Concept Map Tuberculosis Essay Example Essay Example

Concept Map Tuberculosis Essay Example Paper Concept Map Tuberculosis Essay Introduction Schiffman, George. (07, 2011). Tuberculosis. Retrieved from http://www. medicinenet. com/tuberculosis/page4. htm Tuberculosis. (01, 2013). Retrieved from http://www. mayoclinic. com/health/tuberculosis/DS00372/DSECTION=treatments-and-drugs Vyas, Jatin M. (11, 2012). Pulmonary Tuberculosis. Retrieved from http://www. ncbi. nlm. nih. gov/pubmedhealth/PMH0001141/ Schiffman, George. (07, 2011). Tuberculosis. Retrieved from http://www. medicinenet. com/tuberculosis/page4. htm Tuberculosis. (01, 2013). Retrieved from http://www. mayoclinic. com/health/tuberculosis/DS00372/DSECTION=treatments-and-drugs Vyas, Jatin M. (11, 2012). Pulmonary Tuberculosis. Retrieved from http://www. ncbi. nlm. nih. gov/pubmedhealth/PMH0001141/ IMPLEMENTATION -Assess respiratory rate every 10-15 minutes Continuously note chest movement and use of accessory muscles during respiration -Auscultate breath sounds and note any areas with adventitious sounds, especially wet crackles -Document any respiratory secretions such as sputum: amount, character, and consistency -Keep patient in high Fowler’s position to allow optimum breathing -Check for obstructions or accumulation of sputum -Ask patient level of discomfort/pain on a scale of 1-10 -Record medication administrations and if therapeutic effects are occurring -Describe procedures and treatment expectations Encourage patient to follow drug regimens IMPLEMENTATION -Assess respiratory rate every 10-15 minutes -Continuously note chest movement and use of accessory muscles during respiration -Auscultate breath sounds and note any areas with adventitious sounds, especially wet crackles -Document any respiratory secretions such as sputum: amount, character, and consistency -Keep patient in high Fowler’s position to allow optimum breathing -Check for obstructions or accumulation of sputum -Ask patient level of discomfort/pain on a scale of 1-10 Record medication administrations and if therapeutic effects are occurring -Describe procedu res and treatment expectations -Encourage patient to follow drug regimens PLANNING -Goals include treating any abnormal results such as dyspnea, abnormal breath sounds, irritability, and reducing or eliminating sputum levels -Give patient therapeutic effects regarding abnormalities found with little or no side effects -Help patient in making lifestyle changes that include making a safer work and home environment and getting the people who have the most contact with the patient treatment PLANNING Goals include treating any abnormal results such as dyspnea, abnormal breath sounds, irritability, and reducing or eliminating sputum levels -Give patient therapeutic effects regarding abnormalities found with little or no side effects -Help patient in making lifestyle changes that include making a safer work and home environment and getting the people who have the most contact with the patient treatment TUBERCULOSIS TUBERCULOSIS DIAGNOSIS Ineffective airway clearance related to poor cough e ffort as evidenced by abnormal breath sounds and dyspnea -Risk for infection related to settled secretions as evidenced by wet adventitious lung sounds such as crackles, and excessive sputum -Deficient knowledge related to condition, treatment plan, self-care and discharge needs as evidenced by questions/requests for information, statements about the problem, and the development of preventable complications DIAGNOSIS -Ineffective airway clearance related to poor cough effort as evidenced by abnormal breath sounds and dyspnea -Risk for infection related to settled ecretions as evidenced by wet adventitious lung sounds such as crackles, and excessive sputum -Deficient knowledge related to condition, treatment plan, self-care and discharge needs as evidenced by questions/requests for information, statements about the problem, and the development of preventable complications ASSESSMENT -Check for vitals; check for abnormal breath sounds, especially for wet crackles on inspiration -Asses s for dyspnea, if using accessory muscles for respirations, or if the pt has elevated shoulders -Assess level, color, and consistency of any sputum Check for restlessness, irritability, or anxiousness -Report history of the patient, any existing illnesses such as pneumonia, cancer, family hx, workplace, home life, and lifestyle ASSESSMENT -Check for vitals; check for abnormal breath sounds, especially for wet crackles on inspiration -Assess for dyspnea, if using accessory muscles for respirations, or if the pt has elevated shoulders -Assess level, color, and consistency of any sputum -Check for restlessness, irritability, or anxiousness Report history of the patient, any existing illnesses such as pneumonia, cancer, family hx, workplace, home life, and lifestyle NURSING PROCESS NURSING PROCESS EVALUATION -Assess if medication and procedures are performing therapeutic effects -Check for levels of discomfort/pain on a scale of 1-10, make sure vitals and lab results are within normal r anges -Check if patient’s secretion amount diminished or stopped -Assess if patient’s restlessness and irritability was alleviated -Check if patient is continuously taking prescribed medications to prevent spread of disease EVALUATION Assess if medication and procedures are performing therapeutic effects -Check for levels of discomfort/pain on a scale of 1-10, make sure vitals and lab results are within normal ranges -Check if patient’s secretion amount diminished or stopped -Assess if patient’s restlessness and irritability was alleviated -Check if patient is continuously taking prescribed medications to prevent spread of disease ETIOLOGY -Caused by the bacteria Mycobacterium tuberculosis (M. uberculosis) by breathing in air droplets from a cough or sneeze of an infected person, resulting in primary TB -Risk factors include those who life with others who have active TB, poor or homeless people, elderly, infants, nursing home residents, prison inmates, al coholics, IV drug users, those with malnutrition, working in health care, workers in refugee camps -Factors that elevate chances include diabetes, kidney disease, cancer, chemotherapy, and certain types of drugs ETIOLOGY Caused by the bacteria Mycobacterium tuberculosis (M. tuberculosis) by breathing in air droplets from a cough or sneeze of an infected person, resulting in primary TB -Risk factors include those who life with others who have active TB, poor or homeless people, elderly, infants, nursing home residents, prison inmates, alcoholics, IV drug users, those with malnutrition, working in health care, workers in refugee camps -Factors that elevate chances include diabetes, kidney disease, cancer, chemotherapy, and certain types of drugs Concept Map Tuberculosis Essay Body Paragraphs PATHOGENESIS -Droplets of fluid containing tubercle bacilli are released into the air and are taken into the nasal passages and lungs of a susceptible person nearby -Once inhaled, tubercle bacilli reach alveoli where macrophages take them up; bacilli then multiply and spread through lymph vessels into the lymph nodes and finally to distant organs; can remain ‘alive’ or become ‘inactive’ -Immune system responds which causes damage to the tissues; cells attack the bacilli, thus killing the infection PATHOGENESIS -Droplets of fluid containing tubercle bacilli are released into the air and are taken into the nasal passages and lungs of a susceptible person nearby -Once inhaled, tubercle bacilli reach alveoli where macrophages take them up; bacilli then multiply and spread through lymph vessels into the lymph nodes and finally to distant organs; can remain ‘alive’ or become ‘inactive’ -Immune system responds which causes damage to the ti ssues; cells attack the bacilli, thus killing the infection SIGNS/SYMPTOMS -Common symptoms include unintentional weight loss, fatigue, fever, night sweats, chills, loss of appetite -Cough persisting three weeks or more, coughing up blood or sputum, or chest pain when breathing or coughing -If spread, TB of the spine leads to back pain and TB of the kidneys cause blood in the urine SIGNS/SYMPTOMS Common symptoms include unintentional weight loss, fatigue, fever, night sweats, chills, loss of appetite -Cough persisting three weeks or more, coughing up blood or sputum, or chest pain when breathing or coughing -If spread, TB of the spine leads to back pain and TB of the kidneys cause blood in the urine COMPLICATIONS -Medicines for TB can cause side effects such as liver problems, changes in vision, orange/brown colored tears or urine, rash -TB of the bones: joint destruction -TB of the brain: meningitis; swelling TB of liver or kidneys: impaired filtering of waste -TB of the heart: inf lammation; fluid collections; impaired pumping abilities; cardiac tamponade COMPLICATIONS -Medicines for TB can cause side effects such as liver problems, changes in vision, orange/brown colored tears or urine, rash -TB of the bones: joint destruction -TB of the brain: meningitis; swelling -TB of liver or kidneys: impaired filtering of waste -TB of the heart: inflammation; fluid collections; impaired pumping abilities; cardiac tamponade TREATMENT/MANAGEMENT Patient recommended to stay in isolation and on bed rest until no longer contagious -Inactive TB: antibiotic called isoniazid (INH) is prescribed for six to twelve months; not prescribed to pregnant women; can cause liver damage and peripheral neuropathy -Active TB: INH is also prescribed along with rifampin, ethambutol, pyrazinamide; may also receive streptomycin; may be taken from months to years -Drug resistant TB: everything with active TB with several other drugs; longer treatment; may require surgery to remove damaged lung tissue TREATMENT/MANAGEMENT Patient recommended to stay in isolation and on bed rest until no longer contagious -Inactive TB: antibiotic called isoniazid (INH) is prescribed for six to twelve months; not prescribed to pregnant women; can cause liver damage and peripheral neuropathy -Active TB: INH is also prescribed along with rifampin, ethambutol, pyrazinamide; may also receive streptomycin; may be taken from months to years -Drug resistant TB: everything with active TB with several other drugs; longer treatment; may require surgery to remove damaged lung tissue We will write a custom essay sample on Concept Map Tuberculosis Essay Example specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Concept Map Tuberculosis Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Concept Map Tuberculosis Essay Example specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

