College degree Essay Example for Free

College breaker point EssayThe quest for college degree has brought us to here(predicate) HCC, because there was no real fulfillment in our various jobs. The benefits from having a college educational activity are manifold and range from jobs satisfaction, higher earning potential, and healthier life modal value choices. With the advances in technology, many of todays jobs now require more than a high teach education or trade skills. Success in the workforce is progressively defined by the ability to think critically, manipulate a computer, and to work collaboratively in a teaming environment. Todays college education develops these abilities, providing individuals with invaluable business and personal skills and knowledge, as swell up as opening the door to better career opportunities and increased earning power. Having a college degree is linked to higher pay. People with a higher level of education are more satisfied in their jobs than people who only need a high school diploma. For example, in 2012 the median of earnings for unripe adults with a bachelors degree was $46,900, while the median was $22,900 for those without a high school credential and $30,000 for those with a high school credential.In other words, young adults with a bachelors degree earned more than twice as much as those without a high school credential (105 percent more) and 57 percent more than young adult high school completers. (National Center for Education Statistics website). One of the biggest arguments against a college education is not being able to go work when you turn eighteen. umpteen people believe that this bequeath cause them to fall behind and not be able save up enough money.A college education will let you skip the line and start working with better jobs, in better places, with better conditions, and on top of that, the unemployment rates for high school graduates have increased to 8. 1% in the last year (Value of a Degree). The bottom line is that better j obs come from a better education. College education will help oneself in making good choice and have a healthier life style. Apparently those with a college education are more likely to cash in ones chips healthier lifestyles, with fewer incidences of smoking and obesity.The gap between smoking rates of those with high school diplomas and those with four-year degrees has risen from 2 percentage points in 1962 to 17 points in 2012. College-educated adults of all ages, and their children, are also less likely to be obese. In addition, mothers with higher levels of education spend more time with their children, regardless of whether they are active or not (Top Universities). Also in the other hand, according to Malcom X Education is the passport to the future, for tomorrow belongs to those who prepare for it today. The Luck of education is a effective problem today. Some effects include illiteracy and increased drop rate, this is also leads to have a trouble finding work. It is dif ficult to see the drive value of your education in the beginning. However, finishing high school is an asset that everyone with the opportunity should take full reward of. Just finishing high school opens up some doors, but not many. On the contrary, not going to school can result in higher unemployment and therefore a manner for extra burden on the society.You can see from the chart that there is a dramatic difference between what a person will be paid with a diploma and as a college graduate. According to the chart a college graduate can bring home nearly fifty-percent more than a person with a high school diploma. Higher education opens up opportunities for people. It gives student the experience and the confidence that they will be able to use in many life situations. Attending college gives students opportunities to express themselves and to require about other people and their ideas.Although college isnt for everyone, everyone should at least give it a try. By going to col lege you learn to become independent, you go into the race for bigger, safer, better jobs, and you make more money on the other side. If you are given the opportunity to go to college, you should take advantage of it. You might even find out that you like it. The college experience is both academic and practical. College gives us a great opportunity to grow intellectually and gives us a chance to mature.

How People with Disabilities Are Viewed and Treated Essay Example for Free

How People with Disabilities Are Viewed and Treated Es declargonWe live in a connection where the great unwashed are judged for who they are and if they seem to require any type of flaws those flaws tend to make up who the person is. People with disabilities shouldnt be judged by their disabilities. Our society has come a long air in accepting people with disabilities but we still have more to do seeing as the harsh judgment still exists. We need to be able to live in a society where people do non judge, can accept others for who they are and help others who may need some assistance or guidance do to a disability, especially electric shaverren. They are our societys future. Just because they are disabled doesnt mean they are not a part of the whole or that they cannot possibly make a positive difference in the world. As the infor eartht of the article, A Child with Down Syndrome Keeps His Place at the Table points out that we have made a lot of progress for children with D own syndrome in the United States. Most of that progress he points out is their rights to go to give instruction. They have progressed from just being keyd as needing to be somewhere special, a place of horrific mistreatment.Such a place was exposed in a hidden camera objective filmed by Geraldo Rivera in 1972 for severe neglect and mistreatment of the residence that all had some sort of disability. This place was Willow Brook State School and was determined on Staten Island. His exposer of this schooling was a small part in a large change where advocates for the disabled, committed parents, as well as others fought for the rights that are immediately in place today. Even with the some(prenominal) advances in society in that respect still remains open bigotry though not as much. though most are discrete and not as straight forward the hostile judgment is still there.The word retard is used in school yards between students and in movies but is not seen so much today as bigotry but as just being a endorsement edgy. Why as a society do we feel the need to dehumanize one another? Our society makes it very difficult for anyone with a disability to function freely in their own lives and to live without criticism. The author asks the question, What is it about intellectual disabilities we find so difficult? The focus of these disabilities tends to be on the positive qualities such as being cute or happy or sweet.This is meant to compensate for the disability. I see it as singling out a person because of their disability and using it as a way to make the disability easier to deal with and as a way to handle being around the person. I see this as being a bit degrading and selfish even. I believe that our society has come a long way in being able to accept people with disabilities. I also believe that we still have a ways to go. I have seen the veracious and the not so good in the way children with Down syndrome are accepted and/or treated because my niece Ba rbara has Down syndrome.Barbara does not speak but her school has been wonderful in teaching her