Writing Assignment # 1 Essay Example | Topics and Well Written Essays - 750 words

Writing Assignment # 1 - Essay Example question the article is trying to resolve is; â€Å"What are the issues and trends that HR professionals expect to have the most impact on shaping the field of human resource management in the next few years and the solutions HR professionals are using to prepare to respond to these trends?† (SHRM, 2013, P. 64). The most important information is the top ten trends that have been recurrent over the years. These serve as a starting point to acknowledge the challenges HR professionals are bound to encounter now and in the future hence be able to come up with measures to cope with challenges. The key trends that continue posing challenge to HRM include: High cost of healthcare, competitive global environment, complex legal environment and changes to laws, aging workforce and retirement of Baby Boomers, lack of skilled workers, economic uncertainty and volatility, and greater demand for work/life balance (SHRM, 2013, p. 4). Due to these trends, HR executives will face many challenges in future including retaining and rewarding best employees, succession planning, creating a corporate culture that attracts potential recruits, maintaining competitive edge in talent market as well as finding people with specialized skills (SHRM, 2013, P. 7). Myrtle (2015, p. 26) asserts that in some regions, over 60 percent of organizations face difficulties hiring workers with critical skills. In response to these trends, HR professionals are taking various actions. One of the actions being taken is recruiting, retaining and developing employees to bridge the skill gap. They are also embracing technology such as e-learning, use social networking sites for myriad of purposes such as recruitment, and ttechnology-based employee and manager self-service applications (p. 6). Legal compliance is also top on the agenda. The author divides the trends into four groups: demographics and society, economics and employment, science and technology, public policy and law. This is supported by Myrtle

