Deforestation And Malari Deforestation - 900 Words

Ben Mendlen ISBL 201 012 A49466712 19 February 2015 Deforestation and Malaria Introduction: Deforestation causes an increase in Malaria. Deforestation is the removing of trees to make it into an empty land. Deforestation occurs all over the world. Humans, who use the resources the forest can provide us, cause a lot of deforestation. Some of the resources we use are the trees it self for wood and also the certain foods it produces. Malaria is a disease. It is an illness that causes fevers by an organism that lives on a host, which is transmitted by mosquitoes (Koram et al., 2007). Mosquitoes spread the parasite to other living organisms. Malaria occurs all over the world. The disease likes to live in warmer areas, the hotter the weather†¦show more content†¦The researchers found that there were shifts in habits by the mosquitos, but also in the forest itself. Because of the deforestation there was shifts in food sources and water, also the shifts in patters by humans, who created new ways of getting around (Vittor et. Al., 2009). This destroyed a lot of the rainfor est. Deforestation occurs in the Amazon because of accessible reproduction areas (Vitto et al., 2009). Around the world there has been shifts in the transportation of the leech, which is involved with Malaria (Guerra et al., 2006). Deforestation is likely to be at a higher level in the years to come (Guerra et al., 2006). Because of the increase in Deforestation there will be an increase in Malaria as well because of the link between the two. Deforestation and the disease Malaria causes more Malaria exposure in the Americas and declines in Asia. Over the past couple of years there has been a huge increase in Malaria (Snow et al., 2006). Deforestation in areas such as; the Amazon, Africa, and Asia have been increasing dramatically (Guerra at al., 2006). Many different things can cause increases in Malaria. It can be caused by changes in environment by deforestation, changing the forest into rice paddies is a more stable environment for Malaria (Guerra et al., 2006). Depending on th e different type of Malaria, deforestation can cause an increase in certain types of Malaria depending on the type of environment the Malaria likes (Guerra

Factors That Are Damage To A Childs Brain Case Study

Factors That Are Damaging to the Child’s Brain The BBC News suggests that a child’s brain becomes fully developed during the early thirties. This means that parents and guardians should be aware of their actions and what impact they have on a child’s brain. Whether a child grows up in an institute, orphanage, or house, there is still a probability that their caretakers can cause brain damage. This is an important problem in our community as well as in our country due to the fact that many do not know how to take care of children. Three factors which are damaging to the child’s brain are neglect, toxic stress, and violent video games. Neglect has a deleterious, lasting impact on children. Kirsten Weir describes four colleagues, Nathan Fox†¦show more content†¦If one were to bring awareness to the damaging effects of this issue, one could start a community volunteering program to give more attention to the children in the institution. This way, if children in an institution were given more attention, children will not have as many brain or mental problems when they grow older. Toxic stress plays a damaging role for children. If there is no one to alleviate this stress, it can be damaging to the children. Ziba Kashef describes that sympathetic nervous system triggers a fight-or-flight response when children are in stress. This toxic stress requires caregivers to relieve it. If it is not relieved, areas of the brain, such as those that involve learning, decision-making can not be completely developed, while stress responses can be too active and too developed. Areas of the brain that involve emotion may be underdeveloped. Adverse childhood experiences causes toxic stress. Furthermore, Kashef describes that children that experienced four or more adverse childhood experiences are more likely to have depression, commit suicide, or become an alcoholic. Kashef explains that factors such as gang activity and violence cause children to feel unsafe. The children remember these experiences, which causes influence them when they grow older. A way to prevent childhood adversity from happening, especially in orphanages, is by establishing nurturing relationships between children. IfShow MoreRelatedEmotional or Behavioral Disorders1715 Words   |  7 Pagesincorporate family/environmental causes for EBD. The first question of this examination of biological factors causing EBD is as follows: Why do biological factors have such a great appeal as explanations of deviant behavior? Biological factors have special appeal because all behavior involves biochemical, neurological activity. Behaviors and emotions are influenced by genetic, neurological, or biochemical factors, or a combination of these. 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The means of acquisition and the severity of TBIs are unique to each patient; therefore, symptoms and rehabilitation can vary greatly depending on the patient’s condition following the incident and how they sustained the injury. The severity of a TBI is generally classified into one of three categories: mild, moderate, or severe, and this type of diagnostic criteria influencesRead MoreFetal Alcohol Syndrome Essay1727 Words   |  7 Pagessmall slightly narrow eyes with noticeable epicanthal folds (http://www.adam.com/ency/article/0009111.sym.htm). In the American Journal of Public Health and article called Tobacco and alcohol use during pregnancy and risk of oral clefts, described a study conducted to examine the relationship between alcohol consumption during the first trimester of pregnancy and oral clefts (Lorente, Cordier, Goujard and Ayme 1). 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Harlem’s darkness and hardships Free Essays

Baldwin’s â€Å"Sonny’s Blues† is a story of the two brothers living in Harlem. Harlem is the place where the two brothers experienced the darkness of the society. This darkness points out racism and drug abuse as one of the major problems experiencing by many African-American in Harlem. We will write a custom essay sample on Harlem’s darkness and hardships or any similar topic only for you Order Now Even though racism was felt by the two brothers and drug abuse hunted Sonny, one of the two brothers, they still managed to adopt and survive through the help of each other. At the beginning of the story, the older brother is on his way to work as a schoolteacher. As he travels down the road, he also reads the newspaper and found out that his brother was caught dealing with heroine. Even before, Sonny was suspected by his older brother of using illegal drugs but the older brother does nothing. Before the drug related incident happens, the older brother who is also the narrator of the story always talks about Sonny as being a good brother. He says â€Å"When Sonny was young, his face was bright and open†. Sonny’s brother worries about the involvement of Sonny in illegal drugs. Sonny is being dependent on drugs and uses it as a way to escape his problems. This problem makes his brother think of the things he did wrong to make Sonny involved in drug addiction. As a result of that, the brother misinterprets all the acts Sonny is doing. He does not listen to Sonny even if it has to be about the explanation and reasons of why Sonny engaged to drug related activities. Sonny finds himself neglected by his brother. This makes him think that no one could help him but his own self. Realizing this, he diverts his attention to music. This involvement to music makes him finds the relief he is searching for. With the music playing, Sonny is able to escape the problems he is encountering. The improvement of Sonny is hardly noticed by his brother. At first, his involvement to music disappoints his brother not until his brother realizes the changes music has done to Sonny. His brother accepts the truth and realizes that music has done a good job to Sonny’s development. It all happened in the part of the story where his brother is listening to Sonny as he plays the piano. As Sonny plays the piano, his brother feels that Sonny need his guidance and love. The unconditional love by the brother to Sonny was depicted in the story. Listening to the Jazz music played by Sonny, the attitude of the brother towards life, himself and Sonny changes. The estrangement of the two brothers hurt them both. Sonny’s dedication to music and his determination to stay away from any form of illegal drugs move the older brother to change. The love and passion of both brothers are shown in the story. Their fight against the darkness in Harlem made them realize that to win is to accept the weakness of each one of them and to be able to survive is to help each other. As a final point, to be able to survive in a society where you are not the main character, you must learn to adapt and to help others that are also adapting. The challenges of Black American brothers in the time of racism and its fight against illegal drugs can be solve if trust, acceptance and love is within the family ties. How to cite Harlem’s darkness and hardships, Papers