to communicate using sign language over the years and recently started using a speech generating device. The device is to recognize the words she is saying and the words she is trying to say. The medical and educational treatment for children with Down syndrome has really improved over the years even just since the fictitious character at Willow Brook State School. Sadly, there are still reports of abuse in state owned home(a)s and hospitals for disabled individuals. I am positive(predicate) that there are places that have cases of abuse that have not been reported.Sometimes people just ignore what is going on because they fear they may fall asleep their job. With the advances in mental health care less people have to send their children in to homes or hospitals. They are able to keep their children at home and receive in home care and mobile therapy. The schools offer extra help fo r these children so that they are able to be more focused on to get all the help that they need. The schools also offer special outings and activities that are helpful in their education and to give them more of an opportunity to interact with their classmates.The author of the article points out that he is a parent of a child with Down syndrome. With the subject being very personal to him he does not heavy angry with the way the people in the restaurant were treated. He doesnt seem to be judgmental in anyway. He simply points out what happened and mentions facts relating to the perspective. He does offer his opinion that the host in the story did the right thing in speaking out and stand up for the boy. Even though the waiter could have lost his job for speaking out, he still did.I believe that the waiter did do the right thing and as the author pointed out, by speaking out for the child it shows that society has grown to accepting people disabilities and that they even have co mpassion for them. Should the waiter be considered a hero for standing up for someone who is being pointed out publicly for their disability? The author asks the same question. Personally, I come int know if I can return of the act as heroic. I do believe as well that it was most definitely the right thing to do and it did take courage to say something knowing there was a risk of being fired.I am very curious to know if the waiters boss was aware of the situation and if so what was their opinion on what happened? The author did not mention that in the story. I think it would have been important to point out if the boss was charitable toward the child and his family or if they agreed with the customer who made the remark. I find it very inspiring that despite the harsh words and uneducated thoughts people behave toward people with disabilities, the people with the disability usually do not judge in return.They clearly see the meanness coming from another person and they dont have it in them to hold hard feelings. I wish we were all able to have such open and caring hearts. Why do we have such a selective view of things? Why do we have to be afraid of the things that are not normal to us? Having a disability does not make you less of a person. Having a disability means that you may have to work harder to do somethings that seems to come slow to anyone else. No person will ever be perfect so there is no reason for society to push the idea that anyone can be.We are all flawed in one way or another. Our flaws are what make us unique and make up who we are. The author pointed out that the child being in the restaurant made a statement that he was someones child. I dont think we should have to explain or point out anything. The boy and his family should have been able to walk in to the restaurant and sit down and enjoy their meal peacefully, as the man who made the remark would expect to happen for his self or anyone he may have been seated with.If the boy beca me loud and disruptive then that should have been the issue not the simple fact that he was there and looked different. We live in a very intelligent world filled with many advances in technology yet we are not educated enough nor advanced enough to get along with one another. I think there should be more programs in schools to teach children more about life and basic lessons on being humane. The schools should have classes with specific lessons on mental health and disabilities.If children are more familiar with these types of things they may be more accepting and less judgmental. For some reason we tend to fear the unknown and are not always equipped with how to deal with our fears. With having so many issues today with bullying in schools it should be mandatory to have classes educating children on how to treat people, especially people with disabilities and teach them it is not acceptable. I think being aware bigotry still exists and educating on the issue would make a big diffe rence in getting us closer to a more accepting society.

Pain Perception And Processing In Alzheimers Disease

suffering Perception And Processing In Alzheimers DiseaseAlzheimers patients feel imposition as powerfully as others. Pain perception and processing are not diminished in Alzheimers disease, thereby raising concerns about the current inadequate treatment of anguish in this highly dependent and vulnerable patient group.Pain activity in the brain was just as strong in the Alzheimers patients as in the healthy volunteers. In fact, pain activity lasted longer in the Alzheimers patients. Pain whitethorn be even more bewildering to more severely affected patients. The experience of pain may be more distressing for these patients on account of their impaired ability to accurately appraise the unpleasant sensation and its future implications.Doctors basis use a tool called the Pain and Discomfort Scale or PADS. Its a system for evaluating pain based on seventh cranial nerve expressions and body movements. People caring for person with Alzheimers disease or other aberrations can do an even better job than doctors can. Caregivers feature an incredible capacity even beyond doctors to know the port of the person they are caring for and to look for the times they are in discomfort or pain.The trick is to watch the facial expressions and movements of patients when they are not in pain, both during sleep and waking hours. Using this as a baseline, you should be attentive to circumstances where they seem agitated, where eye contact is altered, where there is grimacing or a facial expression indicative of discomfort.As Alzheimers disease progresses towards the later stages, the ability of the affected person to communicate becomes increasingly compromised. Caregivers can no longer lease are you comfortable? or, are you in pain? and get a reliable answer. A caregiver has to interpret what behavior means. Are shouts, screams, severe withdrawal, aggression, delinquent to confusion, something else, or are they signs of pain?The way in which a normal person experience p ain differs. Pain is a subjective experience. People who have problems communicating are disadvantaged. Research into the prevalence of pain in elders in nursing homes is estimated at between 40 and 80 percent. There is evidence that multitude with cognitive disabilities may have an even higher risk of being under-medicated for pain. Painful conditions such as arthritis, cancer, urine infections are sometimes not set with painkilling medications. Even when people can communicate effectively research suggests that observers tend to assume that people everyplace-report pain either verbally