023 Understand Child and Young Person development Essay Example for Free

023 Understand Child and Young Person development Essay Age range Explain the sequence and rate of development 0-3 months When born, babies show innate reflexes, such as swallowing and sucking, rooting reflex, grasp reflex, startle reflex, walking and standing reflex; in the first month babies become less curled up and the startle reflex is starting to fade; toward the end of the third month babies start lifting and turning their heads. 3-6 months When lying on front babies can lift their arms and legs balancing on their tummies; they can reach and grab a toy and they can pass it from one hand to another; they can also roll from their backs to front; around sixth month babies are becoming able to sit with support (e. g. high chair). 6-9 months Babies can sit without support; they are beginning to crawl or find other ways of being mobile (bottom-shuffling); starting to use fingers to feed. 9-12 months Babies are becoming very mobile, fast crawling, standing up by the furniture, some babies walk along the furniture using their hands to hold on; developing abilities to handle objects and putting them into containers; babies able to feed themselves with fingers. 1-2 years At the beginning of this period babies are beginning to walk and around 18 months they are becoming more and more skilful on their feet, moving faster; toddlers around this age begin to sit and push with their legs to move on the sit-and-ride toys. Towards their second year children walk confidently, they can run and climb; towards the end of the second year some children are becoming ready to start potty training. 2-4 years In the third year children start potty training; they become able to push with feet or peddle a tricycle; children can walk upstairs alternating their feet; towards the end of the this period children are skilful enough to feed and dress themselves; they are able to do threading, pouring and they can use scissors. 4-7 years Physical development less rapid, however skills are becoming more refined and movements more coordinated. Ability to kick and control ball; development of fine motor skills essential for handwriting. 7-12 years Good coordination of small and large movements; growing physical skilfulness means task can be done quicker, more accurately and more confidently; neater drawing and writing; accurate cutting. Between 9 and 12 children gain even better coordination and speed in fine and gross motor skills. Around 11th year the bodies of some girls are starting to change (growing breasts) and some might start their periods. 12-16 years Gradual body changes in both girls and boys (girls physically mature quicker [around 15/ 16] than boys [around 17/18]. Fast body changes may affect spatial awareness which can become occasionally poor as a result. 16-19 years The maturing of the body is finishing with the full development of sexual organs; the body is taking a distinctive female or male shape. 023 Table 2: Intellectual and cognitive development Age range Explain the sequence and rate of development 0-3 months Quite early on babies are able to recognise the smell of their mother and her voice; later they become familiar with voices of important others and they can be calmed when they hear them; they are interested in faces. In their 3rd month babies start to differentiate between day and night (settled routine); babies become interested in mobiles and other objects around them. 3-6 months Babies are becoming interested in what is happening around them, turning their head in the direction of interest; objects are being explored by hands and mouth. 6-9 months Developing fine motor skills allow babies for a better exploration of objects by handling and touching with fingers; around 8 or 9 months babies understand object permanence (objects continue to exists even when out of sight). 9-12 months Babies are more aware of what is happening around them, they are starting to understand routines through signals (bib = food) 1-2 years Children enjoy pop-up and posting toys and in their 2nd year they are starting to have a go at simple jigsaw puzzles and building bricks. 2-4 years Children pretend play with miniature world; they more interested in books, mark making and painting. In their fourth year children are able to concentrate and focus longer on activities which which caught their interest. 4-7 years Children begin to do some simple counting and calculations, recognizing letters is followed by gradual decoding of simple words and later by reading. 7-12 years Reading and writing is becoming easier, children start reading silently to themselves. Play becomes more organized and follows rules. Development of thinking and reasoning is demonstrated through independent problem solving. 12-16 years Further development of reasoning and problem solving; children are gradually starting to understand more abstract concepts. 16-19 years Cognitive abilities are becoming further refined, leading to high level skills in young people. 023 Table 3: Communication development Age range Explain the sequence and rate of development 0-3 months To start with babies express their hunger, tiredness or other discontent through crying; around 5th/6th week babies start to coo when content; in the third month babies start smiling and reciprocate smiles. 3-6 months Babies starting to understand a little of what is being said and they are starting to give some communication signals themselves (e. g. raised arms when they want to be picked up). 6-9 months Babies become quite vocal, babbling with a differentiated tuneful string of sounds. They are also starting to understand various important key words connected with their routines (e. g. ?dinner? ). 9-12 months Babies clearly show they understand more of what is being said around them/ to them. Babbling is still main way of communication. 1-2 years First meaningful sounds/ words are beginning to emerge around 13 months, and at the end of 2nd year children might have a vocabulary of about 200 words. 2-4 years Language is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up sentences and their talking is becoming understandable even to those who are not in regular contact with the child. Even though there might be the odd mistake in the sentence structure, the language toward the end of this period is becoming fluent and children ask questions and generally enjoy expressing themselves through language. 4-7 years Children are becoming involved with written language – they are starting to learn to read and write. 7-12 years Reading and writing becomes easier now; at the beginning of this period children enjoy telling jokes to others; apart from chatting, children are beginning to be able to form a simple argument and be persuasive, they are becoming increasingly able to negotiate with others. Their writing shows more grammatical awareness as well as own imagination. 12-16 years Reading and writing skills are becoming very good and children are becoming increasingly skilful in negotiating and persuasion of others (peers and adults). 16-19 years Communication with peers is becoming very important; differentiation between formal and informal language and its use in real life is becoming more and more important; young people use different means to communicate (via phones, mobile messaging, emails, facebook, etc. ). 023 Table 4: Social, emotional and behavioural development Age range Explain the sequence and rate of development 0-3 months First social contacts are being established mainly during feeding; at the end of the first month babies start to show first smiles which then gradually become response to familiar faces. 3-6 months Babies smile and squeal with delight when playing with familiar others. 6-9 months Babies try to stay close to their primary carers and around 8 months babies may become distressed when their primary carer leaves. 9-12 months Babies are fixed on their carers and do not want to be with strangers. 1-2 years Children start notice other children around them and they show some interest in them and later start parallel play. They also start show some frustrations and tantrums as they gradually discover some boundaries. 2-4 years Children play alongside others and may start copying their actions. Around the third year children become more aware of others and their needs which also reflects in their play which is gradually starting to be more and more cooperative. Children enjoy being praised by adults. 4-7 years Developing language is helping children to form better relationships and children begin to show some preferences in friendships. 7-12 years Friendships are becoming more stable and more important and may influence decision making (if my friend is doing something I might be more likely doing it also). Gender specific play is becoming more apparent. Children start to compare themselves to others. Children enjoy being given some responsibilities. 12-16 years Friends and friendships are very important and gradually opinions from friends might feel more important that those of parents/ carers. This leads to exploration and challenge of the boundaries of relationships as well as learning to deal with disagreements, arguments, etc. There are anxieties coming from pressures from school. 16-19 years Young people enjoy being with their friends, they are finding discovering their own identity and sense of belonging to a group/ groups of specific characteristics which defines for them who they are (religious groups, sport group, goth, etc. ) 023 Table 5: Moral development Age range Explain the sequence and rate of development 0-3 months 3-6 months 6-9 months 9-12 months Children might start paying attention to â€Å"no† and might stop their behaviour for a moment. 1-2 years Children are beginning to understand â€Å"no† and they start using it themselves. 2-4 years At the beginning of this phase still no understanding what is right or wrong but children understand when they are said â€Å"No†. Later they become able to follow some simple rules. Around 4 years children are becoming thoughtful at times but most of the times will decide what to do on the basis of adult approval. 4-7 years Children are beginning to understand rules; they try to understand them, follow them and may attempt to create their own rules where no rules are given (made-up game with friends). 7-12 years Children share their knowledge of rules with others and will readily point out if someone breaks the rules. Later they are becoming more aware of behaviour consequences and they are generally becoming more thoughtful. 12-16 years Children are beginning to be aware of a bigger picture – rules of communities and societies and they are beginning to understand the need for that. 16-19 years There is a interest in moral issues, finding out that right and wrong is not always black and white. Questioning and testing of rules. A2 Answer the following questions. 1. What is the difference between ‘sequence’ of development and ‘rate’ of development? 2. Why is the difference important? (Ref 1. 2) Q1. What is the difference between a sequence of development and rate of development? Sequence of development is the order in which development occurs, e. g. children are able to sit before they learn to crawl. The order of the sequences in development are always the same (even though there might be some individual differences: babies always learn to move about before standing up and walking, but some babies bottom-shuffle instead of crawling). Rate, on the other hand, is the speed in which individuals go through the stages/ sequences of development. Most children learn to walk when they are about 12 months old. However, some babies might be ready to walk when they are 10 months old and others when they are 15 months old. Individuals might also be developing with different rate in different areas, e. g. some children might be developing quickly physically, but their speech might be delayed. These individual differences are results of genetic predispositions and other biological influences as well as environmental stimulation. Q2. Why is the difference important? Knowing the sequences of development in different areas is important for practitioners to be able to plan accordingly and therefore to support the development in individuals. The rate of the development is important in terms of recognizing any atypical development and recommending/ searching any additional interventions when needed. TASK B Complete table; Research and report B1 Complete a table as shown on the following page, identifying the different personal and external factors that influence children and young people’s development. (Ref 2. 1, 2. 2) B2 Produce a report to demonstrate your knowledge and understanding of differing theories of development. This report should identify how these theories have influenced current practice and include the following: Cognitive (e. g. Piaget) Psychoanalytic (e. g. Freud) Humanist (e. g. Maslow) Social learning (e. g. Bandura) Operant conditioning (e. g. Skinner) Behaviourist (e. g. Watson) Social pedagogy. Over the years there have been many theories trying to explain certain aspects of development, behaviour, learning, etc. In the following text we will look at the most influential theories which are being used by practitioners in better understanding as well as day to day work with children and young people. After a brief description of how an individual theory was founded, we will discuss the key points for work at nurseries. Theory of cognitive development (Constructivist approach) Theory of cognitive development is connected with the name of Jean Piaget (1896-1980) who through work on intelligence tests started to notice how children at same stages make very similar mistakes in their tasks and problem solving approaches. Piaget then closely observed his own children, capturing their development in details and later using these observations to create a theory of cognitive development. Piaget considered children as active learners who create ? schemas? (believes) about the world based on their experiences. This is how they make sense about what is happening around them. However, a child? s schemas are going to be challanged time to time by new and unexpected experiences and as a result existing schema will have to adapted to fit these in (e. g. touching something hot will alter the notion that everything is safe to touch and child will learn that certain objects can hurt when being touched). Piaget? s theory influenced the practice by having a ? child-centred? approach. In our setting, for example, we make regular observations on what our children are interested in and what they like to play/ do. After careful evaluations and identifications of possible next steps of development we plan activities which as well as reflecting children? s interest also further challenge them to encourage the development. Psychoanalytic theory of personality Sigmund Freud (1856-1939) suggested that every personality has got three parts to it – id, ego and superego. We all are born with id, which is the part of our personality that is driven by our desires and reflects in pleasure-seeking behaviour. Id is selfish and passionate and it is purely after satisfying its needs, known as ? gratification?. However, through social contact and learning babies/children gradually learn to be aware of the outside world and eventually of needs of others. They will be developing ego, which is able to plan the actions so the needs of the individual can still be met but in more socially desired way, e. g. ability to wait for once turn when the food is being served at pre-school settings. This is called ? differed gratification?. Later, as a result of further parenting and learning about social and cultural values, the superego is developed. Superego could be described as an internalised parent as the child is starting to be aware of what is good and what is bad without external reminder – e. g. I must not hit because it hurts. If the behaviour trespasses the imperatives of the superego, the individual will feel guilt as they are now aware that their behaviour was bad (this is referred as ? conscience? ). Apart from judging conscience, superego has got a notion of an ego-ideal to which it will strive. When ego demonstrates good behaviour the ego-ideal part of superego will reward this, e. g. feeling good after doing something for someone else even when external praise is not present. Even though Freud has been criticised for basing his description and explanations of development on sexual motives, some of his theoretical concepts are now widely accepted (e. g. the concept of unconscious mind – id and most of superego). One could say that orientation on children? s needs might be partly inspired by Freud? s ideas about the dynamics of id, ego and superego. Too strong superego and suppressed unconscious id will lead to many problems in adult life, where individual tries to live mainly by what is required by the outside world rather than allowing themselves to follow own desires. In early years healthy development of ego can be supported by putting the child and their needs in the centre of our attention; activities and work with children is individualized and child-led, yet still well planned and safe. For example, in our setting we might notice that a particular child enjoys opening and closing doors, gates, etc. Instead of completely discouraging him from doing that we might identify situations when it might be appropriate for him/her to do so and explain the necessary things around it in a child-friendly way (e. g. : When everybody has got their shoes on, you can open the door, Henry. , We will keep the gate closed now, because we are going to play in the yard now. , Mind your fingers when closing the door – you could close them in and that would really hurt. , etc. ). If we say ? no? to children it is good to make sure that the child knows about the reasons behind our decisions (even though they might find it hard initially anyway, they are more likely to come round and understand it in their own time). Humanistic theory of motivation and personality – Abraham Maslow (1908-1970) Maslow studied motivation in people and came up with what is now known as Hierarchy of Needs. Maslow divided the needs into five categories (physiological, safety, love/belonging, esteem, self-actualisation) and put them in hierarchical order from the most essential and basic needs to higher-order needs. Maslow argues that it is necessary to fulfil the needs from from the bottom of the hierarchy first to be able to meet the needs of higher order. Only when all the other lower needs are met, an individual can focus on fulfilling the highest needs of self-actualisation, such as creativity, problem solving, morality, etc. In our practice we are aware, that when a child is for example overtired and hungry (the most basic physiological needs), there is no space to try to fit in other things, e. g. ?wait for your turn? , ? say please? ,. (which would be working on their higher order needs, such as love/belonging (friendship) or esteem (respect for others, respect by others). This child at that stage needs to be fed and put to sleep as soon as possible and other input has to wait until the child is again able to tune to it/ receive it. Social cognitive theory Social cognitive theory has its roots in behaviouristic approach. However, Albert Bandura (born 1925), even though accepting learning by conditioning, argued that lots of learning happens through social observations (? observational learning? ). Observational learning is when children copy what other children or adults do; in comparison to conditioning, observational learning happens spontaneously and often without the need for reinforcement. Cognitive abilities seem to play an important role in observational learning as children need to be capable to notice the activity itself as well as remember it accurately. As staff we need to be mindful in the way we