Two People Who Have Great Influence in My Life Essay Example for Free

Two People Who Have Great Influence in My Life Essay Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   I am what I am. Who I am today was the result of my past experiences in life; hence, experiences that are worth remembering for. I am a person of good value and virtue because of these two great people who have influenced and touched my life in a very significant ways. They are the one who really sacrifice a lot just to give me a better future. They molded me as a person of good morals and dignity as well as a person who love and fear God. These two people that have touched my life are my beloved parents, my dad and mom. I owe my life to them and I will not stop thanking God for giving me such wonderful and loving parents. The intents of this paper are: (1) to figure out how my dad and mom influenced my life in different and similar ways and; (2) know deeper what are their contributions in my life. Discussion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My dad is an ideal father to me. When I will have my own family, I would like to be like him. He is a very responsible man. He is very loving and a generous father. He supplies our daily needs and not only that, he always find time to spend quality time with us in spite of his hectic schedules from his work. Every time he got from his work, he frequently brought us presents; they may be small or big but it has great impact in my life because it is not how expensive or cheap the present is but it is the thought that counts. I always hear my father saying â€Å"I love you† to my mother and to us as well. He really shows that we, his family, are very important to him. He treats us every time he receives his salary. I never experience that my father has shouted nor spanked me because of what I did. He disciples my siblings and I in a manner that we will not retaliate because of what he does to us. If I have done something wrong, he just calls me to go to his bedroom so that we can have a talk.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My mom is the most wonderful mother in the whole world. Truly, she is the light in our home. She is a kind of mother that disciplines us firmly yet gentle. She is just like my father because when my siblings and I have done something wrong, she also calls us to go to her bedroom, if ever my dad is not around to disciplines us, and have a short talk. She is a kind of mom who always consoles us if ever we have something that troubles us. She is a good cook too. She sees to it that we have a good and nutritious meal. She never complains in raising us but indeed she finds it a delight, seeing us feed with her love and care.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   My mom and dad have brought great impact in my life. My father taught me how to be like a man. He taught me how to play sports, working out and stuff like that. We always have a man to man talk and he told me that when I have my own family in the future, I should care my future family the way he takes care of us. And I am pretty sure that I can be like him because that is the kind of family where I am brought up. Well, if others cannot easily get along with their mom because they are boys, I can sincerely say that I can easily approach and get along with my mom. She always tells me that I should love my neighbors as myself and never take advantage on the weaknesses of others. She also reminds me to be a one woman man in the future, just like my father did. Though they teach me in different ways but they have one common denominator and that is to raise me as a person of good value and dignity. III. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To have a very loving father and mother is such a great blessing from God; a blessing that cannot be exchanged with the wealth of this world. These two people are very precious to me and I am not what I am today without their unending love, support and fair discipline.

The Introduction To The Event Management

The Introduction To The Event Management You are the event manager for large company in the entertainment business. You have been asked by the managing director to write a briefing paper for a group of interns who have been recruited to help arrange a large festival. You were asked to explain the importance of planning and administering an event of this topic from the media or their own business practice but have no formal knowledge about it. Your briefing paper needs to concentrate on the topic above, explaining the rationale for managing the event. Your briefing paper must deal with. Why an action plan is necessary for any event. Techniques that can be used to monitor progress The importance of monitoring and evaluating each stage of the planning cycle The role of event manager when building and leading a team The importance of incorporate lead time into the schedule. INTRODUCTION Events are growing with the passage of time which are using for many purposes like promotion of business, culture, sports, tourism, political and charity. Events are very important part of society because event shows their culture and tradition. So event manager should be very careful regarding what he is presenting. As event manager I have to organize musical event for large company in entertainment business. Managing director asked me to help a group of interns in organizing the musical festival and explain them complexities and difficulties in planning, implementing and arranging of different stages of musical