Revisiting Wether, Incidence and Different Than

Revisiting Wether, Incidence and Different Than Revisiting Wether, Incidence and Different Than Revisiting Wether, Incidence and Different Than By Maeve Maddox wether/whether In researching the recent song lyrics post, I came across a comment written by a high school sophomore. (For the information of non-American readers, a high school sophomore is 15 or 16 years of age.) The student said she was writing a research paper on the influence of song lyrics. I certainly hope she looks up the spelling of the conjunction whether before she finishes her assignment; she used it four times in her comment, each time spelling it wether. wether (noun): a castrated ram. whether (conjunction): one use is to introduce an indirect alternative question expressing doubt or choice between alternatives. More at â€Å"Wether, Weather, Whether.† incident/incidence NPR (National Public Radio) announcers are a rich source of nonstandard English. On a recent morning I listened to Sam Sanders report on a pediatrician who prescribes exercise to his overweight patients. One of the doctor’s techniques is to encourage patients to visit local parks. Sanders mentioned that safety is a concern. He said that one of the parks, Kingman Island, â€Å"had 30 incidences of violent crime over the past year.† The erroneous use of incidences for incidents was cleaned up in the transcript, but it can be heard in the audio (3:33). incident (noun): something that occurs. incidence (noun): the range or scope of a thing; the extent of its influence or effects. For example, â€Å"The incidence of poverty among  the aged has consistently been higher than for any other age group in the United States.† More at: †It’s Not the Ox-Bow Incidence† different from/different than/different to A reader asks, â€Å"Is the correct usage ‘different to’ or ‘different from’? Different to seems very common (almost universal), but surely the essence of difference is separation, not convergence, so isn’t ‘different from’ correct?† This question comes up frequently, often with angry attacks on speakers who use the â€Å"wrong† phrase. Of the three, â€Å"different from† is by far the winner on the Ngram Viewer. â€Å"Different to† is heard more frequently in Britain than in the United States. â€Å"Different than† has its American defenders, but the AP Stylebook comes down firmly for â€Å"from, not than.† The Chicago Manual of Style is less dogmatic, but does say, â€Å"The phrasing different from is generally preferable to different than.† More at †Different from, Different to, Different than.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsThe Possessive ApostropheRite, Write, Right, Wright

Theoretical Analysis - The 21st Centy Organization Assignment

Theoretical Analysis - The 21st Centy Organization - Assignment Example The three articles: Why Few Organizations Adopt Systems Thinking by Ackoff; How to be a truly global company by Prahalad and Bhattacharya; and Putting Organizational Complexity in Its Place by Birkinshaw and Heywood, are highly relevant as they provide a huge insight into the factors that are having an impact on organizations in the 21st century. Three reading that are interesting Ackoff (2005) in his article is distinct in its philosophy that system thinking is vital ingredient of organizational success or its failure when it is not part of organizational strategy. According to him, there is a distinct lack of dynamic decision making that takes into account the changing environment and organizational management’s willingness to learn from its failure or wrong decisions. These are important factors because organizational culture does not allow failures thereby not only restricting creativity within organization but also failing to take risk that could provide the organizations with competitive advantage. It is important that one takes the risks and commits mistakes and learns from it. System thinking broadly encourages responsible decision-making and allows its workforce to err in order to make a successful decision next time. In the contemporary environment of competitive business, new challenges need to be faced with equanimity and as new opportunities of growth. Prahalad and Bhattacharya (2011) have given important clues to become a global company with success. They emphasize that organizational restructuring greatly helps to inculcate trust in the stakeholders across the globe. Meeting local demands through customization of products and using local resources is very important for business to gain the trust of the local people where they are doing business. McDonalds’ has customized its products to suit local requirement across its global outlets. Exploiting local talents and cultural competencies become the highlight of truly global companies which thrive on global competitive businesses. Globalization has given a big thrust to industrialization and development through expansion of business across geographical