How Different Transitions Affect Child Development

Unit 331 5. 1&5. 2 Explain the different types of transitions can affect children’s development and evaluate the effectiveness of positive relationships during periods of transitions. Transitions are the movement or changes from one position, stage or state to another. These changes can be gradual or sudden, and last for differing periods of time. Transitions can be stressful for young people and this stress can have far reaching effects on children’s emotional wellbeing and academic achievement.Children face many different transitions in their young lives. One of the main transitions is changing schools. This may make them feel anxious and nervous, they may be apprehensive about what their new school is going to be like. They may be sad because they are leaving their friends and familiar security of their previous school. They may experience a sense of loss and even bereavement about losing their friends. The child’s behaviour may change; they may become withdra wn or display extroverted behaviour.The child may show regression academically and communicatively. They may become ill, this maybe a genuine stress related illness or a pretend illness that will delay the change that is upsetting them. Younger children may become clingy and display behaviour of a younger child because they feel vulnerable. Older children may have sleepless nights or nightmares; they may develop mood swings and become grumpy and irritable. They may experience loss of appetite or binge to find comfort. In extreme cases children may self-harm or even think about suicide.These effects of these transitions would impede development emotional, physically, socially and cognitively. Puberty is another transition that all children will experience. The way a child behaves is entirely due to hormones. Puberty is a time of great change. Physically, the body changes and begins to turn into a more adult like body. Puberty and hormones also effects things like friendship, attitude s to others (of both sexes) and to parents change quite dramatically. It can make a child moody, bad-tempered, loose their concentration and tired.The teenager can become self-conscious and worried about the changes that are happening to his body, this could affect all areas of development. There are other transitions that can affect the child such as moving house, moving schools, divorce, and an introduction of a new partner by a parent. This stress can affect the child emotionally, physically, physiologically and intellectually. The child may become physically unwell, their school work may suffer, and they may feel worried, confused and depressed. Children need to have positive relationships during these periods of transition.This could be a parent, teacher or a peer. The child will need someone that they can trust and rely on, someone who they can talk through their fears and concerns with. A positive relationship is essential to help the child cope through transition; someone wh o is there for them and provides support, both practically and emotionally. The psychoanalyst John Bowlby developed the attachment theory which he states that a child needs a supportive, dependable secure relationship with their care giver. This positive relationship helps the child develop and cope with the stresses of the many transitions that they face.Children with the back-up of strong attachments and positive relationships during transitions will be able to cope more efficiently, be more resilient and maintain their self-esteem. If they feel valued and respected their academic, social and emotional development will continue. They will have the self-esteem and self-confidence to explore and embrace the transitions. They will be able to make new relationships and cope with the new situations. If a child experiences successful transitions in early life it will make it easier to cope with subsequent transitions in the future.