act and interact in front of children as they are likely to copy our behaviour. In accordance with the social cognitive theory we try to set good examples to the children in our settings by showing good manners and being courteous to them as well as to one another. Behaviourist approach to learning – operant conditioning Operant conditioning is based on classical conditioning (I. P. Pavlov; J. B. Watson), which teaches that certain behaviour/ reaction can be connected with a stimulus through conditioning, e. g. fear of cats after a bad experience with a cat. F. B. Skinner (1904-1990) however took this a bit further and through experiments mainly with pigeons and rats showed that learning can be strengthen by reinforcements, such as positive reinforcement (praise, sticker, attention, etc. ), negative reinforcement (this is removing something which is negative from the situation so it no longer poses a ? threat? or causes negative emotions and the whole experience becomes more positive, e. g. child does want to play with a toy because it is scared of the noises it makes – by switching the sound off, the child is able to explore the toy) and punishers (negative consequence which is likely to prevent individuals to repeat their behaviour – e. g. touching hot iron). Skinner researched most effective ways to retain the learnt behaviour and he found out that even though continuous positive reinforcement is good at the beginning of the learning, later unpredictable positive reinforcement keeps the learnt behaviour in place for longer period of time. This is because even though the reward comes frequently, we are not sure when it is going to come next and therefore we keep doing the behaviour. At our setting we might be using operant conditioning for example when we are helping a child to potty train. First every sitting on the potty, regardless of results will be rewarded. When the child gets into the habit of sitting on the potty, then only successful potty session will be rewarded with a sticker (however praise for trying when unsuccessful remains). When starting to do regularly this stickers might gradually become praise and sticker will be awarded if the child successfully asks for potty when they need it. Behaviourist approach to learning – Classical conditioning J. B. Watson (1878 – 1958) followed I. P. Pavlov? s work on classical conditioning with animals (dogs salivating when food arrived became then salivating even at the mere sight of the bowl; Pavlov took this further by conditioning completely unrelated food stimulus, such as bell or light, which after regular presence at the mealtimes would later on its own initiate the salivating response in dogs). Watson showed that classical conditioning is possible in humans as well (famous Little Albert experiment, where a baby was conditioned to have fear of rats). Classical conditioning is not really used in practice as a active way of teaching, however its theory can be used for observational purposes (e. g. recognising when sucking thumb signals hunger etc. ). Social pedagogy Social pedagogy is a discipline which brings together theory and practice in order to assure the best and holistic way of supporting children in their development and education. The overall aim of social pedagogy is to give children and young people the best possible chances for their future lives. In accordance with social pedagogy the Early Years Foundation Stage Framework (EYFS) has been devised to capture the development in early years and to help professionals to monitor, plan and support effectively individual development. For better and focused understanding the development has been divided into seven areas, out of which three are recognised as prime areas (Personal, Social and Emotional Development; Communication and Language; Physical Development) and four are described as specific areas of development (Literacy; Mathematics; Understanding the World; Expressive Arts and Design). The support the professionals can provide is differentiated into helpful advice in positive relationship and suggestions for enabling environments. In EYFS we can see influence of Piaget? s work in enabling environments where the focus is predominantly on individual? s own experience. We can also strongly identify the theory of ? zone of proximal development? by Vygotsky (cognitive development) in EYFS as we can easily identify where children are in their development, what is the next developmental stage for them and how we can support this next step. 023 Personal and external factors influencing development B3 Personal Factors: Give ONE explanation of a positive influence on the development of children and young people Health status: given by genetic predispositions as well as environmental factors, such as diet, pollution, stress, etc. If obesity is genetically passed on in the family than healthy diet together with developing positive attitude towards regular exercise will help the child to maintain a good health. Disability: Physical impairment, such as missing or underdeveloped limb Wheel chair together with barrier free environment (e. g. lifts, ramps, low sinks, etc. ) will help to support independence of an individual. Sensory impairment: visual impairments, hearing impairments, death-blindness, When working with individuals with visual impairment, we can use the other senses to compensate and provide necessary stimulation which helps the development, e. g. using special toys/ learning material which uses touch and sound as a mean of gaining information. However, if there is some vision left (which usually there is), the environment can be adjusted by using contrast colours, non-reflective material, good lighting, etc. Learning difficulties: Dyslexia, dyspraxia, dysgraphia, dysortographia, ADHD, ADD Children with ADHD benefit from having a regular routine. Activities needs to be short and well planned with simple and easy to follow instructions. Hands-on activities with regular physical exercise and lots of praise are essential. External Factors: Poverty and deprivation: poor diet, inadequate housing, lack of education, lack of access to play and leisure, low aspirations and expectations Good education can help the individual to break from the poverty and secure them a better brighter future. Family environment/background: neglecting parents, abusive parents, parents with alcohol or other drug-taking problems, ill parents who are not able to provide adequate environment for their children, etc. Parents who are ill and no longer able to fully provide for their children could be provided with carers who would help with the overall smooth running of the household, caring for needs of the disabled parent and the needs of the children, while keeping the family itself together. Personal choices: from certain age children/ young people make some decisions for themselves which can have effect on their development, e. g. taking drugs, changing their diet, etc. To help to prevent drug-taking it is important to support the development of a positive self-image and healthy self-esteem; education and raising awareness of dangers of drug-abuse is also a helpful preventative measure. Looked after/care status: children in residential care, in foster families, in their own family but having care status (they are the responsibility of local authorities). If children are being fostered it is beneficial if siblings can stay together. Education: Educational system, through family itself, through other groups (religious groups, sport groups, hobbies and interests, etc. ) Finding out strengths of an individual (which do not have to necessarily academic) and building upon those to build a healthy self-esteem and recognition of self-worth – this can help to compe with other weaker areas in a positive way. 023 Task C Report Produce a short report in the form of an induction pack for new staff at a setting, covering the following. a. Give two examples of assessment methods that could be used to monitor a child/young person’s development. (Ref 3. 1) b. Give three examples of why sometimes child/young person’s development does not follow the expected pattern. (Ref 3. 2) c. Give one explanation of how disability can impact and affect development. (Ref 3. 3) d. Give three examples of different types of intervention that could promote positive outcomes for the child/young person, where development is not following the expected pattern. (Ref 3. 4) a. In our setting we use several assessment methods to monitor our children? s development. The most used one is a short free description on sticky labels – these capture a specific short observation in a specific area of development (e. g. Physical Development); the date and the identified area/ areas get recorded on the label. This method of recording information is useful for gathering evidence of the progress of development in specific areas and building a developmental profile of an individual child. We also use specific observation sheets, on which we capture a more detailed and complex observation. In the next section on the sheet the observation is evaluated and areas of the development are identified (often more than one). In the last section we identify the next steps for the child and how we can help the child to achieve that. We have two types of observation sheets in our settings following this format – one is purely written observation, the other one is a photo observation sheet. This method of recording and evaluation allows us not only to add to the developmental profile of each child but also to plan effectively to further support the child? s development. b. There are many possible reason why at times the development might not follow the expected pattern. Apart from the most obvious ones, such as disabilities and special learning needs, the development can get affected by external factors, such as environmental reasons, cultural reasons, social reasons; and specific individual reasons, such as emotional reasons, physical reasons and communication difficulties. Environmental reasons: Among environmental reasons which may affect child? s development is for example where and in what conditions a child lives and what type of school they attend. Social reasons: There might be big differences between children in terms of wealth of their families, family status and family structure (big family with strong bonds in comparison to divorced parents with negative mutual relationship), education of parents as well as their ability to tune themselves to the needs of their children – all of these will affect the way children will be developing. Communication skills: Slower developing communication skills have got potential to negatively influence the development in other areas. The inability to effectively express themselves may result in frustrations in children and aggressive behaviour as well as consequently lower literacy skills. Similar effects can be observed in children whose families? language is not the dominant language of the country. If the dominant language is not fully acquired the child may significantly struggle once at school. c. Disability can affect more than one area of development as children can become frustrated and their self-esteem can be lowered. The attitudes of low expectations and stereotyping by others will also have a secondary negative impact on a child? s development. d. There are several ways how difficulties in development can be recognised, monitored and positively supported. Educational establishments will have appointed SENCO, a person who is responsible for identification and organising further support for children with special needs. If appropriate Educational psychologist will be contacted to make a full assessment and recommendations in how to support individuals in education (behavioural problems and learning difficulties). Suggested interventions may be discussed with parents and with learning support assistants and individual educational plan might be written up and followed. If there are any issues with speech and communication, Speech and language therapist will be consulted – the outcomes of the assessment will lead to a specific plan of action, often involving regular contact in which special exercises will be explained, practised and taught to children and their parents/carers/other professionals for them to be able to support the children outside the sessions. If a child? s physical development is affected, physiotherapist can provide help with special exercises and massages to aid the physical development, maximize the range of movement and develop the appropriate movement control. Task D Report Produce a report which explains the following: a. Why is early identification of speech, language or communication delay important for a child/young person’s well-being? (Ref 4. 1) b. What are the potential risks for the child/young person’s well-being if any speech, language or communication delay is not identified early? (Ref 4. 1) c. Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. (Ref 4. 1) d. Who might be involved in a multi-agency team to support a child/young person’s speech, language and communication development? (Ref 4. 2) e. How, when and why would a multi-agency approach be applied? (Ref 4. 3) f. Give four different examples of play opportunities and describe how you would put them into practice to support the development of a child/young person’s speech, language and communication. (Ref 4. 3) a. Early identification of the language and communication difficulties is important as it can support the development to prevent further (secondary) impact on other areas. Also, as the brains in young children have not finished their development, the earlier we can intervene, the better prospects of success we have. b. Problems in language and communication can have a negative effect on other areas of development, such as cognitive and social development. Children with language and communication difficulties are more likely to struggle at school in learning to read and write, which can have further negative impact not only on other subjects but more importantly on their self-esteem. Children with such problems can become gradually isolated. c. Early identification of the potential risks of late recognition to speech, language and communication delays and disorders is very important in terms of putting the most appropriate interventions in place to support the development and benefit the children? s needs. Well timed and well tailored intervention has got the potential to optimize the development and to minimize potential negative impact for other areas of development. d. In the multi-agency team to support the child with speech, language and communication there will be the child? s GP or a health visitor, who will make a referral to a speech and language specialist. If there is a suspicion that the communication difficulties are connected with learning difficulties Educational Psychologist will be consulted. When it is decided on the type of intervention needed, the parents, the educational setting professionals and the rest of the team should work together in order to implement the chosen intervention in order to meet the needs of the child. e. Multi-agency approach is used when parents and/ or other professionals (such as GP, early years settings, etc. ) have recognised that a child is in need of additional help to aid the development. Different professionals are involved in the assessment of the needs (e. g. GP to assess potential hearing or other impairments) and speech and language therapist devises the best possible individual support. Multi-agency approach brings together different fields of expertise to assure the best possible outcome for the child. f. There are many informal opportunities how children? s communication and language development can be supported. These might often be more effective than formal exercises as they naturally meet the child in they world of play, making it more motivating and fun. Nursery rhymes and songs Children enjoy joining in nursery rhymes and songs. These are short and memorable and their rhythmical pattern make them perfect little exercises for developing language, pronunciation and fluency (good practice when dealing with stutter). Books are perfect for developing passive and active vocabulary, understanding meaning of words and learning correct sentence structure informally. Books are a wonderful way to spark children? s imagination as well as teaching them to express themselves about the world around them by providing the relevant vocabulary. Pictures in books make it possible for children from the earliest age to actively engage with the story as well as to engage in a dialogue with another person. Dressing up and role play again helps the child in an informal way to engage in talking and communication with others whilst enjoying the imaginative play. Puppets are a fantastic way how to involve children in communication through play. Children are fascinated by puppets and enjoy adults taking active part in their play, which again allows for an opportunity to develop language and communication in a fun way. 023 Task E Complete table Complete the table on the next page, showing how the different types of transitions can affect children and young people’s development and evaluate how having positive relationships during this period of transition would be of benefit. Additional Guidance Different types are: a. Emotional, affected by personal experience, e. g. bereavement, entering/leaving care. b. Physical, e. g. moving to a new educational establishment, a new home/locality, from one activity to another. c. Physiological e. g. puberty, long-term medical conditions. d. Intellectual, e. g. moving from pre-school to primary, to post-primary. (Ref 5. 1, 5. 2) Give ONE specific example of a transition Give ONE possible effect on children and young people’s development Evaluate the benefit of a positive relationship during this period of transition ~ provide ONE example Emotional: Bereavement Depression which may affect sleep pattern, children may become lethargic and less interested in engaging in any activities which may affect they social, emotional and cognitive development Positive relationship with open communication and listening skills allows for a child to ask difficult questions and share their worries and sadness, to talk over difficult memories and anxieties about the future. This may help with overcoming the past and the sadness. Physical: Moving home Moving home may effect the children social development as they may lose previous friends and find themselves unable to fit in new friendship groups. Some children might start having food issues, such as overeating to deal with anxieties. This can affect their emotional, social and physical development. Positive relation can provide a helping hand with dealing with the new situation while supporting the self-esteem and encouraging the confidence in a young person. Positive relationship can also act as model of skills of how to establish a new relationship. Physiological: Gaining a physical disability – e. g. lost limb Withdrawal – children may become very solitary, unable and unwilling to join in with their peers, which can affect their physical, emotional, social as well as cognitive development. Positive relationship will communicate acceptance and healthy support in dealing with a life-changing situation; this should help in dealing with difficulties as they come Intellectual: Moving from pre-school to primary school Lack of concentration and motivation as the child might feel overwhelmed by new routines and new demands which they might find very difficult – this may affect their natural cognitive development and they might regress into safer younger stage of development. Positive relationship will allow for a child to feel safe, valued and as achieving (in their own pace) by identifying the appropriate approach of working with the child with the sensitivity to their specific needs and pace of development.