boundaries. In globalization, inter-dependency of resources has become a reality. Thus, flexible approach and acting local with global vision provides the individuals and organizations with greater leverage to compete and gain leverage. Birkinshaw and Heywood (2010) have raised very pertinent issues of organizational complexities within and outside its offices across different geographical areas which emerge due to changing dynamics of business environment in the 21st century. The outdated business processes, ambiguity in roles, conflicting ideologies of pluralistic workforce etc. are vital obstacles that hinder growth. The institutional complexities and individual complexities need to be addressed and managed effectively for higher productive outcome. Institutional complexities are major issues which considerably impact employees’ performance. The complexities like role ambiguity, identifying obstacles like poor processes, product alignment with current demand etc. must be addressed and redefined to accommodate changing preferences of the

Doctor Negligence Case Study Example | Topics and Well Written Essays - 500 words

Doctor Negligence - Case Study Example The doctor should have checked the man's workplace conditions, his habits and other proclivities. A more detailed and in-depth examination would have revealed the cause. The doctor's perfunctory approach resulted in the man ultimately suffering heart attack. There are cases where even after all standard examinations patients have had heart problems. The blood can clot without notice, block blood circulation in the heart and trigger heart attacks (Sardi, Bill). Heuristics is the "rule-of-the-thumb" analysis. Other than the standard examination, doctors apply their minds to other causes responsible for ailments like heart attacks. It is possible to apply heuristics in criminology as well. The study of criminology is not limited to law enforcement agencies alone. The medical line must also go into the social and mental causes of the crime (Zalman, Marvin; 1981) In this case, although the patient had fever and was experiencing discomfort, the doctor could not find the cause for the fever. The next day the patient suffered severe infection on the side of the body the doctor did not examine. Maybe the doctor was tired and called it a day. Even then, in medical parlance, this is medical malpractice. The doctor could be legally taken to task for this lapse (Doctor Negligence, 2010) Doctors as well as criminologists need to be open to all options.

Case study Example | Topics and Well Written Essays - 500 words - 108

Case Study Example As the boss is also in a compromising situation where social media exposes his nakedness. The important fact now is for Paul to understand the pros and cons that are associated with social media. Having the boss as his friend can work in his favor by the boss getting the positive perspective of Paul’s personality hence building confidence in Paul. However, Paul is to desist from making reckless comments that tarnish the image of the company or the boss. Such comments will land him in a bad setting with the boss. Social media improves communication. The friendship will make Paul to easily communicate with the boss as they are friends (Stewart, 2013). The above aspect is critical as it transudates’ to even productivity at the work place. However, it is important for limits to be set on what is communicated on social media. Paul should desist discussing work with the boss on social media plat forms. Matters as asking for sick leave are to be handled in an official manner. Paul should desist from leading the boss to discussing matters pertaining work such as supervisory roles. In case such a topic arises, Paul can let it fade away or totally ignore the conversation as it fades away with lack of attention on the subject matter. Most companies have policies that guide employee’s conduct on social media. Such policies are especially designed and have the capacity to handle Paul’s case. In absenter of such policies, Paul is advised to desist from discussing other employees with the boss on the site and giving personal opinions about the company on the site. Social media is a site that offers an opportunity for people to interact. Paul’s case with the boss is not unique but an increasing headache to many employees. Clearly, bosses that request for friend ship on social media to their juniors are curious and should be handled diligently. Once in friendship with the boss one should be cautious on the photos posted and comments. Some of the bosses

Communication Skills in Nursing

