The Polar Bear and Adaptations free essay sample

The polar bear is seen by many as the beautiful white bear that lives in the cold and ice of the areas within the North Pole. They may never look beyond the beauty to see the animal has progressed through natural selection to become a creature that endures and thrives in the frigid temperatures and prolific ice. The polar bear has adapted in various ways such as temperature regulation, hunting skills, movement in water and on ice. The bears white coat makes hunting easier for the bear, acts as camouflage, because its prey has a hard time distinguishing it from its background. The polar bear has little in the way of predators insuring its position towards the top of the food chain. Kolinski (n. d. ), â€Å"Because polar bears are nearly the largest bear in the family ursidae, and remain as one of the largest mammalian animals, very few, if any organisms prey upon the polar bear. We will write a custom essay sample on The Polar Bear and Adaptations or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page However, if predation does occur, predators are of equal or greater complexity. Predators of Ursus Maritimus are usually members of the family ursidae or human beings† (para. Interactions). The polar bear eats an extremely high fat diet consisting of seals and other meats. The high fats provide an extra accumulation of fat under the skin that allows the bear to stay warmer but also to help the animal sustain its functions when going long periods of time without proper nutrition. The polar bear has adapted to the cold by having a very heavy coat of fur that helps to keep them warm and also to regulate body temperature. The polar bear also has hollow hairs that absorb the sun’s runs and help keep the bear warm. This is hastened along by the black skin the bear has underneath its deceptive transparent coat. The polar bear’s small round ears are designed to help prevent the animal from losing body heat. The larger the ears the more surface area to lose heat. All of these characteristics combined add up to a higher body temperature because of the adaptations. As noted in the diagram the polar bear has large furry paws that aid him in walking on snow and ice. They serve the bear as a solid foundation for movement and speed. He has hair over all parts of his body except his nose and the pads of his feet which offer even more traction. On those same paws the diagram mentions long claws for tearing apart prey. These long claws are a necessity for carnivores such as the polar bear. Without them they would be unable to secure adequate food to maintain their size and strength. The diagram also notes a large muscular hump that is over the polar bears shoulders. This muscular hump serves as a powerhouse of strength for the polar bear and it allows the bear to swim efficiently with speed. It also serves as the strength to tear the prey it feasts on apart for food. The bear is also a fast runner which is enhanced by this powerhouse of strength giving him the ability to overtake his prey when chasing him. The polar bears skills when in the water are impressive. It will use its white fur to camouflage as ice and then when a creature comes near it will swim aggressively towards it with its speed and webbed paws while quickly overtaking it in strength. Many animals throughout the animal kingdom have made adaptations over time in order to survive within the environment it lives. The polar bear is one of the many who have been successful.

Markets and Merchants

Markets and Merchants Markets and Merchants Markets and Merchants By Mark Nichol Market and attendant words, deriving from the Latin verb mercari, meaning â€Å"trade,† are listed and defined in this post. Market, referring to a place where goods are sold, migrated to English through an ancient Germanic language, and by extension it now also pertains to a geographic region or a demographic targeted for selling of certain goods or services, or an opportunity for selling or a supply of or demand for goods or services. As a verb, the word means â€Å"sell† or â€Å"make available for sale.† Mart is a synonym as both a noun and a verb, while a supermarket is specifically a large grocery store. Marketplace is a synonym for market in its various meanings, though it may also refer to competition for dominance among various ideas or ideologies. A marketer is someone involved in promoting or selling a service; the profession is called marketing. Something possessing qualities that make it amenable to being sold, or someone whose qualities will make him or her appealing to employers or the consumer public, is said to be marketable. Aftermarket refers to the system of providing accessories and parts for a product or to a system for reselling a certain type of products, as well as the general market for stocks. A farmers’ market is a place where produce and sometimes homemade foods (and even crafts) are sold informally, while a flea market is where people sell goods informally, including used products but often new and sometimes self-produced manufactured products as well; both are usually held outdoors. The stock market is a system in which trading of securities for investment purposes is conducted. A black market is an informal network of trade of restricted or prohibited goods; occasionally, the phrase may refer to an actual location where such goods are sold. As black-market, the term is a verb referring to buying or selling in the black market. A seller is called a black marketer or black marketeer, and the action is black marketeering. The adjective upmarket means â€Å"appealing to the wealthy† or â€Å"of high quality† (it also serves as an adverb); down-market pertains to low-income consumers or low quality. Mercer, a British English term for a dealer in fine fabrics, also survives as a surname. Mercenary, meaning â€Å"one who serves for wages,† usually refers to a soldier-of-fortune, but as an adjective, in addition to referring to one who enlists in a foreign army or fights for a private client, means â€Å"greedy† or â€Å"venal.† A merchant is a shopkeeper or trader, although occasionally the word serves as slang referring to someone with a particular talent, such as in the phrase â€Å"speed merchant† for a fast sprinter. It also is an adjective pertaining to trading or used as in the phrase â€Å"merchant marine,† which denotes, collectively, the commercial ships of a particular nation or the crew members of these ships. (Merchantman is an obsolete synonym for merchant; it was also used during the Age of Sail to refer to a ship carrying goods for trade.) The adjective mercantile, meanwhile, means â€Å"pertaining to trading,† while merchandise refers to goods that are sold (while a merchandiser is someone who sells goods), and the the word also serves as a verb meaning â€Å"buy and sell† or â€Å"promote.† The act or practice of selling goods is merchandising. Commerce is the large-scale buying and selling, generally involving transportation over long distances (though the word also has rarer senses of â€Å"exchange of ideas and opinions† or sexual intercourse). The adjective is commercial, which also functions as a noun to denote an advertisement using moving images, sound, or both. Online buying and selling is called e-commerce, where the e is an abbreviation for electronic, as in email (sometimes styled e-mail). One word unexpectedly related to mercari is mercy, from the idea of a price paid. Mercy is compassion or leniency, a fortunate occurrence, or a divine blessing. (The term is also sometimes uttered as an oath of pleasure of surprise, as in â€Å"Oh, mercy me!† though it is old-fashioned.) To be merciful is to exhibit compassion or forbearance, and the adverbial form is mercifully; mercy itself occasionally serves as an adjective, as in the phrase â€Å"mercy killing,† referring to killing a person or an animal to end suffering. Another is Mercury, the name of the fleet-footed Roman messenger god, who was also the god of commerce- and travel and, ironically, theft- and that of the planet named for him. The name of the element mercury, which in its liquid form moves very quickly, was also inspired by the swift Roman deity. 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Banking Case Study Example | Topics and Well Written Essays - 500 words

