Clinical Link Learning Activities Essay Example | Topics and Well Written Essays - 2000 words

Clinical Link Learning Activities - Essay Example The department of health stresses the importance of assessments that covers social, environmental, psychological, cultural, spiritual, financial and physical (Department of Health, 2008). The assessment is geared towards giving priority and preference to patient needs. Effective record sharing and maintenance minimize duplication and repetition. It is necessary that all life care practitioners and support groups to acquire the necessary expertise and experience in order to contribute in enhancing quality care. Evaluating the process of preparing cancer patients in their journey Diagnosis of cancer and Treatment plan agreed The cancer patient should undergo this assessment since cancer illness is progressive and incurable but can be managed to ensure the patient leaves a quality life. The planned active treatment and assessment occurs at a key point at around the time of diagnosis. This is after several test detected cancer in its early stages. The planned treatment scheduled periodic clinic session with the patient for active treatment and assessment. The team of consultants included a Doctor and a clinical Nurse Specialist who are charged with responsibility to treat and assess the patient. The competence and experience of the team is important in ensuring quality assessment and treatment (Department of Health, 2009). ... The plan included an initial assessment by a Clinical Nurse Specialist but also provided for engagement of a Surgical Ward Sister. The professional assessors have the requisite knowledge and competence to conduct the assessment (McMullan, 2003 pp.285). The plan had not provided for self-assessment was not provided in the plan but I thing it can play an important part in identifying patient’s preferences (Robert, 1982 pp. 81). The assessor describes the process and details of assessment to the patient and seeks consent since the process should be between patient and professional. Consent seeking is important not only for purposes of preference but also on the bases of clinical ethics (Greene, 2005 pp. 61). The plan provided for several assessment contents namely: Background information and assessment preferences It is recorded from the patient care record and captures details such as name, date of birth, gender, religion, occupation, dependants, allergies, diet, hospital consul tant and next of kin. The preferences include date of last evaluation with copies, know the needs identified and actions taken. This is laudable since it will ensure continuation and avoid duplication. Information on key points, date, assessor name and site of assessment are also planned for inclusion. Address consent for assessment and presence of carer or family member. These last two are very important since the former address the notion of patient need while the later include participation of the next important person beside the life care professional (Cassileth, 1980 pp. 834). Physical well being The session entails description of the problems that include cause, intensity, duration and rate of change. The effects of the

Video Case Study Write ups Essay Example | Topics and Well Written Essays - 250 words

Video Case Study Write ups - Essay Example In this video, the host focused on gathering information from various sets of masses like peasants, millionaires, drag queens, students and many others. The central theme of the video is that as compared to the previous decades, the modern day Chinese masses is interested in graduating to a better life by making more money through their own method of working hard. It is interesting to point out that the video documentary brings into notice the relation of Chinese prosperity and American policy changes in the business front. Many well known companies like Ethan Allen, Wal-Mart as well as other well known retailers of the US market have focused on outsourcing their production lines in order to cut costs and generate high profit margins over the years. While this in turn promotes job loss in the American shores, yet it provides generates jobs as well as related economic prosperity in the Chinese market