Developing Cultural Competence in Nursing

Developing Cultural Competence in Nursing Christopher Mason Cultural Interview with Patrick de Mendoza The culture in which we are raised greatly influences our attitudes, beliefs, values, and behaviors. Our families taught us how to believe about and treat people who were different than we are. In order to provide sensitive and effective care to persons from cultures that are different from our own, two things must occur: An awareness of one’s own cultural values and beliefs and a recognition of how they influence our attitudes and behaviors. An understanding of the cultural beliefs and values of others and how they are influenced by them (Wintz Cooper, 2009, p. 7). I interviewed Patrick de Mendoza, a 37 year old Mexican-American male. My intentions in conducting this interview were to learn more about how a person from the Hispanic heritage experiences health care in the United States compared to someone of the Caucasian background. Patrick and I are close friends with similar interests. I never saw him as Hispanic, only as American. I never considered us to be very different. The fact is, he is of Mexican and Spanish decent and I am of European and Native American decent. While we have similar ideas on our outlooks to the future, there are differences in the way we were raised and the views we were taught to believe. This article will compare and contrast our views of and encounters with healthcare. When asked about how closely he identified with his ethnic background, he stated, â€Å"90% of my friends are Mexican, as in either 1st or 2nd generation Mexican-American. There is an importance placed on how far away generationally we are from having lived in Mexico. First generation means both parents are full-blooded Mexican. I am 2nd generation.† (P. de Mendoza, personal communication, February 20, 2014) Even though Patrick has been raised in the U.S., his upbringing was based on Mexican traditions. In his home English and Spanish are spoken. He doesn’t speak Spanish fluently and is more comfortable speaking English. He says regarding personal space and dialogue, â€Å"there is very small personal space and dialogue can go to the male or female. However, you have to jump in and speak if you want to be heard. Typically the Spanish dialogue is very energetic.† (P. de Mendoza, personal communication, February 20, 2014) As a Hispanic, Patrick was raised Roman Cat holic. He was taught to not only respect his elders, but to pitch in and help wherever he could to help his family and community. When asked what his culture believed about health, Patrick said that most Mexicans in the United States get what they need when they are sick by crossing the border back to their family or physicians their family knows and uses in Mexico. â€Å"I have a jaded opinion of the American healthcare system knowing that I can get the drugs or treatment I need faster and cheaper in Mexico.† (P. de Mendoza, personal communication, February 20, 2014) Patrick says, â€Å"I personally have a bias against the old school white male clinician that I am likely to see during a doctor visit. It is more textbook question after question and less inviting.† (P. de Mendoza, personal communication, February 20, 2014) Having said that, he did explain that in Mexico you a more likely to see a physician who is more involved and interested in what will make you feel b etter. Funny enough, Patrick laughed and said, â€Å"That’s real too!† (P. de Mendoza, personal communication, February 20, 2014) When I asked Patrick if he would prefer to have a physician from his culture, he said, he would probably be more open with someone from his culture. However, if not, he would hope to see a qualified physician to whom he could relate. On a more positive note, Patrick told me that in the Latin culture mental illness such as schizophrenia and Down syndrome are not looked down upon but instead are accepted by the family and the community. â€Å"You come together as a community to provide whatever they need and to offer support for not just the mentally ill but also for the physically ill, grieving, and the indigent.† (P. de Mendoza, personal communication, February 20, 2014) I asked Patrick what role his culture and religion played in his up-bringing. In a very earnest response, he replied, â€Å"I think in Mexican heritage we really val ue family life.† (P. de Mendoza, personal communication, February 20, 2014) Society did not dictate how he was disciplined even though the Mexican population is Roman Catholic as a culture. When I asked him about his own health, he replied that he becomes quite overwhelmed with the stress of being a pre-school teacher. He added, how a person carries their stress determines how healthy or sickly they may be. Patrick felt he could be healthier and that he could better his own situation using diet, exercise, and stress management. In 2003, the Institute of Medicine recognized that an increasing number of studies focusing on disparities in healthcare validated the view of racial and ethnic minorities as credible assessments. For example the biased views often held by Mexican-Americans toward their physician have a true influence on the patient as well as the physician. While the patient questions competency and may disrespect the physician because he is culturally different and not of the same ethnicity, conversely the physician’s perspective is often influenced by the patient’s avoidance of treatment and difficulty in communication (Blendon et al., 2007). In my interview with Patrick he reinforced this point by saying, â€Å"The relationship you have with a physician or nurse determines the types of questions they are free to ask and how freely you will answer them.† (P. de Mendoza, personal communication, February 20, 2014) Very personal questions, sexual in nature or concerning abortion are purposefully not answered if a patient assesses the physician as not caring or trust worthy. Trying to get answers out of him as a patient would be very taxing for a physician with whom he felt no bond or trust, even to the detriment of his health. Latin heritage is structured with a religious upbringing of Roman Catholicism that deters conversations concerning contraception and abortion. Abortion is a religious belief not a physician’s advice or a recommendation of a healthcare practitioner. A first visit is very different and although Patrick says he would probably be very reserved, he would give that physician the opportunity to build a trusting relationship. With his healthcare experiences at Kaiser Permanente, in particular, he has had no continuity of care and has received most of his treatment from nurses and nurse practitioners. Exasperated, Patrick commented, â€Å"I am likely to see a physician for about 5 seconds, if at all.† (P. de Mendoza, personal com munication, February 20, 2014) Again he repeated, â€Å"†¦ and that’s real too!† (P. de Mendoza, personal communication, February 20, 2014) Contrary to most Mexican-Americans, Non-Hispanic whites in the United States are in some ways more compelled by logic than culture when sick and dealing with healthcare. As far back in time as I can remember, if I became ill my mother either called the doctor or took me to the doctor’s office for a visit. I believe in western medicine, but my physician spoke the same language I did and I had health insurance that helped to pay for services. Rationally, it makes sense to go to the person who has the knowledge to solve the problem you are having. If you are having car trouble you go to the auto-mechanic. If you are having issues with your roof leaking, you call the roofer. If you are having complications within your body, you call the person who knows the most about the human body. Traditionally, for Caucasians in America whose grandparents’ grandparents were U.S. settlers, that person is a physician. Whether for a slight cold or a broken limb, I saw the doctor. I never had any problems getting an appointment because I never really had to have one. I very simply went to the office and signed in. Usually there was somewhat of a wait, but the time was well worth the medical resolution. I saw the same physician my father always had. When he retired his son took over his practice and he is still my physician today. â€Å"Since our hospitals were built by European Americans for European Americans, their values such as autonomy, independence, and privacy prevail in our institutions. Patients who have immigrated†¦ often value the family over the individual or view the male head of household as the decision maker for the patient† (Galanti, 2001). The hospital staff maintains that patients should want to gain their independence as a part of a healthy outcome (Galanti, 2001). Health outcomes are certainly affected by socio-economic advantage and cultural non-minorities benefit from higher rates of employment, acquisition of insurance, as well as choice and quality of health services. Mental health is another area where Mexican-Americans and Non-Hispanic whites differ. Both populations seem to have contrasting ideas about the causation of psychiatric illness which affect the roles family members play in treatment and recovery. The Hispanic culture is accepting of the person regardless of the ailment. The Mexican perspective accepts and expresses less blame, embarrassment and stigmatization than what I have personally witnessed in my own culture. I had an uncle who was an alcoholic. In the community and in the family people expressed a common feeling of disgust for him. My brothers and I were always told, â€Å"Stay away from Paul, he drinks too much.† Whether a genetic disorder such as Down syndrome or complication from drug use during pregnancy, the child is accepted with open arms and warmth. Patrick proudly stated, â€Å"The family and community comes together as one to pitch in and help those who suffer from perhaps schizophrenia or alcoholism. It is a cultural fundament to actively participate and help.† (P. de Mendoza, personal communication, February 20, 2014) Patrick’s mother suffers from schizophrenia. He says, â€Å"Every one of all ages is expected to chip in and make sure the person suffering is not left behind to suffer alone.† (P. de Mendoza, personal communication, February 20, 2014) Patrick continued with high spirits telling me that Latin America is very conversational rather than a more reserved culture where some things are not discussed. â€Å"There is a comfort in everyone chiming in; no one is labeled or shunned because they share a different opinion from the rest of the group. We are an open forum.† (P. de Mendoza, personal communication, February 20, 2014) Culture and ethnicity create a unique pattern of beliefs and perceptions as to what â€Å"health† or â€Å"illness† actually mean. In turn, this pattern of beliefs influences how symptoms are recognized, to what they are attributed and how they are interpreted, and effects how and when health services are sought. (Anderson, Scrimshaw, Fullilove, Fielding, Normand, 2003, p. 68) Utilization or lack thereof is not always due to an absence of medical facilities or health insurance. Sometimes there isn’t a language barrier that keeps someone from having a conversation with a healthcare practitioner. Even as there is a growing population of medical professionals of the Hispanic ethnicity as well as other minorities, generally most Mexican-Americans expect their primary practitioner to be an older white male. In Patrick’s view, this acts as a deterrent to the United States healthcare system for most Mexican-Americans. While Patrick’s idea of the physician’s ethnicity may inhibit most of his Mexican-American friends; this is an image of a provider that I am used to. As bravado as Patrick’s culture is, for 8 of 9 of his closest friends the head of the family is the grand-ma, abuelita. â€Å"We often take the opinion of our elders, grand-mother or uncle who you know are on your side.† (P. de Mendoza, personal communication, February 20, 2014) At this point Patrick has an HMO. He says, â€Å"Doctors are not advocating for me.† (P. de Mendoza, personal communication, February 20, 2014) If he sought a physician’s advice, the recommendation always comes from family and friends. Longstanding in Mexican culture, many tend to go over the boarder to have procedures performed. Patrick said, â€Å"I don’t know if it is of the same quality as U.S. healthcare, but unless you have a really good job with excellent insurance coverage and a strong bond with your physician, then you trust the people your family go to when they are sick.† (P. de Mendoza, personal communication, February 20, 2014) Shocking to me, he added, â€Å"I have friends that are in the military with great healthcare, but they still go to Mexico to get procedures they need because their families went there.† (P. de Mendoza, personal communication, February 20, 2014) The Clinical Nurse Leader character was formed by the AACN in 2006 to afford headship across all aspects of our health care organization (Shipman, Stanton, Hankins, Odom-Bartel, 2013). Patrick felt that miscommunication and a lack of cultural understanding leads to mistrust. He said, The more you trust a doctor the better relationship you have and the more inclined you are to talk about your personal issues and relationships. When I’m referring to going over the border, I’m speaking of seeing the family doctor. It does say a lot to have a family doctor because you have a history with someone who can identify with your beliefs (P. de Mendoza, personal communication, February 20, 2014). As a Clinical Nurse Leader, we are responsible for advocating for the patient and for fostering communication between patients, their families or care takers and nurses and physicians alike. The involvement of a CNL in patient treatment could soon be as prevalent in health care facilities as physician assistants and nurse practitioners are now. CNLs could put programs in place for retaining and recruiting diverse staff. This would provide a deeper well of knowledge of beliefs and practices from many cultures not just one or two. Another obligation of all practitioners and specifically Nurse Leaders is to ensure that educational materials are available that are culturally and linguistically appropriate for each clients’ cultural history. Our patients should feel as though their Clinical Nurse Leaders have given them the tools to actively be involved in their own health treatment. These are basic cultural competencies that, when implemented, further the cultural riches within he alth facilities already available to diverse communities. A Clinical Nurse Leader, having specific training in cultural awareness, will hopefully creatively lessen communication barriers, facilitate the integration of larger knowledge bases of ethnic health beliefs, as well as better conditions and practices. To provide an equal quality of healthcare to everyone hardly means treating all patients the same. In order to give optimal health care to everyone, all professionals must consider humanity’s many differences, attempt to know each client, and tailor treatment to the individual. We could also work with area providers in sensitivity training helping them to become aware of their beliefs that work to marginalize other ethnicities. (Anderson et al., 2003, p. 72) I hope that these accomplishments and goals toward quality of care are realized in the near future. It is senseless for a country as advanced as the United States is to have such a miraculous body of medical and biologic knowledge, if we fail to use that information to optimize the health situations of all the people that make-up our society. Patrick felt his health was not at its best due to the amount of stress he experiences. He felt his health could be transformed by more positive thinking, setting realistic goals, eating better, and exercising. As Clinical Nurse Leaders, we should be promoting inter-professional team care and embracing not an alternative system, but a complimentary treatment approach to the patient as a whole. References Anderson, L. M., Scrimshaw, S. C., Fullilove, M. T., Fielding, J. .E., Normand, J., (2003). Culturally competent healthcare systems: a systematic review. American journal of preventive medicine, 24(3), 68–79. doi: 10.1016/S0749-3797(02)00657-8 Blendon, R. J., Buhr, T., Cassidy, E. F., Perez, D. J., Hunt, K. A., Fleischfresser, C., . . . Herrmann, M. J. (2007). Disparities In Health: Perspectives Of A Multi-Ethnic, Multi-Racial America. doi: 10.1377/hlthaff.26.5.1437 Galanti, G. A. (2001). The challenge of serving and working with diverse populations in American hospitals. Diversity Factor, 9(3), 21-26. Shipman, S., Stanton, M., Hankins, J., Odom-Bartel, R. (2013). INCORPORATION OF THE CLINICAL NURSE LEADER IN PUBLIC HEALTH PRACTICE. Journal of Professional Nursing, 29(1), 4-10. doi: 10.1016/j.profnurs.2012.04.004