Banking - Case Study Example From this paper it is clear that  in 1927, Congressman Louis McFadden moved a bill that was later enacted into law. This new law allowed commercial banks to spread and open more branches to the extent that was permitted by the laws of the state in which it was operating. This meant that if the laws of a state allowed opening of new branches in any location within the state, then the bank was allowed to do so. In another instance, if a state’s laws allow opening of branches within the current city of location, then a commercial bank was not allowed to open branches in other cities. However, this Act did not allow commercial banks to open branches across different states. This Act had the effect of allowing for geographical growth of commercial banks and they were able to compete with federal-owned banks.As the discussion stresses  the sponsors of this Act were motivated by the events that were happening then in the banking sector. It was after the economy had experienced a crisis in the stock market sector of the economy which was followed by the Great Depression. It had been previously discovered that monies had been borrowed from mainstream commercial banks for speculation purposes in the stock market. After the stock market crisis, many banks went at a loss and it was discovered that there was need to separate the two areas of the trade. The Glass-Steagall Act made into law that commercial banks will only deal with deposits and loans while investment banks will deal with only stock trading.

Nursing Education Around the Globe Research Paper

Nursing Education Around the Globe - Research Paper Example ya The major comparison in the government influence of the nursing education between China and Kenya is that; both countries’ initiative to establish nursing training and certification were started by the respective governments, with the Kenyan training and certification program running for 31/2 years, while the Chinese program took 4 years (Xu, Xu & Zhang, 2000). Political control has also characterized the nursing profession and development in both Kenya and China, where the respective governments, through the ministries of health, have been responsible for approving the nursing courses and certification programs in the countries (Klopper & Uys, 2003). The governments have been involved in establishing regulations and laws that governs and controls the nursing profession. Several laws and ordinances have been established by the two governments, to act as the tools through which the nursing profession is politically controlled. In Kenya, the 1946 June Ordinance No. 16 was est ablished to control the health activities of the nurses (Mule, 1986). Similarly, the political control of nursing profession in China can be traced back to 1949, when the education reform in China abolished the post-secondary nursing training, instead introducing the 3-year nursing training, following the 9 years of primary and secondary education (Xu, Xu & Zhang, 2000). Both countries have established Nursing organizations, responsible for uniting, developing, and promoting nursing professionalism, with the Nursing Council of Kenya (NCK) being the peak body of the nursing profession in the country, while the Chinese Nursing Association (CAN), is similarly the peak nursing organization in China (Xu, Xu & Zhang, 2000). Both the organizations are responsible for establishing the nursing syllabus... This paper approves that the Current System of Nursing Education in both China and Kenya occur in various cadres. Both China and Kenya have certification programs for ursing, in form of 3-years comprehensive training, which caters for the preliminary training, ward rotation and theory in clinical training. The comparison in both countries is that; the qualification for nursing certification program is the completion of secondary education. The characteristic of the current systems of nursing education in both countries is that; both countries have established post-basic nursing qualifications, which include diplomas, bachelor of nursing degree, and masters in nursing. The comparison is that the doctorate program in nursing is yet to be fully commissioned in both countries, following the governments’ regulations that have not yet approved the doctorate in nursing. All the post-basic nursing qualifications programs are undertaken in hospital-based training institutions, where the trainees in this profession are full-time based course attendants. this essay makes a conclusion that Nursing Education in both China and Kenya bears universal fundamental characteristics, in terms of government and Nursing organizations control, training and growth, notwithstanding that the nursing profession in both countries is a function of the western missionary arrival into the countries. Additionally, the high standards of qualifications are also eminent requirements in this profession for both countries, while the training period for the nurses and the areas of training are similar.

Compare Movie Doubt with the Novel Doubt Research Paper

Compare Movie Doubt with the Novel Doubt - Research Paper Example In ‘Doubt: A Parable’ these components are very articulate and emphatic. In the movie Doubt, the actress Meryl Streep overdoes the tyrant nun’s act. The movie’s plot follows the play plot in every important issue, but has included a few extra scenes that do not come in the play. The scene involving the cat and the mouse was not part of the play but was incorporated into the movie. The quote â€Å"who keeps opening my windows† was not part of the play, but it was added in the movie to give it length as the play is shorter than the movie. In the movie the feminist angle was more emphasized whereas in the play the racial tension is more pronounced. When a movie is adapted to a play script, some of the essence of the original work gets lost. In the case of ‘Doubt,’ the playwright has been able to retain the core essence of the struggle portrayed in the play and has managed to turn his simple stage production into a post-Vatican II period pie ce. This is very evident in a particular scene where Meryl Streep had to perform while rendering her dialogue. One of the most cathartic one liners of modern American theatre is â€Å"I have so many doubts! I have such, such doubts!† These lines were spoken when the script reached its most poignant moment.

