Answer the questions Essay Example | Topics and Well Written Essays - 750 words - 10

Answer the questions - Essay Example Developed countries have adequate education levels, political and economic independence, and freedom of speech. Some of the indicators of development are health, education, leadership, and standards of living. Health is a good measure of development in any country in which the availability of quality health care for all determines whether the country is developed or not. Developed countries have good health facilities for offering health services to all its citizens. Health facilities include well-equipped hospitals, health centres, and maternity facilities for expectant mothers. In developed countries, all citizens can access high-quality health services and acquire good nutrition to live a healthy life. In underdeveloped and developing countries, citizens have a challenge in accessing quality health care and good nutrition. There is a big gap between the rich and the poor in terms of the health facilities they attend. In some cases, the poor go for the traditional medicine while the rich attend good hospitals. The health care facilities are ill-equipped health facilities especially in rural areas. Education is another indicator of development measured by the number of citizens acquiring both the basic and advanced education in a country. Equitable education for all is a measure of development while the disparity in education portrays underdevelopment. In developed countries, quality education is a key priority for the government that receives a high funding. The transition in developed countries from one level of education to the next is high in which technology plays a very important role. In both developing and underdeveloped countries, there is a big disparity in education in which children of the rich attend good schools with all the learning facilities. Children from poor families attend poorly equipped schools

Prevention-related program Research Paper Example | Topics and Well Written Essays - 1000 words

Prevention-related program - Research Paper Example Some of these victims of bullying end up hurt with permanent scares that will always remind them of that dreadful act. Noting the significance of this act, this paper will come up with a prevention-relate program that relates to bullying, but first it will describe the substantive area of bullying and then venture into the program. Bullying has been identified widely as the systematic exploitation of power and its occurrence in schooling institutions has been established in most countries around the world. For instance, in Australia and New Zealand, it has been projected that one child out of four is bullied in one way or another on a day to day basis. Bullying can impact everyone from those who bully, to those who are bullied, as well as those who witness the act itself. Bullying is linked to countless of negative outcomes comprising of substance use, impacts on mental health, and suicide. It is significant to talk to children about and why it should be a concern to them. This bullying prevention program will not only be designed and planned mainly for elementary students, but also middle and junior high school scholars, who are aged from about 5 to 15 years. However, extensive research has also proved that some of the elements that will be discussed in this program have proved to be effective when it comes to prevention of bullying in high schools, as well. The program will require each and every student to take part in a majority of the aspects, whereas students considered as targets of bullying, or as bullying others, get extra personalized interventions. This program will be planned and designed to enhance peer relations, as well as make schooling institutions safer and more constructive places for students to not only learn, but also develop themselves. The goals and objectives of the program are: (1) cutting existing bullying problems in schools; (2) barring the development of fresh bullying problems; and (3) attaining