or in their facial expressions.Effective pain management for people with dementia is a complex issue. Families and health professionals caring for people with dementia have to acquire new skills and it can be a rather hit and miss situation.The first step in pain management is assessment of the discomfort. perspicacious painsyndromes commonly pass off injuries, surgical procedures, etc. and req uirestandard anodyne or narcotic management. Acute pain syndromes are expected tolast for brief periods of time, i.e., less than hexad months. Pain that persists for oversix months is termed chronic pain. Chronic non-malignant pain requires a morecomplex strategy to minimize the use of narcotics and maximize non-pharmacological interventions. Acute pain rarely produces other long-termpsychological problems, such as depression, although acute discomfort willproduce distress manifested by acute disturbance or agitation in the demented patient.Mildly demented patients can become agitated or anxious with pain because theyrapidly forget explanations or reassurances provided by staff. Amnesticindividuals may forget to ask for PRN non-narcotic analgesics such asacetaminophen and these patients need regularly scheduled medications.Disoriented patients do not realize they are in a health care facility and aphasicpatients may not comprehend the staffs inquiry about pain symptoms.The symptom s of pain expressed by patients with moderate to severe dementiainclude anxiety, agitation, screaming, hostility, wandering, aggression, failure toeat, and failure to get out of bed. A small number of demented individuals with upright injury may not complain of pain, e.g., hip fractures, ruptured appendix, etc.Assessment of pain in the demented patient requires verbal questioning and direct remark to assess for behaviors that suggest pain. Standardized painassessment scales should be used for all patients however, these clinicalinstruments may not be valid in persons with dementia or psychosis. The pastmedical history may be valuable in assessing the demented resident. Individualswith chronic pain prior to the onset of dementia unremarkably experience similar painwhen demented, e.g., compression fractures, angina, neuropathy, etc. Theseindividuals can be monitored carefully and non-narcotic pain medication can beprescribed as indicated, e.g., acetaminophen on a regular basis, antic onvulsants forneuropathy.The management of pain in any person requires careful consideration about thecontribution of each component of the pain circuit to the galling stimulus.Neuropathic pain is produced by dys social function of the nerve or sensoryorgan that perceives and transmits noxious stimulus to the level of the spinal cord.Persons with serious corroborate disease may have herniated discs that compressspecific nerve roots. This pain is often positional and produces spasms of themusculature in the back. The brain interprets pain in a highly organized systematic pattern. Discrete brain realms interpret and translate painful stimuli from specific body regions, e.g., arm, leg, etc., misfire in that discrete brain region will misinform the person that pain ordiscomfort is being experienced in that limb or part of the trunk. A person wholoses a limb from trauma or amputation may continue to experience painfulsensations in the distributions for that limb termed phantom limb pa in.Management of chronic pain involves tercet elements (1) physical interventions, (2)psychological interventions, (3) pharmacological interventions. somatogeneticinterventions include basic physiotherapy that incorporates warm or coolcompresses, massage, repositioning, electrical stimulation and many othertreatments. hallucination patients need constant reminders to comply with physicaltreatments e.g., using compresses, sustaining proper positioning, etc., and many donot cooperate with some interventions, like nerve stimulators or acupuncture.Physical interventions are particularly helpful in older persons withmusculoskeletal pain regardless of cognitive status. Psychological interventionsusually require intact cognitive function e.g., relaxation therapy, self-hypnosis, etc. queasy patients generally lack the capacity to utilize psychologicalinterventions however, management teams should provide emotional support tovalidate the patients suffering associated with pain. Demented p atients mayexperience more suffering from pain than intellectually intact individuals becausethey lack the capacity to understand the cause of their discomfort. Fear, anxiety,and depression frequently intensify pain. pharmacologic management begins with the least toxic medications and followsa slow progressive titration until pain symptoms are controlled. Clinicians mustdistinguish between analgesia and euphoria. Some medications that appear to havean analgesic or pain relieving effect actually have an euphoric effect, whichdiminishes the patients concern about perceived pain. The goal of painmanagement is to remove the suffering associated with the painful stimulus ratherthan making the patient euphoric or high to the point where they no longer carewhether they experience pain. Euphoria-producing medications can causeconfusion, irritability, and behavioral liability in patients with dementia. Narcoticaddiction is not a common concern in dementia patients as these individuals have alimited life expectancy and rarely demonstrate drug-seeking behaviors.Pharmacological interventions always begin with the least toxic, i.e., leastconfusing, medications. A regular dose of acetaminophen up to 4 grams per mean solar daywill substantially diminish most pain and improve quality of life. Clinical studiesshow that regular Tylenol reduced agitation in over half the treated patients.Chronic arthritic pain with inflammation of the joints may also respond to non-steroidal anti-inflammatory (NSAIDS) or Cox-2 inhibitors. The gastrointestinal toxicity associated with NSAIDS is greater than that of Cox 2 inhibitormedications. Patients who fail to respond to non-narcotic analgesics shouldreceive narcotic-like medications, i.e., Tramadol. Patients who fail to respond tomaximum doses of Tramadol, i.e., 300 mgs per day, may require narcoticmedications.

Naipauls The Mimic Men: Mimicking Decultivation

Naipauls The imitate men Mimicking DecultivationNaipauls The Mimic Men Mimicking Decultivation The Mimic Men sets the t iodin and only(a) of Naipaulian disquietude of the crude World conditions and their deep impact on unrivalleds psyche. For it is important to call up that Ralph Ranjit Kripal speak, the exiled ex-politician hero of The Mimic Men is an insider, unity who has practiced the most dubious forms of compound mimicry as a politician and dandy, as husband and business human being and sees by means of the charade of politics, the deep humiliation and self contempt that results from defeat and failure. Naipauls The Mimic Men is divided into three parts and surprisingly the author has kept the name of the protagonist a secret until the beginning of the second part. The action of the head start part takes place in London in the protagonist Ralph gibbers youth. He has incur there as a student on a scholarship. He lived in the boarding ho design owned by one Mr. Shylo ck. The house- lifeer is a Maltese woman known as Lieni. The narrator counts plenty of experience to unless himself from extinction and the resulting dust to dust rags to rags fear to fear ( Mimic Men 48). In fact, the word extinction has been used in a number of times in the impudent. The