Describe How Communication Skills Were Used In Practice Nursing Essay

Describe How Communication Skills Were Used In Practice Nursing Essay Introduction. Communication involves the exchange of messages and is a process which all individuals participate in. Whether it is through spoken word, written word, non-verbal means or even silence, messages are constantly being exchanged between individuals or groups of people (Bach Grant 2009). All behaviour has a message and communication is a process which individuals cannot avoid being involved with (Ellis et al 1995). In nursing practice, communication is essential, and good communication skills are paramount in the development of a therapeutic nurse/patient relationship. This aim of this essay is to discuss the importance of communication in nursing, demonstrating how effective communication facilitates a therapeutic nurse/patient relationship. This will be achieved by providing a definition of communication, making reference to models of communication and explaining how different types of communication skills can be used in practise. In order to engage in meaningful communication and develop effective communication skills, nurses must engage in the process of reflecting on how communication skills are utilised in practise. Reflection allows the nurse opportunity to gain a deeper insight into personal strengths and weaknesses and to address any areas of concern in order to improve future practise (Taylor 2001). A further aim will be to reflect on how communication skills have been utilised within nursing practise. Various models of reflection will be examined, and a reflective account of a personal experience which occurred during placement will be provided using a model. This reflective account will involve a description the incident, an analysis of thoughts and feelings and an evaluation of what has occurred. Finally, the reflective account will include an action plan for a similar situation, which may arise, in the future. Communication involves information being sent, received and decoded between two or more people (Balzer-Riley 2008) and involves the use of a number of communication skills; which in a nursing context generally focuses on listening and giving information to patients (Weller 2002). This process of sending and receiving messages has been described as both simple and complex (Rosengren 2000 in McCabe 2006, p.4). It is a process which is continually utilised by nurses to convey and receive information from the patient, co-workers, others they come into contact with and the patients family. Models of Communication. The Linear Model is the simplest form of communication and involves messages being sent and received by two or more people (McCabe 2006). Whilst this model demonstrates how communication occurs in its simplest form, it fails to consider other factors impacting on the process. Communication in nursing practice can be complicated, involving the conveyance of large amounts of information, for example, when providing patients with information relating to their care and treatment or when offering health promotion advice. In contrast, the Circular Transactional Model is a two way approach, acknowledging other factors, which influence communication such as feedback and validation (McCabe 2006). Elements of this model are also contained in Hargie and Dickinsons (2004) A Skill Model of Interpersonal Communication which suggests that successful communication is focused, purposeful and identifies the following skills; person centred context, goal, mediating process, response, feedback and perception. It also considers other aspects of the individual and the influence these may have on their approach to the process of communication (McCabe 2006). For communication to be effective it is important for the nurse to recognise key components, and intrinsic and extrinsic factors, which may affect the process (McCabe 2006). They must consider factors such as past personal experiences, personal perceptions, timing and the setting in which communication occurs. Physical, physiological, psychological and semantic noise may also influence the message, resulting in misinterpreted by the receiver (McCabe 2006). Communication skills. Communication consists of verbal and non-verbal. Verbal communication relates to the spoken word and can be conducted face-to-face or over the telephone (Docherty McCallum 2009). Nurses continually communicate with patients; verbal communication allows the nurse opportunity to give information to the patient about their care or treatment, to reassure the patient and to listen and respond to any concerns the patient may have (NMC 2008). Effective communication is beneficial to the patient in terms of their satisfaction and understanding, of care and treatment they have been given (Arnold Boggs 2007), while at the same time optimising the outcomes or care and/or treatment for the patient (Kennedy- Sheldon 2009). Questioning allows the nurse to gather further information and open or closed questions can be used. Closed questions usually require a yes or no response and are used to gather the necessary information, whereas open questions allow the patient, opportunity to play an active role and to discuss and agree options relating to their care as set out in the Healthcare Standards for Wales document (2005). Probing questions can be used to explore the patients problems further thus allowing the nurse to treat the patient as an individual and develop a care plan specific to their individual needs (NMC 2008). It is vital that the nurse communicates effectively, sharing information with the patient about their health in an understandable way to ensure the patient is fully informed about their care and treatment and that consent is gained prior to this occurring (NMC 2008). The nurse should also listen to the patient and respond to their concerns and preferences about their care and well-being (NMC 2008). In nursing, listening is an essential skill and incorporates attending and listening (Burnard Gill 2007). Attending; fully focusing on the other person and being aware of what they are trying to communicate and listening; the process of hearing what is being said by another person are the most important aspects of being a nurse (Burnard 1997). Non-verbal communication is a major factor in communication, involving exchange of messages without words. It relates to emotional states and attitudes and the conveyance of messages through body language; body language has seven elements; gesture, facial expressions, gaze, posture, body space and proximity, touch and dress (Ellis et al 1995). Each of these elements can reinforce the spoken word and add meaning to the message; it isnt about what you say or how you say it but it also relates to what your body is doing while you are speaking (Oberg 2003). Patients often read cues from the nurses non-verbal behaviour, which can indicate interest or disinterest. Attentiveness and attention to the patient can be achieved through SOLER: S sit squarely, O Open posture, L learn towards the patient, E eye contact, R relax (Egan 2002). There must be congruency between verbal and non verbal messages for effective communication to be achieved. Non-verbal communication can contradict the spoken word and the ability to recognise these non-verbal cues is vitally important in nursing practice (McCabe 2006), for example, a patient may verbally communicate that they are not in pain, but their non-verbal communication such as facial expression may indicate otherwise. It is also important for the nurse to be aware of the congruency of their verbal and non-verbal communication. Any discrepancies between the two will have a direct influence on the message they are giving to patients, and may jeopardise the nurse/patient relationship. Other factors may affect communication in a negative way, endangering the process, and nurses must be aware of internal and external barriers (Schubert 2003). Lack of interest, poor listening skills, culture and the personal attitude are internal factors, which may affect the process. External barriers such as the physical environment, temperature, the use of jargon and/or technical words can also negatively influence the process (Schubert 2003). Reflection. To fully assess the development of communication skills the nurse can make use of reflection to gain a better insight and understanding of their skills (Siviter 2008). Reflection can also be used to apply theoretical knowledge to practice, thus bridging the gap between theory and practice (Burns Bulman 2000) and allows us opportunity, to develop a better insight and awareness of our actions both conscious and unconscious in the situation. Reflecting on events that take place in practice, allows opportunity not only to think about what we do, but also to consider why we do things. This helps us to learn from the experience and improve our future nursing practice (Siviter 2008). Reflection can be described as either reflection in action; occurring during the event, or reflection on action; which happens after the event has occurred (Taylor 2001) and is guided by a model, which serves as a framework within, which the nurse is able to work. It is usually a written process, and the use o f a reflective model uses questions to provide a structure and guide for the process (Siviter 2008). Reflective Models. There are numerous reflective models that may be utilised by the nursing professional, for example, Gibbs Reflective Cycle (1988), Johns Model of Structured Reflection (1994) and Driscolls Model of Reflection (2002). Gibbs model (Appendix I) has a cyclical approach, consisting of six stages per cycle that guide the user through a series of questions, providing a structure for reflection on an experience. The first stage of the process is a descriptive account of the situation; what happened? Followed by an analysis of thoughts and feelings in the second stage; what were your thoughts and feelings? The third and fourth stages involve an evaluation of the situation, what was good and/or bad about the experience and an analysis allowing us to make sense of the situation. The last two stages are the conclusion of the situation, what else could have been done and finally an action plan to prepare for similar situations, which may arise in the future (Gibbs 1988). Similarly to Gibbs Reflective Cycle, Johns Model of Structured Reflection (Appendix II) and Driscolls (Appendix III) model of reflection promote learning through reflection. They have similar structures, which guide the user through the reflective process. Johns Model incorporates four