Project †Work Life Balance and Stress in Women in Academia Essay

Question 1 1. 1 Conflict & gt ; The pattern of acknowledging and covering with differences in a rational. balanced and effectual manner. Conflict is an uttered battle between at least two mutualist parties who perceive incompatible ends. scare resources. and intervention from others in accomplishing their ends. † 1. 2 Decision- doing & gt ; Is the pick of the most suited manner of work outing a job or managing a state of affairs. 1. 3 Communication & gt ; Is a agency by which the instructor and pupils’ different demands. feelings and attitudes are conveyed to each other in order to set up cooperation and achieve ends. 1. 4 Motivation & gt ; Is the procedure by agencies of which motivations are provided by. amongst others. a director or state of affairs in order to convey about certain actions and therefore to accomplish certain ends. 1. 5 Leadership & gt ; Leadership consists of actions that help the group to finish its undertakings successfully and keep effectual on the job relationships among its members. Leadership is a set of accomplishments that anyone can get Question 2 2. 1. 1 AUTOCRATIC CLASSROOM MANAGEMENT STYLE When covering with pupil behaviour the instructor will step in and seek to command the behavior of the students. The instructor is chiefly interested in the pupils’ completion of undertakings and larning public presentation. Pupils’ engagement in the schoolroom state of affairs is limited to listening. working and making. The followers are some advantages of this attack: ? Some students may experience secure in this sort of state of affairs. ? Because the instructor lays down fixed regulations and processs. students know what is expected of them and what they can anticipate in the schoolroom. The followers are some disadvantages of this attack: ? The schoolroom ambiance is characterised by competition. involuntariness to work together and hapless subject when students are left unsupervised. Creative thought is suppressed. ? There is no cooperation. ? Students may develop a negative attitude towards the topic. 1 Student no: 43713009 EDA 201W Ass no: 2 719493 2. 1. 2 Democratic CLASSROOM MANAGEMENT STYLE A democratic manner of schoolroom direction correlates with an synergistic instruction manner. This learning manner requires that instructors should hold a sound cognition of their capable and of human nature so that they can promote their students to take part actively and meaningfully in learning and learning activities. The control of pupil behavior in the schoolroom is jointly controlled by the students and the instructor. As a direction manner it requires the instructor to keep a balance between the undertaking facet and the human facet of the schoolroom state of affairs. Teaching and larning undertakings are completed with the pupils’ willing cooperation and carbon monoxide duty which are the trademarks of democratic schoolroom direction. The followers are some advantages: ? ? ? Pupils take part confidently in schoolroom activities. It encourages inaugural and creativeness. The schoolroom ambiance is relaxed. yet productive. ? Students feel that they are involved in learning activities. 2. 2 Five manners of struggle direction? Avoidance: avoiding struggle is a short-run solution because the struggle will non travel off. Sometimes. nevertheless. turning away could be a impermanent step to quiet emotions. ? Giving in or suiting: instructors who severely want the students to accept them utilize this manner. With this manner the existent differences are underemphasized. Sometimes instructors have to give in to avoid ill will in the schoolroom and to guarantee that the work can acquire done. Domination: instructors who want to enforce their will on students use this manner. In the long tally this manner is rarely effectual. although instructors sometimes have to rule. ? Compromise or settle: this manner is marked by a hunt for via medias and colony. The instructor will seek to run into everyone halfway and to allow the bulk position prevail. Because a colony might non fulfill everybody. the dissatisfaction could once more do struggle at a ulterior phase. ? Integrate or collaborate: this manner is besides known as the problem-solving attack. The parties cooperate in order to happen a satisfactory solution. 2. 3 A proper balance between the: task-oriented and the human dealingss facets. required in every teaching-learning state of affairs. enables instructors to make a teaching-learning state of affairs with a positive ambiance. Keeping a balance between the structural ( formal ) and human dealingss ( informal ) aspects requires a holistic attack to classroom direction. The combination and integrating of these two dimensions represent the existent construction of the schoolroom state of affairs. which includes all countries of the teacher’s direction undertaking. These surveies revealed a clear correlativity between schoolroom ambiance and pupil public presentation of class 9 and grade 10 students in 12 secondary schools in Ontario as follows: ? Classroom atmosphere has a important influence on student public presentation. ? Although the personal and societal features of students are of import factors in their school public presentation. schoolroom ambiance is sometimes more of import. ? The psychosocial and academic facets of learning are interrelated. 2 Student no: 43713009 EDA 201W Ass no: 2 719493? Variables that relate straight to teaching-learning activities in the schoolroom have a particular. alone influence on student public presentation. The following are the guidelines for instructors to cultivate positive attitudes in their students: ? Put the students in the Centre. ? Respect pupils’ sentiments and handle all students respectfully. ? Give pupils a group feeling. ? Help pupils to experience secure in school. ? Make sure that pupils understand their assignments. ? Realise that students are kids. non grownups. Deal with single behavior jobs in private interviews with the student instead than in forepart of the whole category. ? Involve pupils in determination devising where appropriate. ? Do non label students. 3 Student no: 43713009 EDA 201W Ass no: 2 719493 2. 4 Classroom POLICY 1. In all cases. civility and regard for schoolmates and the teacher are expected. 2. Book bags. briefcases. etc. are non allowed on your desk during category. They must stay on the floor near your chair. 3. You may non utilize cell phones in category. a. All tollers must be turned off. B. You may non text message. topographic point or reply calls. c. All earpieces. earphones. headsets or any other accoutrement for your cell phone may non be used in category – that means. out of sight and non on your caput or in your ear. 4. You may non utilize any device ( for illustration. IPod. MP3 participant ) to listen to or see music or other scheduling in category. 5. You will be asked to go forth category if you disregard schoolroom policy. ATTENDANCE / WITHDRAWAL POLICY 1. Since the class is conducted in a seminar format. your attending is compulsory. 2. You will subscribe the Attendance Signature sheet at the beginning of each category. 3. Your category engagement points may be reduced from if you are late in category. 4. You may be withdrawn from COS 133 if you are absent from 20 % of the category. Late Work 1. No late work will be accepted. MAKE-UP Quiz POLICY 1. There are no quiz makeups. No freedoms. Scaling POLICY 1. Your class for COS 133 will be based on the points you accumulate for assignments. quizzes. and category engagement. 2. Your class for COS 133 is calculated as follows: Subject 1. Assignments 2. Quizzes 3. Classroom Participation Weight 30 % 55 % 15 % 4 Student no: 43713009 EDA 201W Ass no: 2 719493. Topic Weight A 94 -100 1. Assignments 30 % A- 90 – 93 2. Quiz 55 % B+ 87 – 89 3. Classroom Participation 15 % B 84 – 86 B- 80 – 83 C+ 77 – 79 C 74 – 76 C- 70 – 73 D+ 67 – 69 D 64 – 66 D- 60 – 63 F & lt ; 60 1. Assignments = 30 Points? ? ? COS assignments consist of a assortment of activities designed to advance a successful college experience at MCC. Your assignments will dwell of reading text edition chapters and replying related exercising inquiries. In add-on. you may be utilizing your MCC pupil electronic mail to subject Web assignments. ? ? ? Assignments are due at the beginning of the category. However. you may subject your assignments before the due day of the month. ? ? ? Distribution of points are as follows: 10 text edition assignments ( 3 points each ) = 30 points 2. Quizzes = 55 Points? ? ? Quizzes are based on your chapter reading assignments. o You may utilize your text edition to reply the inquiries. However. be good prepared for a really ambitious quiz. o If you are late for category and lose the quiz. you will have a nothing for the quiz. ? ? ? Distribution of points is as follows: o 11 text edition quizzes ( 5 points each ) = 55 points 3. Classroom Participation = 15 Points? ? ? Classroom engagement points are earned by behaviours that demonstrate o prompt attending for category 3 o active hearing O positive engagement in little group work o thoughtful parts during whole category treatments o civility and regard for schoolmates and the teacher? ? ? Distribution of points is as follows: o 1 point per hebdomad = 15 points o You can non gain schoolroom engagement points if you are absent. MCC REGULATIONS AND POLICIES Academic Honesty Policy In the academic procedure. it is assumed that rational honestness and unity are basic duties of any pupil. However. module members should accept their correlate 5 Student no: 43713009 EDA 201W Ass no: 2 719493 duty to modulate academic work and to carry on scrutiny processs in such a mode as non to ask for misdemeanors of academic honestness. Such misdemeanors consist chiefly of rip offing and plagiarism. For more inside informations sing MCC’s Academic Honesty policy sing definitions. disciplinary action. and process for entreaty look into the MCC Catalog and Student Handbook or MCC Website. Policy Statement on Sexual Harassment 1. Monroe Community College strives to acknowledge human self-respect and hence does non digest sexual torment or any other type of torment within or connected to this establishment. 2. Sexual torment is illegal and unfairly interferes with the chance for all individuals. regardless of gender. to hold a comfy and productive instruction and work environment. 3. We are committed to taking all sensible stairss to forestall sexual torment and to train those who do hassle. Code of Conduct The undermentioned actions or behaviors are prohibited. 1. The obstructor or break of any College map or activity. including the schoolroom instructional environment. disposal of the parking plan and service maps and activities. 2. The detainment. physical maltreatment or bullying of any individual. or menace thereof. or any 4 behavior which threatens or endangers the wellness. safety. or public assistance of any individual on College-owned or operated belongings or at College-sponsored activities. 3. The usage of obscene or opprobrious linguistic communication or any other agencies of look. linguistic communication. or action which may moderately be expected to arouse or promote physical force by other individuals. 4. The refusal to obey any sensible or lawful petition. order. or directive of a College public safety officer. a instructor. College decision maker. or any other identified representative of the College. MCC LEARNING CENTERS 1. Monroe Community College has a figure of Learning Centers at Brighton ( for illustration. Accounting. Math. Psychology. Writing. the Electronic Learning Center. etc. ) and at Damon ( for illustration. the Integrated Learning Center. Electronic Learning Center. etc. ) . 2. Learning centres are staffed with instructional forces and may be equipped with computing machines and package to help pupils. 3. It is recommended that pupils use the Learning Centers to acquire extra aid with constructs learned in the schoolroom and with their prep. SERVICES FOR STUDENTS WITH DISABILITIES 1. Students with a documented acquisition trouble should do an assignment with the Coordinator of Services for Students with Disabilities on the Brighton or Damon Campus to set up for support services. 2. All deaf or hard of hearing pupils should reach the Counseling and Advising Center. 3. You must supply the teacher with appropriate certification sing adjustments within the first two hebdomads of category. EMERGENCY CLOSINGS 1. If the College is closed due to inclement conditions or some other exigency. all Rochester country wireless and telecasting Stationss will be notified no later than 5:30 a. m. 2. In add-on. the home page on the MCC web site ( World Wide Web. monroecc. edu ) will expose a message bespeaking the College is closed. 3. Please make non name the College to avoid overloading the telephone lines. 5 6 Student no: 43713009 EDA 201W Ass no: 2 719493 CLASS CANCELLATION To entree a list of day-to-day category cancellations. you may 1. Name the Public Safety Department ( 292-2066 ) at MCC. imperativeness 1 for a list of off categories at Brighton and imperativeness 2 for a list of off categories at Damon ; 2. Travel to the Internet. entree MCC. travel to the A-Z listing to C for Class Cancellations and see the list of cancellations ; 3. Check your pupil electronic mail for a cancellation notice from your teacher 6 COURSE SYLLABUS AGREEMENT Detach and return this signed sheet to Professor Rodriguez. ______________________________________ M00______________________ Student’s Printed Name Student MCC College ID Number COS 133 Section Number: _________ Semester / Year: _____________ The Course Syllabus 1. The Course Syllabus ( class information sheet ) is a written legal compact between you and your professor. 2. It clarifies the professor’s outlooks and your duties. Your professor expects you to run into deadlines for assignments. documents. undertakings and trials. 3. It is your duty to reexamine the class course of study and clear up any facet of the course of study. Therefore. read it carefully and inquire inquiries you may hold about its content. Check the appropriate box. ? ? ? I have read the class information sheet for COS 133 – Introduction to College Studies. ? ? ? I understand my duties for this class. I do non hold any inquiries. ? ? ? I do non understand the demands stated in the COS 133 Course Information Sheet. I will schedule an assignment to discourse my inquiries with my professor. List your inquiries for treatment here: ______________________________________ _____________________ Signature Date.