Competency Active Learning Program Undergra -Myassignmenthelp.Com

Question: Discuss About The Competency Active Learning Program Undergra? Answer: Introduction: For students aspiring to be a registered nurse, continuous professional development is a necessary requirement to maintain professional standards and provide quality care to patient. CPD related activities supports nurses to engage in lifelong learning process and enhance their nursing competence (Pool et al. 2015). Hence, after registration for nursing practice, each nurse must evaluate their practice to understand professional and personal developments needs. With the aim of providing continuous professional development operations to student nurses aspiring to become a registered nurse, this report focuses on developing a teaching session for such nurses. This teaching focuses on providing knowledge and skills to nurses regarding the topic of preventive practices needed by nurse to prevent SSIs. As a clinical nurse educator in clinical setting, my role is to mentor all newly placed nurses and increase their confidence in contemporary nursing skills. I aim to provide teaching sessio n on preventive practice for SSIs because SSIs is a major burden in hospitals and if nurses are competent in preventing SSIs, then patient safety goals can be easily achieved. Due to this issue, importance of clinical teaching for nurses is realized as continuous clinical education fosters assimilation of knowledge at higher level in nursing students (Ironside, McNelis and Ebright 2014). The report provides an insight into the process of developing and delivering the teaching session to nursing students. The teaching session gives ideas to students about the implications and risk factors of SSIs, importance of nurses to be aware about current guidelines to prevent SSIs, training needs for nurses in the area and preventive approach required by nurse to prevent SSI before, after and during surgery. Lastly, the evaluation of the session has been provided to analyze the success of the session for students. Development of the session: This report focuses on developing a teaching session on the topic of preventive practices needed by nurses to prevent surgical site infections (SSIs). The main influencing factor for choosing this topic for student nurses making transition to a registered nurse is that SSIs are the most common cause of health care associated infection and fragmented approaches used by health care staff in wound care management increases the risk of such infection. Despite advancement in surgical technique and operating room environment, SSIs has remained a major cause of patient morbidity, mortality, long hospital stay and health care cost (Gillespie et al. 2015). Hence, providing teaching to student nurses regarding evidence based approach to prevent SSIs is necessary to minimize mistakes during transition to practice and enhance confidence of nurses in providing high quality care. As a clinical nurse educator in practice setting, I am targeting the students nurse to acquire these skills before thei r registration because they are at ideal position to minimize the risk related to SSI and Labeau et al. (2010) has also confirmed about many success stories when nurses took the lead to achieve additional skills to promote patient safety. Context and training needs analysis: Based on the above discussion, it can be said that patient safety and high incidence of adverse events related to SSI in surgical patient is the main context for planning and developing teaching session on the topic of preventive practices for SSIs. This teaching session has also been planned after evaluating education and training needs of students nurses in this area. While conducting training needs analysis before developing the teaching session, the main focus was to find out challenges that nurses might face while making transitions to being a registered nurse. The foremost among them was reality jolts experiences of nurses. Many students nurses are not aware about the realities of hospital setting because nursing curriculum do not prepare them in a way to make them aware of real time challenges in practice. Most of the knowledge that they gain in universities are not accepted in actual practice which leads to anxiety and disappointment in student nurses (Tower et al. 2015). Hen ce, as a clinical educator, I aim to minimize such gap in theoretical knowledge and practice by teaching nurses about all those things that are directly applied in clinical setting for controlling SSIs. The strength of the teaching session is that it is focusing on provided update knowledge to students based on current guidelines for controlling SSIs. This would be crucial in making differences in the quality of care delivered in hospital setting. The next session of delivery of session provides an insight to the rational for delivery based on critical analysis of teaching and learning theories and different learning styles. Analysis of teaching and learning theory for application in teaching plan: While planning the curriculum design for the session, the main focus will to prepare content that is easy for nurses to grasp and they are very much clear about their contribution in controlling SSIs. A transparent, informative and updated teaching plan is likely to eliminate confusion and increase confidence of nurses while dealing with SSI related issue in surgery patients. This is also necessary because students nurses are most likely to implement suboptimal strategies in preventing SSIs during the transition from student nurse to registered nurse. Applying theoretical concepts in real setting becomes the most difficult step for nurse (Hawkins et al. 2015). To design a useful and engaging content for the teaching session, there is a need to analyze different teaching and learning theories. Taking a suitable teaching approach based on learning styles will be effective in successfully achieving education support roles in clinical practice and realizing the main goal of the session. Some of the relevant learning theories that are specifically applied in nursing practices include behaviorism theories, cognitive theories and constructivism theory. These learning theories can be a good guide for planning clinical teaching session for student nurses. As a clinical educator, knowing about general principles of these theories will help me to decide ways of delivering the teaching session in various learning situations. The analysis of these theories and their suitability for teaching students is presented below: Behaviorism theory: The behaviorism theory focuses on observable aspects of learning and ignores role of mind in acquisition of new behavior. It can also be said that favor knowledge acquisition based on environmental conditions. The theory is based on the principles of reinforcement and the main assumption is that environment shapes behavior of people. Two categories of behaviorism approach have been given by Pavlov and skinner through classical and operant conditioning respectively. In this case, learning occurs by interaction between stimulus and response (Harasim 2017). Hence, positive or negative reinforcement by educator can encourage learners to acquire and repeat new behavior. This theory can be applied in teaching clinical skills, however this type of learning is too reliant on learners. This is because favorable results may encourage students to adapt the new behavior however undesirable results may refrain them from the preventive practice. As my teaching goal is to help nurses implement prev entive skills for SSIs in all situation, this type of learning method may not work for this teaching session. Another reason for not applying this theory in developing teaching session is that the process is time consuming and it is dependent on students motivation for learning (Aliakbari et al. 2015). If the goal of the teaching session would have been to increase the motivation of students in adapting any new behavior, then behaviorist approach could be taken. However, the goal of this teaching session is not to motivate nurses for patient safety, but promote their professional development by providing updated knowledge on SSIs. Hence, this theory cannot be applied for the learning situation of student nurses making transition to registered nursing practice. Cognitive theory: The cognitive learning theory focuses on the thought process of people behind any behavior. It pays attention to the mental process that brings about learning in students. In contrast to behavioral theory, learning in an individual cannot be observed, however it can be evaluated by change in capability or skills of the person (Spiro, Bruce and Brewer 2017). Therefore, a student can learn actively in this process if they are good in questioning skills. Nursing educators can apply this principle in training session when the focus is to make nurses aware about any problem in clinical context and inquire them about the implications of such problem. This means an interactive session where students also respond during the teaching session can help to evaluated learning process in students (Aliakbari et al. 2015). I do not want to apply this approach in teaching because my target audiences are nursing students who have not yet entered practice. Hence, questioning them regarding implication of SSI is the not the goal of the session. The aim is to increase their knowledge in the area of preventing SSIs. So, I would favor a theory that would enable taking exploratory approach in learning. Constructivism theory: The theory related to constructivism regards learning as a process where knowledge is constructed based on interaction between experiences and their ideas. This implies that a learner can build new ideas based on past or current experience. The main goal of constructivism approach is to prepare learner to solve problems in tricky situations and this is similar to this teaching plan as here the focus is to prepare nurses to solve the problem related to SSIs in clinical setting. This learning situation is called ambiguous because there is evidence which has revealed that there is lack of training arrangements for evidence based guidelines for SSIs (Teshager, Engeda and Worku 2015). Qasem and Hweidi (2017) also revealed that nurses have low level of knowledge related to evidence based guidelines for SSIs prevention. This evidence points out to the ambiguous situation of nurses where they fail to implement the standard of care in the absence of evidence based knowledge on prevention of S SIs. Hence, the constructivist approach is considered appropriate to be applied in the development and delivery of the teaching session. Another advantage of constructivist approach in the context of teaching session for university students is that it focuses on building students interest in learning. Hence, in nursing education, this theory can be applied in teaching raise interest of students in continuous learning and professional development. Hence, an interactive teaching session can be planned where = idea can be provided about the prevalence of SSIs and then educator can survey them regarding their role in controlling the negative in clinical setting (Aliakbari et al. 2015). This would help to analyze their past knowledge on the topic and then new ideas can be built to enable necessary to assimilate the information. The constructivism is theory can be readily embraced in todays nursing program as current programs are not addressing changing needs of health care environment and not providing practices based skills to nursing aspirants. Hence, by the use of constructivism theory, nursing educators in any clinical setting can make a shift toward concept based curricula and application of constructivism principle to curriculum development (Brandon and All 2010). Constructivism will favor active and contextualized process of learning. Curriculum development or content for teaching session: After deciding on the teaching and learning theory that needs to be applied in teaching session, the next step was to prepare the content for the teaching session. While planning the content, the focus was to present information in such a manner that would support students to understand technical and interpersonal context