Communication Skills in Nursing Communication is a vital part of the nurses role. Theorists such as Peplau (1952), Rogers (1970) and King (1971) all emphasise therapeutic communication as a primary part of nursing and a major focus of nursing practice. Long (1992) further suggests that communication contains many components including presence, listening, perception, caring, disclosure, acceptance, empathy, authenticity and respect. Stuart and Sundeen (1991, p.127) warn that while communication can facilitate the development of a therapeutic relationship it can also create barriers between clients and colleagues. Within Healthcare, communication may be described as a transitional process that is dynamic and constantly changing (Hargie, Saunders and Dickenson, 1994, p.329). It primarily involves communication between the nurse and the patient. If the interaction is to be meaningful, information should be exchanged; this involves the nurse adopting a planned, holistic approach which eventually forms the basis of a therapeutic relationship. Fielding and Llewelyn (1987) contend that poor communication is the primary cause of complaints by patients. This is supported by Young (1995) who reports that one third of complaints to the Health Service Commissioner were related to communication with nursing staff. Studies by Boore (1979) and Devine and Cook (1983) demonstrate that good communication actually assisted the rate of patient recovery thus reducing hospital admission times. This suggests that good communication skills are cost effective. In this assignment, I have reflected on situations that have taken place during my clinical work experience. These situations have helped to develop and utilise my interpersonal skills, helping to maintain therapeutic relationships with patients. In this instance, I have used Gibbs (1988) reflective cycle as the framework for my reflection. Gibbs (1988) reflective cycle consists of six stages in nursing practice and learning from the experiences. Description of the situation that arose. Conclusion of what else would I could have done. Action plan is there so I can prepare if the situation rises again. Analysis of the feeling Evaluation of the experience Analysis to make sense of the experience My Reflective Cycle Baird and Winter (2005) illustrate the importance of reflective practice. They state that reflecting will help to generate knowledge and professional practice, increase ones ability to adapt to new situations, develop self esteem and greater job satisfaction. However, Siviter (2004) explains that reflection is about gaining self confidence, identifying ways to improve, learning from ones own mistakes and behaviour, looking at other peoples perspectives, being self aware and making future improvements by learning from the past. I have come to realise that it is important for me to improve and build therapeutic relationships with my patients by helping to establish a rapport through trust and mutual understanding, creating the special link between patient and nurse as described by Harkreader and Hogan (2004). Peplau (1952), cited in Harkreader and Hogan (2004), notes that good contact in therapeutic relationships builds trust as well as raising the patients self esteem, often leading t o the patients personal growth. Ruesh (1961), cited in Arnold and Boggs (2007), states that the purpose of therapeutic communication is to improve the patients ability to function. Therefore, in order to establish a therapeutic nurse/patient interaction, a nurse must possess certain qualities e.g. caring, sincerity, empathy and trustworthiness (Kathol, 2003) (P.33). These qualities can be expressed by promoting effective communication and relationships by the implementation of interpersonal skills. Johnson (2008) defines interpersonal skills as the ability to communicate effectively. Chitty and Black (2007, p 218) mention that communication is the exchange of information, thoughts and ideas via simultaneous verbal and non verbal communication. They explain that while verbal communication relies on the spoken word, non-verbal communication is just as important, consisting of gestures, postures, facial expressions, plus the tone and level of volume of ones voice. Thus, my reflection i n this assignment is based on the development of therapeutic relationships between the nurse and patient using interpersonal skills. My reflection is about a particular patient, to whom, in order to maintain patient information confidentiality (NMC, 2004), I will refer to as Mr R. It concerns an event which took place when I was working on a surgical ward. Whilst there were male and female wards, female and male surgical patients were encouraged mingle. On this particular day, I noticed that one of the male patients was sitting alone on his bed. This was Mr R., a 64 year old gentleman who had been diagnosed with inoperable cancer of the pancreas, with a life expectancy of 18-24 months. He was unable to control his pain, and whilst some relief could be provided by chemotherapy, Mr R. had a good understanding of his condition and knew that there was no cure available. He was unable to walk by himself and always needed assistance even to stand up or sit down. Because of his mobility problems I offered to get him his cup of tea and I then sat with