stages; description, reflection, alternative actions and learning (Johns 1994) and Discolls model has three stages: a return to the situation, understanding the context and modifying future outcome (Discoll 2002). The three models described all have similarities in that the user is guided through the reflective process by describing the event, analysing their thoughts, feelings and actions and making plans for future practice. Considering the models of reflection described, the next component of this essay will make use of the Gibbs Reflective Cycle (1998) to provide a reflective account of a situation which I experienced during clinical placement in a community setting. Reflective Account. As part of this placement, I assisted my mentor, a health visitor, in the provision of a baby club for parents with babies and pre-school children, which takes place on a weekly basis and involves routine checks, such as baby-weighing, in addition to opportunity, for parents to socialise and opportunity for health visitors to provide information relating to the care and health of babies and children. During the second week of this placement, I was asked to assist in the delivery of a forthcoming health promotion session relating to dental health. I have chosen this event as a basis for my reflective account as I feel that health promotion is an important area to consider. It enables individuals to play a pivotal role in their own health (Webster and Finch 2002 in Scriven 2005) and is a means by which positive health can be promoted and enhanced alongside the prevention of illness (Downie et al 2000). It gives clients the knowledge to make informed decisions about their health and prevention of illness and is an area in which the nurse or healthcare professional plays a key role (WHO 1989). Description of the event. The event occurred during a weekly session at baby club that takes place in a community centre. My mentor (Health Visitor) and I were present along with a group of ten mothers and their babies. As this event took place during a group session, I will maintain confidentiality (NMC 2008) by not referring to any one individual. Consent was gained from all clients prior to the session commencing, in line with the NMC Code of Conduct (2008) and the environment was checked to ensure it was appropriate and safe for the session to take place. The aim of the session was to promote good dental health and oral hygiene amongst children and babies. Standard 1 of the Standards of Care for Health Visitors (RCN 1989) is to promote health, and the session aimed to provide clients with relevant, up-to-date information, thus allowing them to make informed choices about the future care of their childrens teeth. Chairs were set out in a semi-circle with a number of play mats and various baby toys placed in the centre. This allowed parents opportunity to interact in the session, to listen to the information and ask questions while at the same time being in close enough proximity to their children to respond to their needs. The Health Visitor and I sat at the front of the semi circle facing the group. I reintroduced myself to the group and gave a brief explanation of my role and the part I would play in the session. This was important; some of the clients were meeting me for the first time, and it is during this initial contact that jud gements are made about future interactions, and the service being provided. Positive initial interaction can provide a good foundation for a future beneficial relationship (Scriven 2005). The session was broken down into two parts: information giving, focusing on the promotion of dental health and prevention of illness in the form of tooth decay (Robotham and Frost 2005). Secondly, information relating to tooth brushing was given along with a demonstration undertaken by myself that showed the clients good oral hygiene could be achieved through effective tooth brushing. A question and answer session followed which allowed us to clarify any issues raised. Feelings and thoughts. In the week, preceding the session it was important for me to consider a systematic approach to the planning of the session. The first stage was to gather relevant, up-to-date information relating to the subject and plan how it could be incorporated in the session. The NMC Standards of Proficiency (2004a) states that nurses must engage in a continual process of learning and that evidence-based practice should be used (Bach and Grant 2009). The plan was discussed with my mentor and advice was sought about any adjustments which may be necessary. Prior to the session, I was apprehensive about delivering a health promotion session to clients (patients). I as I felt out of my depth as a first year student and my anxiety was exacerbated further as this was my first placement. However, support and encouragement from my mentor and other health visitors in the team helped me to relax. I was given the opportunity to discuss the topic with my mentor and was relieved when I was able to respond to any questions asked in an appropriate manner and that my knowledge had been increased through the research I had undertaken, thus boosting my confidence. Evaluation. Despite my initial reservation about my knowledge of the subject and apprehension at delivering a health promotion session, I feel that my mentors decision to include me in the delivery of the session benefitted me greatly in the development of my knowledge and self confidence. During the session, I feel that I communicated well verbally with clients and that my non-verbal communication was appropriate and corresponded to what I was saying. The clients were focused on the session and seemed genuinely interested, nodding when they understood and showed attentiveness by making regular eye contact. Feedback from clients after the session also allowed me to reflect on my communication; one of the clients stated afterwards that she had gained a lot from the session particularly the demonstration relating to tooth brushing and was now more aware of the importance of early oral hygiene to prevent problems later in the childs life. Analysis. Dental Health is a key Health Promotion target in Wales and is the most prevalent form of disease amongst children in Wales. Many of the participants were unaware of when and how childrens teeth should be cared for and the importance of ensuring good oral hygiene from an early age. The aim of the session was to provide information to parents as a means of promoting good oral hygiene and prevention of tooth decay in babies and young children. In order for the aim to be achieved, communication was a key element. Effective communication in a group can only be achieved if there is trust, participation, co-operation and collaboration among its members and the belief that they as a group are able to perform effectively as a group (Balzer-Riley 2008). The information was provided in a way that was easily understandable, a demonstration of how teeth should be brushed was given, and time was allowed for the clients time to ask questions. Communication and listening skills allowed us to discov er what knowledge the clients already had, and enabled us to adjust the information to meet the needs of the clients. Throughout the session, I was aware of my non-verbal communication and attempted to show attentiveness to individuals in the group, using the principles of SOLER I made the necessary adjustments. At times, this proved difficult as trying to lean towards the clients and maintain eye contact with each individual was not possible in a group situation. My anxiety about delivering the session was also an area which I had some concerns with. Nervousness can have an influence on how a message is delivered, and I was constantly aware of my verbal communication, particularly my paralanguage. I have a tendency to speak at an accelerated rate when I am nervous, and was aware that this may influence the way in which the message was being received. It is important to be aware of paralanguage in which the meaning of a word or phrase can change depending on tone, pitch or the rate at which the word(s) is spoken. Paralanguage may also include vocal sounds which may accompany speech and which can add meaning to the words being spoken (Hartley 1999). Throughout the session, I was aware of my verbal and non-verbal communication, and I tried to ensure that it corresponded to the information being given; I was also aware of non-verbal communication of the participants and made appropriate adjustments to my delivery when needed Conclusion. After the session had finished, I was given an opportunity to discuss it with my mentor. I was able to articulate what I felt had gone well, what hadnt gone quite as well and what could be improved. I noted that I was very nervous about delivering the session despite having the knowledge and understanding of the subject and felt that this may have been noticed by the participants. However, feedback from my mentor allowed me to realise that my nervousness was not apparent in my delivery. By undertaking this reflection, I have been able to question the experience and analyse my actions and behaviour, as a means of developing my knowledge for future practice Action plan. This session has helped with my learning and personal development and I now feel more confident in my ability to deliver health promotion activities in a group setting. I am, however, aware that speaking in a group setting is not an area I am very comfortable with but further practice will help alleviate this. I am confident that I will be able to use the knowledge gained on the subject of dental health in my future placements. In the future, I will repeat the process of thorough research, as it is best practice to keep knowledge up-to-date in order to provide care based on evidence (NMC 2008). Summary. In summary, communication is a complex process and an essential skill which the nurse must be aware of in every aspect, of care and treatment they give to patients. A full awareness of not only the spoken word, but also the influence non-verbal communication has on the messages being communicated, is essential in the development of a therapeutic relationship between nurse and patient. The process of reflecting upon practice is also an essential element of knowledge development. After consideration of a number of reflective frameworks, the use of Gibbs Reflective Cycle as a structure for creating a reflective account has proven to be beneficial in the exploration of personal thoughts and feelings in relation to a specified event and I recognise the importance of reflection as a learning tool that can enhance knowledge and practice.