The Land Made Incarnadine essays

The Land Made Incarnadine essays James Fennimore Cooper's book The Last of the Mohicans is designed to entertain us the way that any novel would, for it is replete with entertaining characters and swashbuckling deeds. However, Cooper also wanted to do more than simply entertain his readers. He wanted to make them more aware of what was happening in the world around them, of how the coming to America of the Europeans had changed the entire natural and social order of the New World. And in order to impress on his readers the seriousness of those changes he chose the most potent symbol possible: That of blood. This paper analyzes the use of the symbol of blood in this Cooper uses blood to stand for a number of different ideas in the book. It serves, first of all, as a symbol for knowledge and even more specifically for the ways in which we come to know our way in the world - how things come to be "in our blood". When European settlers came to America in the 17th century, they found themselves in a world that was entirely alien to them. They had neither literal maps to the country nor any metaphorical ones to understand their relationship to new kinds of plants and animals, new kinds of soil to be hoed and planted, new kinds of people who spoke in languages unheard to them and prayed to gods that they knew nothing at all about. And in the midst of this disorientation, they turned to the one thing that they knew tied them absolutely and irrevocably to the past - specifically to their own past but also to the past of the world: The blood that ran in their veins and that connected them to their homes and their families, to the safe and the familiar. By looking to the blood ties, they looked backward to home. One of the central concepts in The Last of the Mohicans is the idea of natural law, which both Cooper and his main character, Natty Bumpo, hold to ...