him as he was lonely. I would now like to discuss the feelings and thoughts I experienced at the time. Before I gave Mr R. his cup of tea, I approached him in a friendly manner and introduced myself; I tried to establish a good rapport with him because I wanted him to feel comfortable with me even though I was not a family member or relative. When I first asked Mr R. if I could get him a cup of tea, he looked at me and replied I have asked the girl for a cup of tea, I dont know where she is. I answered Well, I will see where she is and if I cant find her, I will gladly get one for you Mr R. In doing this, I demonstrated emphatic listening. According to Wold (2004, p 13), emphatic listening is about the willingness to understand the other person, not just judging by appearance. Then I touched MrR.s shoulders, kept talking and raised my tone a little because I was unsure of his reaction. At the same time, I used body language to communicate the action of drinking. I paused and repeated my actions, but this time I used some simple words which I though Mr R. would understand. Mr R. looked at me and nodded his head. As I was giving him his cup of tea, I maintained eye contact as I didnt want him to feel shy or embarrassed. Fortunately, using body language helped me to communicate with this gentleman. At the time I was worried that he would be unable to understand me since English is not my first language but I was able to communicate effectively with him by verbal and non-verbal means, using appropriate gestures and facial expressions. Body language and facial expressions are referred to as a non-verbal communication (Funnell et al. 2005 p.443). I kept thinking that I needed to improve my English in order for him to better understand and interpret my actions. I thought of the language barrier that could break verbal communication. Castledine (2002, p.923) mentions that the language barrier arises when individuals come from different social backgrounds or use slang or colloquial phrases in conversation. Luckily, when dealing with Mr R. the particular gestures and facial expressions I used helped him to understand that I was offering him assistance. The eye contact I maintained helped show my willingness to help him; it gave him reassurance and encouraged him to place his confidence in me. This is supported by Caris-Verhallen et al (1999) who mention that direct eye contact expresses a sense of interest in the other person and provides another form of communication. In my dealings with Mr R., I tried to communicate in the best and appropriate way possible in order to make him feel comfortable; as a result he placed his trust in me and was more co-operative. Evaluation In evaluating my actions, I feel that I behaved correctly since my actions gave Mr R. both the assistance he needed and provided him with some company. I was able to successfully develop the nurse-patient relationship. Although McCabe (2004, p-44) would describe this as task centred communication one of the key components missing in communication by nurses I feel that the situation involved both good patient and task centred communication. I feel that I treated Mr R. with empathy because he was unable to perform certain tasks himself due to his mobility problems and was now refusing chemotherapy. It was my duty to make sure he was comfortable and felt supported and reassured. My involvement in the nurse-patient relationship was not restricted to task centred communication but included a patient centred approach using basic techniques to provide warmth and empathy toward the patient. I found that I was able to improve my non-verbal communication skills in my dealings with Mr R. When he first mentioned having chemotherapy, he volunteered very little information, thus demonstrating the role of non-verbal communication. Caris-Verhallen et al (1999, p.809) state that the role of non-verbal communication becomes important when communicating with elderly people with incurable cancer (Hollman et al 2005, p.31) There are a number of effective ways to maximise communication with people, for example, by trying to gain the persons attention before speaking this makes one more visible and helps to prevent the person from feeling intimidated or under any kind of pressure; the use of sensitive touch can also make them feel more comfortable. I feel that the interaction with Mr R. had been beneficial to me in that it helped me to learn how to adapt my communication skills both verbally and non-verbally. I used body language to its full effect since the language barrier made verbal communication with Mr.R. difficult. I used simple sentences that Mr R. could easily understand in order to encourage his participation. Wold (2004, p.76) mention that gestures are a specific type of non-verbal communication intended to express ideas; they are useful for people who have limited verbal communication skills. I also used facial expressions to help encourage him to have