Understanding of Different Concepts Essay Example for Free

Understanding of Different Concepts Essay Concepts are very complex definitions of everything that we see in everyday life. They are also typically never specific. Concepts of a certain thing or idea might and most probably will change if the person examining the object or idea changes his point of view. Various authors throughout the textbook have written about the different ways we could see things if we don’t close ourselves to what we can only see. One of the authors that talk about this is S. I Hayakawa. His main point in his article is how he stressed to tell us to be more creative, and that we shouldn’t blindly follow what media outlets like the ones on TV because we’re becoming like sheep. He argues that one with creativity best be prepared to endure loneliness and ridicule. He says, and this is very correct, that because of what we see on things like the media, we’re just told to follow what they say is right, and because of that, if one person dares to exclaim otherwise, then he or he will be getting cast away from other people. It’s ok to have a different opinion of things, and he encourages it, because creative people are going to be the most successful in life. Another great way to compare concepts is in Simon Benlow’s paper, â€Å"Have it your way,† he argues that students are being seen differently now, that is, companies are starting to have different concepts of kids at school, because they’re not being seen as what they are: students. Rather, they feel much more like consumers now. Also, kids from a young age have been catered to their every need, and because of that, when they get to college they find out that they weren’t as good as they thought they were, because of tailoring education for students. The essay â€Å"What is education?† by Petra Pepellashi is a perfect example of how two concepts could differ. Here, she uses the education when it was first introduced in the country. She tells about how Jefferson’s point of view of education was much different from what the child education laws going on today. In the end though, the US government ended up selecting the rich guys to choose it, and they chose their own concept of education, one where students are just there to learn how to become a businessman or factory worker. Interpreting concepts in different ways can also lead us to false expectations. Take Daniel Bruno’s essay, â€Å"Entitlement Education,† for example. In the essay, he points out how students â€Å"have a sense of entitlement,† in other words, that after so many times of turning in work that they didn’t put much effort into and getting good grades for them, they feel they deserve better grades than what they get in college. This involves concepts because, while the student thinks the paper deserves a better grade, in the view of the teacher, he could have done much better. This shows that different people can define concepts or ideas as different things, and it could bring problems to them. The same problem is presented in Paul Roberts’ â€Å"How to Say Nothing in 500 words.† Students think that their idea of a good 500 page essay is just writing and filling up as much space as they possibly can, and when they get back their papers, it’s always a big surprise to them when they get something like a D as a grade. Susan Jacoby’s essay, â€Å"When Bright Girls Decide That Math is a ‘Waste of Time,’† is a great example of the difference in what people think about concepts. In this case, it talks about how society sees what classes boys and girls usually take, and more deeply, how society’s ideals for each gender is something that the vast majority of individuals follow. Jacoby cites a good example by showing how if a girl would go to her parents and ask if she can drop her science and math classes because she was looking more into art or history in college, and the parents say they’re ok with it. Ultimately, what Jacoby is trying to say is that because of these decisions where women aren’t given the proper motivation to study more technical classes, it’s crippling the improvement of women’s overall quality of life in the future, since they probably won’t earn the same as other people who know more about science and math (like men do.) Lastly, in Doris Lessing’s â€Å"Group Minds,† she explains how the way we conceptually think about us as members of the western world is very far from reality. As she denotes, a westerner views himself as a free individual who think and does as he pleases, when the truth is that he thinks accordingly to what other people are thinking. In the end, the concept of the westerner as we regularly see it differs from what the truth really is. So, to sum up, concepts, or the ideas and ways we see things, can differ greatly, depending on each person. It’s important to know that this is perfectly normal, as we are free thinkers, but it is also important that we don’t cause problems by having different views on things, as was shown in some examples on this paper.