Property law Case Study Example | Topics and Well Written Essays - 750 words - 4

Property law - Case Study Example The general legitimacy of franchising allows the franchisee to organize the business in any of the appropriate options; a sole proprietor, corporation or a partnership. This is not a good option however, because the franchisor dictates the business model to the franchisee. This means, that the business that Betty wants may not give the impression of a Christian coffee house at the end. Again, Betty will have to pay loyally fees, an idea that is not good for a business of her kind. Franchising is therefore not an option both in legal basis and Christian basis as there will be many foreign dictatorial powers. On the other hand, this discussion agrees that Betty will gain the operational expertise should she opt to use this option. This is because franchising will attract a host of qualified investors to her limited liabilities, but will many foreign non-Christian behaviors and ideologies (Ibrahim and Angelidis, 2005). Secondly, concerning the option of sole proprietorship, it is import ant to note that this is the easiest option for Betty to start a coffee house. It is true that this option requires very little legal issues to look at. Betty will have the full control over her business idea. In business terms, this option has high risks associated with it. On the contrary, this discussion does not agree that welcoming many customers brings risk, but rather these customers are the source of income e and advertisement at the same time; it will be an opportunity to instill Christian values in the customers. However, it agreed that this option limits Betty`s abilities to expand the business through increase of capital. Thus, it is recommended that this is not a good option to consider for starting a coffee house. Thirdly, the best choice is that of a corporation; this allows investors as well as partners to take part in the business. Studies have shown that, legally, a corporation is a legitimate entity that allows a group of people to exist and act as a single legal person. This allows them to raise funds through shares. This discussion agrees that, a limited liability corporation suits the business idea for Betty (Ibrahim and Angelidis, 2005). This is because it gives owners corporate protection. This option will allow the Betty and her partners to come up with the details of management and operating agreements, legal application for the approval of the corporate name, and the creation of then article of incorporation. This serves the purpose as an option for Betty to take because it ha many advantages and it limit risks as they are shared among partners and investors. Other partners and investors To start with, Betty`s husband, John is a good partner as he offers the right financial support. The discussion agrees that Betty and John do not need to handle separate roles in the business or one should not be dormant because as man wife they are one and this is a family investment. Thus, Betty and john can seek for shares in the limited liability corporation and provide services in the end as an exchange for the shares. It is therefore recommended that they should work together to achieve and realize the goals of the business; they can be guarantors for a loan to their corporation. In addition, because this is a Christian coffee house, it entails to sustain the Christian values, thus the discussion agrees that Betty and her sister, Alice should be careful not to do things

Medical Microbiology case study Essay Example | Topics and Well Written Essays - 500 words

Medical Microbiology case study - Essay Example ion which is the infection of the urethra and bladder that is shown by pain during urination, frequent urinating, blood stained urine and ‘NO’ fever is reported. The upper urinary tract infection that is the infection of the kidney parenchyma and pylus that shows in lower UTI signs and symptoms, fever and chills, vomiting and nausea (Tadesse & Alem, 2006). Laboratory diagnosis involves direct microscopic examinations of white blood cells, erythrocytes and epithelial cells. Existence of more than five white blood cells and many epithelial cells per HPF indicates UTI (Tadesse & Alem, 2006). Also culture can be done through blood agar medium and Mac Conkey agar medium. Culture results are interpreted as greater than or equal to 105cfu/ml of urine indicates UTI. Less than 103cfu/ml of urine shows specimen contamination, 103 - 105 cfu/ml of urine is not certain and 103 - 105cfu/ml of urine in catheterized specimen or symptomatic patient shows UTI (Tadesse & Alem, 2006). There are two species: Pseudomonas aeruginosa and pseudomallei. Our species of interest is P. Aeruginosa. It is located in animal and human intestines, soil, water and moist areas in hospitals. Primarily, it is a nosocomial bacterium. It invades and triggers infections in hospitalized persons whose host defences are abnormal. It produces toxins. Its antigenic features include exotoxin A which by hindering protein synthesis is cytotoxic, pili to stick to epithelial cells, lipopolysacchride which has an endotoxic effect, exopolysacchride that has anti – phagocytic features and its enzymes include protease, hemolysins, phospholipases C and elastases which digests proteins (Tadesse & Alem, 2006). Its clinical features are that it’s pathogenic when it is introduced into environments that lack the required defences such as neutropenia of any cause, a broken mucus membrane and the utilization of urine catheter. Urinary tract infection is related with an indwelling catheter (Tadesse & Alem,

Business law Essay Example | Topics and Well Written Essays - 2000 words - 1

Business law - Essay Example (c) the provision, criterion or practice puts or likely to put B at that disadvantage and (d) whereby A cannot justify his actions in pursuit of achieving a legitimate aim (legislation.gov.uk, n.d.). Thus, indirect discrimination can arise out of an employer’s policy applicable to everyone in the organization but happens to put a particular protected characteristic at a disadvantage. Sex is one of the nine protected characteristics under Equality Act. Indirect discrimination described above is a prohibited conduct in relation to the protected characteristics, subject to exceptions. The acts of discrimination as described above are applicable to persons or an individual with a protected characteristic. It also includes perceived discrimination. To cite an example of indirect discrimination in respect of a protected characteristic of sex, it is an indirect discrimination on the grounds of sex to impose a condition on a woman employee having young children to be cared for, to wor k in night shift. However, an employer can justify his policy if he could show that he has acted reasonably during the course of his business as a proportionate means of achieving a legitimate aim which might be a lawful decision. ... Since stock prices would arrive late in the afternoon, requiring an employer not to insist employees to sit late in the afternoons of winter seasons is not justified since it is a legitimate need for the business to get stock prices for which there are no alternatives (ACAS, 2011). It was held in British Airways v Starmer (2005) that the employer erred in requiring a full time woman pilot to work 75 % part time as against her request to work on 50 % of the time to take care of her children since it amounted to act of sec discrimination having the potential to affect a significant portion of women workforce and the employer failed to provide evidence to justify application of provision or practice. (Painter & Holmes, 2012, p. 259) . Qn 2. This is a case of harassment defined in Equality Act 2010 and EU Directive 2000/78 as an unwarranted or undesirable conduct which has the potential of causing threatening, hostile, degrading, and humiliating or offensive environment or has the effect of violating dignity. This can take place in relation to any of the protected characteristics. Sexual orientation is one of them. The definition demonstrates the severity of the problem of harassment at workplace that pollutes the workplace environment. It is a prohibited conduct as per section 26 of the Equality Act as described under sub section 26 (1) (legislation.gov.uk, n.d.). Equality law allows other employees to complain even if the harassment is not directed at them (ACAS, 2011, p. 2). Thus Allan can file a complaint before the Employment Tribunal within six months of date of commission of harassment extended from three months as decided by House of Lords as a result of series of