event. Show event managers different qualities and characteristic to interns which will help them in future life as event manager like leadership, planner, problem solver and team work etc. Define event manager Event manager is person who plan and execute event. Event manger is creative, good leader and team builder. The successful completion of an event depends upon the knowledge and skills possessed by the event manager in handling the event. The ability of the event manager to perform the entire task in a most appropriate manner would lead to the success of the event. However, the task of a event manager is not an easy one. It comprises of lots of complexities and difficulties, which need to be handle with great care. Why an action plan is necessary for any event? Action plan is very important and necessary for any event success. Without action plan nobody knows where he is going, how to achieve the goal, what to do, when to do and how to do it. For event manager action plan is first and most important step to begin. I am event manager of large company in entertainment business. I have given the task to arrange large music festival and for that first I am making action plan which is given below. Music festival Budge Booking of venue Booking of music bands Interior designing Health and safety Catering Security Ticket price Promotion Music festival Music festival will be family festival. There will be no age restriction because music is for everyone and everyone has right to enjoy. Also if anyone wants to come and we put age restriction he will feel ignorant, his thinking about us will be change in wrong way, he will never listen our company music again so we have to very care regarding all this things. We have to spared love and peace through music because music is for everyone. Budget First we should know about how much budget we have to make all arrangements. We should set the budget for everything separately like venue booking, catering and booking of band, security and promotion. So we all know how much we have to arrange all these things within budget. Booking of venue As we plan an indoor music festival because of cold weather in December in Birmingham so we decides to book symphony hall Birmingham. It has its own parking .symphony hall exists in city centre of Birmingham. Hall is walking distance to railway station, coach station, taxis rank and about half hour drive from airport .so it is perfect venue for music festival. Booking of music bands After booking of venue we know date which is 29 December so we have to book music bands which are available on 29 December and also within our price range. Interior designing As now we know there is capacity of 2200 people are going to gather for music festival so we have make sitting arrangement and also decorate its interior with some extra colourful lights on stage as well as on audience to make it more batter for enjoyment. Health and safety Health and safety is very important we have carefully check heating system as well as fresh air to maintain the level of oxygen. We have to arrange ambulance and first aider in any case emergency he should be always there during the music festival. We also have to check fire alarm smoke detectors are in proper working condition. Catering We have to order for catering for 2200 people like sandwich, burger, drinks and snacks etc. make a separate corner for this whomever feels hungry take food at any time in interval as well as during the music festival. Disable audience In our venue there are about fifty seats for disable persons. We are going to make special arrangement for them so they also enjoy music festival with other people because they also have right to live and enjoy. Security Security is very important for event. Security play vital role in success of the musical event and without security we cant handle the crowd and run the event smoothly. For security we need about two three security guards for checking the tickets. More security guards are around the stage for the music band safety and some security guards around the end of sitting area for keep eyes on crowd. Close circuit cameras are also used for security purpose which are very helpful for security. Ticket price After calculating all the expenses we have to decide ticket price as we know the how many tickets we have to sell. Set ticket price which makes us profit as well as in audience range. Promotion After doing all hard work we have to promote the event which is most important for its success. We have to do advertisement in news paper, television, internet, school, colleges, universities and public places. Techniques that used to monitor progress Monitoring is defined as to keep track of implementation process. There are different techniques which can be used to monitor progress like reporting, meeting, communication, feedback, graphic presentation and project schedule chart. Reporting Reporting is very useful technique to monitor progress like booking for venue if two or three persons are going venue checking in different location. After checking the venue all of them make report about their venue details and price for and the venue availability send report back to manager so reports will helpful for manager to make decision. Meeting The next technique for monitoring progress is regular meeting during preparation of music event. In these meeting everything is going to discuss for progress like in which part we are going right pace on right track and on other hand in which part we are lagging behind. In one way or other we have