Discussion Research Paper Example | Topics and Well Written Essays - 250 words

Discussion - Research Paper Example â€Å"Personality is expressed through influences on the body† (Mayer, 2005, p.22). Further, I realized that some individuals have a low locus of control, which means that they believe others influence and affect their own destinies and feel as though they are victims of circumstance (Treven & Potocan, 2005). This is unhealthy personality-related behavior that causes people to be too passive and always on the defensive. This was the root of what was causing these physical stress responses unlike a normal functioning person who believes they have control over their own fate without being influenced by others. The intervention chosen for this client was built under the operant conditioning model, which is essentially conditioning a person to change their behaviors through positive reinforcement when a desired behavior occurs (Kadden, 2008). Each time this client described a positive scenario in his life, I would touch the individual in a gentle way such as offering a rub on the shoulders in a soothing fashion. When the client began discussing negative behaviors, I would instead look depressed and show body language that was modestly disinterested. This operant conditioning, over time, made the individual want to discuss more positive factors so that my responses followed a more desired consequence.

Motivation and Performance Factors for Bombay Palace Essay

Motivation and Performance Factors for Bombay Palace - Essay Example ey feel with appraisal at work.questionaires were used so as to get feedback of the employees and this made the study less cumbersome for the researcher. This is important to note that was conducted in a span of month month so as to ensure that each and every staff was interviewed. Motivation of employee is one key issue that is facing every organization. It is the responsibility of every leader in an organisation to ensure employees are motivated and also create a very conducive environment for them in the workplace (Koontz 1993). Though an employee may be capable to perform his/her job description without motivation every human being needs to feel a little bit of appreciation as this will spur inner urge to work well in an organisation. It is this role of a leader that he has to ensure that his workforce is motivated and if not he should identify a strategy on how to make them moretivated as this will enable him achieve his organisational goals(Marginson 1986). Motivation cannot be understated as it is always a key ingredient to help an organisation in achieving its goals. Issuinig of instructions that are well and clealy friendly (Marginson 1986). A manager first has to understand he has the right team and after it is when he should ensure that the team is motivated so as to keep the focus on objective goals.The role to motivate employees depends on very different dimesions and they cannot be for one department like the human resource but the whole organisation.Itis thus important to understand all humans have different needs and may be motivated in different ways but one of the most important task is to ensure it is done (Alous 2002). Strong needs in directing and satisfying latent needs in employees harness them in a manner that is functional for the organization. For motivation to be successfully implemented the factors that trigger motivation should be identified and analysed properly.The goal here is to identify the causes of motivation and not the

International Policies on Disability Comparison

International Policies on Disability Comparison Aging and Disability Task 4 Comparing international developments to New Zealand’s policies and practices, in relation to disability and aging. 4.1 International policies on disability from New Zealand, Canada and the United Kingdom New Zealand According to the New Zealand Disability Strategy it is a long term plan to change the way New Zealand society works with people with disabilities. The strategy was developed through consultations with people with disabilities to gain insight in what they need and from people who have been working closely in the disability sector because they provide real and valuable insights in what needs to be addressed in order for New Zealand to become a society where disabled people are included in every aspect of community life. According to the strategy New Zealand can be said as in inclusive society for disabled people when disabled persons can say that they live in† â€Å"A society that highly values our lives and continually enhances our full participation.† This are the Objectives: To encourage and educate for a society that is non-disabling To ensure that rights of disable people are upheld To provide disabled people the best education possible To provide employment and economic development opportunities for disabled people To promote leadership by disabled people To foster an aware and responsive public service for disabled people To create a long term support system centred on the individual and not on the disability To support quality living in the community for disabled people To support lifestyle choices, recreation and culture for the disabled individual To collect and use any relevant information about disabled people and issues relating to disability To promote and enhance participation of disabled Maori To promote and enhance participation of disabled Pacific people To enable disabled children and youth to lead active lives To promote participation of women who are disabled in order to improve quality of life To value families, whanau and people providing ongoing support to disabled individuals Canada In comparison to New Zealand where there is Disability Strategy, Canada does not have a specific disability policy for disabled people. Canada sees disability as a complex and multi-dimensional condition wherein the combination of all the effects of disability in a person’s life is addressed in different legislations in Canada. This includes: Canadian Human Rights Legislation, The Charter of Rights and Freedoms, and the Universal Health Care System which all have different policies regarding people with disabilities. Under these agencies, there are ten areas of policy classification in relation to people with disabilities. These ten areas are: General disability Transportation Employment Housing Education Participation Income replacement Recreation and leisure Taxation Health This ten areas explores the important aspects of the lives of people living with disabilities which follows a needs-based approach. It examines the fundamental needs of the persons with disabilities which is also something similar to the Disability Strategy of New Zealand. It aims to explore the personal fulfilment of