of SSI. The role of a clinical educator is also to support nurses to effectively apply theoretical knowledge into informed clinical practice (Maxwell, Black and Baillie 2014). Hence, the critical role needed by nurses each phase of surgery will be covered in the teaching session so that students can easily apply those knowledge in real practice. The common concern for newly place nurses is that they do not find link between university and practice (Helminen et al. 2016). So, as a practice educator, I aim to strengthen the link by providing students access to information that they would readily require while implementing preventive strategies for SSEs. The outline an d structure of the teaching session has been prepared with the following rationales: The introduction gives background of the topic to set the context for the teaching session. The implication of SSI has been developed to make students aware about the adverse implication of the issue The slide on importance of nurse knowledge towards SSI prevention has been developed to clarify student about the core objective of the teaching session and the need for this teaching session Risk factor section prepared to make students aware about intrinsic and extrinsic risk contributing to SSI. The interest of students will be raised by this point and their past knowledge can be explored and their knowledge can be further build in the next sections Knowledge needed by nurses is an important area which can easily make students aware about the specific area where there attention is required to prevent SSI. The last three slides related to preventive approach before, during and after surgery gives updated knowledge and guidelines to nurses for preventing SSI. Starting from a broader context, the session has been narrowed down here to make nurses clear about their role in controlling SSIs. Delivery of the session: To decide the best delivery method for the teaching session, the main criteria is to deliver the session in a way that promotes active learning and encourage critical thinking in student nurses. Active learning is necessary to help students achieve desired nursing competencies (Shin et al. 2015). I have chosen power point presentation (PPT) as a tool for delivering the teaching session. This is likely to promote active learning in students because content are presented in a prcise manner in power points (Ledbetter and Finn 2018). Hence, the students will not find the session boring nor they will have the feeling that the session is too long. Another appealing point of using PPT as a delivery method is that enhances visual appeal and improves focus of student. Certain visual graphics related to hygiene practices and lessons for nurse to reduce risk of SSI infection has been provided to stimulate and support learning. Visual aids are the best way to disseminate knowledge and make teach ing sessions effective. It will also help students nurses to retain concepts permanently (Shabiralyani et al. 2015). In this teaching session, the visual aids are directed to the topic, hence students may relate with those visual image and have a positive learning experience. Secondly, to enhance critical thinking in nurses, I have planned to make the session interactive where I will not provide vital information to students by presentation but also interact with them in between session to explore their past knowledge and opinion related to the topic. Interaction during teaching session is necessary to encourage two way interactions and develop critical thinking skills (Zarifsanaiey, Amini and Saadat 2016). Students should not just act as lone recipient of information; they should interact too to validate certain points. The principle of constructivist learning will also be applied in the session so that students can understand problem in real clinical situation and strengthen their skills by taking on new information to cope with the issue of SSI in clinical setting (Carter et al. 2016). As a nurse educator, I have the obligation to create a learning environment that supports critical thinking. This is dependent on transforming traditional teaching methods and encouraging dialogue with others to promote effective learning. Hence, discussion and dialogue in the delivery of teaching session will act as a collaborative learning exercise. Cooperative learning will enhance clinical learning, promote interpersonal relationship and foster self-esteem in nursing students too (Nabors 2012). Huda et al. (2016) also affirms that discussions in classed creates productive environment for students and promotes critical thinking. From the perspective of student nurse also, it has been found that they also favor active learning strategies compared to traditional teaching methods because it enriches students learning experiences (Huda et al. 2016). The teaching session has been specifically planned for nursing students. Some of the barriers that may affect delivery in the target audience include unsupportive environment for learning and the pace of the program. To marketing the teaching successful, it will be essential for the clinical setting to provide resources and tool to provide useful environment for teaching. Secondly, the pace of delivery may also determine the effectiveness of session (Hakimzadeh et al. 2013). I aim to take adequate support from nursing leaders in the setting so the teaching proceeds at a good pace and students get adequate time to acquire new knowledge related to SSI prevention. Evaluation of the session: The evaluation of the teaching session will be done at individual level as well as for the whole session. To evaluate the success of teaching session in achieving the core objective, the focus will be to analyze gesture of students and the response that they give during the session. If the students are inquisitive during discussion, it will mean that the teaching has provoked critical thinking in students. Secondly, after the end of session, if the students are coming to further inquire aboit documents related to updates guidelines on SSIs, then it will indicate that students are interested to assimilate this information in future nursing practice. The implications of the session in terms of cost and time utilization will also be analyzed by assessing how the student nurses implement the knowledge when they actually work with surgical patients. The decrease in the rate of SSI related infections and adverse events for patients will be reflective of usefulness of the session. Conclusion: This report gave a detailed discussion on developing, delivering and evaluating a teaching session on the topic of preventive strategies needed by nurses to prevent risk of SSIS. The target audience for the session included students nurses making transition to registered nursing practice. The main goal of the session was to provide nurse knowledge regarding updated guidelines to prevent SSIs in different stage of surgery and hospital stay. The report summarized the rational for taking the topic of SSI for the teaching session and also presented training needs in this area by analyzing challenges faced by nurses in applying theoretical knowledge in real clinical situation. In the context of developing the session, different teaching and learning theories were analyzed and the selection of best theory for application in the session was provided. The delivery of session was planned keeping in mind the strategies to promote active learning and provoke critical thinking skill in students. The evaluation strategies for the session provide effective steps to analyze the effectiveness of the session for individual students as well as for the clinical setting where the students will work. References Aliakbari, F., Parvin, N., Heidari, M. and Haghani, F., 2015. Learning theories application in nursing education.Journal of education and health promotion,4. Brandon, A.F. and All, A.C., 2010. Constructivism theory analysis and application to curricula.Nursing Education Perspectives,31(2), pp.89-92. Carter, A.G., Creedy, D.K. and Sidebotham, M., 2016. Efficacy of teaching methods used to develop critical thinking in nursing and midwifery undergraduate students: a systematic review of the literature.Nurse education today,40, pp.209-218. Gillespie, B.M., Kang, E., Roberts, S., Lin, F., Morley, N., Finigan, T., Homer, A. and Chaboyer, W., 2015. Reducing the risk of surgical site infection using a multidisciplinary approach: an integrative review.Journal of multidisciplinary healthcare,8, p.473. Hakimzadeh, R., Ghodrati, A., Karamdost, N., Ghodrati, H. and Mirmosavi, J., 2013. Factors affecting the teaching learning in nursing education.GSE Journal of Education,2013, pp.174-184. Harasim, L., 2017.Learning theory and online technologies. Taylor Francis. Hawkins, R.E., Welcher, C.M., Holmboe, E.S., Kirk, L.M., Norcini, J.J., Simons, K.B. and Skochelak, S.E., 2015. Implementation of competency?based medical education: are we addressing the concerns and challenges?.Medical education,49(11), pp.1086-1102. Helminen, K., Coco, K., Johnson, M., Turunen, H. and Tossavainen, K., 2016. Summative assessment of clinical practice of student nurses: A review of the literature.International journal of nursing studies,53, pp.308-319. Huda, S.U., Ali, T.S., Nanji, K. and Cassum, S., 2016. Perceptions of Undergraduate Nursing Students Regarding Active Learning Strategies, and Benefits of Active Learning.International Journal of Nursing,8(4). Ironside, P. M., McNelis, A. M., and Ebright, P. 2014. Clinical education in nursing: Rethinking learning in practice settings.Nursing Outlook,62(3), 185-191. Labeau, S.O., Witdouck, S.S., Vandijck, D.M., Claes, B., Rello, J., Vandewoude, K.H., Lizy, C.M., Vogelaers, D.P. and Blot, S.I., 2010. Nurses' Knowledge of Evidence?Based Guidelines for the Prevention of Surgical Site Infection.Worldviews on Evidence?Based Nursing,7(1), pp.16-24. Ledbetter, A.M. and Finn, A.N., 2018. Perceived teacher credibility and students affect as a function of instructors use of PowerPoint and email.Communication Education,67(1), pp.31-51. Maxwell, E., Black, S. and Baillie, L., 2014. The role of the practice educator in supporting nursing and midwifery students' clinical practice learning: An appreciative inquiry.Journal of Nursing Education and Practice,5(1), p.35. Nabors, K., 2012.Active learning strategies in classroom teaching: Practices of associate degree nurse educators in a southern state. The University of Alabama. Pool, I. A., Poell, R. F., Berings, M. G., and ten Cate, O. 2015. Strategies for continuing professional development among younger, middle-aged, and older nurses: A biographical approach.International journal of nursing studies,52(5), 939-950. Qasem, M.N. and Hweidi, I.M., 2017. Jordanian Nurses Knowledge of Preventing Surgical Site Infections in Acute Care Settings.Journal of Nursing,7, pp.561-582. Shabiralyani, G., Hasan, K.S., Hamad, N. and Iqbal, N., 2015. Impact of Visual Aids in management the Learning Process Case Research: District Dera Ghazi Khan.Journal of Education and Practice,6(19), pp.226-233. Shin, H., Sok, S., Hyun, K.S. and Kim, M.J., 2015. Competency and an active learning program in undergraduate nursing education.Journal of advanced nursing,71(3), pp.591-598. Spiro, R.J., Bruce, B.C. and Brewer, W.F. eds., 2017.Theoretical issues in reading comprehension: Perspectives from cognitive psychology, linguistics, artificial intelligence and education(Vol. 11). Routledge. Teshager, F.A., Engeda, E.H. and Worku, W.Z., 2015. Knowledge, practice, and associated factors towards prevention of surgical site infection among nurses working in Amhara regional state referral hospitals, Northwest Ethiopia.Surgery research and practice,2015. Tower, M., Cooke, M., Watson, B., Buys, N., and Wilson, K. 2015. Exploring the transition experiences of students entering into preregistration nursing degree programs with previous professional nursing qualifications: an integrative review.Journal of clinical nursing,24(9-10), 1174-1188. Zarifsanaiey, N., Amini, M. and Saadat, F., 2016. A comparison of educational strategies for the acquisition of nursing students performance and critical thinking: simulation-based training vs. integrated training (simulation and critical thinking strategies).BMC medical education,16(1), p.294.