Pak China Friendship

In early 1960s, the regional and international environment played an important role in bringing about an upswing in Pakistan-China relations. China, which was under the strong pressure of the West led by the US in those days of the Cold War as shown by the establishment of SEATO and had fought a war with India because of their territorial dispute, needed friends to end its international isolation and counter India in South Asia. Pakistan because of its strained relations with India was in search of friends in its neighbourhood to neutralise, to some extent, India’s power superiority. China met the demands of Pakistan’s strategic compulsions.Pakistan’s realisation of the strategic importance of its friendship with China increased as it became acutely aware of the unreliability of the Western support in any conflict with India. The 1965 Pakistan-India war confirmed these apprehensions. The global strategic environment underwent a dramatic change in the 1970s with t he rapprochement between the US and China, in which Pakistan had played an important role, to counter the perceived security threat posed by the Soviet Union to both Washington and Beijing. Thus, the Western impediment to the strengthening of Pakistan-China relations was removed.In fact, following the Soviet invasion of Afghanistan, both Pakistan and the US needed and secured China’s support to defeat the Soviet occupation through the Afghan jihad. The end of the Cold War in 1991 brought about another dramatic transformation of the global strategic scenario. For about a decade after the end of the Cold War, the US loomed large on the global scene like a colossus. No other country matched its enormous military power and economic strength. There were signs of concern in the 1990s on the part of China about the emergence of the US as the global hegemon and the unipolarity of the international political system.This period also witnessed the commencement of the process of the stre ngthening of US-India relations to contain China and the imposition of the US economic and military sanctions against Pakistan because of its nuclear programme. These developments brought Pakistan and China closer together. The result was increased Pakistan-China cooperation in various fields, including the field of nuclear technology. Pakistan’s need for China’s support and cooperation increased also because of the intensification of the freedom movement in the Indian Occupied Kashmir andthe resultant tensions in Pakistan-India relations. The US â€Å"unipolar moment† soon passed. The first decade of the 21st century witnessed the commencement of a radical reconfiguration of the global strategic scenario driven by China’s phenomenal economic progress and rise as a leading global power. The initiation of policies of economic reforms and opening to the outside world in 1979, under China’s paramount leader Deng Xiaoping, unleashed powerful forces tha t accelerated China’s economic growth to dizzying heights.Consequently, its GDP grew five times between 1979 and 1998 as against the target of fourfold increase. Since 1998, China has recorded growth rates averaging about nine percent per annum, propelling it to the position of the second biggest economy in the world. China’s GDP during the current year is expected to reach the figure of $9. 2 trillion as against the US gross domestic product of $16. 3 trillion. In purchasing power parity (PPP) terms, its GDP would reach the figure of $13. 9 trillion during the current year.According to latest projections, China will overtake the US economy in PPP terms within the next few years and in nominal terms some time in the next decade. In 2012, it overtook the US as the world’s biggest trading nation in goods with the combined total of its exports and imports reaching the amount of $3. 87 trillion as against the $3. 82 trillion for the US. The rapid growth of Chinaâ₠¬â„¢s economy has also enabled it to increase its military expenditure at a fast rate to safeguard its security interests. its annual military expenditure is currently about $106 billion as against $36 billion for India.However, its military expenditure is still a very small proportion of the US annual military expenditure. Such a massive shift in the global balance of power cannot but have far-reaching implications for international politics. The US ability to impose its will on the rest of the world in the economic field is fast eroding. Correspondingly, the effectiveness of its economic sanctions against foreign countries will also decline. It has forced the US to pivot its naval forces to the Asia-Pacific region where it will deploy 60 percent of its naval assets by 2020.It is strengthening its alliances in Asia with Australia, Japan and South Korea. It is trying to checkmate China’s territorial claims in South China Sea by extending political support particularly to Viet nam and the Philippines. Above all, from the point of view of both Pakistan and China, the US is engaged in close cooperation with India in economic, military and nuclear fields to help build it up as a major world power of the 21st century with a view to containing the expansion of China’s influence in South Asia and the Indian Ocean region.The growing rivalry between the US and China, and the US efforts to build up India as a bulwark against China, have important strategic implications for Pakistan. The growth in the depth, and the extent of US-India cooperation, is likely to push Pakistan closer to China as a counterweight to India’s possible hegemony in South Asia. US threats of sanctions against Pakistan because of its decision to proceed with the Iran-Pakistan gas pipeline project will further hasten this process. On the other hand, these developments will deepen China’s inclination to develop closer relations with Pakistan.Thus, from purely a strategic po int of view, the future prospects of Pakistan-China relations are quite bright. It was against this background that during the fifth round of the Pakistan-China Strategic Dialogue held in Beijing in November 2012, Pakistan’s Foreign Secretary and the Chinese Vice Foreign Minister agreed that Pakistan and China needed to close ranks to face the extraordinary global and regional challenges. However, there is no room for complacency.Pakistan’s bilateral trade with China, which was estimated to be $10.6 billion in 2011, was far behind the Indo-China trade of $80 billion. We must, therefore, pay special attention to the building up of Pakistan-China relations in economic, commercial and cultural fields, while maintaining close cooperation in political and military fields. Future possibilities of economic and commercial cooperation include a rail link between Pakistan and China, oil and gas pipelines through Pakistan to connect Xinjiang and the rest of China with the Strait of Hormuz and West Asia via the land route, and a rapid increase in bilateral trade.However, Pakistan would have to put its own house in order, reorder its domestic priorities, energise its private sector, and streamline its procedures to take full advantage of the opportunities that beckon us. On the political side, we should be sensitive to China’s concerns about the activities of the Taliban and other religious extremists in so far as the situation in Xinjiang province of China is concerned. Religious moderation is good not only for our internal political health, but also for our relations with China.

How the Internet Makes You Boring Essay Example | Topics and Well Written Essays - 750 words

How the Internet Makes You Boring - Essay Example According to Teitel, the interest of the internet users end up pursuing them as opposed to the natural means in which one should adequately pursue his or her interest. It is common to notice that internet users spend their time through information that has no relevance to their interest, most of which is filtered by the search engine provider based on the button clicked. Through these controlled results, the information we get from such results are narrowed and reduced, not because we were interested in less information but because the internet gives us such. Through this, our knowledge, opinions and views of different events that interest us are narrowed while those that are of little importance to our lives are provided in abundance. As a tool that has all the potential to increase our knowledge and views on different world news and events, Teitel believes that narrowing this information increases boredom (Teitel, 2013). Search engines have the ability to guess what an individual wants to search for from the internet and this according to the developers makes life easier when using this tool. When you begin searching for any item from the Google search engine, several suggestions crops up which are meant to guide your search and premeditate which sites you are supposed to visit. This makes life boring because the information we end up reading and gaining interest in is not exactly our initial interest. Teitel argues that no one has an idea why the internet and its search engine narrows our information and guides our lives through sites that have spam like information. Communicating through using the emails has not been spared either as internet developers use this too to shape our opinion and control the range of information that reaches us. Teitel argues that if for instance you mail your friend concerning one dream you have had for long concerning one Christian Grey, pop message on sadomasochistic romance will be sent to you in streams (Teitel, 2013). The original mail had no expression of interest on the information that are now sent neither did it mention anything concerning romance. The internet fills the blanks on your behalf and sends you direction and assistance despite the fact that you never indicated that you needed any. In life, we eliminate what we do not need whenever we feel like we should and this includes friends, events and information. This has however stopped because the internet can be able to gauge what we need and what we don’t thus purging all that it deems unnecessary in our lives and sending all it deem needed in our lives in abundance. The lack of personal control created by the internet and its discriminating way of informing us makes it quite boring and irrelevant in some levels of our lives (Teitel, 2013). The internet has a filter bubble tendencies of purging all the information it deems unnecessary in our lives and presenting the filtered information to us without our due consent. If you are a conservative and some of your social media friends are liberal, the internet will able to determine your inclination and thus reduce your access and interaction with your liberal friends without your consent. Pariser, a co-author with Teitel argues that once she stopped clicking on her conservative friends on Facebook, the profiles and newsfeeds of most of these friends began to disappear, meaning that Facebook preprogrammed algorithm

A Case study on Champion electric Essay Example | Topics and Well Written Essays - 1000 words