check everything and rebadged if needed. Graphic presentation The next technique for monitoring progress is graphic presentation. In graphic presentation two things are compared like time and work progress. This show a line is drawn from start which goes on with the passage of time and work, which shows how we are progressing in event. Communication Communication is next technique which is very helpful for monitoring progress. Communication can be done in lots of ways like mobile phone, internet, meeting, feedback etc. If we are using mobile phone for monitoring progress we are going to ring that person and asked how much work he has done and how much left and also how long it going end so in this way we know work progress in minutes. Project schedule chart Project schedule chart is given below. Chart involves different stages of event management. http://www.kudosmatrix.co.uk/Images/chart.gif The importance of monitoring and evaluating each stage of the planning cycle For event manager monitoring and evaluating each stage is very important. Event manager should always keep monitoring and evaluating the planning cycle thats how event manager comes to know where we are leading and where we are lagging behind. Where we are spending the money and how much money we are spending. Is money within the budget for that or we are spending more than our budget. For booking of venue is it booked within our set budget or it takes more money for booking of venue if so that will going to affect other areas of planning cycle. Same thing for booking of musical bands so we have to keep monitoring for making sure it remain within the range of set budget. We have to monitor and evaluate security system is it working, is it in proper order if not we have fix this up within time and keep checking. The role of event manager when building and leading a team Event manager should be good leader and should know how to make a good team and how to work with team and lead them to success. Characteristic of good manager as leader are given below. Manger focuses on Goals and objective Telling how and when to do Shorter range planning Organized and structure in working Manager is autocratic in decision making Restraining Maintaining Conforming Imitating Administrating Directing and controlling Procedures Consistency Risk avoidance Bottom line is that good manager is doing the right things. Event manager as a leader should be good in communication so there is no gap between him and employees. If manager is not good in communication so there is lots of confusion between employees that will surely affect his work progress and quality as well. Event manager should also be good in prioritizing the work. Event manager should make to do list so that important work should be done in time and so that less important work should not take more time, in this way both time and cost can be saved. The importance of incorporating lead time into the schedule. The lead time is very important in schedule as well as in planning. Lead time means that time limit for doing things. If we are going to plan musical event in 28 December so thats mean we have about eight weeks in our hands. For booking of venue the lead time is one week so we have to arrange venue within one week to proceed ahead. Then we have seven weeks left after booking of venue. In these seven weeks we have to book music bands, catering and security also we have to promote the music festival event and also make preparation for it. We have to book music bands in second week and also make other preparation in this week. So now we have left six weeks. We have to do all preparation and setting in next two weeks time. We have to very careful with time because we are going to promote the event for about minimum three weeks for the success of the music festival. Conclusions Music festivals and other events are very important in to now days busy stressful life. Music festivals should be arrange in regular intervals which will very helpful to slightly divert mind from work and will fresh up the mind. Music festivals also bring people close to each other because in todays busy nobody has time for other so it provides opportunity to meet other people. I recommended music festival to the people for enjoyment and to know about the custom and traditions of the socity.

Paediatric Nursing Teaching Session: Reflection and Analysis

Paediatric Nursing Teaching Session: Reflection and Analysis Critically analysing a teaching session which has been undertaken in practice for a child or young person. This reflective essay explores and analyses a teaching session carried out with a young person within a paediatric nursing setting, in order to evaluate positive aspects of the session, skills involved and skills developed on the part of the nurse during the session, the effectiveness of the session, and the ways in which this activity could have been improved to better meet the needs of the client. The client chosen is a 13 year old girl with Type 1 Diabetes, who, having made the decision to become independent in her glycaemic control and in managing her condition, was admitted to the children’s ward after a hypoglycaemic episode. The focus of the session was on re-educating the client in good practice in self-administration of insulin. Up until the period shortly before her admission, her mother had been administering BD insulin injections before school and in the evening. The client, who shall be called Sheila for the purposes of this essay (the name has been changed to protect confidentiality), had