Slavery in Chesapeake and the Economy

Slavery in Chesapeake and the Economy The development of slavery in the Chesapeake was due solely to the economic needs of white settlers. Do you agree? History can never adequately provide answers regarding the motives of men and women throughout recorded history; what it can do, however, is to provide a prism through which to gauge the consequences of their actions. With regards to slavery, the consequences of the Southern United States’ intrinsic involvement in the practice of slavery were truly seismic, resulting in the American Civil War and the cementation of the world’s most powerful economic and military force. The role of the Chesapeake in this tumultuous domestic conflict should not be underestimated such was the deep seated nature of the region’s association with slavery. Certainly, economic necessity appears to be at the forefront of this historical fact with the rich tobacco and other grain industries flourishing in the South as a direct result of the burgeoning slave trade. Indeed, as Fogel (2003) underscores, even the slaves themselves could be traded amongst white settlers for economic profit. For the purpose of perspective, the following analysis into the development of slavery in the Chesapeake region must adopt a critical stance attempting to show that economic reasons were indeed the dominant paradigm in the region’s development of a sophisticated slave trade while also underscoring the complex and diverse nature of the early American slave trade. First, however, a conceptualisation of the issue must be attempted. It is important to note that Chesapeake differed markedly from the slave trades operating in the Georgia Low Country after the first arrival of enslaved African workers in the early seventeenth century (transported by Dutch merchants to replace a dwindling European labour force in the North American colonies). Unlike in other English colonies, the Chesapeake was a locale that was only colonised for economic reasons with a sparse colonial population in the days immediately prior to the introduction of slavery. Likewise, the differences within the Chesap eake itself highlight the way in which the values of trade, profit, production and the economy were central to the genesis of slavery in the region, as Philip Morgan (1998:9) details. â€Å"By the late seventeenth century, Virginia had a plantation economy in search of a labour force, whereas South Carolina had a labour force in search of plantation economy.† From the very beginning, therefore, a symbiosis began to form between the determining economic factors of the white settler communities and the introduction of large numbers of slaves into the colonies, with the number of African workers increasing from 13000 to 250000 in the Chesapeake Bay area between 1700 and 1770. The fact that this unprecedented level of African recruitment was accompanied by a drive to attract more female slaves to the colonies so as to increase the plantation population is testimony to the economic imperative at the heart of slave development in the Chesapeake. If slavery were a temporary measure to increase population levels in the area then the imposition of female slaves would not have occurred; only because of the permanence of the economic necessity for slaves did this phenomenon occur. Furthermore, the sheer expanse of the New World landscape required the development of slaves to even begin to cultivate the land for economic production. After the introduction of rice crops in the 1680’s, Boyer (2003:85) estimates that a farmer planting 130 acres of the crop would require at least 65 slaves to do so. With the rapid reduction of the white indentured slaves after the turn of the eighteenth century, the absolute economic need for African slaves in the Chesapeake further increased so that the white plantation owners were utterly dependent on slave manpower in order to function as viable enterprises, competing with highly productive colonies such as the West Indies. Without the slave trade, the Chesapeake region of America particularly the states of Virginia and North Carolina could never have emerged as a major player in the expanding trans‑Atlantic trade system. It was not just for economic reasons that slaves were seen as integral to the rise of the Chesapeake. Health imperatives likewise played a part in the development of slavery during the early years of the colonial era. The African workers were immunised against the malaria that came with the imported rice and grain crops – a disease that rendered white workers obsolete during the formative years of the Chesapeake’s economic development. Moreover, the hot and humid climate of the Chesapeake was wholly alien to the white settlers from the colder European climate while the African workers imported to work on the plantations were much better equipped to cope with the working conditions in the New World, though Oscar and Mary Hadlin (1950:199-222) refute this claiming that it is unjust to blame nature for barbaric human institutions. It is also important to recognise, as Edmund Morgan (2003:314-344) points out, that the slaves were important for sociological and cultural reasons, helping to underpin the rigid class structure that flourished in the southern American states. By taking away the need for a white working class, the slaves of the Chesapeake performed the task of cultural underdogs, which was an integral part of the economic rise of the region as a world exporter. Despite the diverse range of cultural and sociological factors prevalent in the development of slavery in the Chesapeake there is no escaping the pre‑eminence of economic imperatives. Indeed, the manufacturing of the term ‘slave trade’ implies the significance of economic issues in all parts of America that indulged in slavery with the transaction of human beings working in tandem with the production of profits garnered from the rich plantations. As Winthrop Jordan (1976:110-115) details, the underlying prejudice of the white settlers incorporating a profound sense of racial and ethnic superiority facilitated the evolution of slavery as a comprehensive way of life in the Chesapeake. The fact that the Chesapeake was willing to go to war with the Yankees for the perpetuation of the profits generated by the slave trade proves beyond doubt that economic reasons were the catalyst behind the development of slavery in the region. References Boyer, P.S. et al (2003) Enduring Vision: a History of the American People: Fifth Edition New York: Houghton Mifflin Breen, T.H. (Ed.) (1976) Shaping Southern Society: the Colonial Experience Oxford: Oxford University Press Fogel, R.W. (2003) The Slavery Debates, 1952-1990: a Retrospective Baton Rouge: Louisiana State University Press Morgan, E.S. (2003) American Slavery, American Freedom London: W.W. Norton Co. Morgan, P.D. (1998) Slave Counterpoint: Black Culture in the Eighteenth Century Chesapeake and Low Country Chapel Hill, NC: University of North Carolina Press Selected Articles Jordan, W. (1976) Unthinking Decision: Enslavement of Negroes in America to 1700, quoted in, Breen, T.H. (Ed.) Shaping Southern Society: the Colonial Experience Oxford: Oxford University Press Journals Hadlin, M.F. and Hadlin, O. (April 1950) Origins of the Southern Labour System, quoted in, William and Mary Quarterly, Volume 7, Number 2

An Examination of Visual Agnosia Essay -- Term Papers Research

An Examination of Visual Agnosia Imagine a researcher requesting you to copy a picture. It's a simple task. You move your instrument of illustration across a sheet of blank paper with ease, glancing from the given picture to your own sketch in progress. When you are finished you observe a satisfactory replica and feel a sense of accomplishment and proficiency with the similarity you have achieved between picture and sketch. Then the researcher queries whether you can tell him what you have drawn. You search the interconnected lines, the edges, and the shapes of your sketch but cannot answer what the picture represents. Finally, an explanation is given. You have just drawn a house- a simple triangle resting on top of a square. Your sense of accomplishment is quickly replaced with a feeling of despair. Visual agnosia is a neurological disorder characterized by the inability to recognize familiar objects (Farah, 1990). Object recognition is the ability to place an object in a category of meaning. Most cases of visual agnosia are brought about through cerebral vascular accidents or traumatic brain injury typically inhibiting sufficient amounts of oxygen from reaching vital body tissues (Zoltan, 1996). There are a vast array of impaired abilities and deficits associated with individuals diagnosed with visual agnosia. These impairments vary considerably from individual to individual (Farah, 1990). Some patients cannot recognize pictures of things such as trees and birds, despite being able to describe such objects or recognize them through other senses such as sound and touch. Other patients demonstrate an inability to recognize faces of friends and family members (Goodale, 1995). The functional impairments experienced as a r... ...idence. Neuropsychologia, 29, 949-958. Farah, M.J. Relations Among the Agnosias. Case Studies in the Neuropsychology of Vision. The Psychology Press: UK, 1999. (9) 181. Goodale, M.A. (1995) Perceiving the World and Grasping It: Is there a difference? Lancet, 343, 930. Humphreys, G.W. Case Studies in the Neuropsychology of Vision. The Psychology Press: UK, 1999. Sajda P. & Finkle, L.H. (1995) Intermediate Visual Representations and the Construction of Surface Perception. Journal of Cognitive Neuroscience, 7, 267-291. Vecera, S.P. & Gilds, K.S. (1998) What Processing is Impaired in Apperceptive Agnosia: Evidence from Normal Subjects. Journal of Cognitive Neuroscience, 10 (5), p.568 Zoltan, B. Vision, Perception, & Cognition: A Manuel for the Evaluation and Treatment of the Neurologically Impaired Adult. Slack Incorporated: New Jersey, 1996. 109-111.