The Truth Is Essays - The Things They Carried, Tim OBrien, Truth

The Truth Is The Truth Is? The Things They Carried is a thoroughly gripping book with a raw honesty that is absolutely haunting. Aside from the Bible, no book has affected me so deeply. I was not there in the jungles of Vietnam. I was not even alive when the fighting occurred. There are only a few people I know who fought in those far away jungles and rarely do they speak of it. Then I met Tim O'Brien. I met him walking through the jungle, pondering Canada, visiting his boyhood home, and remembering his dreams. He told me the truth about Vietnam. He told me the truth but he took twists and turns in his story. He leapt backward and seemed to be going nowhere, but that is just when he would hit me hard and fast with his point. I wondered why he was telling me like this, and then I realized that is was the only way for me to understand. Mere words could take me to the jungle, but it was the dizzying truth that would make me feel the heat and confusion. He made sure I knew, that in war, ?There is no clarity. Every thing swirls.? (88). It was the nature of his memory. I learned about the tangible things that the men carried into and through the jungle. They carried pictures, love letters, steel helmets, and M-16's. There were other things though, things they didn't always pull out and show the other guys. Fear was tucked away somewhere behind their eyes and innocence was carried in but quickly stolen away. The war robbed them of their peaceful sleep and guiltlessness and gave vivid memory in their place. They'll never forget the surreal images that make up their memories of Vietnam. That is what Tim O'Brien and the men of his company carried out of Vietnam. They carried things heavier and more profound than what they came in with. Things like haunting memories and guilt, the look on a friends face just before he was blown to pieces when he stepped on a land mine and shaking dead men's hands. In the blurred morality that enveloped Vietnam, these men were forced to kill without hate, without even thinking about killing (148). That is what the war gave these men to carry out and take home; images of death burned in their memory. O'Brien told me that, ?Even now I haven't finished sorting it out. Sometimes I forgive myself, other times I don't.? (149). He didn't ask me to understand the war because it cannot be understood. Instead he asked me to understand the men. I knew that was impossible; I hadn't seen it, done it, tasted it?you had to be there. I could sense that he did not want me to say that I understood; he knew I didn't. Not fully, the way he did. He just wanted me to listen and hear him remember the truth. He told me the stories over and over again to make sure I got it. The truth, the nature of his memory will now be one of the things that I carry. History Essays

Honour killing in the UK and Pakistan Essays

Honour killing in the UK and Pakistan Essays Honour killing in the UK and Pakistan Essay Honour killing in the UK and Pakistan Essay Are Honour Killings considered immoral or wrong in a tolerant way, without being criticized by the state and society? Compare your evidence with Pakistans Honour killings situation.  This essay aims to answer whether or not Honour killings are being condoned by the state and also the society. This essay will also look at different definitions of the meaning of honour killing in the UK and Pakistan ; it will then go on to establish the major points which are taken into account as to why honour killings take place and also to what extent do these honour crimes occur. In order to answer the question accurately, the essay will go on to expand on the accurate statistics of the honour crime rate and take a wider look at whether it is increasing or decreasing. The main body and the focal point of the essay is to see what sort of effect does the state has on these crimes and what the state is doing to protect the mishap happening in society. The essay will also go on to develop its argument on whether the UK state has severed the punishment or whether it isnt given that much of an importance today. Different data will be measured and compared with the situation in Pakistan to give a realistic view of the occurring of these homicides. It will go on to reveal various different points when comparing the statistics rate of United Kingdom honour crimes with Pakistan honour crime in order to answer the question. Honour killings are murders which are committed by family members, mainly males to a female in the family for having brought shame, dishonour and disgrace upon the family. The apparent shame could be caused by a victim either refusing to accept the proposal of an arranged marriage or for having a relationship that is considered inappropriate by the family. This may be due to the reason of casts or statuses. (http://marriage.about.com). Honour killings are the product of intensely ingrained patriarchal social and cultural prejudices (Yvonne Haddad: 1998: p 144). A woman is forced to endure all the responsibility of maintaining the shared Honour in the family. Women are expected to stay humble and modest before marriage, they are also expected to be dutiful, pure and virginal. They must sacrifice their personal independence and freedom in order to maintain the Honour of the family and community, while male members of the society are not expected to have the same expectations.  There are various excuses used for Honour killings in the UK but the most common excuse for Honour killings is doubt or knowledge of an intimate relationship between a woman and a man, whether it be adultery, sex outside of marriage, pregnancy before marriage or simply becoming close companions. In some cases, even women who have been a target of brutal crimes like rape or sexual assault can also be a target of Honour killings, this is because certain communities legally and/or culturally equate these cruel acts with sex outside of marriage. Yet there has been more trivial reasons as to how women and girls have been killed by families, these reason consist of simple things such as being in the presence of a male who is not a family member or a relative, refusing to concur to an arranged marriage, for falling in love with someone who is not acceptable in the familys eyes, for wanting a divorce, or for trying to escape or yet speaking out from marital violence. Sometimes, the mere perception that a woman has behaved disobediently, thus shaming her father, brother, uncle, or cousin, has been a good enough reason to make a brutal attack on her life. This mishap in society of these women being killed is looked upon as a severe and serious breach of International Human Rights Law. Human rights are freedoms established by custom or international agreement that impose standards of conduct on all nations. Human rights are distinct from civil liberties, which are freedoms established by the law of a particular state and applied by that state in its own jurisdiction (Dictionary.com).  There are various different and disturbing examples of how the law and customs, which are entrenched within the patriarchal society, erratically allocate more guilt to women than to men in any action supposed to violate norms of sexual and moral behavior. The issue of women rights often causes uneasy discussions. In those societies, the woman is still treated in a traditional manner, with negligence to her basic rights. She is regarded as being inferior to man, and not deserving to enjoy the same rights. This is generally within Middle East countries including Pakistan. This belief is based and built upon a long series of customs and traditions. Despite the fact that British women have attained some of their rights in the last few decades, there are still some instances of discrimination and violence practiced against them. (www.sciencedirect.com/science) Some of those are reflected in the phenomenon of killing women on the background of the honour of the family. This acts as a barrier preventing women from progressing in their lives.  The fact that women are killed is a bitter truth. However, when women and children are murdered by their own close relatives and loved ones is a concept that has its roots mainly in the Middle East where womens sexuality has always been the centre of power and production( islam-watch.org)