asserted her independence and demanded to be allowed to carry out our own injections, unsupervised, but after the hypoglycaemic episode, the question was raised whether or not she was able to draw up the correct dose. Therefore, the session was set up to allow Sheila to revisit the correct procedure for drawing up and delivering the correct dose of insulin in the correct manner. Confidentiality has been maintained throughout this essay by anonymising the personnel involved, and by ensuring no identifying details are used at any point. The importance of the teaching role within paediatric nursing will be discussed in the light of this activity and experience, and some recommendations for good practice will be drawn from this. The client chosen provides an interesting case because this is a young person who can be viewed as being in transition, between childhood and the onset of adolescence, asserting more maturity and independence in her management of her chronic condition, and so needing to be treated and interacted with in ways more similar to those usually used with adults. This presents a challenge for the paediatric nurse, because one key aspect of educating for health is to engage with the client on the appropriate level, and to avoid alienating the client (Agnew, 2005). This is a fundamental component of all nursing care, acting as both the human face of medicine and as a teacher or coach who acts to â€Å"take what is foreign and fearful to the patient and make it familiar and thus less frightening† (Benner, 1984 p 77). Approaching a young person such as Sheila requires skill in terms of using typical teaching approaches but adapting them to meet her individual needs as a person, according to her own perception of who she is and her levels of independence. Benner (1984) suggests that there is a need to use tone of voice, humour, and the nurse’s own attitudes in meeting these needs. Knowles et al (2006) state that â€Å"evidence-based, structured education is recommended for all people with diabetes; tailored to meet their personal needs and learning styles† (p 322). In this instance, planning the session required the nurse to draw upon knowledge of teaching processes and principles gleaned from her own study and research, clinical knowledge about the skill to be taught, and personal attributes which would (it was hoped), avoid patronising the client or alienating her(see Appendix for teaching plan). However, this author anticipated that there would always be some distance between nurse and client, because the nurse, no matter how skilled or capable in communication, might still represent an older authority figure to whom they might not necessarily Ã¢â‚¬Ë œrelate’ very well. Understanding this, the approach to the session was clearly and consistently hinged upon basic principles of learning, incorporating aspects of adult learning in order to attempt to be more appropriate for Sheila’s learning needs. There is some debate about the differences between learning in children and adult learning, or whether there are, indeed, any differences (Rogers, 1996). Because of the significant health impact of Type 1 Diabetes on individuals, and consequently, on society and the state’s healthcare systems and resources, it was thought important to include in this session some of the rationales for good glycaemic control and prevention of the longer term consequences of the disease. Type 1 Diabetes, is a disorder in which beta cells of the Islets of Langerhans located within the pancreas fail to produce insulin as required by the body to regulate blood glucose, resulting in high levels of circulating glucose(Watkins, 2003). The longer-term consequences of the disorder include atherosclerosis and cardiovascular disease (Luscher et al, 2003); diabetic retinopathy (Cohen Ayello, 2005; Guthrie and Guthrie, 2004); peripheral vascular disease, intermittent claudication and foot ulcers foot ulcers caused by impaired circulation and peripheral neuropathy(Bielby 2006; Edmonds and Foster, 2006; Lipsky et al, 2006; Guthrie and Guthrie, 2004; Bloomgard en, 2005; Soedmah-Muthu, 2006); renal disease and renal failure (Castner and Douglas, 2005); and gastrointestinal complications (Guthrie and Guthrie, 2004). In preparation for the session, the nurse engaged in some background research, ensured that her knowledge was up to date, and reviewed the key national policy document, the National Service Framework for Diabetes published by the Department of health which underlines the need for good, ongoing health promotion and education for those with the condition (DH, 2002). Reading of research and professional literature also highlighted a wealth of information on the specifics of health promotion and education within diabetes, much of which is very applicable in this instance as it focuses on self-management of the condition (Cooper et al, 2003). While these support the transmission of information between health professional and client, so that the client becomes knowledgeable about their disorder and its management (Fox and Kilvert, 2003), there is also evidence which supports health education that actively incorporates and engages the client as a partner in the learning process as well as t he control of their condition (Davis et al, 2000) Therefore, the session was planned to initially determine Sheila’s level of knowledge and understanding, her current competence in the skill, and her ability to describe the underlying principles of the procedure. As Rogers (2002) states, â€Å"it is necessary to adapt our methods of teaching adults to the range of educational skills they possess.