chemotherapy treatment which might not cure his problem but would give him some relief and make him feel healthier. Facial expressions are the most expressive means of non-verbal communication but are also limited to certain cultural and age barriers (Wold 2004 p.76). My facial expressions were intended to encourage Mr R. to reconsider his decision with regard to chemotherapy treatment. Whilst I could not go into all the details about his treatment, I was able to advise him to complete his treatment in order to alleviate his symptoms. Analysis In order to analyse the situation, I aim to evaluate the important communication skills that enabled me to provide the best level of nursing care for Mr R. My dealings with Mr R. involved interpersonal communication i.e. communication between two people (Funnell et al 2005, p-438).I realised that non-verbal communication did help me considerably in providing Mr R. with appropriate nursing care even though he could only understand a few of the words I was speaking. I did notice that one of the problems that occurred with this style of communication was the language barrier but despite this I continued by using appropriate communication techniques to aid the conversation. Although it was quite difficult at first, the use of non verbal communication skills helped encourage him to speak and also allowed him to understand me. The situation showed me that Mr R. was able to respond when I asked him the question without me having to wait for an answer he was unable to give. Funnell et al (2005, p 438) point out that communication occurs when a person responds to the message received and assigns a meaning to it. Mr R. had indicated his agreement by nodding his head. Delaune and Ladner (2002, P-191) explain that this channel is one of the key components of communication techniques and processes, being used as a medium to send out messages. In addition Mr R. also gave me feedback by showing that he was able to understand the messages being conveyed by my body language, facial expression and eye contact. The channels of communication I used can therefore be classed as both visual and auditory. Delaune and Ladner (2002 p.191) state that feedback occurs when the sender receives information after the receiver reacts to the message, however Chitty and Black (2007, p.218) define feedback as a response to a message. I n this particular situation, I was the sender who conveyed the message to Mr R. and Mr R. was the receiver who agreed to talk about his chemotherapy treatment and allowed me to assist. Consequently I feel that my dealings with Mr R. involved the 5 key components of communication outlined by Delaune and Ladner (2002, p.191) i.e. senders, message, channel, receiver and feedback. Reflecting on this event allowed me to explore how communication skills play a key role in the nurse and patient relationship in the delivery of patient-focussed care. Whilst I was trying to assist Mr R. when he was attempting to walk, I realised that he needed time to adapt to the changes in his activities of daily living. I was also considering ways of successful and effective communication to ensure a good nursing outcome. I concluded that it was vital to establish a rapport with Mr R. to encourage him to participate in the exchange both verbally and non-verbally. This might then give him the confidence to communicate effectively with the other staff nurses; this might later prevent him from being neglected due to his age or his inability to understand the information given to him about his treatment and the benefits of that treatment. I have set out an action plan of clinical practice for future reference. If there were patients who needed help with feeding or with other procedures, I would ensure that I was well prepared to deal patients who werent able to communicate properly. This is because, as a nurse, it is my role to ensure that patients are provided with the best possible care. To achieve this, I need to be able to communicate effectively with patients in different situations and with patients who have differing needs. I need to communicate effectively as it is important to know what patients need most during there stay on the ward under my supervision. Whilst I have a lot of experience in this field of practice, communication remains a fundamental part of the nursing process which needs to be developed in nurse-patient relationships. Wood (2006, p.13) states that communication is the key to unlock the foundation of relationships. Good communication is essential if one is to get to know a patients individu al health status (Walsh, 2005, p.30). Active learning can also help to identify the existence of barriers to communication when interacting with patients. Active learning means listening without making judgements; I always try to listen to patients opinions or complaints since this gives me the opportunity to see the patients perspective (Arnold, 2007, p.201). On the other