the bell jar (book report/ biography of author) :: essays research papers fc

The Bell Jar Suicidal in nature, perturbed in mind, and aimless in direction, Sylvia Plath fumbled her way through her adult life. The main character, Esther Greenwood, portrays Plath in her first and only book. Sylvia Plath conveys her touching story of losing herself, and her will to live, as well as her recovery in her heartbreaking novel, The Bell Jar.   Ã‚  Ã‚  Ã‚  Ã‚  Plath was not always such a disturbed person. She was born October 27th, 1932 ( ¡Ã‚ °Sylvia ¡Ã‚ ± n.p.). Her mother was a German and English teacher and her father emigrated from Germany at age sixteen to study ministry, and later, science. Sylvia was very close to her father, Otto Plath (Malmsheimer 527). In 1940, Otto, who had neglected to take care of his diabetes, fell ill and died that November. At this point in her life, Sylvia made a 180 ¢Ã‚ ª turn from being a happy, healthy child, to a shattered, lonesome soul (Malmsheimer 529).   Ã‚  Ã‚  Ã‚  Ã‚  Sylvia had little interaction with those outside of her household as a child. Her social circle included only her parents, maternal grandparents, her brother, and a few of her neighbors. She lived in the suburbs of Winthrop, Massachusetts near Boston and her father ran their household (Malmsheimer 528).   Ã‚  Ã‚  Ã‚  Ã‚  Sylvia ¡Ã‚ ¯s first publication was a short poem in the  ¡Ã‚ °Boston Sunday Herald ¡Ã‚ ± at the tender age of eight years (Malmsheimer 529). In junior high school, Plath decided that she wanted to be a writer. She stuck with that idea for the whole of her brief life.   Ã‚  Ã‚  Ã‚  Ã‚  Plath graduated from Gamaliel Bradford High School in Wellesley, Massachusetts (Volkman 311). From there she went on to earn the Wellesley Smith Club Scholarship, the Neilson Scholarship, and the Olive Higgins Prouty Fund Scholarship. In the fall of 1950, Plath enrolled in Smith College. Her first year there she was published in Seventeen Magazine and won the third place prize for their short story contest (Malmsheimer 530).   Ã‚  Ã‚  Ã‚  Ã‚  Ten years after Plath ¡Ã‚ ¯s award winning short story, her first collection of poems The Colossus and Other Poems, was published in 1960 (Malmsheimer 529). Plath attended Cambridge University in London, England. It was here that Plath met her husband, Ted Hughes, a fellow poet. They were married June 16th, 1956 and had a daughter, Frieda, and a son, Nicholas (Volkman 314). Sylvia later became aware of an affair her husband had been engaging in. This caused the couple to separate (Volkman 316).   Ã‚  Ã‚  Ã‚  Ã‚  The separation from Hughes caused Sylvia great distress. She had previously been hospitalized for attempting to take her own life (Volkman 312).