BSN & MSN Program Essay Example | Topics and Well Written Essays - 750 words

BSN & MSN Program - Essay Example Moreover, the curricula designed for the bachelors degree programs in nursing are quite different from the curricula designed for the masters programs in the same field even though they may be offered in the same institution. This paper analyzes and compares the nursing degree curricula that are used for undergraduate programs as well as for the masters programs in nursing within a university college. Moreover, the paper will evaluate the curricula programs and education outcomes postulated by these designed curricula with an aim of establishing how the undergraduate programs and the postgraduate masters programs in nursing profession build on each other. II. Difference in Outcome and Content The BSN as well as MSN programs have competitive provisions that are all geared towards the production of holistic and competitive nursing professionals. There is little notable difference though between the curricula content and the outcome as shown by the nursing regulatory and management bodi es. The visionary track of a nursing education follows through the levels of a generalist, an advanced generalist that is later followed by specialization programs. The generalist nursing education is what is offered at an undergraduate level while the advanced generalists refers to what is offered at the masters level programs. ... include ‘scholarship for evidence based practice’ ‘liberal education for baccalaureate generalist nursing practice’, and‘basic organizational and systems leadership for quality care and patient safety’ (Anon, 2008). ‘Information management and application of patient care technology, healthcare policy, finance, and regulatory environments’, ‘inter professional communication and collaboration for improving patient health outcomes’ and ‘clinical prevention and population health’(Anon, 2008). Moreover, ‘professionalism and professional values and baccalaureate generalist nursing practice’ (Anon, 2008) form part of these essentials. The major notable difference between these essentials for the undergraduate programs in the contents and the outcomes expected from the courses offered. On the other hand, the masters programs in nursing education equally run on stipulated essentials, which define the el ements of the adopted curricula not based of such factors as intended practice settings, focus or major. Masters programs differ in regard to the undergraduates in that they employ programs which are different in content in order to have variations in outcomes. The outcomes for masters programs are professionals who besides practicing can address available gaps in the field. The masters essentials are ‘background for practice from sciences and humanities’, ‘organizational and systems leadership’, ‘quality improvement and safety’ and ‘translating and integrating scholarship into practice’(Anon, 2011). Moreover, ‘informatics and healthcare technologies’, ‘health policy and advocacy’, ‘inter professional collaboration for improving patient and population health outcomes’, ‘clinical prevention and population health for

Consumer Ethnocentrism Essay Example | Topics and Well Written Essays - 500 words

Consumer Ethnocentrism - Essay Example On the other hand, the skepticism shown for the foreign goods in America has persuaded social scientists and researchers to conduct in-depth studies to evaluate and gauge the effect of the ethnocentric behavior of consumers. Efforts are made to summarize the gist of the six articles by eminent social scientists, dealing with this very issue and are included in the bibliography.  Consumer ethnocentrism is defined as a tendency of the natives to prefer their own goods and services, motivated by strong patriotism and fear of economic pitfalls in adopting foreign-made goods and services. Though coined in 1906 by Sumner, it became much popular when Shimp, a social scientist and professor in University of Carolina, undertook extensive studies to observe consumer behaviour in this regard. His results startled many because though it showed overwhelming inclination towards consumer ethnocentrism but the class and education pattern did have significant impact. Economically low segment of soc iety and people with temporary employment and also where there was acute competitiveness, people became more ethnocentric. CETSCALE developed by him became a measurement ‘to measure consumers ethnocentric Tendencies related to purchasing foreign- versus American-made products’ (Shimp and Sharma).  Richard Netemeyer along with his associates, tried to use CETSCALE at cross national perspectives and with multinational samples and found that ‘most of the correlations of the CETSCALE with attitudinal, belief, and ranking variables are significant and, importantly, the pattern of correlations is consistent across each countrys sample, providing evidence of nomological validity’ {Cronbach and Meehl 1955). This was a very positive aspect since the trends in global trade is fast changing towards inter-dependies and mutual cooperation.  Kucukemiroglu, Professor in College of Business Administration,  

Website Evaluation Case Study Example | Topics and Well Written Essays - 750 words

Website Evaluation - Case Study Example Advair is a product of the famous multinational GSK. It has an elegantly designed website that centers on their product. Advair claims to provide solution to asthma patients through its Advair Diskus and it builds on this claim through an efficient explanation of the uses of the product and a description of merits of the drug in view of the experts. Customer satisfaction and comfort is at the core of modern marketing theory and this has been successfully addressed through online order facilities thereby protecting the customer from a physical venture to the pharmaceutical stores in search for the product. Advair website makes a good use of the marketing mix utilizing almost all the P's with a special attention to the product as it gives a detailed explanation of the use of the product, its merits and a description of how it helps the asthma patients. In order to productively the gravity of the subject that is asthma has been briefly highlighted to encourage the customer into exploring greater details and motivating him/her to buy the product. Trust building is the most significant feature of operational marketing and in this regard an effectual use of the popular brand name, GSK, has been made. GSK being one of the giants in the pharmaceutical industry worldwide the name itself offers credibility to the clients. A display of the logo at the bottom of the website clearly indicates the branding strategy of the company, and in the meantime would build the clients trust and would encourage him to test the drug by virtue of the developed brand name. Furthermore the site incorporates the segmentation policy by providing a list of eligibility rules and recommending an array of procedures with respect to the age of the patient. To condense the review like many other corporate giants GSK has efficiently marketed its drug through its website and its policies promise to give Advair a competitive advantage in the industry. Singulair.com The second site that was chosen for the purpose of study was MERCK's Singulair.com. Unlike Advair, Singulair lacks competence and it fails to integrate a variety of marketing tools. The website fell short in concentrating on the product which is at the center of the marketing mix, a description of the product and a detail regarding its use seem to be the very important aspects that are missing, and neither does it outline the severity of asthma, like Advair. Despite of the ignorance in these departments a number of positive characteristics can be identified that compensate for the drawbacks in the marketing mix. A particular branding strategy has been adopted and a greater use of the famous brand name MERCK has been made as compared to Advair. The display of the logo at the top of the website builds the drug's integrity in the minds of the customer from the very beginning and instigates him/her to anticipate a high product quality. An apparent segmentation has been done and it highlights the fact that it targets people from all age groups subsequently outlining the fact that asthma can attack anyone. The description of th