people living with disabilities through learning, working and participating in their own community. United Kingdom In the United Kingdom they follow an internationally recognized benchmark set by the United Nations Convention for persons with disabilities in all areas of their life. Unlike New Zealand and Canada which has ten goals or benchmarks, the United Kingdom has only 5 benchmarks which are: the right not to be discriminated against the right to employment the right to health the right to equal justice the right to participate in culture In July 2009 the government of the United Kingdom ratified the Convention set by the United Nations, this meant that they agreed to be bound by the terms of the Convention and to follow and implement its benchmarks. International policies on aging from New Zealand, Canada and the United Kingdom New Zealand Heath of Older People Strategy New Zealand’s Health of Older People Strategy aims for older people to be able to participate in their fullest ability in decisions about their health and wellbeing. This also includes the health and wellbeing of their carers or families and their life in the community. Support through coordinated and responsive health and disability support programmes are provided for them. The Health of Older People Strategy has eight objectives which are: New Zealand’s Health of Older People Strategy outlines policies, strategies, guidelines and how funding will be provided in the care of older people. The strategy has eight core objectives: Older people and their family/whanau are able to make well-informed choices on their options for a healthy living, healthcare and their support needs. Quality health and disability support programmes will be integrated around the needs of older people and they will be helped by policy and service planning. 3. The funding and service delivery will provide promotion of prompt access to a quality integrated and disability support services for older people, their family or their carers. 4. The health and well-being of older people will be promoted through programmes and health initiatives. Older people will have access to primary and community based health services that will promote and improve their health and functioning. Access to health services in a timely mainly to improve and maintain the health of the older people. Integration of general hospital services with any community based care and support. Older people that has high and complex health and disability needs shall be given access to flexible, prompt and well-coordinated services and living options that will take into consideration the needs of their family and carers. Positive Aging Strategy Ministry of Health Another policy on Aging that New Zealand have is the Positive Aging Strategy by the Ministry of Social Development. It has a vision wherein New Zealand is a society where people can age in a positive manner, where the elderly are placed in high esteem and value and where they are recognised a core and important part of the family and the community. It continues to state that positive ageing is a reflection of the attitudes and experiences of the elderly about their own selves and how the younger generation of people view ageing and that includes how they view their own ageing as well. The New Zealand Positive Ageing Strategy helps promote and reduce barriers experienced by older people. They also improve services that older people can access. They have Ten Goals which are: Income provide adequate income for older people Health fair, prompt and accessible health services for older people Housing provide an affordable and proper options for housing to older people Transport provide transport services that older people can afford and have adequate access to Ageing in the community older people can be safe and secure as they age within the community Cultural diversity older people are given choices that are appropriate for cultural diversity in the community Rural services when accessing services in the rural communities, it will ensure older people are not disadvantaged Positive attitudes to ensure and propagate awareness so people of all ages have a positive attitude towards ageing and older people. Employment opportunities it aims to eliminate ageism and promote work opportunities that have flexible work hours for older people. Personal growth and opportunities to increase opportunities for personal growth for the older people The positive ageing strategy of New Zealand takes in to account the health, financial security, independence, personal safety, self-fulfilment and the living environment of the elderly in New Zealand. Canadian Policies on Ageing Like New Zealand, Canada has a long history of policies and programmes that is aimed at serving the elderly in Canada. The responsibility for policies and programmes in addressing the needs of the elderly is a shared responsibility between the federal and provincial/territorial levels of the government in Canada. The majority of the income security programmes are provided the federal government. The National Framework on Ageing Canada’s National Framework on Ageing has a vision which is the promotion of the wellbeing and contributions of all the elderly Canadians in all areas of their lives, the promotion of the wellbeing of seniors, recognising their valuable and important contributions to society and the reflection of the goal of eliminating ageism in the culture in all sectors of Canada. Canada’s National Framework on Ageing has 5 Principles which are: Dignity Independence Participation Fairness Security United Kingdom policies on Ageing National Health Service In the present the aging population in the United Kingdom much like the aging population in New Zealand and Canada, is steadily increasing and therefore it goes to say that health or care needs has been rising and that older people have now become the biggest users of health services. This aging trend now holds new responsibilities for the NHS and social care services in helping the elderly stay in a state of health, be active and as independent as possible for as long as possible. The United Kingdom’s healthcare system is much New Zealand’s. Under the NHS are districts and there are district health authorities that are the ones providing funding for health care for the elderly in their respective districts. Referrals for specialists for elderly patients are made by General Practitioners, so patients under the NHS can’t directly access these specialists. Emphasis has been placed on primary care regarding policies of ageing in the United Kingdom. But unlike New Zealand and Canada which has a national plan for service planning for the ageing population, the United Kingdom has no such national planning service but instead the Department of Health sets out the priorities on a yearly basis. 