The Ethics Of The Media Essay -- essays research papers

The purpose of the media has become an ongoing question since the large amount of conflicts between the consumer and media. Why is the original purpose of the media so damn hard to figure out? It is time to confront this issue instead of blowing it off by saying, "We can never change the media, so why bother?" What kind of chickenshit statement is that?! If there are so many people with so much power, surely one of them realizes the downward spiral of the ethics of the media. I feel my sole purpose of this paper is to tell everyone my ideas and viewpoints on censoring the media.Ooooooo, censor. What a bad word that is when used in the same sentence with media. So many people believe censorship is a bad thing, but there is no other solution in stopping the "bad press." When I sit back and look at the stories about stories that are bad and offending to someone, I realize something needs to be done. The media is out of control. True, there are many informing and needed stories, but, my god, how many times a day to we need to hear and read about how much money O.J. Simpson has to pay the family of Ronald Goldman? We, as consumers, need to sit back and ask ourselves, "What was the point of hearing or reading that story?" Back to the censor issue. I, as an aspiring journalist, do not believe in total and complete censorship of the media, but also, as an aspiring journalist, I am embarrassed of some of the stories that are run, for instance, when t...

Freedom VS Security Essay

Many theories and assumptions have been fabricated upon the basis of man’s desires and beliefs. H. L. Mencken wrote, â€Å"The average man does not want to be free, only to be safe. † However, this observation does not correlate with what has been witnessed over the course of contemporary society. Since the 18th century, man has sacrificed safety for a reward that is much more paramount, freedom. Patrick Henry, an orator for freedom in the middle to late 1700’s, knew that liberty was a vital necessity in every man’s life, and that one must do whatever it takes, including sacrificing their security, in order to achieve it. In his speech to the Virginia House of Burgesses, he is most memorably quoted for his concluding antithesis, â€Å"Give me liberty, or give me death! † Henry conveyed to his audience, as well as the entire nation, that freedom is a virtue worth dying for. Mencken’s allegation fails to attribute this instance, even though Patrick Henry was able to convince a whole nation that their liberty was worth dying for. In the past we have had many examples of security vs. freedom. During the civil war we had soldiers and people fighting to be free. They risked their own life everyday stepping out on the battle field just so they could have their own rights. This also happens in the American Revolution; people fight and risk their lives for freedom. Many events in history show how much people truly care about their freedom. Our Founding Fathers created this nation so we wouldn’t have to be living in a society full of regulation. Freedom vs. Security is a non-stop debate in our country. However, freedom is unalienable. Freedom is what keeps the common man happy. Freedom allows us to treat every day as a new day, knowing that we can do and accomplish anything because we are free. On the other hand, while safety is what keeps man calm and secure, it is not what our nation thrives off of. Security is a blanket, while freedom is a threshold. Therefore it is desired, while security is expected. No man cries out for safety, but the same cannot be said about freedom. Freedom gives us hope and excitement, while security gives assurance. Both are essential, yet only one is craved. Mencken’s presumption of what man wants, and what man deserves are in disarray. Freedom is everything, and not even safety can over shadow it.