hand, it is crucial to avoid the barriers that occur in communication with the patients and be able to detect language barriers. This can be done by questioning patients about their health and by asking them if they need help in their daily activities. I set about overcoming such barriers by asking open-ended questions and interrupting when necessary to seek additional facts (Funnell et al, 2005, p.453). Walsh (2005, p.31) also points out that stereotyping and making assumptions about patients, by making judgements on first impressions and a lack of awareness of communication skills are the main barriers to good communication. I must not judge patients by making assumptions on my first impression but should go out of my way to make the patient feel valued as an individual. I should respect each patients fundamental values, beliefs, culture, and individual means of communication (Heath, 300, p.27). I should be able to know how to establish a rapport with each patient. Cellini (1998, p.49) suggests a number of ways in which this can be achieved, including making oneself visible to the patient, anticipating patients needs, being reliable, listening effectively; all these factors will give me guidelines to improve my communication skills. Another important factor to include in my action plan is the need to take into account any disabilities patients may have such as poor hearing, visual impairment or mental disability. This could help give the patient some control and allow them to make the best use of body language. Once I know that a patient has some form of disability, I will be able to prepare a course of action in advance, deciding on the most appropriate and effective means of communication. Heath (2000, p.28) mentions that communicating with patients who have an impairment requires a particular and certain type of skill and consideration. Nazarko (2004, p.9) suggests that one should not repeat oneself if the patient is unable to understand but rather try to rephrase what one is saying in terms they can understand e.g. try speaking a little more slowly when communicating with disabled people or the hard of hearing. Hearing problems are the most common disability amongst adults due to the ageing process (Schofield. 2002, p.21). In summary, my action plan will show how to establish a good rapport with the patient, by recognising what affects the patients ability to communicate well and how to avoid barriers to effective communication in the future. Conclusion In conclusion, I have outlined the reasons behind my choosing Gibbs (1988) reflective cycle as the framework of my reflection and have discussed the importance of reflection in nursing practice. I feel I have discussed each stage of the cycle, outlining my ability to develop therapeutic relationship by using interpersonal skills in my dealings with one particular patient. I feel that most parts of the reflective cycle (Gibbs 1988) can be applied to the situation on which I have reflected. Without the model of structured reflection I do not feel I would have had the confidence to consider the situation in any depth (Graham cited in Johns 1997 a, p.91-92) and I fear reflection would have been remained at a descriptive level. I have been able to apply the situation to theory; as Boud Keogh Walker (1985, p.19) explain that reflection in the context of learning is a generic term for those intellectual and effective activities whereby individuals engage to explore their experiences in ord er to lead to a better understanding and appreciation. Boyd Fales (1983, p.100) agree with this and state that reflective learning is the process of internally examining and exploring an issue of concern, trigged by an experience that creates and clarifies meaning in terms of self and which results in a changed conceptual perspective. However, I personally believe that the reflective process is merely based on each individuals own personality and beliefs as well as their attitude and approach to the life. Appendix Mr R., a 64 year old gentleman, was an inpatient on a surgical ward. Earlier that day his consultant had directly informed him that he had inoperable cancer of the pancreas with a life expectancy of 18-24 months. Some relief might be offered by chemotherapy, but there was no cure. Mr R. was understandably shocked, but had suspected the diagnosis. At that time he remained in the care of the specialist nurse. Later in the day, as I was passing through the ward, I notice Mr. R. alone on his bed. Prescriptive A prescriptive intervention seeks to direct the behaviour of the client, usually behaviour that is outside the client-practitioner relationship. My first intervention was to open the conversation and demonstrate warmth. I provided information myself and gave Mr R. the choice of staying on his own or engaging with me. By shaking Mr R.s hands I was attempting to provide reassurance and support as well as communicating warmth in order to reduce his anxiety