A Case study on Champion electric - Essay Example In addition, the management declared that it already had profitable products, as well as buffer stock. The high inventory levels accumulated pace for the piddy items that were necessary, yet the company did not have any. When a customer ordered a product that was not available, the company had to re-order it, thus wasting a lot of time for the customer. The balancing of too much inventory that may lead to high costs and few inventories that may yield to loss of sales is the main concern for this management. Nevertheless, a firm holds inventory with an aim of reducing costs and in order to improve customer service. The management of champion electric is concerned with the need of meeting customers’ demands, thus the need for high level of stocks. In this case, they will not loose out on sale due to lack of a product. In addition, bulk buying reduces cost incurred as manufacturers grant a fare price for the bulk buying, hence a company is guaranteed of making profits once it has bought goods at a fair price. However, some goods tend to be irrelevant, as they are remodeled by manufactures, thus, customers request for the latest model of a product. Moreover, Champion Electric lacks the latest products, as its records indicate almost a 100% in stock. Barb is given the task of getting rid of the less purchased products in order to create space for new products. A disadvantage arises here, in that, a cost is incurred in terms of storage, and when these products become outdated, the company loses money. Nevertheless, high levels of inventory may mean higher sale if the products’ prices rise, and also decrease the risk of fall in supply in the future. According to Hobbs Dennis (p.59), high inventory levels lead to high overhead costs, the stock requires a lot of space, which leads to overhead costs; therefore, it is important for Barb to introduce inventory management. The main fear of too high inventory is that it may yield to idle stock that is not purchased, which counts as a loss in any business, as the stock does not yield any returns. What would you suggest to Barb as steps to take in addressing the concerns of president Campos? The level of inventories is mainly affected by demand, uncertainty, and the supply chain flex ibility. Competitive advantage cannot be achieved by only high inventory levels; however, the ability to manage supply chain is necessary. Effective inventory management ensures that a company maintains an ideal level of product; as it acts as a key to attaining a competitive advantage for any business, such that, management and control of inventory may yield to customer satisfaction and profitability of a firm (Toomey, p.1). First, Barb should collect accurate data on the number of inventories available in the store, which also involves keen observation on the number of stocks leaving and entering the stores. Accurate entries on every stock receipts should also be considered; however, though inventory management may seem expensive, it assists in monitoring the flow in and out of goods. Inventory management is important to any firm, in that, it influences supply and demand of a product. In the champion electric case, some customers demand for products which the company has run out o f; however, this may

Operations manager at John lewis Essay Example | Topics and Well Written Essays - 1500 words

Operations manager at John lewis - Essay Example The researcher resorted to the review of several management principles such as Kotter’s 8 step change management model, Mintzberg’s management theory and Black Mouton managerial grid. The theories served as a strong foundation thereby enabling the researcher to identify the extent to which the managers in John Lewis effectively emulated the management principles in order to establish a better work environment which enables them to focus on both the welfare of the employees and the productivity of the organization. The management of John Lewis believes in a simple principle and that is any development within the employees will have a direct or indirect contribution to the development of the business. That is why the managers introduced a management development programme in order to ensure that the employees perform at their peak. The training program is designed to provide employees with ample scope for personal development. This will help the employees to identify their areas of strengths and work accordingly to achieve personal as well as organizational goals. The managers of John Lewis focus more on the development of personal and technical skills (John Lewis Partnership, 2015a). They follow a training and development plan based on three pillars depicted in figure 1. The managers emphasize on training the employees in three dimensions: experience (characterized by on the job training), exposure and exchange (characterised by knowledge, information and skill sharing between employees at workplace) and education (training based on theoretical learning). The training and development programme in John Lewis is designed to impart skills to employees belonging from all departments. The management framework in the company is identical to the Mintzbergs Management Roles theory. While conducting the training and development program the managers play an instrumental role in managing the new recruits. They have to change their roles

Summary Article Example | Topics and Well Written Essays - 250 words - 11

Summary - Article Example Education of staff is one strategy that is solving this problem. It involves tabling the divergence between many cultures, and asking employees to accommodate each other and accept the unlike opinions (Chinitz 97). Having a successful kick-off can also help solve cultural differences. When the employees openly and willingly disclose about their values and behaviors, the other can understand and learn to receive them the way they are. A successful kick-off will also involve of laying down a standard working protocol that should be followed by each member. This acts as a control over individual acts and keeps everyone in line. For instance, there should be an agreed way of harmonizing cultural divide when it comes to decision making process (Chinitz 123). Cultural training can also add to eradicating cultural divide. Learning about dissimilar norms, values and assumptions of other cultures can help understand them better and create a good working environment (Chinitz 259). Off-shore English should also be used as an international language of trade because it can be easily understood by all

Are too many people being sent to prison Research Paper

Are too many people being sent to prison - Research Paper Example These are some of the questions that come to mind when one views the growing statistics of prisoners worldwide. This paper will focus on the fact that too many people are being sent to prison. There are too many people being imprisoned worldwide. The United States is leading in statistics for having many people in prison worldwide. The population in jail has risen by over ten times as compared to thirty years ago. Most prisons are overcrowded and the cost incurred by the state in its move to fighting crime is colossal and could be falling out of hand if nothing is done to address it. People are being sent to prison for minor crimes. Minor drug offenders for instance, make up a large number of inmates, are being jailed for long terms. Debaters have argued that these minor offenders should be subjected to other forms of disciplinary action like being made to do some community service in public. They claim that this would be a more positive way to punish them and subsequently the other offenders who have not been caught will learn from them (Doughty 1). Take a tour to any prison around and you won’t fail to notice the evident congestion. The prison facilities have been suffocated by the vast number of prisoners being injected to the system on a daily basis. Inmates in these prisons are facing unmentionable miseries since the facilities and resources in the prisons are not enough hence they have to live like slaves. Alabama’s prisons for instance, hold twice the number of prisoners that they were originally designed to hold. Their daily budget per prisoner is less than half the national average amount that should be spent on an individual prisoner. This strain is far from over since the number of people being sentenced is still increasing and new facilities have not been set up to accommodate them (Doughty 1). The increase in the number of people in the lower class is directly related to the increase in the number of people being sent to

Compare and contrast the prescriptive and descriptive schools of Essay

Compare and contrast the prescriptive and descriptive schools of strategy using relevant business examples to support your analy - Essay Example The Prescriptive Schools Prescriptive School is primarily consists of the following distinct sub-schools: Design, Planning and Positioning (Mintzberg, et al., 1998). Here, it is imperative to explain one by one, the said strategy schools under the Prescriptive umbrella. Design School. It views strategy as being the fulfillment of a precise match between the strong and weak internal traits of the organisation and between the external threats and opportunities. Design strategists in the upper management communicate the goals and means of the organisation to the lower members of the corporate hierarchy. Thus, the staff obtains the responsibility to execute the strategy. This particular school of strategy can be linked with SWOT (Strengths, Weaknesses, Opportunities and Threats) Analysis methodology of business experts and corporate planners. As noted by Pahl and Richter (2009), SWOT is not only limited to corporate organisations and business entities, in truth it is even more applicable to government units, non-profit bodies and even to individuals who desire to succeed in certain endeavours. Planning School. With its roots in systems thinking, urban planning and cybernetics, this particular school sees strategy systems as controlled and products of conscious processes of formal planning; in a word, strategy is a cerebral and formal activity (Mintzberg, 2007). It gives heavy emphasis on the structure of the strategy: specific steps and techniques organised in checklists. In this school, responsibility heavily rests on the executive body of the organisation, yet the implementation is still at the hands of the staff. Detailed attention is given to objectives, programs, operating procedures and budgets. This particular school is popular in governmental institutions in the United States and France, where the old adage ‘A stitch in time saves nine’ is culturally embedded. While planning is generally a good idea, it has been noted that it also has its inher ent weaknesses: rigidity, time-consuming and expensive. Seifert (2003) emphasised that planning has a tendency to make the whole management process inflexible and would curtail individual creativity and initiative. Positioning School. Anchored mostly on the rule of economics and advocated by Michael Porter in 1980 (influenced by the works of the ancient military strategist Sun Tzu), the positioning school believes that strategy should be based on generic positions through an analysis of industry situations and market dynamics. This is especially true to those strategists who require reliable information from research before any strategy can be developed. Expert workers, firm consultants, military officers are most inclined to follow the doctrine of this school. Specifically in business, the department called Research and Development has been of utmost significance during the past few decades. Its emergence, which can be attributed to the teachings of this school, has been precipitat ed by competition where trends are constantly examined. As opined by Remenyi and Williams (1998), the field of marketing is also one of the great benefactors of the ideas espoused by this

Proprietary and Contract Security Essay Example | Topics and Well Written Essays - 1000 words