Palliative care: Clinical experience

Palliative care: Clinical experience The purpose of this assignment is to reflect on a clinical experience in palliative care and demonstrate the knowledge and skills associated with this. The symptoms, symptom management and government guidelines and standards will also be discussed in relation to how this will impact the care of the patients who are experiencing life threatening illnesses. This will be achieved through using Gibbs (1988) model of reflection. I chose this model of reflection because it is clear and cyclical model which allows the reflector to revisit the same problem and also to examine my practice which will help me to develop and improve in the future. Description As an adult nursing student, I will be reflecting on an experience with a patient who was receiving palliative care that I encountered during my community placement. The patient received palliative care and required management of symptoms to help maintain their quality of life for the patient and their family. This involved a patient, who will be named Mr. Jones for confidentiality reasons. Mr. Jones was an elderly patient who had been diagnosed with bowel cancer along with liver metastases, the cancer was in the advanced stages. Mr. Jones was being cared for at home by his wife and carers who visited him at home twice a day to help with getting him up, washing and dressing and helping him back to bed. The district nursing team also visited him on a regular basis. When meeting with the patient his main concern was his pain control and available options which he would be able to receive to manage this. Feelings Initially when I heard about the diagnosis I was intrigued and wanted to find out more about the patient and their condition. When I met the patient I felt sympathetic towards him and the family and upon discussion he revealed that he felt like ‘giving up and ‘ending it all. A mixture of thoughts entered my mind, although I could understand why he would want to give up, the only reason was because he was worried about the pain he was starting to experience. When the nurse and I discussed the pain control options he appeared to be more positive about the situation and apologized for what he had said. On reflection it was a positive experience as it allowed me to see how people cope differently with terminal conditions, and the impact it has on the family and carers. Evaluation During this experience I thought that the nursing team had built a good professional relationship with the patient and their family. The patient had plenty of time to discuss any concerns or issues that he had .The issues discussed such as symptom management were all assessed and prioritized well; how the patient is feeling is important and needs to be taken into consideration. This would also need to be discussed with his wife alone, to find out how she is feeling and to offer her support. When discussed further, the feelings of ‘giving up related to his pain management. This is why the Visual Analogue Scale was used for a couple of weeks to monitor the progression of his pain (Crichton 2001). I found the tool to be beneficial for effective management of pain because it was a good indicator as to when we would need to adjust his analgesia using the World Health Organization (WHO) analgesic ladder (WHO, 2005). This aims to give the correct drug, correct dose, given at the corre ct time and proves to be inexpensive and 80-90% effective (WHO, 2005). This ensured the patient was in the least amount of pain which enabled them to carry on with activities of daily living. Analysis The World Health Organization (1990) has defined palliative care as: â€Å"The active total care of patients whose disease is not responsive to curative treatment. Control of pain, of other symptoms, and of psychological, social and spiritual problems is paramount. The goal of palliative care is the achievement of the best quality of life for patients and their families.† Caring for those receiving palliative care in the community during the end stages of life requires an extraordinary commitment from the nursing team, not only human resource but also competence, compassion and focus in anticipating the needs of the patient and family. It is a complex activity involving a holistic approach, building relationships together with expert professional skills and decision making processes (Melvin 2003). As well as pain, other common symptoms during advanced cancer are nausea and vomiting, with rates ranging from 50-60% (Kearney and Richardson, 2006). It is important to treat the reversible causes of nausea and vomiting before resorting to antiemetics. This can be achieved by appropriate assessment and documentation of symptoms which evaluate the effect of treatment given and can be completed and reviewed quickly to utilize less patient energy and nursing time (Kearney and Richardson, 2006). Cancer patients also experience psychological or affective symptoms of fatigue which include lack of energy and motivation, depression, sadness and anxiety, the sense of willpower and ‘fighting spirit is often lacking and personal resources that have usually kept a person going in the past are ineffective (Juenger, 2002). Fatigue can take away the ability to do things that the patient and family want to do or need to do. The control over life events reduces, further affecting the persons qu ality of life. An essential part of nursing care for fatigue includes returning some of that control. Giving information can be a positive way to do this. Nurses can explain that the person is not alone in the experience as fatigue is an expected occurrence in advanced cancer and discuss the causes of fatigue, effects and side effects of treatment and the impact of stress and depression, this will help the patient to manage the fatigue more effectively (Porock, 2003). Mr. Jones was prescribed oral slow-release Morphine Sulphate for his pain, however he was beginning to experience break through pain, nausea and vomiting which was making it difficult for him to take his morphine. We suggested he kept a record of his pain over a couple of weeks using a visual analogue scale (VAS). When we visited him again we were able to use the VAS to assess his pain and make changes to analgesia as appropriate using the analgesic ladder. From the assessment it was appropriate to increase his analgesia to step 3 of the analgesic ladder (WHO, 2005). A syringe driver was prescribed to administer morphine and an antiemetic over a 24 hour period which could be increased or decreased as required. Providing drug compatibilities have been checked, a combination of three drugs can usually be administered safely with the advantage that vomiting will not affect absorption, as it is given subcutaneously and the gut is not involved (Thompson, 2004). Although using a syringe dr iver improves symptom management with minimal inconvenience, complications can arise and nurses should be able to recognize these quickly and solve the problems efficiently (Lugton, 2002). The disadvantages