answers the question â€Å"So what?† You should not be surprised if this final paragraph is longer and more  detailed than any of the body paragraphs. After all, it is meant to open up for your reader a wider perspective than the body of your essay can provide.

The Emigration Of Australia During World War II - 1034 Words

The Hungarians who migrated after World War II were refugees who came to Australia looking for a better life and in doing so significantly contributed to the country by not only offering their culture to the development of Australia’s multiculturalism but by also contributing to the academic and artistic life of Australia. The main reason for Hungarian immigration to Australia was the Hungarian Revolution that followed the disaster of World War II. In Australia the Hungarians quickly proved their dedication to making the most of their new life in Australia and in doing so, contributed to the development of Australian society. The Hungarian migrants who came to Australia after World War II were mainly refugees following the Hungarian†¦show more content†¦Naturally many Hungarians fled during the revolution and so 200 000 fled to Western Europe to escape persecution. Australia, along with more than ten other countries, reached out to the Hungarian refugees and offered settlement assistance to approximately 14 000 refugees (History Learning Site, n.d). Another factor that influenced Hungarian refugees’ immigrationt to Australia was that Australia was the furthest country away from the Soviet Union that were able to escape to because of their desperation. The Hungarian refugees came to Australia during the end of the policy of assimilation and so when they arrived in Australia they were warmly greeted, as shown in this photograph. Society was welcoming to the migrants and were supportive of them because of Hungary’s current situation. The Hungarian migrants had a relatively smooth integration into Australia and they were highly accepting of the Australian culture because of the amount of support they had received from the government and society. However some Australians were still racist towards the Hungarians and isolated them in the work place. When the migrants arrived they were offered two yearlong work contracts in chosen jobs. This was done by the government to quickly turn their new recruits into working, taxpaying citizens of Australia. Unfortunately, there were

The Role of the Community Health Nurse - 794 Words

The community health nurse faces many challenges that impact the health of communities. The community health nurse is adaptable and is able to provide care to a diverse group of patients with many different health needs. The community health nurse is a critical thinker, an advocate and has investigative abilities; they are educators (Meadows, 2009). Utilizing data on the morbidity and mortality of the community can facilitate the community health nurse in developing a health plan. A needs assessment plan can uncover the health care needs of the community through the gathering of data. The purpose of this paper is to judge, justify and evaluate the community health nurses’ role in health planning, implementation and the evaluation of the plan. The community health nurse partners with community leaders, and community centers to develop the best plan to improve the community’s health needs (Nies McEwen, 2011). Role in Planning An aggregate is a community of people that share similar characteristics or demographics (Nies McEwen, 2011). In order for health planning to be meaningful the community health nurse analyzes the aggregates health needs through evidence-based and research practice. The aggregate is the community or the focus of the health plan (Nies McEwen, 2011). When assessing the chosen community information is gathered by various sources; mortality and morbidity data, community leaders, communityShow MoreRelatedRole of Nurse in Community Mental Health2115 Words   |  9 PagesROLE OF NURSE IN COMMUNITY MENTAL HEALTH INTRODUCTION The trend in psychiatric care is shifting from that of inpatient hospitalization to a focus of outpatient care within the community. Community mental health services include all those activities in the community connected with mental health other than the institutional or hospitalized setting. 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Information is power, and by informing the community of how to protect themselves against the possibility ofRead MoreThe History of Public Health and the Role of the Community/Public Health Nurse1136 Words   |  5 PagesRunning head: PUBLIC HEALTH AND ROLE OF THE COMMUNITY HEALTH NURSE 1 PUBLIC HEALTH AND ROLE OF THE COMMUNITY HEALTH NURSE 2 The History of Public Health and the Role of the Community/Public Health Nurse When considering the evolution of healthcare and the role of the nurse in the United States, many people might first consider this in the context of the hospital setting. While the history of acute care is an important area to consider, it is imperative that equal attention be givenRead MoreWhat Are the Most Important Elements of the Affordable Care Act in Relation to Community and Public Health? 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While most people perceive nurses as people who only oversee a shot at healthcare facilities, nurses play roles such as caregiving, communicating, teaching, decision-making, managing of healthcare facilities, and advocating on behalf of patients (Balas Boren, 2013). As a contextual basis for efficient andRead MoreFaith Based Nurse : Review Healthy People 2020885 Words   |  4 PagesFaith Based Nurse Review Healthy People 2020. Identify objectives that are amenable to parish nurse intervention. Describe how faith communities can contribute to the accomplishment of these national health objectives and accomplish the goal of improving the health of the public. How can nurses working in the community form partnerships with parish nurses and faith communities? How would such partnerships be beneficial? Health and healing are important factors in faith communities. This is because