† (p 76). Horner et al (2000) also underline the need to improve the readability of teaching materials, and some were identified during the course of this session as being in need of improvement. Therefore, this element of the session also determined her level of understanding, reading ability and whether or not she had any difficulties such as dyslexia. It was discovered that Sheila had an above-average reading level, no special educational needs and no specific requirements other than that she was spoken to as an adult, as she reiterated on a number of occasions that she was not ‘a kid’. The learning approach taken was what Hinchliff (2004) describes as a constructivist approach, which, based on cognitive and humanistic learning theories, places the most importance on â€Å"self awareness, and the individual’s understanding of the processes involved in his or her own learning† (p 65). Hinchliff (2004) discusses Bloom’s (1972) learning domains, and this teaching session was designed to affect all three domains, cognitive, psychomotor, and affective. In relation to the cognitive domain, the aim was to reinforce and introduce knowledge. Psychomotor skills relate to the practical ability to administer insulin, and affective domain refers to the initiation of a process of attitude formation, wherein the nurse was hoping to help Sheila form a positive, proactive attitude to self-management of her condition. Further reading uncovered information on tailored educational programmes for children with diabetes to encourage appropriate self-care and management of their condition, based on pre-existing adult courses which exist in the UK but are of limited value for children (Knowles et al, 2006). Knowles et al (2006) carried out a study to adapt the adult Dose Adjustment For Normal Eating (DAFNE) course to design a skills training course, for children aged 11–16 yr, focusing on self-management skills within an intensive insulin regime. While this kind of approach would have been ideal for Sheila, a little research into facilities available local to the client showed no provision of this kind, or similar, targeted at her age group, which this author believed was a failing of local provision. This is a key point in the lifespan of a young person with a chronic condition, and at the least such young people need age-appropriate health education activities (Knowles et al, 2006). However, th is study has yet to be validated by a planned larger multicentre trial (Knowles et al, 2006). Viklund et al (2007) carried out a six month randomised controlled trial of a patient education empowerment programme, with teenagers with diabetes, but found after their trial that this empowerment programme made no difference on outcomes related to glycaemic control or empowerment. Their conclusion was that there should continue to be parental involvement in educational programmes and in management of self-care and ongoing control in diabetes in teenagers (Viklund et al, 2007). This might suggest that this session should have included some parental involvement, or should have made reference to ongoing parental involvement, because it supports anecdotal evidence that the author has gleaned from practice, wherein nurses rarely ‘trust’ teenagers to manage their diabetes appropriately themselves. Murphy et al (2007) describe a ‘family-centred’ diabetes education programme which was successfully integrated into paediatric diabetes care in one location, with pot ential benefits on parental involvement and glycaemic control. In all three of these cited studies, multidisciplinary involvement was a feature of the programme (Knowles et al, 2006; Murphy et al, 2007; Viklund et al, 2007). This suggests that there should be programmes which provide ongoing, family-oriented support, but this author still feels that the particular needs of teenagers may need something else, something indefinable as yet, but something which still supports their sense of self and emerging adult identity, fosters independence but also helps ensure proper management of the condition. This takes us to the issue of resources, and the lack of them, but if there were more, good quality research in this area, it might provide the leverage for more resources to be mobilised to meet the needs of this client group. Sheila evaluated the session well, but the author was left with the feeling that there was no certainty that the client would take on this new learning and that her glycaemic control would improve. Having addressed issues from the point of view of diabetes, and of the needs of teenagers with this condition, the author can only conclude that the session was well designed and incorporated patient-centred, established educational techniques, but that these techniques are not necessarily the optimal way to educate and support teenagers with Type 1 Diabetes. The literature has shed a light on some potential approaches to this, but the evidence is still insufficient to fully change practice. However, Sheila was able to demonstrate correct technique, discuss the rationale for the technique, and discuss with some confidence her management and control of her condition, and the prevention of longer-term complications. A more multidisciplinary approach would perhaps be needed to address the emo tional and psychological elements of her learning and development needs in the future. References Agnew, T (2005) Words of wisdom. Nursing Standard 20(6),pp24-26 Anderson, B. (2005) The art of empowerment : stories and strategies for diabetes educators New York: American Diabetes Association. Anthony, S., Odgers, T. Kelly, W. (2004) Health promotion and health education about diabetes mellitus. Journal of the Royal Society for the Promotion of Health. 