Do Children Need Discipline Professor Ramos Blog

Do Children Need Discipline Reanna Saldivar English 102H 17 June 2018 Proper Discipline   Ã‚  Ã‚  Ã‚  Obnoxious driving; explicit language in public; children screaming inside of the cart at Walmart; a giant mess of trash left on a table in the food court; no eye contact as children’s eyes are glued to electronics avoiding any physical social interaction. The first instinct is, who raised these children? The assumption is if rules or discipline were applied to these children, they would not act this way. No restrictions on the new generation that develops as fast as technology evolves causes parents to lose track of teaching and allow them to do whatever is desired. According to research, millennial moms are taking the less structured approach on discipline; rather they are being involved with the digital media age and focusing their lives around it, cutting attention to their children’s being and focusing on what pictures to post for other people to see. (â€Å"Resilience Parenting†) .   Ã‚  Ã‚  What is discipline? Discipline is defined as the practice of correcting behavior. It provides security of helping a child achieve the skills necessary to become responsible, mature adults. The ultimate goal of discipline is to be set as a foundation to help create good behavior and contribute to their well being. Benefits from discipline include the ability to manage emotions and anxiety, safety, and to make better choices. Discipline is crucial part in child development, making it stressful and worrisome to ensure that parenting is demanding, tricky road. (Regaldo, et al.). The future are in the hands of the â€Å"rudest generation† otherwise known as the millennial children; the standard for behavior of individuals begins with the household/parents that raise them.   Ã‚  Ã‚  In a nutshell, parenting styles are broken down into four unique types; each style has has a different characteristics and approaches with how discipline is enforced. The first style is authoritarian parent; punishments are used instead of discipline in order for their children to repent for their mistakes. Infamous reasons behind discipline include â€Å"because I said so† and â€Å" my way or the highway† (Morin). Rules and consequences are often created with a bias parent view, involving no concern for child’s opinion. Children part of this environment are at higher risk for self-esteem issues, become more aggressive, and often develop the trait of lying to avoid punishment. Child obedience like behavior creates a big cost for parents’ rules. The second style is authoritative parent; positive relationship is maintained with child along with reasoning behind all rules. (Morin). The child’s feelings are taken into account when setting consequences and adults maintain respective authority. Children are researched as more responsible and successful in this environment. The third style is permissive parent whereas rules are set but rarely enforced; child will learn the best on their own with only little involvement from parents. â€Å"Kids will be kids† approach is often used to justify child’s behavior; parents are quite lenient as they tackle the friend relationship role with their child (Morin). Children who grow up in this environment often struggle academically and with their self esteem as they do not appreciate authority. The last style is uninvolved, meaning little to no guidance on their children. Children are expected to raise themselves due to whatever personal circumstance caused the parent to lack knowledge about their child. (Morin) Barely any rules are set, child is allowed immense freedom, however parents favor this approach to avoid any conflicts with their child. (Lee) Children with uninvolved parents struggle with self esteem, lack of manners, and perform poorly in school; uninvolved parenting leads to the potential inability of child to navigate through relationships or challenges in life. Each parenting style impacts discipline pattern in child’s life; authoritative parenting style is researched to be the most effective for having a more structural relationship between child and parent. (Brennan)   Ã‚  Ã‚  Parents struggle with how to discipline in accordance to child’s personality; parenting is adjusted to what style and disciplinary actions they desire them to be. Disciplinary methods must match parenting style or else distrust and conflicts begin to flood. (Laskey) The top six disciplinary methods are, natural consequences, non-negotiable arguments, scolding, withholding child privileges, time out , and spanking (Sifferlin). Each are proven to be the most effective strategies to stop undesired behavior at their own pace.   The American Academy of Pediatrics favors natural consequences, child learning on their own; for example, if a child continuously throws food on the floor, he/she will learn that the food is longer edible to eat, allowing the child to choose to change his/her ways. â€Å"Non-negotiable† arguments using responses when a child cries that an action is â€Å"unfair†; responses may be a simple â€Å"I know† or along those line s to demonstrate that the parent is standing on firm ground with their decision. Scolding may be a necessity when demanding a child’s attention but must not be used with physical threats or causing any humiliation for the child, otherwise it becomes inadequate. Withholding privileges should be along the lines of valued items or action of the child, not anything obscured like a meal.   Time out is viewed as a efficient way to allow a child to properly hand anger and reflect upon their behavior; position a time out area in a corner in a chair or another area where there are no distractions such as toys. The most controversial disciplinary method is spanking; the American Academy of Pediatrics do not recommend this method although is still popularly used. Connotations of spanking may stop bad behavior immediately in the moment but come along with longer consequences of teaching aggression. Methods are all commonly used but there are guidelines to depict what good effective dis cipline consists of with, contrary to popular belief that spanking is ranked the least with the most negative outcomes. Maintaining authoritative discipline style creates emotional, long term benefits for the child, although there is difficulty to assert repetitive authority. Certain tips have be minimized to ensure help for creating an efficient plan for disciplining a child. First, decide what techniques fit your child’s temperament and needs. Each child has a different personality that best fits with different techniques, choose a plan that won’t completely change your child as a whole. Second, at an open time, discuss the disciplinary plan with your child and the reasoning behind it; attempt to do this at the earliest age possible to become consistent with disciplinary plans throughout childhood.   