Proprietary and Contract Security - Essay Example The problem has more to do with the thinking among executives proprietary security has no alternative. There is the feeling that contract security has a mix of the good and the bad. Why take the risk and get into trouble in case the security turns out to be bad (Shamus McGillicuddy). Nonetheless, reports from companies who have dared to venture and have the open system installed are encouraging. They work well and their cost is low. Some of them have gone on to say that they have better features than proprietary security. The function of security systems essentially includes spam, spyware and phishing blockers, virus protection, web filter, protocol control, intrusion prevention, a firewall and several other applications. The open sources all of these. Although company executives swear by contract security, they have only gone the extra mile and added this security along with proprietary sources in most cases. The time is not ripe for a complete recourse to the contract source and probably will never be. Proprietary security has too many aces up its sleeve that contract security will find hard to trump. Proprietary securities have access to far more rese... They also have more resources and access to critical ideas because of their size and reach. They have wide acceptance and are financially powerful to deal with any crisis. In case of any lacunae in a model, they have the capability to recall the entire lot and have replacement done at the same time. Disadvantages Because of mass production, they cannot have the maneuverability and diversity that contract security offers. They have enormous power to push their products but although they have wide range of features included in their products they cannot arrange for the maneuverability and diversity that contract sources can provide. In terms of cost, if they have to tailor make products for customers, they can be quite expensive. Contract Security The contract security segment has formed a National Association of Security Companies (NASCO). Organizations such as NASCO wield tremendous clout and are capable of bridging the gap that may exist between the proprietary and contract security. Tracy A. Henke, assistant secretary for the Office of Grants and Training, spoke about the importance of private security personnel participating in joint training with federal agencies. She also pointed out that the DHS is certifying more and more state training programs. The summit also featured sessions designed to foster an open discussion about issues directly impacting contract security operations (NASCO Concludes First Contract Security Summit). Advantages Contract securities can be powerful in applications and give value for money for niche organizations such as health and medicine. They are particularly useful for those seeking special attention in certain areas of professionals

Raising children Essay Example for Free

Raising children Essay Raising children in this country is extremely harsh, many children are introduced to abuse, violence, neglect and exporiation. During the years of war, hundreds of children have been used as suicide bombers and are daily put in harms way. According to Swanson (Swanson Swanson,2011) â€Å"Conflict and political violence force millions of children and their families to flee their homes and as a result displaced families spend years in situations of uncertaniity and insecurity.† Role of genders In this country, discrimination of women and girls is a daily occurrence. During their childhood years 70% of girls do not even attend school, according to Swanson (Swanson Swanson, 2011) a staggering 94% of female births are not even registered at their births. Boys are considered to be soldiers and at a young age are taught to kill. Afghan men believe all boys even at a young age are already considered to have a promiscuous nature and are encouraged to act on it. Marriage Marriage in this country is a process, most men and women do not have an opportunity to meet each other, the wife is usually chosen for the man through family members. In the case that a man does choose a wife from an unknown family, the parents usually will perform background checks on her to try and gain knowledge of her beauty, morals and any other family affairs  that may be of importance. (Muzaffiray,2013) Aging The average life expectancy in this country its 59 years for men and only 61 years for women. This expectancy average comes from taking into consideration their way of life in regards to housing, their food, housing and medical attention. Due to this expectancy, the government does not even offer a pension plan for those not working for the government. Violence For years violence has been an ongoing issue in this country, A group calling themselves a â€Å"special envoy† believes in honor killings which gives men the human right to abuse women and is considered justified. This group has raised the percentage in deaths and injuries by 20%. Boys are taught to be soldiers at a very young age are expected to be a cause of violence against others. Drug use According to Ahmed (Ahmend, 2013) between the years of 2005-2008 the use of drugs according tho the United Nations Office on drugs and crime has raised more than 40%. Afgans are considered to have huge addiction problem on their hands, some even considere Afghanistan to have a growing army of drug addicts. Suicide As one may expect, suicide is a huge problem in this country. Many people are trainied to be sucide bombers. However, there are those that commit suicide for other reasons such as not being able to take their way of living anymore, some women take their own lives due to not being able to handle being married to abusive drug addicted husbands. Men take their own lives simply due to not wanting to go on anymore. Authority Afghanistan has been for years a country struggling with authority issues. These struggles date back to the 16th century of the Mughal Empire and continues with the Taliban today. These historic struggles are responsible of the changing nature of political authority in this volatile region of our world. There have been many attempts from other groups to try and â€Å"conquer† the land but have to this day failed on all attempts. Beauty According to the Guardian, (the guardian.com) many people are only able to see the harsh, violent side of this country through news reports and other television shows, and do not have the chance to see its beauty. If one is able to visit this country, they could hopefully see past the negative and view the God’s beauty in country in landscapes and beautiful mountain tops.

Reflective Journal Essay Example for Free

Reflective Journal Essay In our daily lives, we usually encounter statistics and deals with its essential terms. It is a branch of mathematics that deals with the collection, organization, and analysis of numerical data and with such problems as experiment design and decision making. A step by step approach with the aim to equip every student with its vital information that is needed to extend throughout the academic days with no limitation and the range should be meet in order to steadfast one’s knowledge on measurement matter, that soon will evolve to new a serious way of solving a certain problem on collecting such data and interpreting above information. Throughout this course we can distinguish descriptive statistics from an inferential statistics. We are also knowledgeable about the sources of data which is relevant in collecting and interpreting information. This program of study established an accuracy, critical thinking as well as an analysis in every student which undergo this subject, it also provide profound discipline in the basis of what we have gather should be true according from the test and observation, letting students to learn and make a hypothesis within certain problem. Bridging one idea to a new state of portion in the aim to make sense and find critical value which is vital in the study of measurement and probability. Formula serves as a guide for every learner who is in the middle of their state of mind. It has big impart in getting the summation and deviation which is require in continuing standards that is indeed needed in this course, it also brings the learner to a religious flow of a formula which is must be done in accordance with its rule. Terms or Terminology take place to instruct its meaning with its valuable method, a method that should be follows according to what explanation being expressed in a sentence or by words in order to get exact value which is unknown. Biostatistics plays an important role for every company, advertisement, education, sciences, astronomy and in the field of medicine but also for every individual who continue to contend statistics with its meaningful idea that we can assert to a decision making. Thus, statistic develop individual by its words, formula and discipline which is one of its vital role in order to be a success man. This is not easy to deal with but if you focus and believe there will be a confidence to have a good and vital relationship with this subject STATISTICS.