Critical Reflection and Thinking on Clinical Supervision and Learning

Critical Reflection and Thinking on Clinical Supervision and Learning Introduction For the purpose of this essay the terms clinical supervisor and mentor will be used interchangeably as they are seen as essentially the same in this context. Classrooms and textbooks teach one to care for a patient whom many a time s/he will never really encounter as seldom is such a classic patient seen in reality. One ought to acknowledge that one needs to know the theory to be able to apply the practice when on the clinical area. The academic side of ones learning should not be underestimated by placing all the importance in the practical experiences one encounters. Nevertheless the intricacy of generating and putting ones knowledge into real life situations may only be understood through experiential practice. As Eraut (2009) stated learning in university does not provide the same learning contexts as the working environment. Nursing has historically acquired knowledge through various venues such as traditions, trial and error, research, intuition, role modelling and mentorship, reasoning and experience. Therefore experiential learning could well play an important part of the basis of genuine education if utilised and developed well. However as will be discussed in this assignment experiential learning alone at times is insufficient as a basis for education in the complexities of learning in practice, clinical supervisory roles and being a competent health professional. 1. learning in practice Eraut (2007) longitudinal study concluded that under the appropriate settings new recruits learned more on the job than through formal methods. There is a need for apt learning opportunities and a supportive environment to encourage and learning in the supervisee. The Experiential learning cycle described by Kolb (1984) integrates four elements: doing, reflecting, learning and applying that learning. The cycle then integrates four ways of knowing tacit knowledge which can be seen as the underpinning of doing in ones work. One knows automatically and continues to practice intuitively. Next is reflective knowledge which Mezirow (2000) describes as involving openly reflecting and critically reflecting on ones own practice. The last two are knowing that (propositional learning) which materializes from critical reflection and knowing how is the final segment of the Kolbs cycle where one finds competence. One may wonder whether the clinical workplace always enhances favourable conditions for experiential learning to present genuine education. 1.1 The Clinical workplace Glen (2009: pg 498) referring to the apprenticeship model that had been around since Florence Nightingale states that although the model entails structured supervision together with periods for reflection the outcome was more aimed at accomplishing the work tasks that on genuine reflection. The benefit of this model is that it provided newly qualified nurses that had achieved ample experience and seen as a skilful and experienced novice therefore one could see the basis of education from experiential learning in this model. However this model is no longer in use and may have been abandoned too early (Mc Cormack, Kitson, Harvey, Rycroft-Malone, Titchen and Seers 2001). Nowadays nurse education is run differently but one can still remember the concern in the hospital trained nurses when training for nurses went into university level. One of the main issues of concern was that nursing is a practice profession so why the need for extra knowledge to become a competent practitioner? Should nurses not be taught more in clinical practice and less in the classroom? Knowing and doing are not the same thing was voiced out many a time. This adds to the belief of many that learning in practice is the basis of education. The culture of the clinical practice will also have a vital influence on ones experiential learning outcome. The way things are done here (which could be in a positive or negative attitude) at either the clinical practitioners (individual) level or at the organisation level or both levels can effect ones successful end result (McCormack et al 2001). On the other hand numerous other factors such as, the organisation one works in, nurse shortages, working in high patient acuity, inadequate clinical facilities, patients having shorter lengths of stay, unwillingness by the nursing staff to provide clinical supervision and the a scarcity of nurses in the clinical area add to the challenge of obtaining genuine education through experience. Supervisees need to be armed with the necessary skills to analyse problems from varying perspectives. Experiential learning may present the basis of education if the right challenge is provided; that is within the level of the supervisees knowledge and therefore presenting a beneficial outcome. If not the experience may end up being overwhelming and rather than learning through reflecting on a situation it could result instead in utilising eventually ineffective coping methods. One has to exploit an experience through reflection in order to sort out, comprehend, give meaning and hence make appropriate and proactive use of it. Experiential learning thus needs to provide the possibility of developing reflective and other conveyable learning skills in order to promote the education supervisees need and to learn from the experience. 1.2 Critical reflection and thinking Hunt and Wainwright (1994, p.84) point out that: Regardless of the time spent in a particular area of practice, practices that are devoid of rationale for actions are purely task or procedure orientated and lack critical inquiry. Several authors have emphasized on the fact that reflection is requisite in bridging the theory and practice gap (Kolb, 1984, McCaugherty, 1992, Schà ¶n, 1987). Implementing theory into practice necessitates practitioners to critically reflect not only on ones own practice but also on the implications of ones interventions. The literature has moreover highlighted reflection as imperative when endeavouring to incorporate theory with practice (Meretoja, Eriksson Leino-Kilpi, 2002). Lisko and ODell (2010) acknowledged that nowadays working in such a complex clinical environment necessitates one to employ top notch critical thinking, they also add that to offer such experiences for one to learn from and to reflect on has become essential this can be achieved in the many different experiential learning opportunities one encounters. Therefore one notes that the nursing profession is inclining to acknowledge and encourage reflective practice and critical thinking and that it also offers education from experience for both supervisors and their supervisees. Baltimore (2004) highlights that since optimal patient outcomes will depend on nurses actions, nurses need to wholly comprehend a situation in order to critically think. Benner (1984) stresses that recording of practical experiences and reflecting on them is essential in the development and extension of theoretical knowledge. While Kolbs double knowledge theory (Kolb, 1984) depicts that one knows things by being able to do them in conjunction with thinking reflecting about them. One can perceive that it is accepted by the literature that reflection provides the opportunity to go over decisions taken and assess as well as evaluate ones learning in order to improve not only ones own practice but also whoever they supervise. Then again does one working climate with its time constraints enhance all this? Is it possible to perform reflective practice whenever needed (Westberg Jason, 2001)? Is reflection not a complex skill thats basis ought to be taught in the classroom too in order to be fulfilled in practice? Therefore can experiential learning alone provide the ability of how to reflect and even more critically reflect on ones experiences and ultimately gain knowledge from them? In cooperation with reflection comes along the need for feedback and coaching which are seen as important aspects in experiential learning while supervising; not only for the supervisee but also for the supervisor. 2. Clinical supervision Price (2004) highlights the reasons to why the role of a mentor has come into being, illuminating that the learners (supervisees) necessity to mature into a competent and confident qualified nurse and performing practice astuteness, good clinical skills, attitudes and clinical techniques are best acquired in the clinical practice environment. Being assigned to a clinical supervisor may provide the supervisee with opportunities that may not or cannot be portrayed in classrooms or textbooks. One may wonder about whether clinical supervisors have enough morale and positive attitudes left in them to want to carry on providing supervision in such hectic working environments and nurse shortages. Eraut et als (2007) study findings noted that designated mentors in nursing were either excellent in providing a sustenance or practically useless. Therefore is Deweys statement right in the latter situations? Will experiential learning provide competent practitioners in these situations? To become a good mentor/supervisor one reads tall lists about the characteristics required. Rowley (1999) offers a list of virtues a good mentor should hold including commitment towards mentoring and its values, acceptance of one mentees regardless of ones personal beliefs/likes/dislikes, effective teaching qualities, good communication skills with the capability to adapt to ones supervisees learning nature, and set the example of need to be a constant learner and being optimistic towards ones mentees/supervisees. Then Quinn (2007) describes the humanistic qualities necessary, such as understanding, being approachable, supportive and inclusive in addition to being positive towards learners and an excellent management approach to education values. Gray and Smith (2000) add a sense of humour to their list. Therefore one could conclude that the supervisor must consistently show high standards of personal conduct and an apt approach towards ones supervisees; with the belief that the supervisee will therefore take in and try to be like what they have seen as acceptable behaviour in the working place. However Gray and Smith (2000) study findings portray another long list of attitudes supervisors may display to their supervisees this time in the negative, to mention a few: delegating futile jobs, being of an unfriendly nature or worse still being unapproachable, showing lack of interest in their own job in addition towards the supervisee and even unpopular with the team they work within. Such supervisors certainly diminish the opportunity of transmitting education through experiential learning to any supervisee. Burnard (1998) had rightly pointed out that being under the wing of a qualified nurse does not necessarily equal to learning. Learning in practice may mean to some as just getting the job done and the issue of focusing on the learning needs of the student or new recruit are left in the shadow (Andrews Wallis, 1999) and therefore excluding the importance of applying and integrating ones knowledge (theory) to the clinical practice. Even worse, this hinders Deweys belief of experience being the basis of all education. Having the ability to organize the delivery of care in sync with ones teaching and assessing responsibilities, maybe a prerequisite for a supervisor/mentor however as one notices from the literature is no easy task. On the other hand one must keep in mind that just as the newcomers may feel unsafe to practice because they lack knowledge so do some of the senior staff; some people are not capable (or find it extremely difficult) of learning, changing or moving on (Eraut, 2002). Clinical supervisors as all humans differ in how they present their significant attributes and may need to develop and improve their qualities. This will also provide the assistance needed in favour of experiential learning as a basis to education. Identifying and working on these key qualities should assist one in enriching ones supervisees learning environment. Then again the supervisee may also pick up the mal-practices of the supervisor, leaving one with the dilemma of who should be providing clinical supervision? Who can provide Deweys belief in of education through experience? 