and promote an effective nurse-patient relationship. Practitioner: Hello Mr. R, I am one of the nurses here this  morning with Dr. M. Is there anything I can get you or would you rather be on your own? (Shook hands). Mr. R: NO, I remember you from this morning, come and sit down. Ive asked the girl for a cup of tea, I dont know where shes got to. Practitioner: Well give me a minute and Ill bring you one in. Do you take sugar? Mr. R: I suppose I shouldnt, then why worry. Two please. Practitioner: (Returning with a cup of tea) Here we are, dont blame me if its horrible, I got it from the trolley. (I smiled at Mr.R. and tried to establish eye contact, then sat down in the chair next to him). Mr. R: Thanks, thats just what I need. 2. Informative An informative intervention seeks to impart knowledge, information and meaning to the patient. My intention was to reinforce the nurse-patient relationship by smiling and attempting to establish eye contact as well as using facial expressions to put the patient at ease and establish a good rapport. By making Mr. R a cup of tea it created a pleasant response in a time of crisis. Practitioner: Jane (specialist nurse) was here this morning, what did you think about what she had to say? Mr. R: Oh yes she was very nice, mind you Im an old hand at this, I looked after my wife when she had cancer. Mr. R: She was riddled with cancer, but we kept her at home and looked after her. She could make a cracking cup of tea (Mr.R. smiles) Practitioner: (smiles and nods) When did she pass away? 3. Confronting A confronting intervention seeks to raise the clients consciousness about limiting behaviour or attitudes of which they are relatively unaware. By meeting the patients needs at that time I felt the urge to continue to show a display of warmth and develop the relationship further. Mr. R: It will be two years next month that she died. Practitioner: You must miss her. Mr. R: Theres not a day goes by that I dont talk to her. Goodness knows what she would make of all this, its brought it all back. 4. Cathartic A cathartic intervention seeks to enable the client to discharge/react to a painful emotion primarily grief, fear and/or anger. Mr. R spoke emotively and angrily by using such words as riddled and cancer. He spoke loudly and angrily with congruent non-verbal cues. Practitioner: Has what youve been discussing with Jane reminded you of your wifes death? Mr. R: Yes, (patient covers his face with his hands). Practitioner: What is it about what youve heard that is worrying you, do you think you can tell me? 5. Catalytic A catalytic intervention seeks to elicit self-discovery, self direct living, learning and problem solving in the client. Mr. R had a broad scope in which to discuss any concerns he may have had, but his response only concerned his wife, not him as his wife was the one who suffered from cancer. Mr. R: (Pause)à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..Im an old hand at this and I dont want any of that chemo. Practitioner: What is it about the chemotherapy you dont like? Mr. R: My wife had it and we went through hell. Practitioner: You went through hell Mr. R: The doctors made her have the chemo and she still died in agony. 6. Supportive A supportive intervention seeks to affirm worth and value of the clients person, qualities, attitudes and actions. It is done to encourage the client to say more and to explore the issue further. Support is provided by non-verbal means like giving warmth, supportive posture and maintaining eye contact. I wanted to convince Mr. R that I was interested in what he had to say and help him believe that he was worth listening to that his opinions really mattered. Practitioner: Do you think the same thing will happen to you? Mr. R: Yes, thats the one thing Im worried about. Practitioner:.em, if Im honest with you chemotherapy treatment is not a subject I know a lot about. (Pause), would you like to see the specialist nurse again? She can go over things with you and explain your options. Mr. R Well if she doesnt mind, Im just not sure the chemo will be worth it. Learning outcomes From this experience, I have learned the importance of:- Practice in accordance with the NMC (2004) code of professional conduct, performance, when caring for adult patients including confidentially, informed consent, accountability, patient advocacy and a safe environment. Demonstrating fair and anti-discriminatory behaviour, acknowledging differences in the beliefs, spiritual and cultural practices of individuals. Understanding the rationale for undertaking and documenting, a comprehensive, systematic and accurate nursing assessment of physical, psychological, social and spiritual needs. Interpreting assessment data to prioritise interventions in evidence based plan of care. Discussing factors that will influence the effective working relationships between health and social care teams. Demonstrating the ability to critically reflect upon practice.