Pressure Distribution of Cylinder in Wind Tunnel

Pressure Distribution of Cylinder in Wind Tunnel This lab delved into the concepts of fluid mechanics to calculate the drag coefficient of airflow around a smooth cylinder resulting from variations in pressure distribution. An apparatus consisting of a wind tunnel, pitot-tube, rotatable cylinder, and well-inclined manometer were used to conduct the experiment. Airflow generated by the wind tunnel was the driving factor, causing a measurable pressure difference around the cylinder. The well-inclined manometer was used to measure this varying pressure at ten degree intervals around the rotating cylinder, while the pitot-tube was utilized to measure free-stream velocity. After measuring and recording the necessary data for three different air speeds, calculations were made to determine Reynolds Number (Re), coefficient of pressure (Cp), and coefficient of drag (Cd). The resulting plots of Cp vs. Theta (angle of pressure measurement around cylinder) were consistent with the shape of the graph for laminar flow found within the text, ind icating separation at about 75-80 degrees. The plot of Cd vs. Re was also successful considering our Cd showed a small increase and a slight decrease over the range of Reynolds values (remaining more or less constant). This result is consistent with the figure provided from the Fluid Mechanics text, as it is clear that Cd remains relatively steady for a smooth circular cylinder for the range 1000 Objective: The objective of this lab was: 1. To measure the pressure distribution around a circular cylinder placed in a rectangular crossà ¢Ã¢â€š ¬Ã‚ section wind tunnel, and to calculate the drag force based on the pressure measurements. 2. To Compare the measured pressure and drag force with the values calculated using the potential flow theory. Introduction: Because fluid matter is so abundant and plays such a significant role in science, fluid mechanics is a large area of study for scientists and engineers. One aspect of particular interest is in studying how fluids flow over different objects. Understanding this concept is crucial to solving problems that impact the modern world, such as atmospheric flight and automobile design (to name a few). By using a wind-tunnel, a smooth cylinder, and a few measuring devices to aid us, we were able to formulate a basis of experimental knowledge with which to observe fluid flow over an object made relatable by the parameters of pressure, drag, and Reynolds Number. Differing flow speeds allowed us further opportunity to compare and contrast the observations and calculations made relating to these parameters. In order to fully accomplish the objectives of this lab and report, background and theory concerning fluid mechanics must first be introduced to provide core, foundational knowledge. This knowledge is expanded upon by dictating the necessary equipment requirements to conduct the lab. From there, the experimental procedure is outlined to allow for reproducibility of the lab by the reader should the need arise. Finally, an analytical approach is used to examine the overall results of the lab as performed before generating several conclusions and recommendations for the future. Background Theory: The background of the experiment is to calculate the drag coefficient in a controlled environment using a wind tunnel, a rotating cylindrical object, pitot tube, and an inclined manometer. When developing the drag coefficient values it is important to specify the reference area (cylindrical object) used to develop the drag coefficient value. This value is valuable to engineers in developing models for many different aspects, such as, cars, airplanes, and many other areas as fluids affects just about everything. Fluid consists of air, water, gas which are Newtonian Fluids and in this experiment air was used to understand the effects experimentally with a rotating cylindrical object and checking the values on a manometer at 10 degree intervals at 3 different speeds low, medium, and high. Figure 1 Airflow around Cylindrical Object (3) Theory: The pitot tube at the point that is hit in the central part has a velocity of zero (see figure 2 below) and point2 is known as stagnation point. From the Bernoulli equation this point can be calculated per [(p1/à ¢Ã¢â‚¬Å¾Ã‹Å")+(u1^2/2)=(p2/à ¢Ã¢â‚¬Å¾Ã‹Å")], which can be re-written as p2 = p1+(.5*à ¢Ã¢â‚¬Å¾Ã‹Å"*u1^2). U1 = velocity, p1 p2 = pressure, à ¢Ã¢â‚¬Å¾Ã‹Å" = density and for stagnation at point 2, u2 = 0 and z1 = z2. (3) Figure 2 Pitot Tube Point 1 2 (3) When using a pitot static tube also known as Prandtl tubes (see figure 3), which is used to measure the pressure difference. The tube is mounted in the wind tunnel so that the main hole along the axis direction through the tube is pointed in the direction of the fluid flow and other small holes are drilled on the outside of the tube perpendicular to main hole and kept separately. The small perpendicular holes are considered the static pressure and the main hole is the total pressure (pressure of flow static) used in the Bernoulli equation. Figure 3 Pitot Static Tube (3) The manometer are used to measure the pressure and is one of the oldest measurement devices. There are different types of manometers that can be used, such as, the U-tube, Inclined, Reservoir, and Float types. For this experiment an inclined manometer is used so that the pressure changes can be read easier and has an increased sensitivity level compared to the others. (Equations for the Manometer) (3) (Note The scale of the installed manometer in this setup reads h directly, so you do not need to multiply it by sin ÃŽÂ ¸) Figure 4 Typical Inclined Manometer (3) Drag force on a circular cylinder in a stream of flow per Figure 5, 6, 7 below shows that the flow past a cylinder will go through several transitions based on the velocity. In this experiment as the cylindrical object rotates the fluid flow changes within the same velocity and delivers different values and is repeated between 3 different velocities and then compared. Figure 5 Separation of air flow around cylindrical object (3) Figure 6 Typical graph for separation of airflow (3) (a) Laminar Flow separates at about 80 °, CD = 0.5 (b) Turbulent flow separates at 120 °, CD = 0.2 Figure 7 Graph of separation of airflow around an object (3) (a) Laminar Flow separates at about 80 °, CD = 0.5 (b) Turbulent flow separates at 120 °, CD = 0.2 Equipment: The equipment used for this experiment were: 1. A rectangular crossà ¢Ã¢â€š ¬Ã‚ section wind tunnel. 2. An adjustable air blower responsible of pumping the air throughout the wind tunnel. 3. A rotatable circular cylinder placed across the whole height of the tunnel. 4. A pitotà ¢Ã¢â€š ¬Ã‚ tube to allow measurement of free stream air velocity. 5. A honeyà ¢Ã¢â€š ¬Ã‚ section to achieve a uniform flow across the tunnel. 6. A wellà ¢Ã¢â€š ¬Ã‚ inclined manometer to measure pressure around the cylinder. Procedure: Starting the experiment after reading the parameters of and required steps in the experiment we had to set a baseline for a further measurement in this experiment. This was done by taking readings for the inclined manometer, href used it this experiment with no added flow from the fan at ambient pressure. All measurements were recorded by two measurement takers and only dispute on a measurement was decided by a third party. Next the blower was turned on to slowest of the the three speeds to be used and reading was allowed some time to stabilize. The valve lever was then rotated to the horizontal position to record the manometer reading for the pitot tube which was lowered to be the same height as the hole in the cylinder. A manometer measurement was recorded for the pitot tube at this position. Following this, the valve handle was rotated to the vertical position and the pitot tube returned to its original position at the top of the apparatus in order to read the pressure around the cylinder. The cylinder was rotated to the zero degree position and that reading should, in principle, be the same as huà ¢Ã‹â€ Ã… ¾. The next stage of the experiment was to rotate the cylinder to the 10 degree position, re-read the manometer and record that value. The Άh now represented (href h), where h was the current reading on the manometer from the pressure probe connected to the hole in the cylinder. This process was repeated for the -10 degree position and then for the positive 20 degree, -20 degree position and so on for the rest of the experiment increasing by 10 degrees and the same increase for the negative direction. All of the data collected was put in an excel spreadsheet for every 10 degrees around the cylinder and its corresponding negative value as well. for the next part of the experiment we completed these same steps for the other two required blower speeds of medium and high with all the data logged in another book of the same spreadsheet Data Sheet: Results and Analysis: Because this lab was aimed to determine the drag force by measuring the pressure distribution and compare them to the actual results, we found that the drag forces are generated by the aero-dynamical resistance. Measurements of static pressure coefficient on the cylinder surface were used to determine the drag coefficient by adjusting the wind speeds at low, medium and high velocities and recording the respective values. Our experimental data was set to observe, collect data and analyze the accuracy of the appearing drag forces, FD the drag, CD and pressure, Cp coefficients at various pressure distributions of different angles and the Reynolds Numbers, Re. Results are presented in figures 10, 11 12 Figure 10: Drag force for 1.673 in. diameter of cylinder This figure above gives us an understanding of the relationship between the drag force and the wind speeds at various velocities. We can assume from the graph that the drag force becomes greater by increasing wind speeds. Figure 11: Drag coefficient at different Reynolds Number The figure shows surface pressure coefficient distributions at three Reynolds numbers compared with a theoretical distribution on the left computed assuming unbounded potential flow. If you observe the theoretical distribution on smooth circular cylinder, it shows us that the curve is exponentially decreasing as it comes to an equilibrium state within the Reynolds numbers range. But calculated distribution has a slight linear increase in the pressure coefficient and the Reynold numbers increase. The unexpected form of the pressure distribution on the cylinder may be partly explained by three dimensionality in the flow. The big difference between the measured and the theoretical value cannot be explained, but it was found, that the inlet velocity in front of the cylinder has a strong influence on the determined drag coefficient. Maybe a velocity measurement with a pitot tube in front of the cylinder would bring better results for the drag coefficient. Figure 12: Pressure coefficient of different angels The above graphs show a theoretical figure on the left and an experimented figure on the right. In the experiment we recorded the static and surface pressures of a cylinder having a diameter of 1.673 in and 6 in long. We rotated a built in protractor in 10 degree interval for readings over 00 to  ±1800. The experimental data of pressure coefficient, Cp obtained under the various angels of incidence for different conditions of low, medium and high velocities. We can observe from the two graphs that the curves are similar in shape. However, the high and medium curves turned out to be slightly similar. The slight error is quite visible comparing the two graphs but this can be caused due to various experimental situations. The pressure and velocity measurements with the pitot tubes are influenced by a chain of errors. Most of the measurement set-ups are linked: sensors, transducers and data acquisition systems. Each part of the system is influencing the measurements and adds a dev iation. The signal chain is going through a lot of steps for the Pitot tube: It starts with the Pitot tube themselves, which e.g. influences the flow. The pressure is transduced to an analogue electrical signal, which is conducted and transformed to a digital signal in the data acquisition system. These signals are set into account with the alcohol manometer data. The manometer is subjected to reading, adjustment and surface tension of liquids deviation. In the following a deviation estimation is done for the manometer. Pitot tubes are in general suitable to measure turbulent flows, but the output can be wrong or different, if the flow is highly turbulent and contains back flows. Also flows that hit the Pitot tube from the side or in big angles can induce lower measured velocities.From the appropriate formulas for calculating and plotting the coefficient of pressure Cp to determine the drag coefficient, Cd the above graphs shows us that: At elevated speeds the anticipated amount of lift and speed must be lower. Greater wind speed resulted in a larger speed coefficient The pressure on the circular cylinder seems to be higher at increased wind speeds from low to medium to high. We could presumably say that this is consistent with the theoretical aspect of flight control and aerodynamics. Note: The estimations of the quantities in dependency of the wind velocity, drag force and Reynolds Numbers are found on the attached excel file data sheets. Conclusion and Recommendations: This lab was successful in introducing and utilizing a variety of statistical concepts and their uses in describing data. Using the statistical analysis tools shown in this experiment were very helpful in organizing the data, identifying any outliers, being able to show trends and compare them. Understanding of key concepts such as drag and how it affects any design or system is very important. The two key components of the momentum suffered by the fluid, air, is this system are skin friction and form drag. Both of these interrupt the ideal laminar of the fluid. At the front of the cylinder the pressure is about equal to the stagnation pressure and, from there, start to accelerate further around the curved surface the readings are taken. This acceleration causes a drop in pressure relative to the position on the cylinder. These readings do accelerate until about 90/ 270 degrees from 0/180 degrees then the pressure slowly if not exactly linearly until it then levels off as the flow be comes more turbulent. All of the data that we collected in this experiment seems to support this conclusion at each of the three measured speeds.