3. Expertise and Evidence Based Practice Nurses clinical expertise is presumed to be an important factor related to quality of care in the clinical practice. Expert practitioners are seen as fundamental in the process of the training and the professional development of supervisees in addition to the efficient everyday functioning of a clinical area. Therefore it is necessary to articulate what are the particular prerequisites of ones area of practice in order to provide beneficial experiential learning opportunities to ones supervisees. Through expert practice the experts share experience, knowledge and skills in the course of teaching and mentoring not only students and colleagues but also patients and their families; which are or should be an everyday practice to clinical supervisors, and therefore contributing to offering an expert practice and better service to meet the patients needs. Excellence in health care is vital, as excellence applies to continuing learning and research that will augment and further develop nurses in their profession and give a boost to the nursing practices (Castell, 2008). Nowadays lifelong learning and research in nursing practices are acknowledged as prerequisites in order to maintain and move forward nursing competence (Avis Freshwater, 2006; Westberg Jason, 2000). Therefore even if experiential learning is an important basis of learning in practice and is the how, what, why and when all gathered together there still remains the prerequisite of up to date evidence based knowledge/practice. Avis and Freshwater (2006) state that Evidenced based practice EBP is perceived as a significant concept in competent professional nursing practice and is measured by ones ability to integrate EBP in the care on is to provide. EBP is acknowledged as an indispensable factor of nursing competence. But is EBP giving too much importance to scientific evidence and thus underrating the role of individual nursing expertise and its clinical judgement (Hardy, Garbett, Titchen Manley 2002)? Supervisees need clinical supervisors with the apt level knowledge, skills and training not only in their practice but also in their teaching/learning approach and environment in order to enhance and smooth the supervisees individual progress and education. 4. The learning environment learner centeredness Another aspect literature has shown is that clinical supervisors should move on to the importance of providing a learner approach rather than the more customarily utilised teaching approach. Through a learner centred approach one will in addition need to inspire a sense of curiosity that will drive the supervisee to absorb everything s/he can see or hear or read about nursing in order to improve the efficiency and effectiveness of his/her eventual competent practice. This will necessitate the supervisor to have the supervisees needs at the hub of the activities being performed not an easy task within clinical areas and their always increasing workloads and the time factors of a clinical environment (Waldock 2010). Learners obtain knowledge from experience which they then incorporate into their own system of concepts; and thus the reason why one should emphasise on the importance of the supervisees active share in learning. Supervisees in order to learn from their experiences have the responsibility to discover their own clinical educational needs through their personal agency and find ways how they may retrieve these clinical needs; which may be through their supervisors or others in the clinical area that may provide assistance (Eraut 2008). One must provide a meaningful experience for the supervisee which ends product will be what the supervisee will perceive to be relevant to their learning needs (Wlodowski 1999). Learning centeredness is seen as being beneficial to the supervisee as it will also provide opportunities that may not be encountered during formal teaching environments (McKimm and Jolie 2003). Therefore emphasizing on the notion that experiential can offer the basis to education especially if one notes that basically everything that happens in the clinical area; be it at a clients bedside, in a clinic, ward or operating theatre and the likes, can provide a learning opportunity. The supervisor must however focus on the supervisees learning needs and by working together, given that this is a two-way interaction, s/he will gain the knowledge and abilities required and therefore enhance his/her knowledge. As a consequence this may provide experience as a basis to education. Providing a learning centeredness environment can provide the opportunity for the supervisee to work in conjunction with their supervisor and at the same time presenting the opportunity for the supervisee to not only be involved in the activities but also to learn new skills, techniques, perceptions, to acknowledge the variety of knowledge and expertise others behold and to even witness tacit knowledge. 4.1 Tacit knowledge Observing provides the opportunity to understand quicker and therefore requiring briefer explaining. Another benefit of this attitude of learning through observation and discussion is that it can demonstrate the tacit knowledge a supervisor holds on everyday and intuitive and instinctive decisions that are difficult to explain (Eraut 2009). Epstein Hundert (2002) recognise tactical knowledge as intuition and pattern recognition they continue to add that intuition plays a part in acquiring competent practice. Epstein et als study in addition revealed that doctors now believe that their competence is reliant also on tactical knowledge a fact that nurses have valued for a long time and believe that competence is not only based on explicit knowledge but also tactical knowledge. Certain skills cannot be disseminated by formal teaching alone. Skills are as a result defined in terms of knowing how to do things, an example being Polanyis (1958) Balance Principle which could apply to nursing skills where the novice will watch and then practice. Hence the importance of learning methods 4.2 Learning methods Providing the right learning method is so complex. From the literature one notices that there is no perfect recipe to learning theories. A clinical supervisor teaching supervisees in the clinical setting has a major impact on those supervisees outcome performance. The supervisors methods may have the influence to enhance and facilitate the supervisees learning and accommodate new learning in clinical practice or else to curb the supervisees ability to apply knowledge and skills. Frankel (2009) points out that the premise to clinical learning methods may be ineffective if they are not tailored to the supervisees learning style and continues to highlight that learning methods vary to the individual and thus the importance in providing the most fitting for that individual to learn appropriately. Everyone has some particular favoured method of collaborating with and processing knowledge. This is one of the reasons why one may agree to Eraut (2002) argument that one should not concentrate on which learning theory is right or wrong but on the contrary one should give importance on how to obtain maximum benefit during the learning process. One could add the maximum benefit in order to provide from competent practitioners. The supervisees may be at different levels in their course or novices to certain areas of their workplace and thus learning from experience should not be presented or provided as a one size fits all situation (Quinn 2007). When providing experiential learning as a basis to clinical learning the clinical supervisor has to take into consideration the supervisees previously gained skills and knowledge and also the expectations they may have brought along. As it has been observed there is no strict recipe to stick to in order to produce a right teaching/learning strategy. Together with theoretical education and once one has found a suitable environment, the right strategy for both the supervisee and one that the competent supervisor is apt at carrying out, what is left is both the supervisees and supervisors self motivation to learning, their sense of curiosity and inquisitive minds, willingness to not only knowing more but also to change (Khomeiran, Yekta, Kiger, Ahmadi 2006). 5. Competence It is indispensable that clinical supervisors employ well-established clinical skills and a high standard of competent nursing practice that will sustain effective facilitation of student learning (Gaberson Oerman, 2007). Rutkowski (2007, p.37) describes assessing competency as complicated and being based on direct observations as well as entailing ones opinion of values, which are subjective and hold personal beliefs which may vary from one to another. For experience to be the basis of education one must understand what competency really is and what it signifies. When one thinks of all the controversies on competence one may find it complex to agree that experience alone can provide competent practitioners. Conclusion Although experiential learning may definitely have its importance in providing a basis for education one comes to the conclusion that so do theoretical learning and personal traits of both the supervisor and supervisee. These are indispensable factors to learning in addition to motivation, curiosity, an inquisitive mind and the drive to keep on learning. To know and not to act is not to know. Experiential learning is both transformational and transmissional; it provides changes in ones attitude and behaviour and should not be seen as only as the shift of ideas or knowledge. The practical and academic sides of the supervisor and supervisee are both important. The academic side provides knowledge, broadens ones horizons and tests ones manner of thinking. Experiential and academic learning compliment each other thus the skills gained from both learning styles should bring into being a safe, competent and knowledgeable practitioner and all this may assist Deweys belief of experiential learning being the basis of education.