of using this equipment is the painful injection site, infection risks and infusion rate problems (Thompson, 2004). Mr. Jones commented on ‘giving up and after further discussion, we found this related to his pain. Evidence shows that there is a link between chronic pain and depression as they share similar physiological pathways, whilst social and psychological factors appear to affect the severity of it and when they co-exist the severity of both conditions appears to worsen (Gray, 2001). Ineffective management of psychiatric disorders can be caused by failure to recognize, diagnose and treat appropriately in palliative care settings with 50% of psychiatric disorders being undetected (Payne et al, 2007). Patients with cancer should have access to appropriate psychological support and should be assessed regularly by trained professionals as recommended by National Institute for Clinical Excellence (NICE, 2004). Many people may wish to try complementary and alternative medicines to improve symptoms of their cancer, the reason being many feel dissatisfied with conventional medicine and feel the desire to experience holistic health care for symptomatic relief with a sense of well being (Nayak et al 2003). Auricular acupuncture (acupuncture to the ear), therapeutic touch, and hypnosis may help to manage cancer pain, whilst music therapy, massage, and hypnosis may have an effect on anxiety, and both acupuncture and massage may have a therapeutic role in cancer fatigue (Mansky and Wallerstedt 2006). However there is a lack of evidence to support that complementary and alternative medicine treatments are effective, the risks associated with them are unknown and can potentially be harmful. There has been increasing concern with the use of botanicals and dietary supplements by cancer patients because of the potential interaction between them and prescription drugs (Mansky and Wallerstedt 2006). During this experience, I realised just how important communication is, not only in this situation, but any situation that includes the patient, relatives, carers and multi-disciplinary team. Communication is an essential part of good nursing practice and forms the basis for building a trusting relationship that will greatly improve care and help to reduce anxiety and stress for patients, their relatives and carers (NMC 2008). Groogan (1999) acknowledges that communication is not something that people to do one another, but it is a process in which they can create a relationship by interacting with each other. From Mr. Jones perspective, patient-focused communication can be the most important aspect of treatment, due to its capacity to exacerbate or relieve the fear that often accompanies cancer, with evidence of effective communication resulting in decreased anxiety, greater coping ability and adherence to treatment (Dickson 1999). Communication can be divided into three types; cogn itive, emotional and spiritual. Cognitive communication involves the giving and receiving of information, emotional communication involves the feeling and expression of psychological responses and spiritual communication involves the expression and feeling of thoughts relating to existing issues beyond the person (Fallowfield Jenkins 1999). When speaking with Mr. Jones and his family the language used was clear and easy to understand. Stress, emotions and fatigue that accompany a terminal illness make it necessary for the information to be repeated to ensure the patient and family have absorbed it and feel reassured (Latimer 2000). Mr. Jones was given enough time to discuss his concerns and issues without feeling like he had a limited period or that the nurses had many other patients to see, however, what often matters is the quality of interaction rather than the length of time. Giving a few moments of time which are totally focused on the patients communication needs can often limit the amount of time spent communicating later when further explanation or clarification is needed (Faull et al, 2005). Mallet and Dougherty (2000) suggested that patients tend to be more dissatisfied with poor communication than with any other aspect of their care and concluded ineffective communication continues to be a major issue in health care. The Department of Health has produced the End of Life Care Strategy (DoH 2008) which promotes high quality care for all adults at the end of life which is the first for the United Kingdom and covers adults in England. Its aim is to provide people approaching the end of life with more choice about where they would like to live and die. In addition, the Macmillan Gold Standards Framework (2003) is another way of combining many different practices. The framework includes 7 Gold Standards which relate to key aspects of care, and guidelines for best practice on teamwork and continuity of care, advanced planning, symptom control and support for patients and their carers. Primary Health Care Teams who join the programme are guided and supported through a combination of workshops, resource materials and networking (Macmillan Cancer Relief 2003). In place is also the NICE clinical guidance on supportive and palliative care (NICE 2004) which advises those who develop and deliver cancer service s for adults with cancer about what is needed to make sure that patients, their families and carers, are well informed, cared for and supported. These initiatives had a positive impact on Mr. Jones as the nurses were able to use these guidelines to offer Mr. Jones the best care suited for him and he was then able to make informed decisions regarding the care he would like to receive. These initiatives also have a positive impact on health care professionals as they are supported and encouraged to improve their knowledge through workshops and resource materials. Action Plan/Conclusion My reflection of this experience has taught me how complex it is caring for someone receiving palliative care. It requires a holistic approach to ensure the patient and the family receive the best possible care in accordance with the guidelines and standards, in which they must remain empowered and make informed choices regarding their care and treatment with the help of health care professionals. I now understand how complicated symptom management can be; cancer patients experience many symptoms from their condition and also side effects from their medication. Assessments are vital to ensure the appropriate treatment and management of symptoms. The importance of communication has been brought to my attention once again, in my future nursing practice I will focus on my communication skills as this is an essential part of good nursing practice and plays a vital role in palliative care. Although this was an upsetting experience it has also been a positive one as this will affect my fut ure nursing practice a great deal as I have gained vital skills to look after those receiving palliative care and I am now aware of the various strategies and frameworks in place to ensure patients and families receive a high standard of care.