seat where the narrator finds himself is an existential nothingness and he says, The tragedy of power care mine is that there is no way rarify. There tolerate be only extinction (Mimic Men 48). By the time the narrator looks back and begins to write his past, he is forty. Later when the narrator took to writing like his manufacturer Naipaul himself, he says, that he did so in mark to give expression to the restlessness, the deep disorderwhich this great upheaval has brought about. ( Mimic Men 38) Part II of the novel talks about the protagonists unhappy nestlinghood, unenterprising boyhood and the pressures that exerted him to leave his native island Isabella. He hailed from a poor famil y background in his words, On Isabella when I was a child it was a disgrace to be poor (Mimic Men 101). He descended from generation of idlers and failures. That caused him deep, silent shame (Mimic Men 101). Though his father was a schoolteacher and poor, his incur was from a rich family. Her brother Cecil was at school with the protagonist. He used to imagine that his father had landed on the island after his ship had been wrecked and he had lost each hopes of going back. Part II also talks about his Aryan background in India and how he added another name to his trustworthy name of Ranjit Kripal Sing. Ralph Sing is the exemplification of thoroughly, psychologically colonized man, one who knows both the hurts and the excitements of the short-lived euphoria of inconsequential empires of our times. The burden of guilt and betrayal, the consciousness of a incorporated shipwreck which all imitative and third-rate mimic societies suffer, makes Ralph Sing the voice of a quiet accept ance of colonial complicity. Ralph is the mimic man raised through a thorough-bred colonial education. The vision of disorder that haunts Sing is not only political, though. He can see no link between action and its result, man and landscape, the perennial reminders of slavery and brutalization. So, in the end a kind of neurosis sets in to carry Sing to the limits of self- derision. In part III the narrator Ralph Sing shares the ups and downs of his notwithstandingtful life in Isabella soon after his coming over to that island nation with Sandra his wife from London. His marriage and his entry into politics were aberrations, whimsical, arbitrary acts(Mimic Men 219). Sandra quietly left him on a shopping trip to Miami. She never returned. And he never heard about her after that. It was with the instigation of one of his friends Browne that he became a politician. Browne was a man of the people. He was editing a newspaper called Socialist and was regularly contributing articles in i t. Like Browne, Ralph Sing was not a thorough politician. He did not want to make a quick buck. The prospect of power in Isabella fatigued him. He felt he had no hold with the earth. He had no positive vision and hope. He had only a vision of a disorder which it was beyond any one man to put it right (Mimic Men 248). After 4 long years Ralph Sing was in a dilemma whether to return to Isabella as a failed politician or to stay back in London. In order to situate some respite from his terrible loneliness and to boost up his self-image, he went to a brothel. With her also he failed as a sexual partner. His partner, to quote his words, was in despair. The smile of hysteria was replaced by tears she reproached her self for my failure (Mimic Men 283). Quite secretly he went back to Isabella. He had thrown away his power. Such a state psychologically decolonized him. The mimic mans emancipation is impossibility, knowing the stagecoach to which he has betrayed and violated himself, killin g all truth and native purities. The precariousness of colonial or post-colonial leader, high-pitchedlighted in The Mimic Men, is his slavery to the West on the one hand and his unease with his portion of the world. The imported culture, economy, industry, institutions and education are the mark of societies that Sing or Browne hoped to retrieve from disorder. Sings escape, his stay-back in London after the commissioning has gone back to Isabella follows a penultimate, short visit to Isabella. But his ultimate exile in England is the most fruitful for him, for he is once again, as he says, in well-organised country and he has no wish to go back to the cycle of events he has freed himself from. Ralph Sing, the mover between cultures and geographies, politics and exile, finally turns a double-dyed(a) colonial, waiting perhaps to work on a history of the British Empire. Sings trying to find a settled role in a gild defined by the extremes of Negro proletariat on the one hand and th e ex-colonial Creole aristocracy on the other, presents the difficulty to place himself and the world he has come to. The attitude of the reader to Sings renouncing of public life, rejecting its emotions as fraudulent and settling down to write a memoir, will naturally be confused. Naipauls tendency for engraving and follow one narrative over the other reaches a limit in The Mimic Men. V.S. Naipauls postcolonial citizen helplessly reveals doubleness of identity in his existence whether in his island Isabella or in his city of choice and dream, London. Along with doubleness, irony and black humour also go with it. In fact such are the popular devices of Naipaul in all his fictional works. Ralph Sings increasing tension and alienation wherever he is, is a result of this awareness. He is also not able to identify with the colonizer though he find himself in his own colonizers state and gets the colonizers education and speaks the colonizers own language. The case of Ralph Sing it is s imply not possible for him to shake off tilt and disunity. He chose London because he thought that a glamorous city like London could help him beat his sense of alienation. But London fails because Ralph Sing does not have a distinctive cultural identity with one particular culture. What Shashi Kamra points out as the general characteristics of a Naipaulian protagonist quite ably fits in Ralph Sing ofThe Mimic MenNaipauls narrator, subverting the chronological and objective order he has created through subjective ordering of his protagonists life and by questioning that order in his tone of irony and satire, creates the terror of placelessness and timelessness as a void- a pit without bottom. (79)Works CitedKamra, Shashi. The Novels of V.S. Naipaul A Study in Theme andForm. New Delhi Prestige Books, 1990.Naipaul, V.S. The Mimic Men. Harmondasworth Penguin, 1969.Should Guns be Permitted in Colleges?Should Guns be Permitted in Colleges?There are many debates over the question Shoul d shoots be permitted on college campuses. They should not be permitted because there are people with anger issues, violence , kills caused by alcohol, and committing suicide from depression/stress.Anger issues is one of many examples of why guns should not be permitted on college campuses. Having such an issue is already dangerous because people tend to take that anger out with yelling or pushing. People with that problem tend to scud quickly with vindicatory the equipment casualty use of words. So theres no way of telling what might go through a persons mind having a gun on him. Would they take it out with shooting someone for a miss understanding? For example theres a naval division going on and everyone except one of the students is working, and the teacher tells one of the students to turn his phone in to her because he was on it instead of working. The teacher ask several