4.2 International service delivery policies on disability (ACTS) from New Zealand, Canada and the United Kingdom New Zealand Disability Support Services In New Zealand the Disability Support Services is responsible in the planning and funding of disability support services, the administration of the Intellectual Disability (Compulsory Care and Rehabilitation) Act 2003. They also provide advice on policies to the Minister of Health. The services that are being funded by the DDS are accessed through a (NASC) Needs Assessment Coordination service. NASCs are contracted to the DDS, they are organizations that work with people with disabilities and help identify what they need and to outline what types of disability support services are available to them. They are also responsible for allocating Ministry funded support services and they also assist the disabled people with accessing other support services that they may need. The main focus of the Ministry of Health’s Disability Support Services is based on the New Zealand Disability Strategy: Making a World of Difference – Whakanui Oranga. According to this document its aim is ensuring that disabled people are able to live in a society that puts a high value on their lives, works in improving their participation in their own communities and ensures that their needs are considered before making any decisions that will affect them will be made. Canada At present there are no Disabilities Act in effect in Canada, though according to my research political parties often promise such would be legislated but have still not been acted upon. Though they have no such disabilities act Canada has an alliance called the Canadian Disability Policy Alliance which is a national collaboration of disability researchers, organizations within the community, provincial as well as federal policy-makers which is aimed at creating and mobilizing knowledge to improve the disability policies in Canada and to promote equality and create opportunities for disabled people in Canada. They are being funded by the Social Science and Humanities Research Council for a period of 5 years. In five years, they will need to address four policy areas: Employment Education Citizenship Health Services United Kingdom In the United Kingdom unlike New Zealand, they follow the United Nations Convention. Since they have ratified this the Convention now expects the United Kingdom government to involve people with disabilities in the development of any and all policies that will have an effect on them. The Equality Act of 2010 was enacted on 1 October 2010, this aims in protecting the people with disabilities and prevent any form of discrimination against them. The Act provides people with disabilities legal rights in the areas of: From 1 October 2010, the Equality Act 2010 aims to protect disabled people and prevent disability discrimination. It provides legal rights for disabled people in the areas of: education employment access to goods and services functions of public services buying and renting property In the United Kingdom the Equality Act also covers and provides the rights of people to not be discriminated directly or harassed just because they have an association with a person with disability. This applies to a carer or a parent of a disabled person. Adding to this, people must not be directly discriminated against or harassed just because people have the misconception that they are disabled. Also protected by this Act are people who were disabled in the past. But in New Zealand the policies regarding disabled peoples protection are specifically for disabled people alone against discrimination and there is a separate policy for non-disabled people against discrimination. International service delivery policies on aging from New Zealand, Canada and the United Kingdom New Zealand In New Zealand, Service Delivery Policies includes care services on a long term basis in both the residential and in the home setting. Service Delivery Policies include long term care services in both residential and home settings. It aims to provide a high quality, affordable, sustainable and timely access to services that are being funded through their own respective District Health Boards. Under the Social Development sector, a retirement income such as Superannuation is provided to New Zealanders over 65 years of age. There is also a veteran’s pension available for people who have served in the military. Other range of services available to older people includes financial assistance like Gold Card, Accommodation Supplement, and reduced cost in fees for their doctors, and a form of medication subsidies. Canada In Canada they have a national health care insurance program called â€Å"Medicare†. This program is under the Health Care Act, which is a publicly funded system in Canada with an interlocking set of 10 provincial and territorial plans. This act provides the older people access to hospital and physician services all the time. There are also other services the older Canadians can access which are: Canada Pension Plan (CPP) Old Age Security (OAS), pension for over 65 Guaranteed Income Supplement Spouse’s Allowance (1975) One other contribution of the Canadian federal government is the funds allocated to the provincial health and social programmes through agencies such as Canada Health and Social Transfers. They also provide major allocations in funding for health care, health promotion, disease prevention and medical research. The National Council on Aging (NACA) since the 1980s has long been assisting and providing advice to the Minister of Health on issues relating to the ageing of the Canadian population and the quality in the life of the older Canadians. Through its institution, the government of Canada has recognized that it needs to meet the concerns of its elderly population that they needed to be informed especially by the elderly about what their needs and concerns are and how to improve their conditions. United Kingdom National Service Framework In the United Kingdom there is a National Service Framework designed as a 10 year programme that contains eight standards that relates to services designed for older people. It covers a wide range of services of care that older people need. The frameworks standards represents essential principles which guarantee that care is based on the clinical need and not the age of the individual. It guarantees that services being provided treat the elderly as individuals, promoting their quality of life, their independence, their dignity and the elderly’s right to make their own choices and decisions especially regarding their own care. As early as January 1909, the United Kingdom (including Ireland) has a basic state pension known as the â€Å"Old Age Pension†. They also have travel concessions, allowances for winter fuel and housing assistance programs. 