Euthanasia: Precious Life :: Free Euthanasia Essay

Euthanasia: Precious Life   Ã‚  Ã‚  Ã‚  Ã‚  My impression is that the idea of euthanasia, if not the practice, is gradually gaining acceptance within our society. People like Jack Kevorkian attribute this to an increasing inclination to devalue human life, but I do not believe that this is the major factor. The acceptance of euthanasia is much more likely to be the result of unthinking sympathy and benevolence. It is an easy step from this very human response to the view that if someone would be better off dead, then it must be right to kill that person. Although I respect the compassion that leads to this conclusion, I believe that this conclusion is wrong. I want to show that euthanasia is wrong. It is inherently wrong, but it is also wrongly judged from the standpoints of self-interest and of practical effects.   Ã‚  Ã‚  Ã‚  Ã‚  Before presenting my arguments, it would be well to define â€Å"euthanasia†. An essential aspect of euthanasia is that it involve taking a human life. Also, the person whose life is taken must be someone who is believed to be suffering from an incurable disease or injury from which recovery cannot reasonably be expected. Finally the action must be deliberate and intentional. Therefore euthanasia is intentionally taking the life of a presumably hopeless person.   Ã‚  Ã‚  Ã‚  Ã‚  It is important to be clear about the deliberate and intentional aspect of the killing. If a hopeless person is given an injection of the wrong drug by mistake and this causes his/her death, this is wrongful killing but not euthanasia. The killing cannot be the result of an accident. In addition, if the person is given an injection of a drug that is believed to be necessary to treat their disease or better their condition and the person dies as a result, then this is neither wrongful killing nor euthanasia. The intention was to make the patient well, not kill them.   Ã‚  Ã‚  Ã‚  Ã‚  Every human being has a natural inclination to continue living. Our reflexes and responses fit us to fight attackers, flee wild animals, and dodge out of the way of trucks. In our daily lives we exercise caution and care necessary to protect ourselves. Our bodies are similarly structured for survival right down to the molecular level. When we are cut, our capillaries seal shut, our blood clots, and fibrogen is produced to start the process of healing the wound. When we are invaded by bacteria, antibodies are produced to fight against the alien organism, and their remains are swept out of the body by special cells designed for clean-up work.   Ã‚  Ã‚  Ã‚  Ã‚  It is enough I believe to recognize that the organization of the human

Elephant

Elephant was a movie based on an average high school In the last ten years, showing the experiences, different emotions and actions students have. While this movie In the end focuses on two boys, we see many different students throughout the movie and their part In high school. Even though this Is to be based on an average high school, I believe at times they showed an unrealistic portrayal on students and teachers with some of their actions in this movie.Not far into the movie they show a cone of girls in gym class, all wearing shorts outside except one, Michelle. Which is nothing wrong with that, but what happens is the teachers makes a comment on her wearing sweats, telling her she needs to Join the rest of the girls, by wearing shorts. Otherwise, by her not following these instructions, it would lead to a drop in her marks. Michelle to me seems like an insecure girl, not wanting to show her body off.And no school I feel would make girls who are insecure about their body have to f eel uncomfortable by wearing shorts, Just because every other girl in class was confident and wears shorts. I also found this movie made students look stupid, making them so oblivious to what was happening around them. As the two boys enter the school, stalking around the halls with those massive guns In their hands, you see not one student scream or even notice what was happening.Especially in the library which was full of kids, one of the boys marched right in, gun in the air, and it takes for him o actually shoot it after awhile for anyone to scream or run. Not to mention how as the shooting starts, students weren't even running out of the school. In so many of the scenes when you see students running away they completely ignore the doors as if they weren't even there. They Just run past or go up the stairs. No student would actually choose to run up a couple flights of stairs then to just run outside, getting away from this tragedy.