The First Generation Currency Crisis Model Finance Essay

The First Generation Currency Crisis Model Finance Essay Reinhart, 1999). A currency crisis is an episode in which the exchange rate depreciates substantially during a short period of time. The models in this literature are often categorized as first-, second- or third-generation. FIRST GENERATION CURRENCY CRISIS MODEL: The classic first-generation models are those of Krugman (1979) and Flood and Garber (1984). It is a model without uncertainty. It states that, traders speculate against fixed exchange rate in order to profit from an anticipated speculation. Speculative attacks in this framework are inevitable and respect an entirely rational market response to persistently confliction internal and external macroeconomic targets. In first-generation models the collapse of a fixed exchange rate regime is caused by unsustainable fiscal policy. A hallmark of first-generation models is that the government runs a persistent primary deficit. This deficit implies that the government must either deplete assets, such as foreign reserves, or borrow to finance the deficit. The key ingredients of a first-generation model are its assumptions regarding purchasing power parity (PPP), the government budget constraint, the timing of deficits, the money demand function, the governments rule for abandoning the fixed ex change rate, and the post-crisis monetary policy. Burnside, Eichenbaum and Rebelo argue that their model accounts for the main characteristics of the Asian currency crisis. This explanation of the Asian currency crisis stresses the link between future deficits and current movements in the exchange rate. In first-generation models the government follows an exogenous rule to decide when to abandon the fixed exchange rate regime. The things to note about this model of currency crisis are- The root cause of the crisis is poor government policy. The source of the upward trend in the shadow exchange rate is given by the increase in domestic credit. The crisis, though sudden, is a deterministic event: the crisis is inevitable given he policies and the timing is in principle predictable. The first generation currency crisis model seen to do no harm. In this model, there is no effect on output, but even a richer model will not generated a real economy slump in the aftermath of a first generation currency crisis model. The crisis determination is a future policy stances that investors foresee, not the one observed in the past. The importance of policy choice in deciding to quit the fixed exchange rate regime. There was no mechanical link between capital flight and abandonment of the peg. There was no obvious trend in long-run equilibrium exchange reate. There was no evidence of irresponsible policies in any of the country involved. SECOND GENERATION CURRENCY CRISIS MODEL: The logic of this model is the interactions between expectations, macro economic trade-offs and decisions. This class of model is characterized by multiple equilibria and the interactions between market expectations and policy outcome can lead to a self-fulfilling crises. As long as the peg is credible this is the price the government is willing to pay because there are political and/or long-run economic goals. In second-generation models the government maximizes an explicit objective function (Obstfeld, 1994). This maximization problem dictates if and when the government will abandon the fixed exchange rate regime. Second-generation models generally exhibit multiple equilibria so that speculative attacks can occur because of self-fulfilling expectations. It differs with the first generation models in- 1. No irresponsible policy. 2. No predictability of the crisis and 3. If the country leaves the peg, there is no negative impact on employment and output. Since the monetary policy constraint is removed and the result is positive in terms of short-run macroeconomics benefits. 2. MORAL HAZARD Moral hazard is a situation in which one party in a transaction has more information than another. The party that is insulated from risk generally has more information about its actions and intentions than the party paying for the negative consequences of the risk. Moral hazard arises because an individual or institution does not take the full consequences and responsibilities of its doings, and therefore has a tendency to act less carefully than it alternately would, leaving another party to hold some responsibility for the consequences of those actions. Moral hazard also arises in a principal-agent problem, where one party, called an agent, acts on behalf of another party, called the principal. EXPANDED GOVERNMENT GUARANTEES FOR BANK LIABILITIES: Government provision of a financial safety net for financial institutions has long been a key element of the policy response to crises and the current crisis is no exception. This particular crisis is fairly severe however, so governments have felt obliged to go beyond the usual support measures, moving to expand existing guarantees and to introduce new ones, in some cases quite markedly. Valuation problems are also complicit in the duration of the problems. These and other related actions (such as loss sharing arrangements for assets and capital injections) appeared to have avoided a further loss of confidence on the part of market participants, by raising the likelihood that retail depositors and other creditors would continue to provide a stable source of funding for banks, thus reducing the threat of insolvency of these entities. Thus, these actions have bought time, with limited if any upfront fiscal costs. Actually, just like financial guarantee insurance companies, the governm ent earns a small fee from the debt issuer for lending out its top credit rating. There are nonetheless potentially substantial costs associated with these measures. Even if guarantees do not generate significant upfront fiscal costs, they create large contingent fiscal liabilities, as well as other potential costs that may arise as a result of distortions of incentives and competition. In recognition of this situation, the discussions of financial safety net issues at the past CMF meeting concluded that, going forward, policy makers need to consider the issue of exit strategies from expanded guarantees. Another important issue related to the additional guarantees is their pricing. In this respect, the premise of the discussion in the present note is that potential distortions should be limited to the extent that government guarantees are priced appropriately. By contrast, distortions are more likely to arise where guarantees are offered at prices that appear to be substantially low er than market or some form of fair prices. It has long been known that financial intermediaries whose liabilities are guaranteed by the government pose a serious problem of moral hazard. The U.S. savings and loan debacle is the classic example: because depositors in thrifts were guaranteed by FSLIC, they had no incentive to police the lending of the institutions in which they placed their money; since the owners of thrifts did not need to put much of their own money at risk, they had every incentive to play a game of heads I win, tails the taxpayer loses. WORKING OF CIRCULAR PROCESS IN REVERSE TO CAUSE ASSET PRICES COLLAPSES The mechanism of crisis involved that same circular process in reverse: falling asset prices made the insolvency of intermediaries visible, forcing them to cease operations, leading to further asset deflation. This circularity, in turn, can explain both the remarkable severity of the crisis and the apparent vulnerability of the Asian economies to self-fulfilling crisis which in turn helps us understand the phenomenon of contagion between economies with few visible economic links. Asian economies experienced a noticeable boom-bust cycle not only in investment but also or even especially in asset prices. Presumably this reflected the fact that assets were in imperfectly elastic supply. The easiest way to do this is to imagine that the only available asset is land, which cannot be either created or destroyed. Again, let us initially consider a two-period model. In the first period investors bid for land, setting its price. In the second period they receive rents, which are uncertain at the time of bidding. But now suppose that there are financial intermediaries, once again able to borrow at the world interest rate (again normalized to zero) because they are perceived as being guaranteed. And also as before, we assume that owners need not put any of their own money at risk, but that competition among the intermediaries eliminates any expected economic profit. The result is obvious: intermediaries will be willing to bid on the land, based not on the expected value of future rent but on the Pangloss value in this case 100. So all land will end up owned by intermediaries, and the price of land will be double what it would be in an undistorted economy. 3. MORAL HAZARD CAUSE A DEADWEIGHT SOCIAL LOSS The phenomenon of undertaking risky and often corrupt loans and transactions, but knowing that if the gamble fails someone else (usually the state) will pick up the tab, is known as moral hazard. In the table 1, two alternative investments are available. One yields a known present value of $107 million; the other will yield $120 million if conditions are favorable, but only $80 million if they are not. The good state and the bad state are equally likely, so that the expected returns on this risky investment are $100 million. However, the owner of the financial intermediary knows that while he can capture the excess returns in the good state, he can walk away from the losses in the bad state. So if he chooses the safe investment he gains a sure 7; but if he chooses the risky investment he gains 20 in the good state, loses nothing in the bad state, for an expected gain of 10. Thus his incentive is to choose the risky investment, even though it has a lower expected return. And this distortion of investment decisions produces a deadweight social loss: the expected net return on the invested capital falls from $7 million to zero. 4,5, 6 7. DIFFERENCES BETWEEN THE EXPECTED VALUE OF LAND RENT AND ITS CORRESPONDING PENGLOSS VALUE. There is a two period model to explain land value. In the first period, investors bid for land and setting its price. In the second period they receive rents, which are uncertain at the time of bidding. The financial intermediaries will be willing to bid on the land, based not on the expected value of future rent but on the Pangloss value. So all land will end up owned by intermediaries, and the price of land will be double what it would be in an undistorted economy. In an undistorted economy we can solve backwards for the price. The expected rent in period 3, and therefore the price of land purchased at the end of period 2, is 50. The expected return on land purchased in period 1 is therefore the expected rent in period 2 (50) plus the expected price at which it can be sold (also 50), for a first-period price of 100. This is also, of course, the total expected rent over the two periods. Now suppose that intermediaries are in a position to borrow with guarantees. Again working backwa rd, at the end of period 2 they will be willing to pay the Pangloss value of third-period rent, 100. In period 1 they will be willing to pay the most they could hope to realize off a piece of land: the Pangloss rent in period 2, plus the Pangloss price of land at the end of that period. So the price of land with intermediation will be 200 in period 1 again, twice the undistorted price. It seems, then, that the multi-period version of the model, in which part of the return to investment depends on the future prices of assets, makes no real difference to the distortion of those prices imposed by guaranteed intermediaries. However, this result changes in a dramatic way once we allow for the possibility of changes in the financial regime that is, if we believe that moral hazard may be a sometime thing. 8. KRUGMANS MODEL JUSTIFICATION ON OCUURANCE OF SELF-FULFILLING FINANCIAL CRISIS Using a signalling approach-based EWS model, this paper has attempted to provide more empirical evidence on the causes of the 1997 Asian financial crisis, with a view to discriminating between the two hypotheses of weak fundamentals and investors panic. The results show that the overall composite leading index of the EWS model issued persistent warning signals prior to the 1997 crisis in not just a few, but all of the five countries most affected by the crisis. This finding appears not to square well with the investor panic, market overreaction and regional contagion postulate. Instead, it lends support to the hypothesis that weaknesses in economic and financial fundamentals in these countries triggered the crisis. First, in most countries under consideration, there were appreciations in the real exchange rate against both the US dollar and the basket currencies of their major trading partners. The real appreciations appeared to have contributed to the deteriorations in these countri es trade and current account positions. Second, there were apparent problems in the capital account, as indicated by persistent warning signals by the ratio of M2 to foreign reserves in the case of Indonesia, and the ratio of foreign liabilities to foreign assets of the banking sector in Indonesia, Malaysia, and Thailand. Third, there was strong evidence of excessive growth of domestic credit, particularly in Korea, Malaysia, Philippines, and Thailand. Last, there was also evidence of deteriorations in the real sector in most countries, and the burst of asset price bubbles, especially in Korea and Thailand. The fact that all these individual leading indicators issued warning signals prior to the 1997 Asian crisis indicates that they had reached the critical levels that historically had often triggered currency crises, lending further support to the weak fundamentals hypothesis. 9. EXPLANATION OF ASIAN CRISIS 1997 BY KRUGMANS MODEL The crucial point here is that capital is not so much interested in aggregate growth rates as sectorial profitabilitythus a growing economy might still experience declining profitability in certain sectors which in turn can scare off financial capital and possibly later productive capital. However, in East Asia, this would have meant hundreds of banks and finance houses being forced to shut downthreatening not only the financial system of Asia, but also institutions across the globe with which they have myriads of dealings. The credit crunch that followed led to massive layoffsthis is the classic paying for the crisis. The East Asian crisis does shed light on developments in the world economy which make it highly likely that similar crises will erupt in the future. Such developments relate to the deregulated nature of world financial markets, so that the triggering mechanism of a crisis may be financial (currency devaluations, runs on banks, etc) even though the ultimate origins lie in the real economy . This is not to deny that financial panics may also emanate in situations where there has been no significant deterioration in the real economyabove all on the profit rates. Hence when profits start to dip, or are likely to fall below expectation, a careful calculation needs to be madeeither stay with the gamble or move elsewhere. In regard to direct investment, the decision naturally cannot be acted upon with immediate effect, but in financial markets exiting from markets can be done almost instantaneouslyand this potentially accentuates the stampede and contagion. Evidence suggests that the origins of financial instability in East Asia do indeed reside within the real economyabove all in the falling returns on investment.