Gendering the Welfare State Essay -- United States Politics Welfare Pa

Gendering the Welfare State The impetus for the creation of welfare in the United States was children . Children are viewed as a social good— the good students (or the troubled youth) of tomorrow or the devoted worker (or the unemployed worker) of the future. However rampant the notion of the free-market, capitalist society, children, argued proponents, are not autonomous beings and should not be treated as so. Therefore, it was morally right and just to create a program providing for children who could not be provided for. Along the long road from New Deal policies, welfare shifted form many times, most notably to adjust to the growing sense that family is also a part of child development and well-being and parents must be included in financial support. The welfare system as we have known it in our lifetimes has been in place for the supposed aid of families and children. This paper will lay out the main components of the current welfare system, test the extent to which the system purports to be women a nd family friendly and the extent to which it actually is, and locate the place men have within the system. Furthermore, I will look to the current state of welfare as it approaches reauthorization, reviewing proposed changes and suggesting others to fully discover that the United States welfare system, though providing a very necessary service, devalues women and acts as a block against women acquiring agency and independence. In 1996, President Bill Clinton signed TANF into law. The 'Temporary Aid For Needy Families' policy created several new distinctions between itself and pre-'96 law. The most important, with regard to scope and effect on women, were the devolution of power to the states, a federally imposed five-year... ...he American welfare system, which in many ways is a useful tool for families living in poverty. The attention to women, promised by the program but not realized in its actuality, must be reevaluated if the system is going to become a tool for empowering women and turning out productive members of society. Internet Sources: 1) Families that Work: Policies for Reconciling Parenthood and Employment. Janet C. Gornick Marcia K. Meyers. New York. Russell Sage Foundation. 2003. 2) "Reforming Welfare by Rewarding Work". Hage, Dave. Minneapolis. University of Minnesota Press. 2004 3) "Common Dreams News Center. "Unequal Treatment Over the Law". Online: available: http://www.commondreams.org/views01/0822-06.htm 4) "Marriage and Welfare Reform: The Overwhelming Evidence that Education Works. Online. Available: http://www.heritage.org/Research/bg1606es.cfm

Second Language Acquisition And Learning Theories Education Essay

Theories that have been developed to account for 2nd linguistic communication acquisition, or acquisition, are closely related to those discussed above as general larning theories. A behavioristic attack to 2nd linguistic communication larning focal points on imitation, pattern, encouragement and wont formation. Learning a 2nd linguistic communication needfully involves comparing with the scholar ‘s first linguistic communication, but the latter is by and large perceived as doing ‘interference ‘ in the acquisition of extra one ( s ) . This attack is seen now to offer an deficient account of the complexness of linguistic communication acquisition. The linguist Noam Chomsky ( 1957 ) provided a major review of behaviorism and its position of 2nd linguistic communication acquisition as imitation and wont formation. He developed a theory of first linguistic communication acquisition that suggests that linguistic communication acquisition is an unconditioned capacity – that kids are programmed to get linguistic communication thanks to their in-built cognition of a Universal Grammar. He called this cognition ‘competence ‘ , to separate it from what might really be said on a peculiar juncture. aˆ? Second linguistic communication acquisition and larning theories need to account for linguistic communication acquisition by scholars from diverse life-worlds, larning with diverse demands, involvements, motives and desires in diverse contexts aˆ? Intercultural linguistic communication instruction and acquisition focal points on the relationship between linguistic communication, civilization and acquisition aˆ? Using languages, therefore larning linguistic communications, is: – an intrapersonal and interpersonal procedure of meaning-making – interactional – developmental/dynamic – interpretive, inventive and originative Understanding linguistic communication acquisitionkey ideas30 Teaching and Learning Languages: A GuideFor Chomsky, this abstract cognition of linguistic communication consists of a limited set of regulations that enabled an infinite figure of sentences to be constructed. While he did non specifically address 2nd linguistic communication acquisition, his theory has been applied to it. With respect to learning methodological analysis, behaviorism can be linked to grammar/translation methods that tend to concentrate on the parts of grammatical cognition with less attending on how these parts might be brought together in communicating. The audiovisual and audio-lingual attacks were based on stimulus-response psychological science – that is, developing pupils through rehearsing forms to organize ‘habits ‘ . One of the most influential of the innatist theories ( ie theories that argue that linguistic communication is unconditioned, is that of Stephen Krashen and it is this theory that influenced communicative linguistic communication instruction ( for more information, see Lightblown & A ; Spada, 1999, Chapter 2 ) . Within cognitive theories of 2nd linguistic communication acquisition, larning involves constructing up the cognition system or architecture which over clip and through pattern becomes automatically accessible in response and production. Some theoreticians within the cognitivist tradition have argued that interaction is indispensable for linguistic communication acquisition to take topographic point, with the alteration of input, by instructors for illustration, to render it comprehendible to the scholar ( see Long, 1983 ) . The sociocultural position on 2nd linguistic communication acquisition, based on the work of Vygotsky ( 1978 ) , high spots that all acquisition, including linguistic communication acquisition, is based on societal interaction ( see Lantolf, 2000 ) with more adept others, on an interpersonal and intrapersonal plane as described above. Through the construct of the zone of proximal development, it highlights that linguistic communication acquisition is developmental. The feature of ‘prior cognition ‘ is really of import. It recognises that new acquisition is built on anterior larning – that is, the thoughts and constructs that pupils bring to acquisition. Teachers work with these prepossessions in order to ease acquisition. The feature of ‘metacognition ‘ , or consciousness about how we learn, is built-in to larning. Students need to understand how they learn. They need to continuously reflect on their acquisition and develop self-awareness of themselves as scholars. There is a strong connexion between larning and individuality: scholars need to negociate constantly who they are, and how they can be/ should be/ would wish to be in the linguistic communication and civilization they are larning.The function of linguistic communicationThe function of linguistic communication in larning can non be over-emphasised. Language is the premier resource instructors have and use for interceding acquisition. When larning linguistic communications, so, instructors and pupils are working with linguistic communication at the same time as an object of survey and as a medium for larning. In learning linguistic communications, the mark lingu istic communication is non merely a new codification – new labels for the same constructs ; instead, efficaciously taught, the new linguistic communication and civilization being learned offer the chance for larning new constructs and new ways of understanding the universe. While these theories of 2nd linguistic communication larning provide penetrations on facets of 2nd linguistic communication acquisition, there is no comprehensive or ‘complete ‘ theory that can steer the patterns of instruction and acquisition. However, this does non intend that ‘anything goes ‘ . Rather, it becomes necessary for instructors to go cognizant of and understand what they do and why, by analyzing their ain, frequently silent, theories about larning in relation to penetrations from current and best theories, and by sing the deductions of these for instruction. Both instructors and pupils need to develop a rich construct of what linguistic communication and civilization are and do, and how they interrelate to construe and make significance.