Human s Personality And Preferences May Change Over Time

Despite the fact that human’s personality and preferences may change over time, philosophers have always sought the answers to how people have the impression that they are the same person. At first, philosophers presumed that people need to have the same body to be the same person. However, Locke proposed that consciousness, which is in this case memory is the key to determine identity. In this paper, I would discuss how memory as the mental states grounds the notion of psychological continuity. Raising the problem of circularity in the memory theory, I will explain how to amend the psychological continuity to avoid the problem. At first, philosophers used the same body theory to explain personal identity. They assume that a person at one time is the very same person as a person later if and only if they have the same body. However, one problem of the same body theory is that biologically the body is constantly changing. A body ten years later would not be the very same body at present. The problem makes the same body theory a false condition. Therefore, it is imprudent to set the same body theory as the criteria to determine personal identity. What thing that will remain the same even with different bodies, that can help determine a person to be the same person earlier? The answer is memory. Even though the body is changing over time biologically, memories usually do not fade away with it. As a matter of fact, philosophers proposed a new theory called the PsychologicalShow MoreRelatedRunning Head : Personality Preferences1189 Words   |  5 Pageshead: PERSONALITY PREFERENCES 1 PERSONALITY PREFERENCES 8 Personality Preferences Margarita Rodriguez Millers College of Nursing Carl Jung Carl Jung whom was born in Kesswil, Switzerland on July 26, 1875 became a famous psychiatrist that founded the school of analytical psychology. 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Allport defines personality as ‘the dynamic organisation within the individual of those psychological systems that determine his unique adjustment to his environment’ (Allport, 1937). An individual’s unique personality traits and attributes are a powerful indicator of how he/she will interact with the work environment. The difference between average and outstanding employees can often be solely personality related. As the employee is the most valuable asset to

Typhoid Mary Free Essays

Typhoid Mary Mary Mallon, now known as Typhoid Mary, seemed a healthy woman when a health inspector knocked on her door in 1907, yet she was the cause of several typhoid outbreaks. Since Mary was the first â€Å"healthy carrier† of typhoid fever in the United States, she did not understand how someone not sick could spread disease — so she tried to fight back. After a trial and then a short run from health officials, Typhoid Mary was recaptured and forced to live in relative seclusion upon North Brother Island off New York. We will write a custom essay sample on Typhoid Mary or any similar topic only for you Order Now You can get  typhoid fever  if you eat food or drink beverages that have been handled by a person who is shedding  typhoid fever bacteria  (Salmonella typhi),  or if sewage contaminated with typhoid  fever bacteria gets into the water you use for drinking or washing food. Therefore, typhoid fever is more common in areas of the world where hand washing is less frequent and where water is likely to be contaminated with sewage. Once  Salmonella typhi  bacteria are ingested, they multiply and spread into the bloodstream. The body reacts with fever and other symptoms. Typhoid fever is most often caused by the  Salmonella typhi bacteria. Infection of  Salmonella typhi  leads to the development of typhoid fever. This disease is characterized by the sudden onset of a sustained and systemic fever, severe headache, nausea, and loss of appetite. Other symptoms include constipation or diarrhea, enlargement of the spleen, possible development of meningitis, and/or general depression. Untreated typhoid fever cases result in mortality rates ranging from 12-30% while treated cases allow for 99% survival. S. yphi  has a combination of characteristics that make it an effective pathogen. This species contains an endotoxin typical of Gram negative organisms, as well as the Vi antigen which is thought to increase virulence. It also produces and excretes a protein known as â€Å"invasin† that allows non-phagocytic cells to take up the bacterium, where it is able to live intracellularly. It is also able to inhibit the oxidative burst of leukocytes, m aking innate immune response ineffective. Mary carried the disease inside her and she passed on the Typhoid to other people but remained clear of the disease herself. When she died an autopsy found evidence of live typhoid bacteria in her gallbladder. They think that the bacteria was passed on to her by mother when she was pregnant with Mary, as her mother had Typhoid fever while pregnant. The general route for the Typhoid Bacillus’s entry is through the intestines and into the Enteric portion of the Immune System. It actually grows inside the White Blood Cells. Evidently the bacteria somehow entered and grew in Mary’s system without making her sick. It never elicited the usual immune reactions so it was never killed by the immune system. As such it was always present in her mouth and throat so she was essentially a walking Petrie Dish. Mary Mallon, known as â€Å"Typhoid Mary†, was an asymptomatic carrier of  typhoid fever. She worked as a cook for several families in New York City at the beginning of the twentieth century. Several cases of typhoid fever in members of those families were traced to her by the Health Department. It appeared that she â€Å"carried† the infectious agent without becoming sick. There was at the time no way of eradicating the disease, and an attempt was made to restrict her from continuing to work as a cook to avoid spreading it to others. In my opinion, Mary’s treatment was appropriate because Mary had acted as a human carrier of the disease. When she prepared a meal, the germs were washed and  rubbed  from her fingers into the food. Even though Mallon remained a threat to public health because she still harbored the disease and because she refused to accept that she was a carrier, some people felt Mallon was being imprisoned unfairly. Her case was argued unsuccessfully before the state supreme court, which found that the Health Department had good cause to keep Mallon in custody, although the judge expressed sympathy for Mallon’s situation. Following her second capture, Mallon spent the rest of her life at Riverside Hospital, more than half her life having been spent confined on the island. After a series of small strokes, she suffered a major stroke in 1932 that left her  paralyzed  and  bedridden  until November 11, 1938, when she died. How to cite Typhoid Mary, Essay examples