124 (2) 70-3 Benner, P. (1984) From Novice to Expert: Excellence and Power in Clinical Nursing Practice London: Addison-Wesley Publishers. Bielby, A. (2006) Understanding foot ulceration in patients with diabetes. Nursing Standard. 20(32). pp. 57-67. Bloomgarden, Z.T. (2006) Cardiovascular Disease Diabetes Care 20 (5) 1160-1166. Castner, D. Douglas, C. (2006) Now onstage: chronic kidney disease. Nursing. 35(12). pp. 58-64. Cohen, A. Ayello, E. (2005) Diabetes has taken a toll on your patients vision: how can you help?. Nursing. 35(5). pp. 44-7. Cooper, H.C., Booth, K. and Gill, G. (2003) Patients’ perspectives on diabetes health care education. Health Education Research 18 (2) 191-206. Court, S. and Lamb, B. (1997) Childhood and Adolescent Diabetes London: John Wiley. DAFNE Study Group (2002) Training in flexible, intensive insulin management to enable dietary freedom in people with type 1 diabetes: dose adjustment for normal eating (DAFNE) randomised controlled trial. British Medical Journal 325:746–9 Davies, K. (2006) What is effective intervention? Using theories of health promotion. British Journal of Nursing15 (5) 252-256. Department of Health (2002) National Service Framework for Diabetes Available from www.doh.gov.uk Accessed 25-7-08. Edmonds, M. Foster, A. (2006) Diabetic foot ulcers. BMJ. 332(7538). pp. 407-10. Fox, C. and Kilvert, A. (2003) Intensive education for lifestyle change in diabetes. BMJ 327 1120-1121. Guthrie, R.A. Guthrie, D.W. (2004) Pathophysiology of Diabetes Mellitus. Critical Care Nursing Quarterly 27 (2) 113-125. Hinchliff, S. (Ed)(2004) The Practitioner as teacher 3rd Ed London: Balliere Tindall Knowles, J., Waller, H., Eiser, C. et al (2006) The development of an innovative education curriculum for 11–16 yr old children with type 1 diabetes mellitus (T1DM) Pediatric Diabetes 7 (6) 322-328. Luscher, T.F., Creager, M.A., Beckman, J.A. and Cosentino, F. 2003 Diabetes and vascular disease: pathophysiology, clinical consequences and medical therapy: part II. Circulation 108 1655-1661. Murphy, H.R., Wadham, C., Rayman, G. and Skinner, T.C. (2007) Approaches to integrating paediatric diabetes care and structured education: experiences from the Families, Adolescents, and Childrens Teamwork Study (FACTS) Diabetic Medicine 24 (1) 1261-1268. Northam, E. Todd, S. Cameron, F. (2006) Interventions to promote optimal health outcomes in children with Type 1 diabetes are they effective? Diabetic Medicine. 23(2). pp. 113-21 Reece, I. Walker S.(2003) Teaching, Training and Learning. Tyne Weir: Business Education Publishers Ltd. Rogers, A. (2002) Teaching Adults 3rd Ed Buckinghamshire: OU Press Soedmah-Muthu, S.S., Fuller, J.H., Mulner, H.E. et al (2006) High risk of cardiovascular disease in patients with type 1 Diabetes in the UK. Diabetes Care 20 (4) 798-804. Viklund, G., Ortqvist, E. and Wikblad, K. (2007) Assessment of an empowerment education programme. A randomized study in teenagers with diabetes Diabetic Medicine 24 (5) 550-556. Watkins, P.J. (2003) ABC of Diabetes (Fifth edition). London: BMJ Publishing Group. Appendix Patient Education Plan Self-administration of Insulin Lesson Aims: To support Sheila to develop the skills and knowledge to demonstrate competence in the independent self-administration of Insulin. To reinforce health promotion principles and information regarding long-term management and control of her Diabetes and the prevention of later-life health complications. Learning Outcomes – at the end of the session the client should: Be able to describe, discuss and demonstrate the principles of correct drawing up of accurate doses of insulin as prescribed in her own regimen. Be able to competently self-administer insulin with correct technique, and describe the rationale for this technique Be able to discuss ongoing glycaemic control and prevention of later life complications of Diabets. Activity Method and Rationale Determine Sheila’s current level of knowledge. Determine Sheila’s reading level and identify any specific learning needs or difficulties (eg dyslexia) Discussion This allows for the identification of Sheila’s needs, and allows the nurse to set the tone and establish a relationship with Sheila. Provision can be made for specific needs such as augmented or specialist reading materials. Sheila to demonstrate drawing up technique Nurse to demonstrate drawing up technique Demonstration/discussion with supporting information/leaflets. Drawing comparisons between the two techniques should allow the client to identify whether her own practice matches that of the nurse/teacher. Discussion of this will draw out underlying knowledge and principles. Written information will reinforce learning. Review and demonstrate correct administration technique Discussion/Demonstration Discussion allows the nurse to identify gaps in knowledge and skill and address these in a responsive, flexible manner. Review knowledge of disease management and prevention of complications and identify further learning needs Discussion Provide a rationale and potential motivation to maintain good glycaemic control. Plan to meet further learning needs either immediately or in future sessions, perhaps involving the multi-disciplinary team. Gain client feedback To evaluate effectiveness of teaching session in client’s own words.