4.3 REFERENCES Ministry of Social Development. (2007). Older People. Retrieved from  http://www.msd.govt.nz/about-msd-and-our-work/publications-resources/corporate/statement-of-intent/2007/older-people.html Ministry of Social Development. (2001). Positive Ageing Goals and Key Actions. Retrieved from http://www.msd.govt.nz/about-msd-and-our-work/publications-resources/planning-strategy/positive-ageing/goals-and-actions.html Ministry of Health. (2002). Health of Older People Strategy. Retrieved from  http://www.health.govt.nz/publication/health-older-people-strategy New Plymouth District Council. (2010). Positive Ageing Strategy. Retrieved from  http://www.newplymouthnz.com/CouncilDocuments/PlansAndStrategies/PositiveAgeingStrategy.htm#nz Employment and Social Development Canada. (2013). Addressing the challenges and opportunities of ageing in Canada. Retrieved from http://www.esdc.gc.ca/eng/seniors/reports/aging.shtml Canadians with Disabilities Alliance. (2010). A Canadians with Disabilities Act?. Retrieved from http://www.disabilitypolicyalliance.ca/federal_policy_team/federal_canadianswithdisabilitiesact/canadians-with-disabilities-act.html JAQUELINE VILLAFLORES

The Raven :: Literary Analysis, Edgar Allan Poe

Edgar Allan Poe wrote many literary works and had many tragedies in his life. Edgar Allan Poe’s life started in poverty, became better during his adopted years, and once again fell into poverty. Edgar Allan Poe inspired many people with his haunting poetry and short stories. One of his best known poems is â€Å"The Raven.† In this poem he is represented as a lonely fellow in his bedroom, longing for his lost love. Some say this poem is a metaphor for his close friends and family dying. Edgar Allan Poe had a rough life that resulted in many inspiring poems. (Hallqvist 1). Edgar Allan Poe was born January 19 1809 in Boston, Massachusetts. His parents, Elizabeth and David Poe were both involved in acting careers. When Edgar was two years old, his father mysteriously abandoned his family, leaving Elizabeth Poe with Edgar and his two siblings, Henry and Rosalie to raise on her own. Soon after Edgar’s father leaving, his mother fell ill with tuberculosis. Elizabeth Poe suffered with the disease from October until December 8, 1811 when she died. Later in Edgar’s life, his poems would relate back to December 1811 and its misfortunes. â€Å"And all I loved, I loved alone† (Lange 12). Poe said speaking of the tragedy of his mother’s death. (Lange 12-13). While Elizabeth Poe had lain sick, Frances Allan and a few other ladies cared for the Poe household. Frances Allan grew and attachment to Edgar and adopted him after his mother died. His siblings were adopted by different families. Frances loved Edgar as her own. â€Å"Edgar was somewhat spoiled by his doting foster mother† (Anderson 12). Frances and her husband John Allan were very wealthy. (Anderson 12). When Edgar turned six, John moved the family to London for business. There, Edgar attended an English boarding school where he studied French, Latin and literature. In 1820, John Allan’s business in England failed, which caused the family to move back to Richmond. Edgar continued school back in Richmond and began writing poems. One of his first poems was about a crush he had on his friend’s mother. â€Å"Helen, thy beauty is to me Like those Nicean barks of yore, That gently, o'er a perfumed sea,

Critical Incident Analysis Essay

Engagement with a service user can be a challenging process which needs to be reflected upon by the individual nurse (van Os et al 2004). When a critical or unique incident arises reflection enables the practitioner to assess, understand and learn through their experiences (Johns, 1995). It was also suggested by Jarvis (1992) that reflection is not just thoughtful practice but a learning experience. This assignment is a reflective critical incident analysis of an engagement encounter on a community placement recently using Gibbs (1998) Reflective Cycle (Appendix 1,3). In maintaining confidentiality (NMC, 2004) and privacy, even for reflective pursuance (Hargreaves, 1997), pseudonyms will be used. I will also further reflect on a teaching session I contacted following this incident. Critical Incident analysis During a recent clinical placement with the local CMHT there was a distress call from parents of a client, Mat. An immediate visit by the two co-coordinators and me, followed without checking, or doing a risk assessment. This visit resulted in aggressive and abusive encounter and Mat was then admitted to hospital, (Appendix 2). This incident is critical to me as it presented a learning opportunity as well as a risk of physical harm to me and the nurses with me. As I look back on this incident there are several issues that relate to the role of the nurse. When I look back at this incident, I felt anxious but my thoughts were that this was a learning experience even when it was clear I was the main focus of the aggressive threats (Fazzone, et al, 2000) I knew I needed to remain calm and to assess for escape routes. I made mental notes of these but still I was not sure and everything was happening so fast and my mentor was already telling us what to do. Being able to remain calm could have help and I feel this was a positive thing. As I reflect if I had panicked visibly this could have encouraged Mat to have a real go. It also helped us to remain in control as we walked out of the house. This could have reassured her parents that the nurses were confident of what they were doing. This incident was bad as an engagement with the client did not go well resulting with the client going into hospital. This is usually distressing for most people although hospital is regarded as a place of safety in these circumstances. Even guidelines to the mental health act (MHA, 1983) acknowledge this that hospital can be distressing to others. On a positive note the situation was handled well and no physical harm was done to anyone. It was also a learning opportunity for me, as I gained an insight and now the opportunity to reflect on relevant issues related to risk assessment and management in the community. When the message was received about Mat, a decision was made promptly to visit. On each planned visit I would get an update and I was expected to find out more about the client as well. This usually focused on risk and other necessary background information which would help me understand the intervention and interactions with that client. I took this to be good practice and put one in an informed position. I don’t recall Rita finding exactly what was going on from the parents neither did we check documentation on his file. There are protocols and