Do not discuss it once a child is in trouble, otherwise anger is control of punishment. Make sure fore a mutual understanding between child and parent the technique so there aren’t any arguments later about it. Third, always maintain respect; treat the child just as equally as you desire them to treat you. Apologize when things get out of hand, itll help the child have more respect for the parent. Fourth, consistency is the key factor to sustain goals of discipline; in other words, do not cave into any bad behavior because of not wanting to implement rules. Lastly, most important concept is to not overreact to child’s behavior. A child is development and constantly changing that certain components such as stress or lost of sleep may cause temporary mood swings. With each step being done, it can create success in achieving the a parent to achieve their ultimate goal for their child with discipline. Annotated Bibliography Regalado, Michael, et al. â€Å"Parents Discipline of Young Children: Results From the National Survey of Early Childhood Health.† Pediatrics, American Academy of Pediatrics, 1 June 2004, pediatrics.aappublications.org/content/113/Supplement_5/1952.full. The article examines the different disciplinary practices that are commonly used to provide the impact and or effect on a child’s upbringing and development. Each method was analysis from data to provide insight about the positives and negatives among each. The organization is the American Academy of   Pediatrics which specializes in children’s health, establishing credibility in knowledge of child internal development. I will use the material as data among each disciplinary method to establish my credibility upon my research. Sifferlin, Alexandra. â€Å"Best Ways to Discipline Kids.† Time, Time, 10 July 2015, time.com/3949328/disciplining-kids/. The article examines the eight methods of discipline for children. Each method is provided with expert insight to demonstrate effectiveness along with the negative long term impacts upon the child. The article itself was under Time research along with experts to comment under each method, establishing credibility among research. I will use this article to provide context among the common methods used to discipline children. Brennan, Dan. â€Å"Parents, Kids, and Discipline.† WebMD, WebMD, 5 Dec. 2017, www.webmd.com/parenting/guide/discipline-tactics#1. The article composes of research among   key factors to good child behavior, effective disciplinary methods, and guidelines to effective parenting. The article emphasizes the basis of trust between parent and child needed in order for the child to listen and learn more. The authors of the article have a MD, it also has three references of sources from American Academy of Pediatrics: Parenting Corner QA: Discipline, Parenting Corner QA: Disobedience.American Academy of Child and Adolescent Psychiatry: Discipline. and National Mental Health Association. I will use the article to establish how the relationship between parent and child impact the influence and or teaching from discipline. â€Å"Effective Discipline.† Advances in Pediatrics., U.S. National Library of Medicine, 9 Jan. 2004, www.ncbi.nlm.nih.gov/pmc/articles/PMC2719514/. The article describes how great of an impact effective discipline can cause in child development. It provides context on the different methods of discipline as well as the overall goal of it. The article is created from 15 different resources of publishers of book on discipline or those who study in the field of child development. I will use the article to further demonstrate the serious impact discipline has on child development, from internal issues to behavior. Laskey, B. J., and S. Cartwright†Hatton. â€Å"Parental Discipline Behaviours and Beliefs about Their Child: Associations with Child Internalizing and Mediation Relationships.† Freshwater Biology, Wiley/Blackwell (10.1111), 15 June 2009, onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2214.2009.00977.x. The article goes into emphasizing common themes of internal problems that run among families, as many struggle to find the root or cause of the problem. However, individuals did not consider about parental discipline that may cause anxiety and internal problems for children. The author is the writer of the book â€Å" Child: Care, Health, and Development†, which is directly researched upon how adolescents are impacted by their environment making it safe to assume that the author conducted much research in the field of child development. I will use the article to maximize the fact that children are strongly affected by the way they are disciplined, as well as the parents too. Morin, Amy, and Steven Gans. â€Å"4 Types of Parenting Styles and Their Effects on Kids.† Verywell Family, Verywellfamily, 29 Mar. 2018, www.verywellfamily.com/types-of-parenting-styles-1095045. The article consists of research among the four common types of parenting uninvolved, authoritarian, permissive, and authoritative. Each is categorized with their effects on child development as well as informing the desired audience (parents) about which category their parenting falls under. The article is constructed by four different sources that specialize in discipline and parenting, as well as been reviewed by a professor at Harvard medical school, making it an unbiased review. I will use the articles to provide context on the four main styles of parenting and their effects. Lee, Katherine. â€Å"Find out Why Children Need Discipline.† Verywell Family, Verywellfamily, 22 Mar. 2018, www.verywellfamily.com/surprising-reasons-why-we-need-to-discipline-children-620115. The article evaluates the concept of â€Å"what is discipline?† It brings up the topic about what is the true goal and impact to why we discipline children.