times but the students decide to keep refusing to hand it to her. When the teacher decides to walk o ver and ask one last time he can easily take that as a affright because the teacher is in his personal space. When that goes on he decides to pull out his gun and shoots the teacher because of a problem so small. Not only is the teacher dead but the other people in the class are in danger as well. To prevent this from happening the option of weapons allowed shouldnt be allowed to the students. some other reason guns shouldnt be permitted is because of the use of alcohol. When being consumed with too much alcohol you dont think straight, which may cause you to make a bad decision, at the wrong time. There are many parties in colleges where students are introduced to huge amounts of alcohol. For example one of the most popular students on campus throws a huge party in one of the dorms where there is a lot of acholic beverages. After a couple of hours when everyone is drunk a guy gets a drink spilt on him. His reaction to the situation is going to be a lot different because of the fac t that he is under the use of a high amount of alcohol. So when the drink is spilt on him he gets extremely mad so without thinking twice he pulls out a gun and shoots the person that spilt the drink on him. After this happens he starts freaking out because he realizes what he did so he gets scared and starts shooting all the witnesses there. From him carrying that gun caused him to put everyones life at risk and because of him being super influenced by the alcohol at the party. Theres already plentiful dangerous situations because of drunk driving at the campuses no need to put to a greater extent dangerous situations. some other dangerous situation that can be caused is if there are people with violent behavior. Violent behavior can be defined as the use of physical force with the intent of physical force. An example would be if there was a class going on and one of the students in there is one of the violent students that dont like being told what to do. The teacher is giving t he class because he was being loud and all the students were paying attention to him instead of the teacher. When the teacher decides to get on to him he tells him that no one tells him what to do that he doesnt care who it is and who ever disrespects him like that will pay the price. The teacher replys by saying that is his class and he talks to anyone however he wants. The arguing continues until the student finally gets tired of him he decides to reach in his bag and shoot the teacher. He bonny killed someone in front of a whole bunch of witnesses. So now he could either put his gun down and surrender or turn even more violent because there are witnesses around. Another option he could do is keep them hostages and keep them there until the authorities advert his commands. Everyones lives are at risk now because the opportunity was given to him to bring a lethal weapon.One of the biggest and most dangerous situations come from depression and stress. most of the schools shootings that happened the year of 2015 were because of depression.There are plenty amount of shooting cases happen because of the amount of bulling going on in the schools from elementary schools to colleges. A great example is if theres a student being bullied throughout the whole school year just because he has no friends and always tries to fit in with the rest of the kids. He gets bullied because the way he dresses and because his parents arent financially stable. Hes been holding all that anger of getting bullied ever since he was little because he knows in a fist fight he wont win against the other guys. In college he gets messed with too but even though it isnt as bad as it was in high school the other students still play pranks on him. Ever since the bullying started he would write down the names of the kids bulling just so he could remember who they were and the pain and embarrassment the would make him go through. One day in the middle of the year of his sophomore year of college he just had enough he was going through depression because he had no friends and he was going through a lot of stress because he was trying to keep his grades up but the other students would throw paper balls at him or just laugh at his clothes theyd do anything to keep him from learning. The day he had enough though he started planning on what he was going to do to stop the problem. He would go to pawn shops and buy guns to help him go front with his plan and since the college had permitted the students to carry concealed weapons, he would have no problem getting in the college with the gun.After he buys his ammunition and guns now he just waits for the day of the plan to come and to finally get his revenge on all the students that made him go through depression and that would bully him into lots of stress. side by side(p) thing you know the day of the plan comes and he prepares everything he puts the small guns in his pockets and the bigger ones in his back pack. He pulls up to the college and goes to class like if it was any other regular day of school and as the class starts the students that always mess with him start throwing paper balls and spit balls at him. He gets up and turns to look at the group of guys. He reaches in his pocket and pulls the first weapon out and starts shooting one by one the students go down dead. Then he starts walking around the campus looking for the rest of the students on the list. After hes finished killing as many of the students as he can, he may commit suicide because he doesnt want to accept the consequences and hes juts tired of being bullied and stressed and just believes that its the only way out. The option of weapons allowed in colleges shouldnt even be in mind. There are a lot of cases where there are people killed because of fire arm accidents and why put peoples lives even more at risk when theres no need to.Work CitedA Bullet for Teacher Violence in schooldayss. Economist 24 July 1993 A26. General OneFile. W eb. 8 Feb. 2017.fear Factors The Three F Words. Officer.com Feb. 2017 n. pag. General OneFile. Web. 10 Feb. 2017.OMeara, Kelly Patricia. Antidepressants May Trigger School Shootings. School Shootings. Ed. Susan Hunnicutt. Detroit Greenhaven, 2006. N. pag. At Issue. Opposing Viewpoints In Context. Web. 10 Feb. 2017.OMeara, Kelly Patricia. Antidepressants May Trigger School Shootings. School Shootings. Ed. Susan Hunnicutt. Detroit Greenhaven, 2006. N. pag. At Issue. Opposing Viewpoints In Context. Web. 10 Feb. 2017.Students, Administrators Share Thoughts, Questions on Proposed Conceal Carry. Janesville Gazette Janesville, WI 15 Oct. 2015 n. pag. General OneFile. Web. 6 Feb. 2017.Three Wounded in Shooting at Texas College Not Designed to Bring Us Together GOP Obama Wants Era of Liberalism Reports Two. Situation Room CNN 22 Jan. 2013 n. pag. General OneFile. Web. 6 Feb. 2017

Paediatric Nursing Teaching Session: Reflection and Analysis