Clayton College Of Natural Health Essay

This thesis is an exploratory study which investigates the phenomena of holistic healing through a phenomenological approach and the potential of this process to reveal the importance of relying on the client as the most important information resource. Using qualitative design, this research chronicles the experiences of people for their impressions regarding their healing experiences and their search for wellness through traditional medical and complementary therapies. Objective data will be collected to validate the nature of this research through the completion of self-assessment forms, in addition to a subjective inquiry into the energetic process of each client through the art and narratives of this researcher. The discoveries that will be produced during the course of this research is expected to reflect the numerous implications of the holistic healing process. 3. Statement of Purpose and Background Holistic healing is on the edge of mainstream scientific thought. It is contrary to the accepted view that we will always be able to find a specific cause for any given disease. Holistic healing was described by Pelletier (1997). For him, all states of health were psychosomatic, each person representing a unique interaction of body, mind, and spirit. Illness was a disturbance in the dynamic balance of these relationships. The client and the practitioner shared the responsibility for the healing and both creatively learned about themselves during the healing process. This study seeks to add valuable information about the growing phenomena of holistic health. It strives to explore the process of holistic healing. In the process of investigating the studies hypotheses, this study hopes to discover novel, unanticipated themes that help further our understanding of holistic healing. In spite of its importance as a central phenomenon in medicine, the word holistic healing is rarely used in nursing or medical literature unless the authors are describing some form of indigenous healing ritual or in the context of purely physiological healing. A holistic healing perspective would imply that healing is much more than physiological change. In spite of a thorough search of the literature, no studies have been found that relate directly to the focus to this study, the experience of holistic healing. The literature review is not the theoretical foundation on which the study is based, but it is represented in order to illustrate the current state of the relevant literature. The initial review established the appropriateness of this study. The majority of the review will be accomplished after the data will be analyzed and will be guided by the findings. Literature from both the initial review and the later review will be combined and the connections between the literature and the results of this study will be explored in the later chapters. Topics will also be discussed that might relate to the experience of healing, such as health status, recovery, and survival. In this related literature the independent variables such as social support, optimism, and hardiness are often well defined with reliable and valid measures. The dependent variables such as â€Å"being healthy, having minor health problems, suffering from chronic disease, being disabled, and being dead are treated as equally-spaced points on a continuum† (Hobroyd & Coyne, 1987, p. 364), and are not often well-defined or measured. Other measures sometimes defined as â€Å"healthy† are help seeking behaviours and compliance with medical recommendations. This research investigates these questions: 1. What does it mean to be holistically healthy? 2. What is the mechanism of the health creation process? Hence, this study hypothesized that: 1. Personal experiences will be a key contributing factor to participants` developing a holistic healing approach. 2. Participants will report healing experience with holistic health as key to developing their interests. This study assumes that holistic healing have an integrative theory that guides its process. Additionally, it assumes that holistic healing adhere to a theoretical orientation that promotes universal spiritual ideals as opposed to specific religious ones. The researcher believes that human existence is multidimensional. In addition, this study assumes that illness, whether physical, psychological or spiritual effect our all the levels of existence, body, mind, and spirit. Furthermore, the researcher believes those treatment regimens, regardless of the discipline of origin, increase their efficacy by addressing more of the levels-of-being thorough utilizing a holistic approach. Hence, involving human subjects in this research will be justified. 4. Subjects a. Subject Characteristics In this study a target number of ten participants will be chosen. Their ages range from 28-65. The participants are expected to come from a variety of occupations. Moreover, these participants are expected to demonstrate unique behaviors prior to surgery that appeared as if they might add important insight to the study. The researcher would like to have equal number of male and female participants (5 males and 5 females) to have an equal perspective from both genders. Further, in phenomenology it is important to choose participants who are able to speak with ease, express their feelings, and describe physical experiences (van Kaam, 1966). All the participants are expected to be verbal and expressive and should have little trouble discussing their healing experiences. b. Selection Criteria Participants to be chosen are those who: 1. had had recent surgery (first interviews will be conducted one week after hospital discharge); 2. were expected to return to their presurgical level of functioning. To insure that the participants would have a significant enough surgery to focus their attention on healing, they: 1. were in the hospital for at least three days; 2. were not expected to return to presurgical functioning for at least three weeks. Certain situations related to the surgery could have distracted the participants from focusing on healing. It was not assumed that these situations could not be healing experiences, but individuals with the following characteristics were not included: 1. external disfigurement from the surgery, beyond the incision; 2. an illness that was expected to be fatal. c. Special Populations No special group will be used in this study. d. Recruitment Source There are three surgeons known to the researcher that are the sources and they will be contacted by telephone and then by letter (see Appendix A). Nurses in surgical practice will also be contacted for help. Through the researcher’s own private practice she had many contacts with lawyers, personnel departments and other referring sources. The need for participants was expressed to many of them. Participants referred by professional friends are also good recruitment source. e. Recruitment Method All the participants will be given the researcher’s telephone number and a brief description of the study (see Appendix B). It will be up to the potential participants whether they would make the first contact. Their participation in the study will not be discussed with referring person. The researcher will assume that access to participants would be much easier this way. The resources who were able to provide participants all knew and trusted the researcher. This knowledge could have made it easier to believe that patients would not be harmed by participation in the study. More personal contact beyond telephone and written contact may help to build the necessary trust with potential providers of participants who have never met the researcher. f. Informed Consent Process Because of concern for protection of human subjects, potential participants will be the one responsible for contacting the researcher, not visa versa. This may add to the difficulty of finding participants. Perhaps more potential participants could have been contacted sooner to insure a less prolonged interview schedule. Phenomenological research is a relatively unknown methodology in the medical community and potential providers of participants may have been concerned about the validity of the research. After the potential participants called the researcher, a short interview will be conducted on the telephone to ascertain whether they met the requirements for the study. They will be told what would be expected of them and asked whether they will be willing to participate. Participants will be informed about the nature of the study verbally and through a written consent form (see Appendix C). The nature of the study will also be discussed over the telephone and at the start of the first interview. Questions about the study will be answered at this time, as well as later. As stated in the consent form interviews will be tape-recorded. The tapes will be transcribed by the typist. Pseudonyms will be substituted whenever the participant’s name is used on the tape. The tapes, transcriptions of the tapes, information sheets, and any other materials written by or about the participants’ actual names will not appear in any written reports, nor will they be used in any other way. A list of participants wishing information about the results will be kept separate and will be in no way connected with the data. Participants will be assured that they could withdraw from the study at any time, and that this would not affect their treatment in any way. g. Study Location Attempt will be made to interview all participants in their homes as it will be likely the place where they will feel comfortable and will be sufficiently relax to be able to talk about their experiences. The home is a more appropriate setting than the hospital. Although healing probably will not occur in the hospital, many factors are present which may influence the ability to focus on the process. Pain, recovery from anesthesia, lack of privacy, and immersion in the patient role are notable destructors which are expected to be less pronounces at home. Most of the interviews will be conducted in the home but if the participant will find it more convenient to be interviewed in their office or in other comfortable place (i. e. restaurant) then that will be granted. h. Potential Problems It is anticipated that some questions may cause emotional trauma, thus the participants’ emotional state will be assessed throughout the interview and time will be allotted to discuss any difficulty they will have. 5. Research Design and Methods a. Research Design A suitable design for exploring holistic healing from the perspective of the person in the mechanism of the health creation process is phenomenology. In phenomenology, the essence of human experience (Solomon, 1980) will be studied. It is based on careful consideration of rich complex data, using logic and insight (Cohen, 2001). Then careful interpretation will clarify this reality of human experiences. In the process of interpretation, data will not created, but they will be analysed with an attempt to discover their essence. So, in order to address the research questions posed in this study, select individuals will be asked to discuss their experience of holistic healing and the mechanism of their health creation process. Asking people directly seemed an effective way to study meaning, experience, beliefs, expectations, and perceptions of holistic healing. Benner (2002) pointed out that physiological aspects of healing can be studied readily with traditional quantitative research. Much of the research available on psychological, interpersonal, and personality dimensions of health has also been done using quantitative methods. But there is now a current interest in exploring holistic healing using qualitative means, but no qualitative studies have explored healing. As healing is a lived experience it seems appropriate to use a qualitative method to ask individuals who are in the process of healing to attempt to articulate what they believe is happening. The following is a list of the steps proposed by Colaizzi (1998) that will be followed in this study: 1. carefully interrogate presuppositions; 2. conduct pilot interviews; 3. integrate personal presuppositions and the thoughts about the pilot data, to generated a series of interview questions; 4. gather the data; 5. read all the transcriptions of the data and acquire a feeling for the whole; 6. underlie significant statements in the data; 7. try to formulate the meaning of the combined significant statements. Creative insights can be used to go from what the subjects say to what the researcher believes they might have meant; 8. organize formulated meanings from all the interviews into groups of themes. Validate these themes by asking whether there is anything in the original data that is not included in the themes, or whether the themes imply anything not in the original data; 9. write an exhaustive description of the results so far, including any discrepancies or themes that do not fit into a cohesive framework; 10. reduce the description to the fundamental structure of the phenomenon; 11. validate findings with selected participants. In a phenomenological study, oral interview is indispensable. The purpose of the interview is to elicit information about the participants’ experience in their own words, order of priority, and depth of emphasis. Hence, interviews will usually lasts from 60 to 90 minutes or even longer. Then, it is expected that there will be two interviews (first and a follow-up). The first interview is intended to be conducted approximately one week after hospital discharge. After the first interview with each participant, the data will be analyzed to discover whether any of this information needed clarification or expansion or whether any of these data pointed to the need for another area of questioning. A list of specific questions will be drawn from each participant to explore during the second interview. The second interview for each participant is planned to occur three weeks after the first interview to allow enough time to pass to have some additional thoughts on healing, yet to be early enough in the process that the participant will still focused on healing. The second will start with general questions before the more specific questions will be asked. Again, he purpose was to elicit the participants’ experience in the most uncontaminated way possible. The participants’ thoughts about the healing is expected to be stimulated during the first interview so that they will add new ideas to express during the second interviews and it will be validated as the emerging themes and interpretations of the researcher.