Music, Radio and Teens Essay -- Hip Hop Rap Essays Music Musical Essay

Music, Radio and Teens The first thing that teenagers will do when they get into their car is to turn on the radio. They flip through the channels hoping to find that latest hit that all the stations are playing. Whether it's the newest pop rock song, or that catchy country tune, everyone wants to hear it. This is an example of how powerful the radio can be in influencing what teens listen to. Here is a closer look at the specific genres and how these styles are affecting today's teens through the radio. Hip Hop Hip-Hop is one of fastest growing music genres in the United States as its trend has made hip-hop explode everywhere. Hip-Hop comes from the streets using street slang incorporated in the music. Hip-Hop music is rebellious and frightens parents due to the explicit lyrics that it uses. As any type of new generation beat that is rebellious is going to scare a parent. Parents are frightened that if their kids listen to this music it will promote violence, sex, and drugs. Parents need to know that the vibe that teens get from Hip-Hop is just like the vibe our parents got from rock and roll. As teens are influenced by the Hip-Hop culture by the way teens dress themselves wearing brand names like Tommy Hilfiger, Nautica, or Polo to represent the hip-hop culture; getting away from the preppy clothes like for example Abercrombie and Fitch. Hip-Hop music has no color barrier so anybody can listen to the music. Hip-Hop has even reached magazine shelves attracting more teens to read a bout hip-hop magazines like The Source, Jive, and XXL are devoted to just Hip-Hop music. Hip-Hop has influenced a lot of teens and will continue to grow as the new generation of music the so-called ?feels good music? that teens lo... ...the car. HIP-HOP. Retrieved from the World Wide Web: http://www.csupomona.edu/~rrreese/HIPHOP.HTML Taylor, Chuck, Stark, Phyllis, Hay, Carla. Country Teens go Multimedia. Billboard Vol. 113, Issue 9. Retrieved from Academic Search Premier On the World Wide Web: http://web6.epnet.com/search Signs of New Life for Country Format, Recent Sales Successes. Billboard Retrieved from Academic Search Premier on the World Wide Web: http://web6.epnet.com/search SoulMusic (2002). Retrieved from the World Wide Web:www.davidnathan.com. All Music Guide (1992). Retrieved from the World Wide Web:www.allmusic.com. Samuels, Allison (2002). Newsweek. Retrieved from the World Wide Web: http://www.msnbc.com/news Strauss, Neil (2001, December 26). A New Look at Eminem. New York Times [Newspaper]. Retrieved from the World Wide Web:www.nytimes.com/

Comparing Women in Raisin In the Sun, House On Mango Street, and Yellow

Roles of Women in A Raisin In the Sun, The House On Mango Street, and A Yellow Raft In Blue Water      Ã‚  Ã‚   A Raisin In the Sun, The House On Mango Street, and A Yellow Raft In Blue Water all contain strong, defined images of women. These women control and are controlled. They are oppressed and liberated. Standing tall, they are confident and independent. Hunched low, they are vulnerable and insecure. They are grandmothers, aunts, mothers, wives, lovers, friends, sisters and children. Although they span a wide range of years and roles, a common thread is woven through all of their lives, a thread which confronts them day in and day out. This thread is the challenge they face as minority women in America to find liberation and freedom from lives loaded down with bondage. These women fight to live and in their living they display their strengths and their weaknesses. They demonstrate the opposition many women face being viewed as the inferior sex as well as discrimination against their ethnicity. In this struggle Hansberry, Dorris and Cisneros depict women attempting to find con fidence and security in the society around them. Comparing and contrasting the novels A Raisin In the Sun, The House On Mango Street, and A Yellow Raft In Blue Water, three principal images of women emerge: their strength, bondage and liberation. These images combine to depict the struggle of many minority women, regardless of their ethnic background, and shapes the character they draw from society.    "Now--you say after me, in my mother's house there is still God...There are some ideas we ain't going to have in this house. Not long as I am at the head of this family" (Hansberry 51). From Mama's ardent statement in A Raisin In the Sun, addressed to ... ... in the past has held them down. Finding strength in this new liberation they will be released to assist others in gaining their freedom and becoming whole individuals. We take courage and inspiration from the lives of Beneatha, Esperanza, Mama, Evelyn, Rayona and others as they display the struggle toward true womanhood and the strength to "come back. For the ones who cannot leave as easily as you" (Cisneros 105).    Works Cited: Blicksilver, Edith. The Ethnic American Woman. Kenall/Hunt Publishing; Iowa, 1978. Cisneros, Sandra. The House on Mango Street. New York: Vintage Books, 1991. Dorris, Michael. Yellow Raft on Blue Water. New York: H. Holt, 1987. Hansberry, Lorraine. A Raisin in the Sun. Literature and Its Writers: An Introduction to Fiction, Poetry, and Drama. Eds. Ann Charters and Samuel Charters. Boston: Bedford Books, 1997. 1829-96.