guidelines on managing risk in the community and the local team had its own arrangements. A good risk assessment through the CPA process will minimise distress to staff, carers and the patient in service provision in the community (Manthorpe and Alaszewski, 2000). All these are resources which are available and it is the nurse’s responsibility to use or adhere to them. Rita is a senior CPN and knew about this client. Maybe she decided to react straight on the basis of the cues she picked from her short conversation with the parents making use of her clinical experience and knowledge of the service user (Benner, 2001; DOH, 2007). She could have considered the clinical need and prioritised and as this was an emergency, practice and theory rarely converge in these circumstances depending on what you perceive to be the link between practice and theory (Welsh and Swann, 2002). Mat could have felt provoked by three strangers walking into his place. Nurses are expected to respect the client and more so in their own homes. Manley and McCormack (1997) contended that the client should be respected and given autonomy and choice and some do feel aggrieved if this is breached. The situation was different in this case as Mat lived with his parents who had invited us and opened the door for us. But this could appear Mat as clear case of invasion of his privacy or space. Although Mat was clearly unwell I feel seeing a crowd rushing into your house will make anyone uneasy and feel disrespected. When Mat was clearly aggressive Rita informed us to leave. This was logical for safety and as nurses are not to be subjected to abuse. The trust and across the NHS there are ‘zero tolerance policies’ (DH, 1999) on violence to staff. The NMC has also emphasised the need for employers and government to consider the human rights of the nurses while the Healthcare Commission has called for a balanced between protecting the healthcare staff and protecting patients’ rights. (Healthcare Commission, 2007). Without a prior risk assessment this decision could have been meant to create pace and time for risk to be considered. The space created may have been meant to allow space and time for Mat to calm down as well. Under the Health and safety at work (1974) we had responsibility to follow the employer’s safety procedures. I did not see explicit measures and effort being put to de-escalate the situation at that moment. I am of the opinion that this could have helped and saved the stress of involving police and the hospitalisation which followed. I think this way, as by the time they got to hospital I was informed that Mat was apologetic for his attack especially on me. Maybe with a bit of time he could have calmed down. The decision taken by the nurse could have been based on the need to protect the safety not only of the staff and the parents who appeared vulnerable but also for Mat’s safety. Rita could have felt the need to fulfil that requirement of her role duty of care as a nurse (NMC, 2004) and moral duty towards the vulnerable parents. In all this I assumed a back seat role. This was in line with my position as a student as I had to be aware of my limitations (NMC, 2006). I was not sure of how to react, whether to wait for cues from my mentor or to take the initiative was on my mind. On reflection I have to agree with Irving and Hazlett (1999), who observed that working with people with challenging behaviour puts strain on the nurse’s interpersonal skills and weaknesses in this area are more evident in such situations. This could also have helped as I could have reacted in a way to aggravate the situation as I was target in this aggression. Working in a team requires professionals to be aware of each individual’s role and not to contradict one another so I acknowledged that Rita was taking the lead role. In light of the risk posed by Mat a decision was made to involve the police. This is not an easy decision to make if one considers the impact this will have on the client. Even the staff’s time consumed by this can be enormous. In this case Rita had to spend the rest of her day involved on this issue. My mind kept telling me that there could have been an alternative approach somewhere, but Rita could have made the right choice as after MHA (1983) assessments carried out by other professionals; a consultant and ASW, it was felt there was a need for Mat to be in hospital. In decision making Rita might have considered the vulnerability and the stress the parents could have been going through. Nurses also have to look after the interest of the public or carers as in this case (NMC 2004). After reflecting on what transpired on this day I feel there are things that could have been done differently. This does not suggest that anything was done in any wrong way, neither that my suggestions are better. Most of my suggestions are grounded in the benefit of hindsight which might not have been available to Rita at the time. The staff could have taken their time and risk assessed before rushing out to see the client. Rita could have explored about the risk posed from the parents (DH, 2007). This could not have breached any confidentiality and eventually could have helped reduce further distress on all involved. This could clearly have quantified the level of risk and appropriate arrangements for interventions made. This could have involved a full MHA (1983) assessment with the right personnel in attendance. If the risk was high for the parents police could have been involved in the first instance to minimise risk. Policies and procedures are there to give guidelines and they could have proved to save the day in this incident. It is the responsibility of staff to adhere to them (NHS SMS, 2005). Once we were at Mat’s place more effort could have been put to de-escalate the situation or to give him more space to calm down. Mat appeared prepared to talk to Rita and not the rest of us, even if it was on racial grounds. This issue could have been addressed later after he was composed highlighting how his behaviour was inappropriate. NHS SMS, (2007) has emphasised on this in nits guidelines. Since he was unwell benefit of the doubt could have allowed Mat to speak to appropriate staff in the situation and this could have saved hospitalisation or involvement of other professionals. Such positive risk (Morgan 2004) taking could have saved distress on the part of the client and carers and resources of time and number of agencies and professionals involved. Further to positive risk taking, staff from CMHT could have involved the Home Treatment Team. This could have helped Mat to remain at home with an increased level of support as Mat settled down fairly quickly once in hospital. It was also realised that his level of medication was quite a low dose and there were other