Play essays

Play essays How can one describe any of Becketts work? It is truly difficult to even begin to convey what his productions might stand for. If there were only one word to describe Becketts work, it would have to be unique, for seldom does one come across theater so innovative. To acquire a taste of Becketts strange but inspirational work, one should start with the exceptionally jaw-dropping performance, Play. Here is a short synopsis of the production: Play begins, and continues throughout its entirety, with rapid chatter to the untrained ear. The abrupt beginning forces the listener to truly pay attention, for idle listening will cause one to miss the whole objective of the theatrical work. There isnt much indicated in the script about set design. Oddly enough, it is asked that main focuses of the production are the heads of the three people (one man and two women). Some may assume that a restriction of this kind would result in a deficiency of amusement, but many others believe that this new approach to theater as added a fresh exhilaration and an enjoyable mysteriousness to the art. Though it may seem impossible to some that one man could create such absurd conceptions, Beckett undoubtedly had preset images carved in his mind, and he articulated those images in his script. Yet, even with boundary, it is easy to realize that the script itself was written to allow maxi mum creativity within any sort of production. The script is ingeniously crafted for a wide range of creative input. When watching the on-screen version of Play, it is easy to see how. Beckett created Play with view of it being performed on stage, yet it was predictably proven that the play itself was not confined to the boundaries of theater. Its transformation from stage to film surely was not an easy task, but it was, without a doubt, an educational one. Though there was room to allow for the directors creat ...

Poem Analysis of John Clare’s First Love Essay Essay Example

Poem Analysis of John Clare’s First Love Essay Essay Example Poem Analysis of John Clare’s First Love Essay Paper Poem Analysis of John Clare’s First Love Essay Paper The verse form First Love by John Clare is written about the poet’s feelings of unanswered love for a affluent farmer’s girl. Mary Joyce. The poet uses assorted unusual effects in the verse form to convey this sense of loss. supplying deep penetrations into his head in a apparently simple and brief piece. Combined with words which reflect the temper in each poetry. these make it a really powerful verse form. An unusual signifier of contrast is used in First Love to make a powerful consequence. The usage of limited vocabulary is portion of this. evident throughout the verse form. The repeat of â€Å"sweet† suggests that the poet has non. or can non. think of another adjective. This is farther shown in the manner that he starts the 2nd stanza with â€Å"and then† . a really informal and unusual gap in a verse form. Combined with this. an informal tone is developed with the usage of phrases such as â€Å"blood rushed to my face† and â€Å"I neer saw so sweet a face† . Despite this informal tone. the message of the verse form is really insightful. as it shows a position into the poet’s head. Rhythm in the verse form is cardinal to this. making six subdivisions in the verse form. with the rime strategy for each being A. B. A. B. or for illustration â€Å"hour† . â€Å"sweet† . â€Å"flower† . â€Å"complete† . These subdivisions of four lines each can be seen as single ideas of Clare. as they each trade with a somewhat separate subject. Rhetorical inquiries such as â€Å"Is love’s bed ever snow† besides contribute to this consequence. as they are about addressed back to the poet. supplying an penetration into his head. Making a thoughtful. chew overing atmosphere. these make First Love a powerful verse form by contrasting the deep penetrations into the poet’s head and the effects this love has had on him with the simple tone and vocabulary. Divided into three stanzas. the verse form examines the effects of John Clare’s unrequited love for Mary Joyce. Stanza one deals with his initial effects she has on him. such as the entire awe and daze at her beauty. In the first line. â€Å"struck† and â€Å"hour† create a metaphor of a clock. connoting that this is the start of a new hr. or epoch in his life. The manner that she has wholly taken over Clare’s life is apparent in the usage of â€Å"stole my bosom away† . and his weakness in her custodies is exemplified by his legs refus [ ing ] to walk away† and the inquiry. â€Å"what could I ail? â€Å" . These words combine to demo that the sight of Mary Joyce for the first clip has left the poet helpless and overcome by her. making a powerful consequence. Clare’s affected perceptual experience of world is shown in the 2nd stanza. The metaphor of his love taking his â€Å"eyesight rather away† so that the â€Å"trees and bushes† â€Å"seemed midnight at noonday† shows the reversal of Clare’s worldviews as a consequence of this love. The manner that â€Å"words from [ his ] eyes did start† . which â€Å"spoke as chords do from the string† conveys the range of this. that he begins to speak in a different manner. one that is universally recognised like music – the linguistic communication of love. These two metaphors make the verse form powerful by conveying the consequence love has had on the poet. The concluding stanza changes the tone of the verse form. keening the fact that Clare’s love is unanswered. Introduced by two inquiries which compare Mary Joyce to â€Å"winter† and â€Å"snow† . it shows that she is cold and difficult. It so concludes by associating Joyce’s â€Å"sweet†¦ ace† back to the â€Å"sweet flower† mentioned in the first stanza. but shows that she has trapped him. so that his â€Å"heart† â€Å"can return no more† to where it one time was. The pick of cold. unforgiving words such as â€Å"winter† . â€Å"snow† and â€Å"silent† creates an ambiance of plaint and sorrow. and the concluding line links back to the first. which implies the start of a new age for Clare. as he â€Å"can return no more† . This stanza makes the poem powerful by efficaciously reasoning the verse form. and by presenting the sorrow which is the concluding consequence love has had on the poet. The power and effectivity of First Love is non in the ready-made message of unanswered love itself. but the manner that it portrayed. Clothed in a simple vocabulary and soft metre. a deep message is concealed which evokes great understanding in the reader. By opening a window into the poet’s head. the reader is able to see the complete hold the love has on Clare’s life and ideas. Accomplished through contrast and effectual word pick. this is the ground John Clare’s First Love is such a powerful verse form.