Paediatric sustentation for Teaching Session Reflection and AnalysisCritically analysing a program line school term which has been undertaken in lend oneself for a child or young about body.This reflective essay explores and analyses a teaching session carried out with a young person within a paediatric nursing setting, in order to evaluate positive aspects of the session, skills involved and skills developed on the part of the nurture during the session, the effectiveness of the session, and the ways in which this use could have been improved to better meet the withdraws of the leaf node. The client chosen is a 13 year old girl with Type 1 Diabetes, who, having make the decision to become independent in her glycaemic engage and in managing her condition, was admitted to the childrens ward after a hypoglycaemic episode.The focus of the session was on re-educating the client in good practice in self-administration of insulin. Up until the period shortly before her admissi on, her mother had been administering BD insulin injections before school and in the evening. The client, who shall be called Sheila for the purposes of this essay (the relieve oneself has been changed to protect confidentiality), had asserted her independence and demanded to be allowed to carry out our have got injections, unsupervised, but after the hypoglycaemic episode, the question was raised whether or not she was up to(p) to draw up the correct dose. Therefore, the session was set up to allow Sheila to revisit the correct procedure for potation up and delivering the correct dose of insulin in the correct manner. Confidentiality has been maintained throughout this essay by anonymising the personnel involved, and by ensuring no identifying details are used at any saddle. The importance of the teaching role within paediatric nursing will be discussed in the light of this activity and experience, and some recommendations for good practice will be bony from this.The client c hosen provides an interesting case because this is a young person who can be viewed as being in transition, between childhood and the incursion of adolescence, asserting more maturity and independence in her management of her chronic condition, and so needing to be treated and interacted with in ways more similar to those normally used with adults. This presents a challenge for the paediatric nurse, because one key aspect of educating for wellness is to engage with the client on the appropriate level, and to avoid alienating the client (Agnew, 2005). This is a fundamental component of all nursing care, acting as both the human face of medicine and as a teacher or coach who acts to take what is foreign and fearful to the patient and make it familiar and thus less frightening (Benner, 1984 p 77). Approaching a young person such as Sheila requires skill in terms of using typical teaching approaches but adapting them to meet her individual of necessity as a person, fit to her own perc eption of who she is and her levels of independence. Benner (1984) suggests that there is a need to use tone of voice, humour, and the nurses own attitudes in meeting these needs. Knowles et al (2006) state that evidence-based, interconnected teaching method is recommended for all people with diabetes tailored to meet their personal needs and discipline styles (p 322). In this instance, planning the session required the nurse to draw upon cognition of teaching processes and principles gleaned from her own study and query, clinical intimacy about the skill to be taught, and personal attributes which would (it was hoped), avoid patronising the client or alienating her(see adjunct for teaching plan). However, this germ anticipated that there would always be some distance between nurse and client, because the nurse, no matter how skilled or dependent in communication, might calm represent an older authority figure to whom they might not necessarily relate very well. Understand ing this, the approach to the session was clearly and consistently hinged upon basic principles of learning, incorporating aspects of adult learning in order to attempt to be more appropriate for Sheilas learning needs. There is some debate about the differences between learning in children and adult learning, or whether there are, indeed, any differences (Rogers, 1996).Because of the significant wellness impact of Type 1 Diabetes on individuals, and consequently, on society and the states healthcare systems and resources, it was thought important to include in this session some of the rationales for good glycaemic control and prevention of the long-lived term consequences of the distemper. Type 1 Diabetes, is a disorder in which beta cells of the Islets of Langerhans located within the pancreas fail to produce insulin as required by the body to regulate blood glucose, resulting in high levels of circulating glucose(Watkins, 2003). The longer-term consequences of the disorder incl ude atherosclerosis and cardiovascular sickness (Luscher et al, 2003) diabetic retinopathy (Cohen Ayello, 2005 Guthrie and Guthrie, 2004) peripheral vascular disease, intermittent claudication and foot ulcers foot ulcers caused by impaired circulation and peripheral neuropathy(Bielby 2006 Edmonds and Foster, 2006 Lipsky et al, 2006 Guthrie and Guthrie, 2004 Bloomgarden, 2005 Soedmah-Muthu, 2006) renal disease and renal failure (Castner and Douglas, 2005) and gastrointestinal complications (Guthrie and Guthrie, 2004).In preparation for the session, the nurse engaged in some background research, ensured that her knowledge was up to date, and reviewed the key national policy document, the National Service Framework for Diabetes published by the Department of health which underlines the need for good, ongoing health promotion and education for those with the condition (DH, 2002). Reading of research and professional literature also highlighted a wealth of tuition on the specifics of health promotion and education within diabetes, much of which is very applicable in this instance as it focuses on self-management of the condition (Cooper et al, 2003). While these support the transmission of discipline between health professional and client, so that the client becomes knowledgeable about their disorder and its management (Fox and Kilvert, 2003), there is also evidence which supports health education that actively incorporates and engages the client as a partner in the learning process as well as the control of their condition (Davis et al, 2000)Therefore, the session was planned to ab initio determine Sheilas level of knowledge and understanding, her current competence in the skill, and her ability to describe the underlying principles of the procedure. As Rogers (2002) states, it is necessary to adapt our methods of teaching adults to the affirm of educational skills they possess. (p 76). Horner et al (2000) also underline the need to improve the readability of teaching materials, and some were identified during the course of this session as being in need of improvement. Therefore, this element of the session also determined her level of understanding, interpreting ability and whether or not she had any difficulties such as dyslexia. It was discovered that Sheila had an above-average reading level, no special educational needs and no specific requirements other than that she was spoken to as an adult, as she reiterated on a number of occasions that she was not a kid.The learning approach taken was what Hinchliff (2004) describes as a constructivist approach, which, based on cognitive and humanistic learning theories, places the most importance on self awareness, and the individuals understanding of the processes involved in his or her own learning (p 65). Hinchliff (2004) discusses Blooms (1972) learning domains, and this teaching session was intentional to affect all three domains, cognitive, psychomotor, and affective. In relation to the cognitive domain, the aim was to reinforce and introduce knowledge. Psychomotor skills relate to the practical ability to administer insulin, and affective