Colonialism and Independence: Nigeria as a Case Study :: Research Papers

Colonialism and Independence: Nigeria as a Case Study During the colonial period in Nigeria (from about 1850 to 1960), the British, like any other colonial power, asserted their dominance through a variety of media. The colonial experience of Nigeria and Britain, and Nigeria's early post-colonial history can be described, roughly chronologically, in three phases or periods: the formation of a ‘captured' colony, the education and inculcation of ‘proper,' British ways (i.e., the ‘taming' of the colony), and the immediate aftermath of colonialism (i.e., the ‘independence' of the colony). This essay attempts to scrutinize these periods in the light of the theories of Karl Marx, Ernest Gellner, and Jack Snyder. My claim is that Nigeria's colonial relationship with Britain, in general, reflects Marx's theory of the dichotomy between the oppressor and the oppressed, Gellner's theory that domination and oppression is disseminated through educational means, and Snyder's theory on the risks and dangers that young, ‘immature' †¦ countries face when they gamble on democracy The formation of a ‘captured' colony How does one capture a colony? The simple answer is â€Å"Look at Nigeria.† The ‘capture' of Nigeria by the militaristic British was one of the early distinct indications of its colonialism; thus, it attracted mixed responses. As described by Elizabeth Isichei, an acclaimed Nigerian socio-political critic, many Nigerians were deemed ‘collaborators' for helping the British, the public was seen as defiant, but passive, and others were believed to have been ‘rebels' (Chapter 14). To adapt one of Isichei's claims, Nigeria's â€Å"confrontation with an alien culture, its conquest, and the experience of an alien rule, created †¦ [crises]† (180). There were many riots and conflicts between the Nigerians and the British, although most of the uprisings were eventually subdued by the military power of the British. Riots were common—from the culturally rooted Yoruba riots in the West and the religious skirmishes with the Muslims and Hausa in the North, to the confrontations with the naturally ‘rich,' yet stubborn Igbo and Delta states. Apart from encompassing all the major ethnic groupings and regions in Nigeria, amazingly these conflicts also covered the three most explicit British inculcations: cultural, religious, and economic.

Life Struggles of Phoenix in Eudora Weltys A Worn Path Essays -- Worn

Life Struggles of Phoenix in Eudora Welty's A Worn Path "A Worn Path," by Eudora Welty is a heartbreaking story about the heroic trip of an old African American woman, Phoenix. The readers won't find out right away the plot of the story or why Phoenix won't give up her exhausting trip to town-the conflict of this story-especially on a very cold day. The title, "A Worn Path," indicates that Phoenix has obviously walked down this path many times before-also the fact that she can cross a creek with her eyes closed confirms the title's message. Her trip is full of obstacles, from bushes of thorns that get caught in her dress, to her crossing of a creek. These elements complicate the conflict and increase the readers' curiosity about the plot. Phoenix can't trust her eyes, choosing instead to walk along with her eyes closed and sense her way with the help of her cane. While needed rest forces her to stop for a while, she has a vision of a little boy handing her a slice of marble cake. So many questions arise in the minds of the readers. Who was the little boy? Is she halluci...

Failure of the Legal System in Atonement, Wonder Boys and The Round Hou

The code of Hammurabi, dating back to 1772 BC, is one of the oldest recorded legal codes and reflects the early Babylonians’ views of justice. The code is best known for â€Å"an eye for an eye, a tooth for a tooth.† By enumerating punishments for certain crimes the code removes ambiguity and combined with its relatively harsh penalties, especially on lower class citizens, served as an effective deterrent. More profoundly however, Hammurabi’s code formally shifted justice-seeking responsibilities from the individual to the state. Today, most modern legal systems are structured similarly to Hammurabi’s code with their own codified laws and listed punishments. Capital punishment and the idea that â€Å"the punishment should fit he crime† are derivatives from the ancient text that are widespread in the world today. Hammurabi’s code however was not without fault. Pervasive throughout the archetype of modern law are inequitable punishments determined by one’s social standing. For example, the 8th law of Hammurabi’s code states, â€Å"If any one steel cattle or sheep, or an ass, or a pig or a goat, if it belong to a god or to the court, the thief shall pay thirtyfold therefore; if they belonged to a freed man of the king he shall pay tenfold; if the thief has nothing with which to pay he shall be put to death† (King). Both the social standing of the violator and the victim of the crime played a large role in determining what the penalty would be. Today, our view of justice has ostensibly metamorphosed, to the extent that most people today would recognize that the 8th law from Hammurabi’s code was prejudiced and wrong. Although some may wish to remove themselves from such an unjust system, the reality is that we are not far from it. The mode... ...sity, n.d. Web. 10 Dec. 2013. . Lee, Jaeah, and Brett Bownell. "Charts: Why You're in Deep Trouble If You Can't Afford a Lawyer." Mother Jones. Mother Jones, 1 July 2013. Web. 10 Dec. 2013. . McEwan, Ian. Atonement: A Novel. New York: N.A. Talese/Doubleday, 2002. Print. Stevenson, Bryan. "We Need to Talk about an Injustice." TED: Ideas worth Spreading. TED Talks, Mar. 2012. Web. 10 Dec. 2013. Wright, Paul. "Prison Legal News - Legal Articles, Cases and Court Decisions." Prison Legal News. Prison Legal News, n.d. Web. 10 Dec. 2013. .