The Auditor and Fraud Essay Example

The Auditor and Fraud Essay Example The Auditor and Fraud Essay The Auditor and Fraud Essay EXPLAIN THE RESPECTIVE ROLES AND RESPONSIBILITIES OF MANAGEMENT AND AUDITORS IN THE PREVENTION AND DETECTION OF FRAUD. The primary responsibility for fraud detection lies with management. This arises due to a contractual duty of care. Directors are able to discharge their duty toward prevention and detection of fraud and error in many ways, for example: * Complying with the Combined Code on Corporate Governance * Developing a code of conduct, monitoring compliance and taking action against breaches * Emphasising a strong commitment to fraud prevention. This involves establishing a culture of honesty and ethical behaviour within the organisation with clearly communicated policies. * Establishing an internal audit function * Having an audit committee The role of the auditor is with assessing the effectiveness of the internal controls. Auditors should appraise the risk of misstatements due to errors and fraud. The role of the auditor in the detection of fraud is appraised within case law, for example: Re Kingston Cotton Mill (1896) – An auditor â€Å"is a watchdog not a bloodhound†. According to Melville (2007), this judgement set the tone for the audit profession for a century. Auditors were to be passive checkers rather than be proactive in searching out errors, misstatements and fraud. This statement may no longer have the force it once did in the light of ISA 240 The Auditor’s Responsibility to Consider Fraud in an Audit of Financial Statements. Auditor’s are now expected to recognise at least the possibility that fraud may exist and, consequently, adopt an attitude of professional scepticism in their approach to audit work. Re Thomas Gerrard Son (1968) highlighted the negligence of auditor in overlooking fraudulent activities committed by directors. Auditors relied on stock certificates given to them by the managing director, a person who they trusted. This was supported by the decision in Re Kingston Cotton Mill whereby an auditor is ‘justified in believing tried servants of the company in whom confidence is placed by the company’. It was held that their responsibility was to investigate the matter fully once their suspicions had been aroused. If they had done so, the fraud would have been revealed. This is supported by the content of ISA 240 which requires auditors to follow up anomalies. Once suspicions have been aroused, tests designed specifically and uniquely to detect and establish the extent of fraud will be performed. Auditor’s should plan and conduct their audit tests to limit the possibility that material fraud and irregularities go undetected. Certain assets such as cash are more susceptible to fraud than others and audit planning should take account of this. Tests are mainly carried out due to the need to assess whether a matter is material before reporting it. If the matte proves to be material, it should be first reported to management (unless management are implicated in the fraudulent activity themselves). Auditors cannot guarantee the detection of all frauds and errors because they are not able to spend the time searching for frauds as they only analyse a sample. A guarantee cannot be made as auditors provide an opinion. IDENTIFY AND DISCUSS BOTH THE ORGANISATIONAL AND PERSONAL FACTORS WHICH MIGHT CONTRIBUTE TO AN ENVIRONMENT WHERE FRAUD IS MORE LIKELY TO OCCUR. The integrity of the individual and whether they seem to have a strong sense of ethics. Although a difficult characteristic to assess, the behaviour of individuals and their opinions on issues may provide important evidence to assist the auditors in assessing this characteristic. Personal integrity may well be a key if not the most important factor in keeping a person from committing fraud. There are many cases in which individuals with severe financial or personal pressures and the opportunity to engage in fraudulent activity do not do so because they have a strong personal moral code. Some fraud investigators believe that a strong moral code can prevent individuals from using rationalisations to justify illicit behaviour. Typical rationalisations include: I am only borrowing the money and will pay it back Nobody will get hurt (perception of fraud as â€Å"victimless† crime The company treats me unfairly and owes me Its only temporary until my financial position improves Everybody’s at it!! The extent to which individuals appear to be motivated by greed. Again, a difficult characteristic to assess but the individual’s concern with money and consumer goods may provide some clues about this. If someone starts turning up to work in a brand new Ferrari, they may have won the lottery, or benefited from the demise of a loving relative, or they could be up to no good!! The degree of loyalty exhibited by an individual. If the individual has been with one firm a long time, this may indicate a certain level of satisfaction with their employment and perhaps reduce the likelihood of them committing fraud. You should, however, also be aware that experienced employees, because they are trusted, might have a greater opportunity to commit fraud. Ernst Young Survey (2000) found that nearly half of the employees who defrauded their firms had been employed for over five years. Also bear in mind that opportunities to commit fraud can arise when an employee reaches a level of trust in an organisation or when internal controls are weak or nonexistent. Then the employee if he or she is so motivated will perceive that there is an opportunity to commit fraud, conceal it, and attempt to avoid detection and punishment Also, recent research undertaken by the Wharton School at the University of Pennsylvania suggests that in order to make it to the top ranks of corporate management you of course have to be very self-assured, but this can turn into overconfidence which can lead you to â€Å"cross the line† and commit fraud. For example, a senior manager believes that his firm is experiencing only a bad quarter or patch of bad luck. He believes it is in the best interests of everyone involved – management, employees, customers, creditors and shareholders to cover up the problem in the short term so that these constituents do not misinterpret the current poor performance as a sign of the future. In addition, he is convinced that down the road the company will make up for the current period of poor performance. It is the optimistic executive or overconfident executive who is more likely to have these beliefs. May stretch the rules a little or engage in earnings management ploys, but what if things don’t turn around as expected? Then he has to make up for the prior period and that requires continuing fraudulent behaviour. There appears to be a belief that overly optimistic executives can turn their firms around before fraudulent behaviour catches up with them, at least according to the US research. Jordan (2002) as cited in Quirke (2008) reaffirms this attitude by quoting a communist era Czech axiom â€Å"If you do not steal from the state, you rob your family† Antonio Birritella; â€Å"All these funds from the EU were seen as a gift to the Mafia, easy pickings†

Marshall Plan Research Paper Example | Topics and Well Written Essays - 1500 words

Marshall Plan - Research Paper Example The WWII also produced the most radical change in international power structure in over 500 years. The ERP lasted for four years from the April of 1948. (WERNER, 2011, p402). America was responding to the problems and strife faced by the European nations, e.g. the rebuilding of devastated infrastructure by removing trade barriers hence modernizing industries and in the whole making Europe regain its prosperity once again. In the early stages the soviets were offered inclusion in the plan however they declined since they viewed acceptance of the offer would ultimately mean a US control over the soviet communism albeit a small degree(GILLON,2012, p18) Although Europe was aware that there were mixed motives behind the American aid plan, the European countries eagerly embraced the plan. On 12th July 1947 the following countries and others met in Paris to create the CEEC (committee of European Economic Cooperation), Austria, Denmark, Belgium, Greece, France, Ireland, Iceland, Luxemburg, Italy, among others (SULLIVAN, 1997, p16). At any one time there were 150 American ships plying the trade routes carrying the much needed commodities for factories to resume production. The factories were able to employ workers who in turn had the power to purchase goods, in a sense the European were given a new lease of life (MEE, 1984, p248). Between the years of 1948 – 1952, tons of fuel, food and finished products crossed the Atlantic to Europe. There was a rise in industrial production which reached the previous levels before the war by 1959.ERP was noted to have had the best impact in West Germany, here the foreign trade was doubled between the years 1949 & 1950and grew again by  ¾ the following year. Steel production grew from 2.5 million tons to 14.5 million tons, unemployment decreased to nearly zero and houses were built hence West Germany could support its growing

Envisioning America & What Caused the Pueblo Revolt Essay - 1

Envisioning America & What Caused the Pueblo Revolt - Essay Example At first we thought the white man’s god protected us, so we freely worshiped. Then the rains stopped coming. The other tribes began attacking us for our sparse food and water. As a people, the Pueblos, realized we had angered our Gods. The Gods were punishing us with a drought. We turned from the white man ways to go back to the true ways of our fathers. The white men were mad. They arrested many man, including Popà ©. Some of the Pueblos were killed. The rest of the men, including Popà © were whipped. The story of his shame circulated amongst the tribes. Popà © vowed revenge. Along with Popà ©Ã¢â‚¬â„¢s stories, my people had become angry at the white man’s ways. My family was no exception. The white men’s holy men had made several Pueblo children and women work in their holy places and homes. My mother would take me to the holy place as a child. She would clean the church and cook for the holy man. As a young child I would carry water for the white man’s holy man. Some days it would take all day to fill the water needs of the white man. I did not understand why I struggled so hard to carry water and then the holy man would waste it. Even more strange was the holy man’s wastefulness of water during droughts. The man would dip his fingers into water and place it on babies heads. I never understood how water could help a baby’s thirst if placed on the baby’s head. My mother would have to go home and tend to her crops and other chores after working for the holy man. This made my mother very tired. Other Pueblos felt the same way. We began to hate the Spaniards, instead of just being suspicious. After the runner left, my father and the tribal elders met to discuss the message. I hid in the shadows to listen. My father spoke saying â€Å"Popà © will attack on the day the last knot is untied.† I was excited. Maybe my

Woodrow Wilson's speech Final Address in Support of the League of Term Paper

Woodrow Wilson's speech Final Address in Support of the League of Nations - Term Paper Example The paper presents a critical analysis of Woodrow Wilson’s speech as a persuasive discourse necessitates an in-depth understanding of the various aspects of a persuasive speech. Persuasive speeches are governed by both communicative intentions and persuasive intentions and the ultimate goal of such a discourse is to exert favorable responses in the minds of the audience. Any persuasive speech aims at â€Å"influencing values, ideas, beliefs and attitudes of the audience† and as such persuasive speeches try â€Å"to convince people to come a different idea, attitude and belief, react to something, consider doing things they were previously unwilling to do.† All throughout the speech Woodrow Wilson’s attempts to persuade a target audience are clearly evident. He repeatedly addresses the audience as â€Å"fellow countrymen† and â€Å"my fellow citizens.† In the very beginning of the speech itself he tries to make a rapport with the audience by e xplicitly stating that they are not far from him. Towards the second paragraph of his speech Woodrow Wilson introduces the issue of League of Nations by emphasizing that there are ‘organized propaganda against the League of Nations’ and that there are men who â€Å"have been busy creating an absolutely false impression of what the treaty of peace and the Covenant of the League of Nations contain and mean.† He goes on to purport that it is people who are sympathetic towards certain bodies of foreign nations who protest against the treaty. Wilson also takes conscious efforts to adapt the content of the speech to the ideas, attitudes and values of the audience. He was quite aware that many of the senators and the Americans regarded the treaty as a mere settlement with Germany. He purports: â€Å"It is not merely a settlement with Germany; it is a readjustment of those great injustices which underlie the whole structure of European and Asiatic society.†4 He al so argues that the treaty is the people’s treaty and that there are several treaties to follow the same line as that of League of Nations. Historical evidences show that Woodrow Wilson toured the whole nation in order to turn the American public opinion in favor of the League of Nations. He paid great value to the settlements agreed at the Paris Peace Conference and it was a very difficult task for him to convince the U.S. Congress and get their approval for the treaty of League of Nati

Transporting Changes Essay Example | Topics and Well Written Essays - 1500 words

Transporting Changes - Essay Example One of the primary ways in which these changes were brought about was through changes in the city’s modes of transport, from the old days of walking, bicycling, trams and els, to the new mode of individual vehicular traffic and high-speed underground trains. In constructing the necessary amenities for these sorts of changes, it was necessary to break some of the old ways of doing things, either through the destruction of previously apportioned space or through novel approaches to cutting through traffic. Before one can understand how current conceptions of New York were shaped by these changing forms of transport, it is necessary to understand what is meant by the concept of place and then to observe how this concept shifted and changed with each new introduction to the city’s landscape. In his article â€Å"Defining Places† (2004), Tim Cresswell presents a general examination of how the term ‘place’ might be defined in a variety of different context s. Foremost among these is the idea that the term ‘place’ doesn’t simply refer to a specific location but is instead used to refer to a variety of ideas and concepts that are tied up in our conception of place.