factors triggering a relapse. HTT team could have given support and assurance to the parents in line with holistic care and moral agency, (Manley and McCormack, 1997). A discussion with the parents could have been considered to ascertain how they felt about Mat staying home with the support from HTT. After being involved in this incident and reflection I have considered several issues as regards my professional position and development. I have identified that risk assessment is varied and circumstantial to the environment. I have to be aware of the risk considerations and then to equip myself with the right skills and tools to meet my responsibilities (Rew and Ferns, 2005). The tools provided such as policies and procedures are there to complement and minimise risk and not to hinder our work. It is my professional duty to be aware of these and make use of them where they are available. As I go into my last clinical placement I will make sure I am aware of these polices and adhere to them. Following the critical incident I carried out a teaching session during my clinical placement which I will reflect upon also using the Gibbs’ Reflect Cycle. Teaching session reflection I planned for a teaching session on Risk Management as an issue I had identified in the incident I reflected upon. This was also a rare incident with this CMHT. Violence to anyone is distressing so when I looked at the role of the nurse as a teacher, RCN (2006) statement on violence and the professional expectations, I felt the need to share my knowledge on the topic. I delivered a presentation on the topic of risk management with focused reference to the incident. The participants were all the 8 staff members who attended the staff meeting for that afternoon. In preparation I encountered encouragement and support from some team members but challenges were also there. In planning the teaching I looked at the subject area and relevance to the prospective audience. The language in terms of jargon and the method of teaching was considered looking at my position as teacher and learner as well as the adult professional participants. I had hoped to use power point but this was not available. The room and timing of the session were determined by doing the session during a weekly staff meeting which provided for teaching or presentation session (appendix 5). From the onset anxiety set in as I was trying to decide what exactly I was going to focus on (Haward, 2004). This was mainly so as I was going to deliver a teaching to people who I was sure knew the subject matter better than me. Awareness of my limitations was glaring me in the face. The subject of risk is such a vast area and being specific can be a mammoth task. This happened early on in my placement and I was still getting familiar with the team. My confidence was low at the start of preparations and on delivering the session. The participants were from different professions including the team manager. It was more difficult as most of my support was from my mentor who happened to be in hospital on the day. On the day of the incident I was given time to reflect on what had happened. This was good for me as this set the ball rolling for the planning and delivering of the teaching session. As part fulfilment my studies I was aware that I needed to present a teaching session (appendix 4). This was good as it helped me decide on what to do. This reflection also helped me understand that one of the most important issues in mental health if not heath and social care at large is risk management. I got support and encouragement from my mentor and another newly qualified staff. Positive feed back and realising how my confidence had grown in those twenty minutes I had delivered the teaching felt very rewarding for my efforts. The challenges of deciding on the subject and planning of the teaching were unnerving. I was aware of my disadvantaged position that I was going to teach people who in all probability knew and had more experience on the subject than me, which who did not help my confidence regardless of what Thompson, (2004) suggested. This was not helped by one member of staff who encouraged me to abandoning the teaching on the last point. He was not clear on his reasons but maybe felt he was doing me a favour. The timing of the teaching at the end of a staff meeting was not favourable and conducive for such a topic which could be very dry. The planned media of delivery of power-point was not available although contingency plans were in place. See appendix 5. Teaching requires preparation. The first consideration was who I was to teach. Knowing that I was going to teach experienced practitioners in their own area of practice was un-nerving. When you teach something you need to impart some knowledge and you want to make worthwhile the student’s time. I was not sure what I should teach on. I had to find a topic which I would be able to research on and give some interesting knowledge that would be valued by my audience. This was partly achieved by basing my teaching on the critical incident that everyone was aware of. Reflective learning was achieved by the presentation which focussed on a known incident allowing the participants to discuss issues around that incident and relate it with the theory. Cropley (1981) contends that adults learn best when encouraged to relate learning to their experience. Baud, et al (1985) also talked about leaning being enhanced by the use of experience, ideas and the reflective process and looking at the outcomes. In a group with nurses and other professions social workers, occupational therapists, doctors and psychologists as well as an administrator the language was important (Haward, 2004). This is an issue I had not seriously considered initially on the basis that this was one team which had been together for a long time. But during my presentation I quickly realised that this was not the case when I had to elaborate or explain certain terms as well change substitute some terms as I continued. This lack of consideration could have left the participant uncomfortable or miss to fully benefit from the session. When teaching adults you need to treat them as adults and the same treatment should be expected from them (Knowles, 1984) making choose the androgogal approach. Although I was the one teaching my position was peculiar as I was aware that I could be the one with the least knowledge on the subject in the room. I managed to realise and accept this short coming in knowledge on the basis that I cannot know everything. I also accepted that preparing and delivering this session makes me a learner and teacher at the same time. My learning was not limited to the researched material but also the discussions during the session and the experience of delivering the session, increasing