Jk Rowling

Although she writes under the pen name â€Å"J. K. Rowling† her name when her first Harry Potter book was published was simply â€Å"Joanne Rowling†. Her publisher Bloomsbury feared that the target audience of young boys might be reluctant to buy books written by a female author, and requested that she use two initials, rather than reveal her first name. Born on 31 July 1965 in Yate, Gloucestershire, England She attended St Michael's Primary School. Her headmaster, Alfred Dunn, has been suggested as the inspiration for the Harry Potter headmaster Albus Dumbledore. She attended secondary school at Wyedean School and College.Rowling has said of her adolescence, â€Å"Hermione [A bookish, know-it-all Harry Potter character] is loosely based on me. She's a caricature of me when I was eleven, which I'm not particularly proud of. † Rowling read for a BA in French and Classics at the University of Exeter, and after a year of study in Paris, she moved to London to work a s a researcher and bilingual secretary for Amnesty International. In 1990, while she was on a train trip from Manchester to London, the idea for a story of a young boy attending a school of wizardry â€Å"came fully formed† into her mind.She told The Boston Globe that â€Å"I really don't know where the idea came from. It started with Harry, then all these characters and situations came flooding into my head. † Rowling then moved to Porto, Portugal to teach English as a foreign language. [25] While there, on 16 October 1992, she married Portuguese television journalist Jorge Arantes. Their child, Jessica Isabel Rowling Arantes was born on 27 July 1993 in Portugal. [36] They separated in November 1993. [36]HYPERLINK l â€Å"cite_note-36†³[37]In December 1993, Rowling and her daughter moved to be near her sister in Edinburgh, Scotland. 18] During this period Rowling was diagnosed with clinical depression, and contemplated suicide. [38] It was the feeling of her ill ness which brought her the idea of Dementors, soul-sucking creatures introduced in the third book. [39] In 1995, Rowling finished her manuscript for Harry Potter and the Philosopher's Stone on an old manual typewriter. The book was submitted to twelve publishing houses, all of which rejected the manuscript. [36] A year later she was finally given the green light (and a ? 1500 advance) by editor Barry Cunningham from Bloomsbury, a small British publishing house in London, England.Soon after, in 1997, Rowling received an ? 8000 grant from the Scottish Arts Council to enable her to continue writing. [49] The following spring, an auction was held in the United States for the rights to publish the novel, and was won by Scholastic Inc. , for $105,000. In June 1997, Bloomsbury published Philosopher’s Stone with an initial print-run of 1000 copies. Five months later, the book won its first award, a Nestle Smarties Book Prize. In February, the novel won the prestigious British Book Aw ard for Children’s Book of the Year, and later, the Children’s Book Award.