domain refers to the initiation of a process of attitude formation, wherein the nurse was hoping to help Sheila form a positive, proactive attitude to self-management of her condition.Further reading uncovered information on tailored educational curriculums for children with diabetes to encourage appropriate self-care and management of their condition, based on pre-existing adult courses which exist in the UK but are of hold in value for children (Knowles et al, 2006). Knowles et al (2006) carried out a study to adapt the adult Dose Adjustment For Normal Eating (DAFNE) course to design a skills instruct course, for children aged 1116 yr, focusing on self-management skills within an intensive insulin regime. While this kind of approach would have been ideal for Sheila, a little research into facilities available local to the client showed no provision of this kind, or similar, targeted at her age group, which this author believed was a failing of local provision. This is a key point in the feelspan of a young person with a chronic condition, and at the least such young people need age-appropriate health education activities (Knowles et al, 2006). However, this study has yet to be validated by a planned larger multicentre trial (Knowles et al, 2006).Viklund et al (2007) carried out a six month randomize controlled trial of a patient education empowerment programme, with teenagers with diabetes, but found after their trial that this empowerment programme make no difference on outcomes related to glycaemic control or empowerment. Their conclusion was that there should continue to be agnate involvement in educational programmes and in management of self-care and ongoing control in diabetes in teenagers (Viklund et al, 2007). This might suggest that this session should have included some parental inv olvement, or should have made reference to ongoing parental involvement, because it supports anecdotal evidence that the author has gleaned from practice, wherein nurses rarely trust teenagers to manage their diabetes appropriately themselves. Murphy et al (2007) describe a family-centred diabetes education programme which was successfully integrated into paediatric diabetes care in one location, with potential benefits on parental involvement and glycaemic control. In all three of these cited studies, multidisciplinary involvement was a feature of the programme (Knowles et al, 2006 Murphy et al, 2007 Viklund et al, 2007). This suggests that there should be programmes which provide ongoing, family-oriented support, but this author notwithstanding feels that the particular needs of teenagers may need something else, something indefinable as yet, but something which still supports their sense of self and emerging adult identity, fosters independence but also helps ensure proper manag ement of the condition. This takes us to the issue of resources, and the lack of them, but if there were more, good quality research in this area, it might provide the leverage for more resources to be mobilised to meet the needs of this client group.Sheila evaluated the session well, but the author was left with the feeling that there was no certainty that the client would take on this new learning and that her glycaemic control would improve. Having addressed issues from the point of view of diabetes, and of the needs of teenagers with this condition, the author can only conclude that the session was well designed and incorporated patient-centred, established educational proficiencys, but that these techniques are not necessarily the optimal way to educate and support teenagers with Type 1 Diabetes. The literature has shed a light on some potential approaches to this, but the evidence is still insufficient to fully change practice. However, Sheila was able to demonstrate correct technique, discuss the rationale for the technique, and discuss with some confidence her management and control of her condition, and the prevention of longer-term complications. A more multidisciplinary approach would perhaps be needed to address the emotional and psychological elements of her learning and development needs in the future.ReferencesAgnew, T (2005) Words of wisdom. Nursing Standard 20(6),pp24-26Anderson, B. (2005) The art of empowerment stories and strategies for diabetes educators New York American Diabetes Association.Anthony, S., Odgers, T. Kelly, W. (2004) Health promotion and health education about diabetes mellitus. Journal of the Royal Society for the Promotion of Health. 124 (2) 70-3Benner, P. (1984) From pundit to Expert Excellence and Power in Clinical Nursing Practice capital of the United Kingdom Addison-Wesley Publishers.Bielby, A. (2006) Understanding foot ulceration in patients with diabetes. Nursing Standard. 20(32). pp. 57-67.Bloomgarden, Z.T. (20 06) Cardiovascular indisposition Diabetes Care 20 (5) 1160-1166.Castner, D. Douglas, C. (2006) Now onstage chronic kidney disease. Nursing. 35(12). pp. 58-64.Cohen, A. Ayello, E. (2005) Diabetes has taken a toll on your patients vision how can you help?. Nursing. 35(5). pp. 44-7.Cooper, H.C., Booth, K. and Gill, G. (2003) Patients perspectives on diabetes health care education. Health Education Research 18 (2) 191-206.Court, S. and Lamb, B. (1997) Childhood and Adolescent Diabetes London John Wiley.DAFNE Study Group (2002) Training in flexible, intensive insulin management to change dietary freedom in people with type 1 diabetes dose adjustment for normal eating (DAFNE) randomised controlled trial. British Medical Journal 3257469Davies, K. (2006) What is effective intervention? Using theories of health promotion. British Journal of Nursing15 (5) 252-256.Department of Health (2002) National Service Framework for Diabetes Available from www.doh.gov.uk Accessed 25-7-08.Edmonds, M. F oster, A. (2006) Diabetic foot ulcers. BMJ. 332(7538). pp. 407-10.Fox, C. and Kilvert, A. (2003) intensifier education for lifestyle change in diabetes. BMJ 327 1120-1121.Guthrie, R.A. Guthrie, D.W. (2004) Pathophysiology of Diabetes Mellitus. Critical Care Nursing Quarterly 27 (2) 113-125.Hinchliff, S. (Ed)(2004) The Practitioner as teacher 3rd Ed London Balliere TindallKnowles, J., Waller, H., Eiser, C. et al (2006) The development of an innovative education curriculum for 1116 yr old children with type 1 diabetes mellitus (T1DM) Pediatric Diabetes 7 (6) 322-328.Luscher, T.F., Creager, M.A., Beckman, J.A. and Cosentino, F. 2003 Diabetes and vascular disease pathophysiology, clinical consequences and medical therapy part II. Circulation 108 1655-1661.Murphy, H.R., Wadham, C., Rayman, G. and Skinner, T.C. (2007) Approaches to integrating paediatric diabetes care and structured education experiences from the Families, Adolescents, and Childrens Teamwork Study (FACTS) Diabetic Medic ine 24 (1) 1261-1268.Northam, E. Todd, S. Cameron, F. (2006) Interventions to promote optimal health outcomes in children with Type 1 diabetes are they effective? Diabetic Medicine. 23(2). pp. 113-21Reece, I. Walker S.