Violent Video Games: Dangerous Entertainment Essay -- Essays Papers

Violent Video Games: Dangerous Entertainment Since the beginning of organized society, entertainment has always been an aspect closely tied with human nature. From the times of ancient empires, such as the Romans and Greeks, humans have used entertainment as an outlet to escape the harsh reality of everyday life. Although in those times, entertainment was considered duels to the death with animals and other humans opposed to the censored reality shows and formulaic movies we have today. However, there isn’t much difference between the mortal combat that was exercised in ancient times, and the mortal combat that trickles down into today’s censored forms of television, music, and especially video games. Video games have progressed over recent years, becoming popular amongst a variety of people. Many authority figures object to many of today’s more gruesome games, feeling that such games have negative psychological effects on its players. Studies have shown that violent video games are in fact more harmf ul then violent television and movies because of the interactive nature of the games. â€Å"Young men and women who are habitually aggressive may be especially vulnerable to the aggression-enhancing effects of repeated exposure to violent games. Brief exposure to violent video games can temporarily increase aggressive behavior in all types of participants,† (Craig A. Anderson, Ph.D., Karen E. Dill, Ph.D.). Other researchers however, have come to different conclusions regarding the effects video games have on people. â€Å"The proponents also suggest that it may be a friendly way of introducing children to computers and may increase children hand eye coordination and detention to detail,† (The Psychological and Physical Impact, Nov... ...hat immediate action should be taken in order to control the violence in video games today. There should be a profound improvement in previewing games before they are released into the market in order to get a more accurate censorship rating so that America’s youth isn’t exposed to entertainment that could affect their well being. If we do not act immediately, who knows how many more Columbines, and other tragic offenses will occur. Works Cited - â€Å"Video Games and Aggressive Thoughts, Feelings, and Behavior in the Laboratory and Life.† Yahoo. American Online. 7 November, 2004. - Willenz, Pat. â€Å"Violent Video Games can Increase Aggression.† April 20, 2000. www.apa.org/releases/videogames.html - â€Å"The Psychological and Physical Impact.† Nov, 2000. Yahoo. American Online. 7 November, 2004. www.multimedia.design.curtin.edu/cache/g/0007/

Coaching/Leadership Skills

Coaches have many diverse roles which can vary in importance according to the age group of the team. In simple terms, the role of the coach is to plan, act and review. This is an ongoing process aimed at improving the qualities of the coach and the performance of players. The basic roles of an effective coach are: †¢ Manager dealing with a wide range of players, officials and supporters. †¢ Leader assigned to organise training, match-day events and team morale. †¢ Teacher instructing football skills and team tactics. Mentor behind every successful person there is one elementary truth: somewhere, somehow, someone cared about their growth and development. This person was their mentor. †¢ Selector – involved in the planning and selection of the best team to represent the club. †¢ Communicator providing clear instruction and feedback to the team and individual players. †¢ Psychologist dealing with various individual personalities within the team. â₠¬ ¢Public relations representing the club at official functions and community activities. †¢ Studentcontinually seeking to upgrade knowledge of the game. Sports trainer – with a basic knowledge of injury prevention, care and management. †¢ Planner – annual integrated plan covering pre-season, competition, physical, technical, tactical, psychological, workload volumes and intensities etc. †¢ Motivator – including engendering players’ acceptance of own responsibility. †¢ Goal-setter – making sure that goals are achievable, challenging and measurable. †¢ Creating a successful learning environment – focusing on what you can control; recognising individual and group needs.MEASURING AND IMPROVING YOUR COACHING EFFECTIVENESS Australian Football is continually changing; rules change, techniques change, equipment is refined and coaching methods, including the application of sport sciences, evolve. Coaches must keep abreast of these changes and adapt their coaching accordingly. All coaches have to know if they are effective or ineffective, independent of the ability of the playing group. The following techniques can assist coaches in measuring and improving their coaching effectiveness. Coach self-reflectionUnless coaches can arrange for someone to observe and analyse them on a regular basis, the self-reflection method is the only method that can be used to confirm the effectiveness of their coaching. Self-reflection in coaching is a process where coaches compare their current practice against an ideal set of practices, using a systematic procedure to make comparisons between real and ideal. Video analysis Video analysis is another effective tool that assists in the self-reflection process because videotape provides permanent images that can help with in-depth analysis and evaluation.It can also help to identify areas in need of improvement and can also be used to plan for such improvement. Video self-an alysis is a six-step process: 1. Recording – videotape a coaching session. 2. Reflecting – review the tape to find a suitable segment, then analyse the segment against the ideal model. 3. Consulting – invite a mentor to ‘audit’ the analysis. 4. Planning – design a plan to improve. 5. Implementing – carry out the plan. 6. Follow-up recording – videotape a follow-up coaching session and check that the plan has worked. MentoringEffective coaches have often had the good fortune to have been coached by a very good coach. On becoming coaches themselves they may have imitated many of the coaching behaviours and methods used by their previous coaches. This process can be carried on into a coach’s current development through a mentor. A mentor is usually an experienced person who works individually with a less experienced coach. A good mentor is someone, chosen by a coach, whom the coach respects for their knowledge, attitudes and mentoring skills to assist them in their development.The mentor asks questions about the methods used and guides the coach toward a better understanding of his or her coaching. In selecting a mentor, a coach can reflect on who are the people in their field (not necessarily restricted to other coaches) they admire most, why they admire these people, and what are the admirable qualities they possesses. The answers to these questions will direct coaches to suitable mentors, with whom they can work formally or informally to develop their own unique skills and attributes.BEHAVIOUR MODIFICATION It is sometimes just as difficult to modify coaching behaviour as it is to modify player behaviour. Coaches who are attempting to modify their own behaviour should try the following strategies: †¢ Identify the behaviour to be modified. †¢ Establish the characteristics of the new behaviour. †¢ Look at models of the new behaviour. †¢ Assess how important the change is – ho w will it affect the coach’s effectiveness? †¢ Obtain feedback about the behaviour. †¢ Reassess the effects of the change on all coaching tasks.