The Overwhelming Legacy of Napoleon Bonaparte

The legacy of Napoleon Bonaparte began in 1793 and continues to this day. Although the French general Napoleon left France smaller than it originally was at the beginning of the Revolution in 1789, he was widely respected during his lifetime and thereafter. Napoleon Bonaparte produced an everlasting imprint on the history of Europe as a result of his great military genius, development of political ideas, and the remodeling of French law. At the root of Napoleon's success lay his military genius. Much of Napoleon's military genius comes from his studies of history's finest commanders. Of these influences on Napoleon were Alexander, Caesar, Hannibal, Gustavus Adolphus, Turenne, Eugene, and most of all Frederick the Great. Napoleon used Frederick's strategies and adapted them to his own tactical system (Chandler 70). Napoleon's military tactics were based around the corps d' armee, a small army containing the elements of cavalry, infantry, and artillery. The most important advantage of the small army was its capability of fighting alone for a long period of time against superior enemy forces until help could be attained (Chandler 79). With speed, good order, and carefully maintained formations, a successful cavalry was developed. Every type of cavalry was placed in one of three categories, each with specific tasks. The heavy cavalry used their size and weight to create holes in the enemies line of battle. The cavalry of the line was expected to protect lines of communication and carry out raids. The light cavalry was mainly used for pursuit and to explore areas in order to gain military information (Chandler 94). Napoleon was the first general to employ cavalry simultaneously to conceal his main troop movements and to recognize the front. The foot soldiers of the infantry were the backbone of Napoleon's army (Chandler 97). The infantry marched in a column up to the attack instead of a line. This column was more maneuverable than lines, and could swing into a flexible alteration of columns and three-rank lines (Herold 97). Eventually, Napoleon's enemies were influenced by these grand tactics. The enemy reformed and devised countermeasures that proved to bring down Napoleon (Chandler 69). Boldness, the hallmark of the Napoleonic tactics, influenced warfare for a century. Napoleon Bonaparte carried through a series of reforms that were begun during the Revolution. He established the Bank of France, which has continued to function, more or less unchanged, up to the present time, as a national bank and as the source of the French government for currency, public loans, and the deposit of public funds (Thompson 169). In addition to the influence on Banks, Napoleon also reformed the education system. The present secularly controlled French educational system was begun during the Reign of Terror and completed by Napoleon. A corporation, known as the University of France was organized. The University was responsible for seeing that all education (including private), would turn out citizens to be attached to their religion, ruler, and family (Cronin 204). Primary schools were reopened with priests as teachers, but Napoleon gave most of his attention to secondary schools, where he changed the curriculum to allow early specialization. At age fifteen, a boy chose to study either mathematics and history of science, or classics and philosophy (Cronin 204). This system of education still remains in France. One of Napoleon's greatest constructive works lies in the remodeling of French law. The Code Napoleon, although established by Napoleon about 200 years ago, has had lasting effects and influences to this day. This remodeled the entire body of French law, and is contained in five codes dealing with civil, commercial, and criminal law. The civil code established the citizens right to equality before the law, religious toleration, the inviolability of property, and the superior place of the father in a family. The commercial code reordered every part of industrial and agricultural life. It brought about full employment, more stable prices, and a balance of trade. The criminal code set up a superior system of circuit judges, but rejected the idea of juries (Chandler 104). As a result of the Napoleonic conquests, the code was introduced into a number of European countries, notably Belgium, where it is still in force. It also became the model for the civil codes of Quebec Province, Canada, the Netherlands, Italy, Spain, some Latin American republics, and the state of Louisiana. Napoleon's influence is evident in France even today. His spirit has spread throughout the constitution of the Fifth Republic. The country's basic law is still the Code Napoleon, the administrative and judicial systems are essentially Napoleonic, and a uniform state-regulated system of education persists. Napoleon's reforms in all parts of Europe cultivated the ground for the revolutions of the 19th century. Today, the impact of the Code Napoleon is apparent in the law of most European countries. Napoleon Bonaparte, who once studied the greatest commanders to have lived, could now find himself recognized along with those same great names.

Fast Food Industry Essays

Fast Food Industry Essays Fast Food Industry Essay Fast Food Industry Essay In his essay, â€Å"Fast Food Nation† Eric Schlosser condemns the impact of fast food on human health and American economy. Schlosser detests the fast food chain because it causes thousands of independent business to come to an end. As a result, unemployment plays a major role among these small scale businessmen. In addition it creates social differences among the people due to food market being captured by fast food chain. In order to attain a monopoly and dominate the fast food industry, they employ low paid and unskilled work force which is a threat to the public and migrant farm workers. Every citizen has the right to know the ingredients being used in the food so they can avoid the deleterious effects of the fast food on their health. His assertion, â€Å"introduction of deadly pathogens† states the risk encountered by small children who are the future generation of the modern world ( 392). Addition of harmful chemicals to increase the taste and aroma of food leads to chronic diseases like cancer, stroke and heart diseases. Furthermore Schlosser’s fear about the fast food being a social problem and turning out to be a threat to the American economy is the pinnacle of this essay. : Small scale farms and full-time farmers are in the risk of losing their livelihood with the emergence of the fast food industry. He also points out the inability of the Government to eliminate the lethal meat which paves its way into the fast food industry and pose health problems. Then he moves onto the consumers and asserts that, â€Å"Even the anticipation of consumer anger has prompted McDonald’s to demand changes from its suppliers,† – this reveals that the consumers should be provoked and created an awareness about the ins and outs of the food they are eating (396). The insight of the author about the fast food industry builds up in a gradual process and finally reiterates the need for the public to take immediate action and cease the use of fast food as their regular food and search for other healthy options like simple and healthy cooking which would help them retain a hale and a healthy life. Saying no to the fast food makes the fast food industry to rethink their formula of safe food and saves our precious life as well as the future generation. Let’s think about it.