The Human Genome Project Debate :: Science Technology Genetics Papers

The Human Genome Project Debate The Human Genome Project is a 15 year, 3 billion dollar venture whose goals involve identifying the 80,000 genes in human DNA and determining the sequences of the 3 billion chemical bases that make up human DNA. Genes are made up of a threadlike material called DNA. DNA contains four main ingredients, which are called bases. A single gene may contain thousands of bases, so the Human Genome Project (HGP) is not any easy task. First, scientists have to go into the cells nucleus, where the DNA is located. Here the DNA is tightly coiled, so researchers have to uncoil it and then examine the DNA and write down the order of the bases. The order is extremely important because it underlies life's diversity. The ultimate objective of the HGP is to create a directory of the genes that can be used to answer questions such as what specific genes do and how they work. Once all the genes are examined, and their bases described, researchers have to translate what their order means. A genome is the entire DNA in an organism, including its expressed genes. These genes carry the codes for making all the proteins the organism requires. These proteins determine everything from how the organism looks to how it behaves. The HGP has been progressing very rapidly. Because of its rapid success, a new set of goals were arranged for the 1998-2003 year period. The first goal is to complete the sequencing of the human genome and to make it publicly available to researchers so they can all work together to better the human condition. Included in this goal is to improve technology so that there is a more efficient way of sequencing DNA. Advancing technology includes decreasing the cost of current technology, funding for new technology, and effective review methods for implementing advanced technology development. Variations in human genomes include the most common single nucleotide polymorphisms (SNP's), deletions, insertions, and duplications. One goal of the HGP is to gain a better understanding of the types and frequencies of these variations and their possible functional purpose. Mapping SNP's will aid in researching conditions such as cancer and mental retardation. These maps may also be applicable in identifying genes that contribute to increasing disease risk. Another major goal of the HGP is determining the functions of genes. Once the complete genome sequence is discovered, the interpretation of the sequence still needs to be done.

Rhetorical Question Essay

In the story â€Å"Nineteen Thirty-Seven† Edwidge Danticat presents Josephine, a Haitian girl who often visits her mother at the Port Au Prince prison. In the process of Josephine’s visits the reader comes to understand that pain surrounds her life. Not only does it surround her life, however, pain is a prominent factor in all of her contemporaries’ existence. The oppressed nature of Josephine, her mom, and the woman of the river cause them to create an artificial sense of hope for their life full of suffering. Suffering seems to be a common component inherent of all Haitian women. This can be seen when Manman states â€Å"We were saved from the tomb of this river when she was still in my womb. You spared us both, her and me, from this river where I lost my mother† (Danticat, 40). Josephine was born on the day of the massacre by El Generalissimo’s soldiers representing that she is birthed from pain, as a lot of Haitians died that day. One of those who died was Manman’s mother, in an effort to alleviate her pain Manman takes Josephine as a replacement of the existence of her mother. Not only does Josephine emanate from suffering yet she carries the connation of false hope, as life can’t be replaced. The effect of suffering is once again seen when Manman mentions â€Å"Keep the Madonna when I am gone†¦Maybe you will have some flesh to console you. But if you don’t, you will always have the Madonna† (Danticat, 43). Once again Josephine’s mom creates hope for her daughter. Given that pain surrounds her life, her mother hopes that Josephine can deal with her suffering in the same way that she dealt with her mom’s death. The aforementioned quotes emphasize the repetitive occurrence of yet different pain Haitian women particularly experience. Danticat, Edwidge. â€Å"Nineteen Thirty-Seven.† Krik? Krak! New York: Vintage, 1996. 33-49. Print.