Ethics Essays Essay

In this essay I will be comparing the similarities and differences between virtue theory, utilitarianism, and deontological ethics. Ethical development is an important tool needed in today’s society. Virtue theory emphasizes the need for people to learn how to break bad habit of character, like greed or anger. These are called vices and stand in the way of becoming a good person. Place emphasis on which rules people should follow and instead of focus on helping people develop good character traits such as kindness and generosity. Will, in turn allow a person to make the correct decision later on in life. Utilitarianism, the ethical doctrine that the greatest good; the ethical doctrine that the greatest happiness of the greatest number should be the criterion of the virtue of action. According to philosophy, an action is morally right if it consequences lead to happiness (absence of pain and wrong if it ends in unhappiness (pain). Deontological ethics focus entirely upon the ac tions which a person performs. Those theories focus on the question, â€Å"which action should I choose†? Here are some description of the differences in how each theory addresses ethics and morality. Utilitarianism morality is the result of act. Focus on the consequences. A moral act is what will bring the greatest amount of happiness for the greatest number of people. Virtue ethics morality stem from the identity or character of the person, rather than being a reflection of the actions. There are certain characteristics which are virtue. People possessing these virtues is what make one moral, one’s actions are reflection of their own inner morality. Boylan (2009). There are two major ethic theories utilitarianism and deontological, that attempt to specify and justify moral rules and principles. Utilitarianism (also called consequencelism) is a moral theory developed and refined in the modern world in the writing of Jeremy Bentham (1748-1832) and John Stuart Mill (180 6-1873). Deontological ethics is in  keeping with scripture, natural moral law, and intuitions from common sense. Important point about deontological ethics is, first duty should be done. Humans should be treated as objects of intrinsic moral values. A moral principle is a categorical imperative that is univeralizables, that is, it must be applicable for everyone who is in the same moral situation. The difference between these three approaches to morality tends to lie more in the way of how moral dilemmas are approached, rather than in moral conclusions reached. A personal experience to explain the relationship between virtue, values, and moral concepts as they relate to one of the three theories. Utilitarianism is the one I would pick it deal with working in a team setting. As a scholar at University of Phoenix. I have worked in a team with several other classmate where we are assigned team work paper and presentations. A good teammate develop hands on skills that can lead his or her team to a success completed of all assignment. Reference Boylan, M. (2009). Basis ethics: Basic ethics in action (2nd ed.). Upper Saddle River, NJ: Pearson. www. differencesbetween.net/science/health