Courses to Consider When Applying to Law School

Courses to Consider When Applying to Law School If you are considering applying to law school it might be a relief to know that, generally speaking, there are no required courses for admission to law school. Law students come with a variety of different majors, but admissions officers want to see well-rounded applicants who have a broad range of knowledge. Choose a major and courses that are challenging and interesting to you- and do well. Below are some courses that will help you develop into a well-rounded applicant and prepare you to succeed in law school. History, Government, and Politics: The Backbone of Law The study of history, government and politics are interwoven with the field of law. Therefore it is imperative in applying to law school that you are able to showcase some demonstratable knowledge of the government and history of the law schools country of origin. So, if you plan to apply to school within the United States, it is recommended that you take an undergrad course in United States History, or for a broader sense of how the countrys laws fit in with the rest of the globe, consider taking a World History course. Similarly, Economics and Government courses would benefit your displayable knowledge in the basic function of laws within a country. Typically these courses are prerequisites for graduation anyway, but you should also seek out some not on core curriculum.   If you plan on pursuing a career in immigration law, for instance, it might behoove you to take a course in Immigration Law (if offered) or a specific history course pertaining to the country of origin from which immigrants you wish to help come. Jurisprudence, Taxation Law, and Family Law courses also offer specifics into politics and government and would look great if you were applying to programs that heavily focus on those pursuits. Writing, Thinking, and Public Speaking: Expressing the Law A career as a lawyer is all about  critical thinking, writing and speaking. It is therefore important to also consider taking classes that offer opportunities for extensively critiqued writing, debate and speaking publicly. These courses will immerse the student in a curriculum that challenges him or her to think outside the box. Almost all law students take debate before entering grad school, which provides ample experience of critical applying the students understanding of laws and policy in a public forum. In doing so, students are afforded the chance to truly test their applicable understanding of basic policies in an environment akin to a courtroom. English, Literature, Public Policy and Speaking, and Creative Writing can also influence the students ability to debate and eventually to take to the courtroom. Enrolling in these classes will show admissions officers that you, the student, possess the drive to understand the basic fundaments of being a lawyer. But it doesnt end with simply taking courses that speak directly to being a lawyer. Hopeful law students should also enroll in courses that examine the vastly interesting dynamics of human behavior- which much of law is concerned with. Anthropology, Sociology and even Religious Studies can go to influence what a future law student will be able to comprehend in regards to how their laws and policies affect the global, national and local population. Similarly, Criminology and Sociology can help to show admissions officers that the student has a complete understanding of how the law works from a societal standpoint. It is important to remember that you pay for college and should be garnering an experience that suits your wants and needs.  Most of these courses form the backbone of a solid undergraduate liberal arts education. Choose challenging courses that fit your interests and aspirations. Equally important though is to show admissions officers that you are a rounded student with multiple interests that all (or mostly) lead back to the pursuit of a career in law.

Tiny houses Essay Example | Topics and Well Written Essays - 500 words

Tiny houses - Essay Example The film centers around Christopher Smith, who decided to build his house in the spring of the year 2011. At the onset of the movie, Smith describes that his motivation for building the house was because he did not have a ton of money to use in bigger constructions, therefore, considered a financial independence. He points that similarly, the people who built their small houses had the same motivation. For instance, interviews with the tiny house personalities like Jay Shafer, Tammy Stroebel, Deek Diedricksen and other healthy people who chose to live in as tiny as 84 sq ft dwellings (Mueller and Smith). Despite the aesthetic and the value design of the living small houses, the primary motivation that the luminaries gave was on financial independence. As Shafer notes of the tiny life, â€Å"the principal asset is freedom.† Therefore, with a lower overhead, lack of room for extraneous purchases, makes the tiny house life inexpensive that the residents allowed and left to live the way they prefer (Zeiger and Ngo 105). The prime motivation of people to live in the communes, squats, tent cities, Eco-villages and the sustainable housing is derived from the desire reap the physiological benefit. In accord, a desire to reduce one’s physical footprint on the natural environment. The physiological benefit realized lies on one’s peace of mind and a feeling of contentment. A sense of self-satisfaction in the movie is whereby each household involves itself in the act of small house construction. One, therefore, feel contented in doing something constructive that ends up creatively designed and has a twin benefit to the society. More intricate, from the point that a woman can do a task and be as significant as their male counterparts in constructions, is something of significance. For instance, in the film, we see the buildout of Smith assisted by his girlfriend, Merete Mueller. Therefore unfolding the gender

Who are you Essay Example | Topics and Well Written Essays - 500 words

Who are you - Essay Example The Canoe restaurant has to a great extent complied with the laid down regulations on food handling and storage. Referring to the Los Angeles county regulations, to evade food contamination, all frozen food should be prepared in a frozen state or refrigerated at a temperature of less than 38 degrees. From the assessment findings, it was noted that, staffs in the restaurant were reluctant in complying with the directives. The temperature in the kitchen was at 73 degrees which was far beyond the stipulated temperature. the kitchen staffs were extremely clean and had spotless and bright uniforms as required for by the Los Angeles county regulations. According to the existing regulations, potentially harmful foods such as fish, beef, and raw pottery ought to be prepared with sanitized and cleaned equipment. However, the inspection confirmed that, the kitchen staffs failed to act in accordance with the existing regulations. During the investigation, it was noted that, the chief assistant used one instrument to chop different meat without cleaning or sterilizing it. To ensure adequate hygiene in foo d preparation, the Los Angeles county regulations emphasizes on the significance of wearing a clean uniform, gloves, and hair nets. After investigation, it was observed that, the chef and its assistant wore gloves but they lacked a hair net. On the other hand, the restaurants did not comply with the regulations which define how foods should be handled when preparing them. At around one, the investigator noted a less frozen turkey on the counter. All foodstuffs are required by the law to be well wrapped and stored in a clean dry. During the investigation, the freezers and refrigerators were all well organized and spotlessly clean as required for in the regulations. The foods in the refrigerator were stored in sealed containers. However, it was impossible to recognize the stored food since the wrapped foods were neither dated nor labeled as specified by the