Gene therapy :: essays research papers fc

Genetic disorders have been plaguing people for ages and causing fatalities. However, with new information and research, and something called gene therapy, hope now exists for these unfortunate individuals. Gene therapy is a technique for correcting defective genes responsible for disease development. It has been around for a while now and is getting more advanced with time. Experimentation is an ongoing process with gene therapy. Ethical issues are something that has been accompanying the procedure since it has been used. New facts on gene therapy continue to be uncovered as we speak.   Ã‚  Ã‚  Ã‚  Ã‚  To start off, an overview of why people need gene therapy should be covered. Each of us carries about half a dozen defective genes. However, we remain ignorant to this fact unless we are among the millions of people who have a genetic disorder. About one in ten people has, or will develop some time later in life, an inherited genetic abnormality. And approximately two thousand eight hundred specific conditions are known to be caused by defects in just one of the patient’s genes. Some single gene disorders are pretty common, such as cystic fibrosis.   Ã‚  Ã‚  Ã‚  Ã‚  Most people do not suffer harmful effects from our defective genes because we carry two copies of nearly all genes. One is inherited from our mother and the other from our father. The only exceptions to this rule are the genes found on the male sex chromosomes. â€Å"Males have one X and one Y chromosome, the former from the mother and the latter from the father. So each cell has only one copy of the genes on these chromosomes. In the majority of cases, one normal gene is enough to avoid all the symptoms of disease. If the gene that may be harmful is recessive, then its normal counterpart will carry out all the tasks assigned to both. A disease will develop only if someone inherits two copies of the recessive gene from their parents.† (Web source #3) In other terms, if the gene is dominant, it alone can produce the disease, even if the counterpart is normal. Finally, there are the X chromosome-linked genetic diseases. Because males have only one copy of the genes from this chromosome, there are no others available to fulfill the defective gene’s function. Hemophilia is a common result of this.   Ã‚  Ã‚  Ã‚  Ã‚  To continue, how gene therapy works, should be explained. There are several different approaches scientists may use to correct faulty genes with therapy.

Book Burning

Book Burning Book burning refers to the destruction of books and other written materials and it was usually done out in public. On May 10 the Nazi German students association gathered, books on the 300th anniversary of lathers 95 to hold a festival where they would burned books that the students found â€Å"Un-German, to cleanse by fire. They called it the action against the Un-German spirit. † Local chapters had to offer blacklists of â€Å"Un-German authors. They would burn about 25,000 books while throwing the books into the fire, there would be bands playing.In most university towns they would march in torchlight parades against the un-German spirit. Their book burning was a success in 34 universities across Germany it was all over the newspapers and was on radio broadcasts. Not all book burnings were held on May 10 as was planned because of the rain they had to postpone it. It was April, people hundreds of people would slowly walk around a book fair in germany. Nearly 70 years ago over a board plaza a huge bonfire was set in the middle of the square where they had destroyed 20,000 books that the Nazi had prohibited anyone to read.Hitler wanted to control the minds of the Germans that’s why he prohibited those types of books On May 10, 1933, one of the Nazi party members chief Joseph Goebbels marched down Unter den Linden in a torchlight parade. They came together and piled up books that they had collected from different places and the Nazis used their torches for a bright flaming fire. When people visit Bebelplatz they can see through a plastic window in the ground that view empty bookshelves of the 20,000 books burned on May 10, 1993. Germans will never forget the horrible fire on that day.On May 10, 1933 a crowd of 40,000 people gathered for the book burning while there was singing and bands playing. They watched soldiers, police, people from the German student association and the Hitler youth burn books that were â€Å"Un-German. † The books that were burnt in Berlin and more than 30 other university towns on that night had books by more than 75 German foreign authors. Some of them were Walter Benjamin, Albert Einstein, and Friedrich Engels etc. The burning of those books was to purify to a true German spirit. From that day people lit bonfires to end on phase in their lives or to elebrate burning unpopular textbooks by the of a course. They would also celebrate by burning their old papers. It is official that book burning has gained its extremely bad reputation Book burning was planned by students not the government. The Nazi vicious anti-Semitism and the book burnings made some people worry that Jews would be burnt next. The book burnings on May 10 became a powerful symbol of German barbarism. Books by Jews that expressed anything accursed or consigned to damnation or destruction to the Nazis reflected the Jewish spirit they should get rid of from bookstores and libraries. They also forbid some books from sc hools.Agencies made lists of all the books that had been forbidden but no government approved of the blacklist. There were about 6,843 forbidden books. The book burning was a public thing done by one Nazi student organization. The sixty fifth anniversary of the book burning in Berlin many authors not only Jews books were burnt in public. The student organization had planned it but they had the approval of the Nazi authorities. In other German universities book burning also took place some teachers from the universities took part in the book burning. Erich Kastner who witnessed the Berlin event had his own work being burnt as well.