my confidence (Thompson, 2004). One important consideration was the environment. The need to ensure basic intrinsic needs (Maslow, 1987) of physiological comfort and safety could not be overlooked. This was initially not an issue as the room was prepared for the meeting. But as the time dragged on tiredness might have become a factor although this was not explicit. I was aware of this; I can recall trying to go through my presentation before anyone excused themselves. The timing of the session at the end of the meeting was good in that the largest audience was available after the team meeting and the meeting room was prepared already. Also this did not affect the work of any staff as they were all scheduled to be available at that time. Initially there was passivity but progressively participation improved as questions were discussed among the participants. My fear was that this will be centred on me as the teacher (Quinn, 2000). Being aware of my limitation my audience could have missed out on those areas I could not fully articulate. Handout were prepared and used for this session. Personally I would have preferred to use power point for two reasons. Firstly I am used to using power point and I can manipulate the presentation (Sammons, 1997). I am someone who likes to use the latest technology and aids available especially with environmental awareness on my mind. The second reason is that power point will help to divert some attention from me the presenter. This was topic so crucial that the student and mentor should work closely in partnership. In this way I will have gained more from getting a closer insight into what informed the mentor’s actions and a practical view of the issues at hand. The rest of the team members will also benefit more broaden view point (Jasper, 2003). With hindsight I could have discussed with the staff member who was discouraging me from carrying the teaching, challenging his position. Some practitioners are only concerned about doing the minimum to do the job, treating education as an extra to necessity, described by Conway (1996) as ‘traditionalists’ and by Houle (1980), as ‘Laggards’ who resist both learning and new ideas. The topic of risk assessment is such a vast topic and given the opportunity I had on this occasion I could do justice to this important issue. I could revisit my ability to set work towards realistic goals that are achievable within my personal and professional life (Cropley, 1981). This was a learning opportunity which I will nurture and utilise to develop myself and other professionals. Critical incidents are learning opportunities for everyone concerned staff and clients alike. My role as nurse requires me to be an educator and a health promoter. To this end a teaching session on such an incident should include experienced staff and clients in preparations and delivery where possible (Manthorpe and Alaszewski, 2000). I will also consider delivering a similar teaching to educate the clients as well especially those who were part of such an incident (NHS SMS, 2007). Conclusion After this process of reflection I can realise the importance of life long learning (DH, 2001). In nursing there are many challenging situations which are so varied; one is expected to fully appreciate the need to continuous update and keeping one self abreast with skills and knowledge. Challenging situations occur on a daily basis and unless we are prepared for them the quality of care will suffer. Some of these incidents will leave staff at the ‘end of their wits’ and may affect their confidence. More skills and knowledge will become hand especially in challenging engagement situations where there will not be time to look up things. Clinical supervision will form a big part in maintaining and improving competency. Competency as a nurse is critical and justifies need for PREP (NMC, 2004a) for transition for newly qualified nurses and need for life long learning requirements of KSF standards (DH, 2003) Reflection will help one to identify areas for personal and professional development. This will go a long way helping the KSF and clinical governance requirements (Scally and Donaldson, 1998). All these factors to enhance the nurse’s knowledge and skills are prerequisites for responsibility and authority which underpin accountability. Skills and knowledge in professional practice brings the ability to exercise professional judgement.

Advertisement Review essay

English 100 Young and Reckless Commercials have become a major part of our lives today. There are those that stand out when they are viewed and others that do not deserve to be aired. The Taco Bell advertisement features an old man and his clique who decide to sneak out of a retirement home and go out for a crazy night as they re-live their younger days. Generally, the advertisement has a need for sex, escape, aesthetic sensation and attention as it targets all age groups in the society from the young to the old. Taco Bell shows us that age is nothing but a number and it is not only young people that can get wild and loose.This particular commercial shows us how a group of senior citizens snuck out of their retirement home let off some steam with a crazy night out. The background music for this rebellious evening was perfectly chosen: the Spanish version of â€Å"We Are Young,† by Fun. The old folks embark on a series of mischievous events that are typically associated with ch ildren and young adults. They start by invading someone’s property and dive into the owners pool, lighting firecrackers on someone’s front door, go partying in a club where they have fun, and one of them ends up with a â€Å"GOLDBATT† tattoo across his back.After a long night of mischief the gang winds up at Taco Bell for some delicious Mexican food. The advertisement is freaky, hence catching your attention by elderly folks being put in certain situations that are past their age. In most cases, not every viewer will relate to the age of the characters, but what is seen in the commercial is enough to attach you to it. This commercial targets all age groups, from the young to the old, but in my opinion it mainly targets teenagers and young adults, around the ages of fifteen to twenty-four.This age group contributes the most to fast food industries, one of them being Taco Bell. By featuring senior citizens in the ad, it adds humor and brainwashes young adults who want to have the same fun the commercial portrays, then finish the night by eating at Taco Bell. By a small percentage, it also targets people with low income, people who have cars and alcohol users. Taco Bell’s commercial comes out strongly with the need for escape. This is quite evident, as most of us know how retirement homes work.Senior citizens are confined in a home with not much to do, but