(2003) Teaching, Training and Learning. Tyne Weir Business Education Publishers Ltd.Rogers, A. (2002) Teaching Adults 3rd Ed Buckinghamshire OU PressSoedmah-Muthu, S.S., Fuller, J.H., Mulner, H.E. et al (2006) High risk of cardiovascular disease in patients with type 1 Diabetes in the UK. Diabetes Care 20 (4) 798-804.Viklund, G., Ortqvist, E. and Wikblad, K. (2007) Assessment of an empowerment education programme. A randomised study in teenagers with diabetes Diabetic Medicine 24 (5) 550-556.Watkins, P.J. (2003) ABC of Diabetes (Fifth edition). London BMJ Publishing Group.AppendixPatient Education visualiseSelf-administration of InsulinLesson AimsTo support Sheila to develop the skills and knowledge to demonstrate competence in the independent self-administration of Insulin.To reinforce health promotion principles and information regarding long-term management and control of her Diabetes and the prevention of later-life health complications.Learning Outcomes at the end of the session the client shouldBe able to describe, discuss and demonstrate the principles of correct drawing up of accurate doses of insulin as prescribed in her own regimen.Be able to competently self-administer insulin with correct technique, and describe the rationale for this techniqueBe able to discuss ongoing glycaemic control and prevention of later life complications of Diabets.ActivityMethod and RationaleDetermine Sheilas current level of knowledge.Determine Sheilas reading level and identify any specific learning needs or difficulties (eg dyslexia)DiscussionThis allows for the identification of Sheilas needs, and allows the nurse to set the tone and establish a relationship with Sheila.Provision can be made for specific needs such as augmented or specialist readin g materials.Sheila to demonstrate drawing up techniqueNurse to demonstrate drawing up techniqueDemonstration/discussion with supporting information/leaflets.Drawing comparisons between the two techniques should allow the client to identify whether her own practice matches that of the nurse/teacher.Discussion of this will draw out underlying knowledge and principles.Written information will reinforce learning.Review and demonstrate correct administration techniqueDiscussion/DemonstrationDiscussion allows the nurse to identify gaps in knowledge and skill and address these in a responsive, flexible manner.Review knowledge of disease management and prevention of complications and identify further learning needsDiscussionProvide a rationale and potential motivation to maintain good glycaemic control.Plan to meet further learning needs either immediately or in future sessions, perhaps involving the multi-disciplinary team.Gain client feedbackTo evaluate effectiveness of teaching session i n clients own words.

A Media Specialist’s Role in the Research Process :: Librarians Library Media Specialist Role Essays

A Media Specialists Role in the Research ProcessWhen settlers from the East planned to go West, they faced many challenges. fitting hopelessly lost was likely. Starvation was a possibility. Floods threatened total destruction. Settlers needed an experienced guide to lead them to their destination. When students begin research projects, they face similar challengesalthough the challenges are intellectual rather than physical. They can become hopelessly lost as they try to follow Internet links from one site to another. They can be starved for good information. They can be flooded with note cards that contain bland and useless facts. Students need a guide. They need a civilise bibliothec who can lead them along the trail of solid, meaningful research. The librarian mustiness understand the students assignment, assist with locating helpful resources, and go to sleep the basic processes for writing a research paper. Understanding the students research project assignment requires conducting a reference interview. In the Online Dictionary of depository library and Information Science by Joan M. Reitz, a reference interview is defined as the interpersonal communication that occurs between a reference librarian and a library user to determine the persons specific information need(s), which may turn out to be different than the reference question as initially posed. The key to this interview is good communication initiated by the librarian. Before any exchange of information takes place, an attitude exists. How the student perceives his or her question entrust be received (Riedling) contributes to the overall tone of the interview. The librarian must provide an atmosphere that is comfortable for the student to seek information. In addition to the physical surroundings, the librarian must use both verbal and nonverbal skills to encourage the student. According to Riedling, nonverbal strategies include physical gestures, posture, facial expressions, tone of voice, and eye contact. The media specialist must ask open questions and practice active listening, while utilizing other verbal skills including remembering, restating, paraphrasing, closure, and inclusion.(Underdown) The librarian must determine just what sort of information is needed and the insight that is required. The process is accurately summed up by Riedlings statement that a successful reference interview is one in which the student feels satisfied that you consecrate given personal attention and accurate information.

My Educational Goals and Philosophy Statement Essay example -- Philoso

My Educational Goals and Philosophy Education is the foundation of to sidereal days society. Without it, there is no future. Every other travel begins on that first day of kindergarten, when a nervous student stumbles into the classroom and finds a chair in the corner of the room. At that moment, a teacher plays a pivotal role in the childs fate. If they are successful in making the child feel comfortable, they can nurture the students desire to learn. If they are not successful, they may hinder this pursuit. Education has devil major, seemingly contradictory, purposes. First, it transmits a countrys culture to the next generation. Secondly, it gives societies a vehicle for changing the culture.I believe that it is essential for students to come into contact with their peers and with adults of similar and different backgrounds. This promotes tolerance and growth. Teachers should instill values in their students. They have an amazing opportunity to make an investment in t he future. However, sometimes learning comes best through interaction with quite a little of the same age. By befriending students of different races and economic statuses, children can recognize the differences and similarities between them and learn to accept and even appreciate each other for these.If society has veered vote down the wrong path, this social interaction between students can have tremendous rectifying powers. If students are taught to hate battalion of a certain color, religion, sexual orientation, etc., being somewhat people with these characteristics, with no way to avoid them, can show students that the ideas that they have been taught may be misconceptions. Students then have the power to disagree with this hatred and domiciliate that to ... ...l immediately. Here, I will test my views. Eventually, I hope to continue my education by pursuing a Master Degree. I am also elicit in teaching at the collegiate level at some point in my career.Whatever l evel I end up on, I hope to have a positive effect on the lives I come into contact with. I believe teaching is such a fulfilling career because everyday educators have the opportunity to change a child for the better. Giving students a well-rounded education, focusing on traditional subjects, which all other palm stem from, will enable the world to continue advancing and change with the times. Part of a well-rounded education also includes evoking positive interactions between people of different backgrounds. I believe that a teacher who strives to accomplish these goals has done more than fulfilled their job requirements. They have become a hero.