Laws That Protect Your Right to Vote

Laws That Protect Your Right to Vote No American who is qualified to vote should ever be denied the right and opportunity to do so. That seems so simple. So basic. How can government by the people work if certain groups of the people are not allowed to vote? Unfortunately, in our nations history, some people have been, either intentionally or unintentionally, denied their right to vote. Today, four federal laws, all enforced by the U.S. Department of Justice, work in concert to ensure that all Americans are allowed to register to vote and enjoy an equal opportunity to cast a ballot on election day. Preventing Racial Discrimination in Voting For many years some states enforced laws clearly intended to prevent minority citizens from voting. Laws requiring voters to pass reading or intelligence tests, or pay a poll-tax denied the right to vote the most basic right in our form of democracy to untold thousands of citizens until the enactment of the Voting Rights Act of 1965. Also See: How to Report Voter Rights Violations The Voting Rights Act protects every American against racial discrimination in voting. It also ensures the right to vote to people for whom English is a second language. The Voting Rights Act applies to elections for any political office or ballot issue held anywhere in the nation. Most recently, the federal courts have used the Voting Rights Act to end practices amounting to racial discrimination in the way some states elected their legislative bodies, and chose their election judges and other polling place officials. Voter Photo ID Laws Twelve states now have laws requiring voters to show some form of photo identification in order to vote, with about 13 more considering similar laws. The federal courts are currently struggling to decide whether some or all of these laws violate the Voting Rights Act. More states moved to adopt photo ID voting laws in 2013, after the U.S. Supreme Court ruled that the Voting Rights Act did not allow the U.S. Department of Justice to automatically apply federal oversight of new election laws in states with histories of racial discrimination. While supporters of photo voter ID laws argue that they help prevent voter fraud, critics like the American Civil Liberties Union, cite studies showing that up to 11% of Americans lack an acceptable form of photo ID. Persons most likely to not have acceptable photo ID include minorities, elderly and disabled persons, and financially disadvantaged persons. State photo voter ID laws come in two forms: strict and non-strict. In strict photo ID law states, voters without an accepted form photo ID – driver’s license, state ID, passport, etc. are not allowed to cast a valid ballot. Instead, they are allowed to fill out â€Å"provisional† ballots, which remain uncounted until they are able to produce an accepted ID. If the voter does not produce a an accepted ID within a short period of time after the election, their ballot is never counted. In non-strict photo ID law states, voters without an accepted form photo ID are allowed to use alternative types of validation, such as signing an affidavit swearing to their identification or having a poll worker or election official vouch for them. In August 2015, a federal appeals court ruled that a Texas strict voter ID law discriminated against black and Hispanic voters and thus violated the Voting Rights Act. One of the strictest in the nation, the law required voters to produce a Texas driver’s license; U.S. passport; a concealed-handgun permit; or an election identification certificate issued by the State Department of Public Safety. While the Voting Rights Act still prohibits states from enacting laws intended to disenfranchise minority voters, whether photo ID laws do so or not, remains to be determined by the courts. Gerrymandering Gerrymandering is the process of employing the process of â€Å"apportionment† to improperly redraw the boundaries of state and local election districts in a way that tends to predetermine the results of elections by diluting the voting power of certain groups of people. For example, gerrymandering has been used in the past to â€Å"break up† election districts populated by mainly black voters, thus lessening the chances of black candidates being elected to local and state offices. Unlike photo ID laws, gerrymandering almost always violates the Voting Rights Act, because it typically targets minority voters. Equal Access to the Polls for Disabled Voters Approximately 1 in five eligible American voters has a disability. Failing to provide disabled persons easy and equal access to polling places is against the law. The  Help America Vote Act of 2002  requires the states to ensure that voting systems, including voting machines and ballots, and polling places are accessible to people with disabilities. In addition, the law require that assistance at the polling place is available to people with limited English skills. As of Jan. 1, 2006, every voting precinct in the nation is required to have at least one voting machine available and accessible to persons with disabilities. Equal access is defined as providing persons with disabilities the same opportunity for participation in voting, including privacy, independence and assistance, afforded other voters. To help in evaluating a precincts compliance with the Help America Vote Act of 2002, the Justice Department provides this handy  checklist for polling places. Voter Registration Made Easy The National Voter Registration Act of 1993, also called the Motor Voter law, requires all states to offer voter registration and assistance at all offices where people apply for drivers licenses, public benefits or other government services. The law also prohibits the states from removing voters from the registration rolls simply because they have not voted. The states are also required to ensure the timeliness of their voter registration rolls by regularly removing voters who have died or moved. Our Soldiers Right to Vote The Uniformed and Overseas Citizens Absentee Voting Act of 1986 requires the states to ensure that all members of the U.S. armed forces who are stationed away from home, and citizens who are living overseas, can register and vote absentee in federal elections.

Internet and privacy essays

Internet and privacy essays Internet can be said as the most significant invention of the century. It simplified many annoying processes such as banking and shopping into one simple step that can be achieved at home. Nevertheless, there are some drawbacks. The control of one ¡s personal data on net is not as easy as in real life. Technologies on net can make tracking one ¡s behaviors and interests without asking for permissions possible. In other words, World Wide Web users may be monitored by someone they do not know. In what ways our personal data are leaked out and whether Internet and privacy can finally co-exist peacefully? According to  ¡Reconciling E-commerce and Privacy ¡ in  ¡Business Week ¡ of 10/05/1998, there are web sites that force the users to give out their personal data such as your name, email address, demographic information, marriage and financial status, interests, hobbies and so on while registering their products. These data will be sold or given to their marketing partners without asking the users for permission. According to the passage  ¡No Such Things as privacy ¡ in  ¡Report Newsmagazine (Alberta Edition) ¡ of 02/28/2000 Vol. 26, the emails people gives to newsgroups and business web sites may be sold to 'spammers ¡, those who send lots of advertisement messages through email to users, especially for some pornographic sites. It may cause extra time for the users to filter these 'garbage mails ¡. In addition to the information gathered from registration of products and newsgroups, commercials interested in these information uses incentives. In the passage of  ¡It ¡s free, but it ¡ll cost you ¡ in  ¡Black Enterprise ¡ September 1999 Vol. 30, the author suggests that there are companies provides free computers and free Internet services. Examples are FreePC and Netzero. The users, in return, have to give out their personal information. They have to promise that they will face the advertisements sh...

Communiction Theories Essay Example | Topics and Well Written Essays - 250 words - 2

Communiction Theories - Essay Example The standard journalistic practice of answering the four W’s and the how is comparatively mentioned with the philosopher’s dramatistic pentad which breaks down the content of a speech as act, scene, agent, agency and purpose. As answering the five important questions helps journalists compose effective reports, completing the aforementioned information in a speech helps a speaker to formulate well-versed and well-guided information expressed to his listeners so where they can picture events so that they would be able to identify with what is being said. In addition, Burke’s theory is also placed in juxtaposition with Martin Luther’s consubstantiation where the story of Ruth following her mother-in-law to a foreign land saying to her, â€Å"Where you go, I will go. Your people will be my people, your God will be my God† as an example of such identification. Indeed, when a person or group of people have similar sentiments as the speaker, they would spare there time to listen and join in the discussion of their beliefs as opposed to those who do not share the same conviction. This shows that there is much truth to Burke’s words that ‘without identification, there is no

Clinical Journal(s) X4 Research Paper Example | Topics and Well Written Essays - 3000 words

Clinical Journal(s) X4 - Research Paper Example A yellow bracelet and socks were worn by the patient to provide warning of the falls precaution requirement for the patient. Issue Encountered I observed the patient walking in the unit, and also moving out of the unit, without being stopped by any of the staff nurses. The issues here are the negligence of a system put in place for patient safety, and the confusion in me whether to intervene or not. Ultimately, I did warn the patient not to ambulate in the unit and also out of the unit. Questions Related to Practice Evidence from a long-term study of a large number of post operative patients in surgical units shows that 1.6% of surgical inpatients have one or more postoperative falls, with significant morbidity risk (Church et al, 2011). A possible cause of this risk for falls in postoperative patients is the use of strong analgesics of the opiate and opiate-like group to provide pain relief. These pain medications carry a high risk of falls in patients, from dizziness that is caused by them (Vestergaard, 2008). Recognition of the fall risk in postoperative patients assists in putting in place systems to reduce the risk of falls for patient safety. Effective falls prevention systems in hospitals may be costly, but taking into consideration the higher economic costs to patients in terms of morbidity, length of stay in hospitals, and costs associated with it, falls prevention systems are useful in hospitals (Spetz, Jacobs & Hatler, 2007). In this hospital a yellow colored bracelet and socks has been introduced in the system for falls prevention, to warn nurses of the fall risk potential of the patient, and that ambulation has to be prohibited. Yet, none of the staff nurses paid heed to the requirements of the falls prevention system, negating the effect of the falls prevention system, and reducing the safety of the patient. Money is being spent by the hospital to enhance patient safety through the falls prevention system. What needs to be done is for the nurses t o be conscious of the requirements of the falls prevention system, and be more vigilant to prevent postoperative patients with fall risk warnings moving around. Professional Growth I believe I am growing as a nursing professional through the experience of this event. I have learnt that there is the risk for falls in postoperative patients from the analgesics that are administered to them for pain relief. Systems for fall prevention are used for patient safety, which have to be adhered to, for effectiveness in the patient safety objective. I have also learnt that postoperative patients are likely to be unaware of the risk of falls from the pain medication that they take, and are likely to move around. It is the responsibility of the nurses to educate patients on these aspects, with the aim of making them desist from attempting to move around. Action and Non-action The postoperative patient on pain medications was moving around, though he was not supposed. The non-action part lay in n one of the staff nurses taking any steps to prevent his moving around, which may have resulted in a fall. I communicated to the patient that he should not be moving around the unit, and got him back to his bed. In addition, I informed my preceptor of my experience. She took steps to convene a meeting of all nurses, where the discussion was on effective implementation of the falls prevention system that was in use in the hospital. Safety Risk Opiate and opiate-like pain medications administered to