How to Make a Solar System Model

How to Make a Solar System Model A solar system model is an effective tool that teachers use to teach about our planet and its environment. The solar system is made of the sun (a star), as well as the  planets  Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, and Pluto, and the celestial bodies that orbit those planets (like moons).   You can make a solar system model out of many types of materials. The one thing you should keep in mind is scale; you will need to represent the different planets according to differences in size. You should also realize that a true scale will probably not be possible when it comes to distance. Especially if you have to carry this model on the school bus. One of the easiest materials to use for planets is Styrofoam © balls. They are inexpensive, lightweight, and they come in a variety of sizes; however, if you intend to color the planets, be aware that regular spray paint in a can often contain chemicals that will dissolve Styrofoam - so it is best to use water-based paints. Types of Solar System Models There are two main types of models: box models and hanging models. You will need a very large (basketball sized) circle or semi-circle to represent the sun. For a box model, you could use a large foam ball, and for a hanging model, you could use an inexpensive toy ball. You will often find inexpensive balls at a one-dollar type store. You can use affordable finger paint or markers to color the planets. A sample range when considering sizes for planets, from large to small, might measure: Jupiter (brownish with a red spot): 4 - 7 inchesSaturn (yellow with red ring): 3 - 6 inchesUranus (green): 4 - 5 inchesNeptune (blue): 3 - 4 inchesVenus (yellow): 2 inchesEarth (blue): 2 inchesMars (red): 1.5 inchesMercury (orange): 1 inch Please note that this is not the right order of arrangement (see the sequence below.) How to Assemble the Model To make a hanging model, you can use straws or wooden  dowel  rods (like for grilling kebabs) to connect the planets to the sun  in the center. You could also use a hula-hoop toy to form the main structure, suspend the sun in the middle (connect it to two sides), and hang the planets around the circle. You can also arrange the planets in a straight line from the sun showing their relative distance (to scale). However, although you may have heard the term planetary alignment used by astronomers, they do not mean the planets are all in a straight line, they are simply referring to some of the planets being in the same general region. To make a box model, cut off the top flaps of the box and set it on its side. Color the inside of the box black, to represent space. You might also sprinkle silver glitter inside for stars. Attach the semicircular sun to one side, and hang the planets in order, from the sun, in the following sequence: MercuryVenusEarthMarsJupiterSaturnUranusNeptune Remember the mnemonic device for this is: My very educated mother just served us nachos.

The World of Ethics Essay Example | Topics and Well Written Essays - 1000 words

The World of Ethics - Essay Example 3. The Euthyphro dilemma is the dilemma found in the Plato’s dialogue known as the Euthyphro. In this dialogue, Plato asks Euthyphro whether gods love good actions (pious) because they are good, or is it that the good actions are good because they are loved by the gods (The Internet Classics Archive, web). This dilemma presents a real challenge to the divine command theory of ethics. This is because the divine command theory is based on the notions that morally good actions are the actions that are commanded by God, and the morally wrong actions are the actions that are against the command of God. 4. As a theory of ethics, moral relativism holds that the morality of human actions depends on the individual person giving the moral verdict; in other words, moral relativism holds that ethics is purely subjective and there is no universal standard of judging the morality of human actions. Moral relativism differs with the other theories of ethics that we have studied so far because all the other theories of ethics that we have studied are based on the idea that there is a universal moral standard or criterion of judging the morality of human actions. 7. The principle of double effect states that in some intricate moral dilemmas, one is permitted to perform an action that has at least one good and one bad effect if, and only if the following conditions are fulfilled. (a) The action, unlike its consequence, is not morally wrong, (b) The bad effect is not intended by the moral agent, and lastly (d) the bad effect is not â€Å"out of proportion† with the good effect. The principle of double effect allows the follower of natural law to resolve moral conflicts through choosing actions that are consistent with the natural law; the principle of double effect ensures that there is consistency in the application of natural law in resolving moral conflicts. 8. One of the objections to act utilitarianism is that it is

The PLAN International Organization Activities Essay

The PLAN International Organization Activities - Essay Example The main strategy of the organization concerns rooting out of poverty in societies it works in the same. The organization has an independent working system whereby it does not rely on religious, governmental or political affiliation. The vision of PLAN regards attainment of a world whereby every child acquires his/her full potential and the society recognizes the dignity of its people. The organization has three fundamental missions. The articulation of the three missions pertains to enhancing the quality of life of children that are under depravity. This method unifies people across cultures and adds meaning to respective lives in three ways. To begin with, children and their respective communities should attain basic needs and enhance their abilities for participation and drawing benefits from their societies (PLAN, 2012). Additionally, PLAN organization aims to enhance relationships across people of various cultures and countries. This relates to its network of different communiti es. Additionally, the organization aims to promote children’s rights. The PLAN organization commits towards promoting children’s rights and pulling children out of poverty through eight core areas. To begin with, the organization commits to education. In this sense, it helps young people and children attain the knowledge and skills that are suitable for realizing full potential. The PLAN organization notes that education is a critical force of breaking the cycle of poverty. In this perspective, the organization trains educators on methods of child-friendly learning. It also helps in construction and rehabilitation in educational institutions. Every child possesses the entitlement of education. However, various obstacles bar children from accessing the same. The main obstacle of education pertains to high costs. Children also face the exclusion of language and cultural barriers. In addition, geographical remoteness and cases of special needs bar children from accessing education. The organization works by striving to clear these obstacles. It is recognizable that the PLAN organization works towards ensuring quality education. However, this begins from the attainment of basic education (PLAN, 2012). The PLAN’s educational strategy operates around three missions. The first mission regards helping in the attainment of a safe and child-friendly environment. Besides, it aims at enhancing the skills of teachers. Lastly, it has a goal of creating gender-sensitive education and culturally relevant educational environments (PLAN, 2012). The organization commits towards reaching children who have never been to school. In addition, it aims at reaching children who have dropped out of school. It is vital to note that the organization strives to enable girls to have access to quality education. In terms of health, the organization notes the recognition that every child has the entitlement towards a healthy start in life. The organization, especially, ac hieves the same by training professionals and communities in early childcare practices and general health care. The organization has a two-way focus. To begin with, it has the focus of preventing childhood illnesses. These diseases should be capable of prevention. This includes childhood illnesses such as malaria, malnutrition, and diarrhea. At the community level, the organization achieves its purpose by immunization, hygiene and child nutrition.