in this ad we assume that the elderly folks could not take it anymore and decided to sneak out and have an adventurous and pleasurable night: one that they would never have experienced at the retirement home. At the end, they are seen eating outside Taco Bell, presumably very early the morning. Many people would also say the commercial has the need for attention. This is evident, as you would not expect a group of senior citizens to sneak out of a retirement home to go do activities that young adults do during the early hours of the night.That is why it gets your attention and makes you want to see what happens next and, before you know it, you have already been brainwashed by the tacos the elderly have after a crazy night. Also Taco Bell goes ahead and establishes a need for aesthetic sensations, though not common in this ad, but it is evident. This need is achieved when the featured elderly went to a club and had fun dancing and drinking as the night goes by, experiencing pure bliss. The final appeal that this advertisement portrays is the need for sex.This is evident with the scene at the club where an elderly woman comes out of the bathroom with a young man who apparently has lipstick marks on his cheek. Also in the club, we see many people making out and the kind of dance that are being danced at the club. Advertising has been around for a long time and ads are used to introduce new products to the market, hoping for better returns. Most of us take ads for granted as we think that they are not able to influence us, but we are wrong. Advertisers have sat do wn and worked out strategies on how to manipulate us without us even realizing it.One way they manipulate us is by having ads that appear in the clear in order have an influence. In the article â€Å"This Is Yours Brain On Ads: An internal Battle,† Maya Cueva talks about how the brain responds to advertisements that we watch on a daily basis. She talks about how kids were watching an ad and how they used to go into a zone where you stop thinking and just watch, which is exactly what the ad wants. She meets up with Mark Kishiyama, a lab director at NeuroFocus, who shows her how her brain reacts to advertisements in three different ways: attention, emotional engagement, and memory.This study of how the brain reacts to ads is how advertisers come up with ways to make their ads more effective in a short amount of time. With this article and the Taco Bell ad, we see that advertisers capture our attention by having featured elderly people in the commercial which captivates the view er to want to see more, but we are being manipulated and put in the zone where we stop thinking and just watch, thinking that a 30 second ad is fast and that its not going to influence us, but it does.Taco Bell sums up their advertisement with the needs for attention, escape, aesthetic sensation and sex which are all very evident in the commercial. With the inclusion of senior citizens in the ad’s cast, Taco Bell created a curious environment for viewers who wanted to know what would happen next, because no one would expect to see elderly people doing what teenagers would usually be doing, at their age.In my opinion this ad was well done and am sure it manipulated many other people, not just me. Featuring the elderly partying, having fun, then ending up at Taco Bell for food was the highlight of this ad and, personally would go out and have fun with this posse of senior citizens because they are fun. WORKS CITED 1. Maya , Cueva. â€Å"This Is Your Brain On Ads: An Internal à ¢â‚¬ËœBattle'. † NPR. N. p. , 14 june 2. Web. .

Eastern Deciduous Forests

Eastern Deciduous Forests Deciduous forests once stretched from New England south to Florida and from the Atlantic Coast west to the Mississippi River. When European settlers arrived and in the New World, they began clearing timber for use as fuel and building materials. Timber was also used in ship making, fence building, and railroad construction. As the decades passed, forests were cleared on an ever-expanding scale to make way for agricultural land use and the development of cities and towns. Today, only fragments of the former forests remain with strongholds along the spine of the Appalachian Mountains and within national parks. The Eastern deciduous forests of North America can be divided into four regions. Northern Hardwoods Forests Northern hardwoods forests include species such as white ash, bigtooth aspen, quaking aspen, American Basswood, American beech, yellow birch, northern white cedar, black cherry, American elm, eastern hemlock, red maple, sugar maple, northern red oak, jack pine, red pine, white pine, red spruce. Central Broad-Leaved Forests Central broad-leaved forests include species such as white ash, American basswood, white basswood, American beech, yellow birch, yellow buckeye, flowering dogwood, American elm, eastern hemlock, bitternut hickory, mockernut hickory, shagbark hickory, black locust, cucumber magnolia, red maple, sugar maple, black oack, blackjack oak, bur oak, chestnut oak, northern red oak, post oak, white oak, common persimmon, white pine, tulip poplar, sweetgum, black tupelo, black walnut. Southern Oak-Pine Forests Southern oak-pine forests include species such as eastern red cedar, flowering dogwood, bitternut hickory, mockernut hickory, shagbark hickory, red maple, black oak, blackjack oak, northern red oak, scarlet oak, southern red oak, water oak, white oak, willow oak, loblolly pine, longleaf pine, sand pine, shortleaf pine, slash pine, Virginia pine, tulip poplar, sweetgum, and black tupelo. Bottomland Hardwood Forests Bottomland hardwood forests include species such as green ash, river birch, yellow buckeye, eastern cottonwood, swamp cottonwood, bald cypress, box elder, bitternut hickory, honey locust, southern magnolia, red maple, silver maple, cherry bark oak, live oak, northern pin oak, overcup oak, swamp chestnut oak, pecan, pond pine, sugarberry, sweetgum, American sycamore, swamp tupelo, water tupelo. The Forests Provides a Habitat for a Variety of Animals The eastern deciduous forests of North America provide habitat for a variety of mammals, birds, amphibians, reptiles, and invertebrates. Some of the mammals found in this region include mice, shrews, woodrats, squirrels, cottontails, bats, martens, armadillos, opossums, beavers, weasels, skunks, foxes, raccoons, black bear, bobcats, and deer. Some of the birds that occur in the eastern deciduous forests include owls, hawks, waterfowl, crows, doves, woodpeckers, warblers, vireos, grosbeaks, tanagers, cardinals, jays, and robins. Ecozones: TerrestrialEcosystem: ForestsRegion: NearcticPrimary Habitat: Temperate ForestsSecondary Habitat: Eastern Deciduous Forests of North AmericaAppalachian National Scenic TrailGreat Smoky MountainsShenandoah