Discipline in School and at Home Essay

Sometimes, when people hear the words discipline, they picture kids gone wild. We did use gentle discipline. And in school and home have to a calm, peaceful feel to it. We also had a lot of fun. A lot of the preparatory works have to follow where discipline was concerned. We have to use to teach care of self, care of the environment, control of movement, and grace and courtesy. The sense of order, ability to concentrate, and self-discipline gained from those activities made all our later life easier. It helps our life be more polite to teachers and parents as well as to others. We believed in following God, respecting one another, being responsible, and doing our best. We can use demonstrations to show them how to treat one another and even how to respect others’ property. We learn how to treat our toys, books, and learning materials with care. We studied religion and used many character-education lessons and books. Discussions about values were common in our home. Current research demonstrates that quality relationships with adults and peers make a tremendous difference for young people. A sense of connection or belonging is an important protective factor. Students who perceive a sense of connectedness or community at school and/or home are less likely to engage in risky behaviors (smoking, using drugs, engaging in violence). They are also more likely to be successful academically. Young people who grow up in families that they perceive as both kind and firm are more likely to thrive. Positive Discipline teaches parents and teachers how to be kind and firm at the same time and how to invite a sense of connection from the youngsters they are involved with. The approach is neither permissive nor punitive. Positive Discipline is an effective way for parents, teachers and students to learn life skills and build a sense of community and connectedness based on mutually respectful relationships. Even though we didn’t follow a schedule rigidly, we have a schedule or â€Å"rhythm† for our days. More important, we have to the stability of parents and teachers who loved us and each other and spent a lot of time with us. Freedom within limits is a very important in our school and home. While freedom to follow our interests help us experience success and independence, the limits were extremely important as well. We only enjoy the amount of freedom what we could handle responsibly. PROBLEMS [pic] Some basic statistics create a picture of the problem. # More than 30% of middle school students report being victimized three or more times by peers over the course of one year. # In a survey of high school students nationwide, the Center for Disease Control found that 17. 4% of students had carried a weapon (e. g., a gun, knife, or club) on one or more days in the month preceding the survey. Male students (29. 3%) were significantly more likely than female students (6. 2%) to have carried a weapon. CDC 2001 data. 1 # The same survey showed that 6. 6% of high school students had missed one or more days of school during the 30 days preceding the survey because they felt unsafe at school or on their way to or from school. (CDC) # During the 12 months preceding the survey, 19% of high school students had seriously considered attempting suicide (14.8% had a specific plan). Female students (23. 6%) were significantly more likely than male students (14. 2%) to have considered attempting suicide. (CDC) # Nearly one half (47. 1%) of students nationwide had consumed one or more drinks of alcohol on one or more of the 30 days preceding the survey (i. e. , current alcohol use). And 30% reported episodic heavy drinking in the month prior to the survey (5 or more drinks on one or more occasions). (CDC) 1CDC Youth Surveillance data available at CDC website http://www. cdc.gov/mmwr/preview/mmwrhtml/ss5104a1. htm [pic]. HOW TO SOLVE THE PROBLEM The techniques used in Positive Discipline have been shown to have a positive impact on schools. A study of a school-wide implementation of classroom meetings in a lower income Sacramento elementary school over a four-year period showed that suspensions decreased (from 64 annually to 4 annually), vandalism decreased (from 24 episodes to 2) and the teachers reported great improvement in classroom atmosphere, behavior, attitudes and academic performance. (Platt, 1979) A study of a parent and teacher education program directed at parents and teachers of students with â€Å"maladaptive† behavior using the tools used in Positive Discipline, showed a statistically significant improvement in the behavior of the students in the program schools when compared to the control schools. (Nelsen, 1979). Smaller studies examining the impacts of specific Positive Discipline tools have also shown positive results. (Browning 2000, Potter 1999, Esquivel). At Home The young person’s sense of connectedness with his or her family is associated with positive outcomes. A national study of 12,000 adolescents showed that a sense of connectedness with their family was protective against every health risk behavior except history of pregnancy. (Resnick et. al. 1997) The questions asked of the teens in this large study included whether or not the teen felt wanted or loved by family members, whether they perceived caring by their mother or father, how many activities they engaged in with either parent in the previous week, and parental presence during different times of the day. b) At School. A young person’s sense of connectedness with school or â€Å"sense of community† in school is associated with positive social and academic outcomes. As above, there is a strong correlation with a student’s perception of being â€Å"connected† and the sense of â€Å"community† with academic and social well being. This has been examined by numerous researchers. Resnick, et. al. (1997) asked students questions such as â€Å"Do you feel that teachers treat students fairly? † â€Å"Are you close to people at your school? † â€Å"Do you feel part of your school? † He found that a sense of connectedness to school was protective against health risk behaviors. These findings are consistent with those of Goodenow (1993) who found a relationship between the students’ sense of belonging and their academic achievement and motivation. CONCLUSSION This was probably one of the most important parts of disciplinary approach. We respected our teachers and parents. Teachers and parents also respect their students and child with their opinions. As we grow older, we should be more decision-making responsibility. We felt respected and didn’t have a need to rebel because we know we would consider our responsible, well-thought-out ideas. For example, when I was in third grade or so, I had the choice of how to handle my schoolwork before a week-long trip during the school year. I decided to do two weeks-worth of work in one week, working day and evening to allow myself a week off during my trip. When there was a behavioral problem, we often used logical consequences. Even though we had a schedule, we didn’t follow the clock exactly. Our schedule is more assignment or project based. If we procrastinated in completing our work for the day, the logical consequence was that our school day lasted longer until our assignments were finished. The interventions included using class meetings, a constructivist curriculum, a focus on meaningful work and team building. In schools that successfully implemented the program the sense of community increased. More interesting perhaps was that examined individually, students with a higher sense of community were found to accept the established norms of the school, whatever those were. In longitudinal studies the researchers found that students coming from schools that had implemented the program to increase a sense of community and work for higher- level thinking, did better than their classmates from comparison schools when they arrived at middle. There is some evidence that a sense of community among staff members may be an â€Å"important precursor to the development of a sense of community among students. † (Royal and Rossi, 1997) Not surprisingly, modeling appropriate relationships among the adults seems to support students in developing appropriate interpersonal relationships. Teachers’ sense of community is also related to their job satisfaction and effectiveness. There are many, many studies (not individually cited here) that show that parental involvement is related to school success. Interestingly, when more closely examined, authoritative parenting is strongly related to parental school involvement and â€Å"academic encouragement,† both of which are associated with school success. The positive impact of â€Å"school involvement† is significantly less if the parent does not also have a â€Å"kind and firm† parenting style.

An Examination of Bias in Focus on the Family’s Website Essay

Part of the problem with criticizing religion is the fact that any attempt to criticize yields a label of bigotry. In other words, if you question or criticize a religious movement the response is that the person putting forth the criticism is an anti-Semite or anti-Christian. While in many cases, this is true, but in other cases, that is simply not the case. But, because of the emotional attachment to religious beliefs – particularly the beliefs of individuals who hold strong fundamentalist beliefs – any attempt to question is met with anger. This is even when the issue being questioned is something that is pure opinion open to debate and not a fact that is set in stone. Dr. James Dobson, the head of the Evangelical group Focus on the Family, is hardly an unintelligent man. He is a published author and charismatic leader of a large denomination of conservative Christian groups. While there will be those who are dismissive of Christian conservative merely because they are, well, Christian conservatives, is childish. Criticism about political or sociological issues derived from bias and opinion, however, is fair game for debate. One such issue of contention on the website involves the assertion that homosexuality can be â€Å"cured. † To this regard, the website states: Homosexuality is more likely to be related to one or more of the following: (1) confusion of role models seen in parents, including, but not limited to, a dominant mother and a weak or absent father; (2) serious family dysfunction that wounds and damages the child; (3) early sexual abuse; (4) the influence of an older homosexual during a critical period of adolescence; (5) conscious choice and cultivation; and/or (6) homosexual experimentation, such as mutual masturbatory activity, by boys in early adolescence. How do these and other forces interplay in individual circumstances? I don’t know. I don’t think anyone knows. An Examination of Bias in Focus on the Family’s Website Page 2 On the other hand, I am certain that homosexuality does not result from irresistible genetic influences, as some would have us believe. (Dobson) To say these statements are biased and agenda driven would be an understatement. While Dobson is entitled to his opinions, the operative word here is opinion. The statements made in that excerpt are presented as fact when, in reality, there is no empirical proof that they are factual. Instead, the statements are presented to provide circular logic credibility to a socio-political agenda. Now, it is well within Dobson’s right to present his side of the issue. However, it is not a balanced examination of the issue and it contradicts a wealth of psychiatric and sociological study on the issue. Because of this, there is a great deal of intellectual dishonesty in these statements of homosexuality. A more proper examination would present Dobson’s opinion while acknowledging there are other opinions on the matter from professional fields, include a quote from a peer reviewed journal on the subject and then provide a link to a website that provides an alternate point of view. This does not mean that Dobson should abandon his beliefs nor should Focus on the Family retract their statements, but the organization would be far better served presenting an unbiased look at the subject and avoid presenting opinion as fact. Bibliography Focus on the Family. (2007) http://listen. family. org/daily/A000000198. cfm Dobson, James. (2006) â€Å"Do You Believe Homosexuality is Inherited. † Retrieved 4 February 2007. http://family. custhelp. com/ cgi-bin/family. cfg/php/enduser/std_alp. php? p_sid=6n4Jcohi

Marxism in Literature: Conflict in the Classics Essay

Two short stories will be analyzed using a Marxist lens to investigate unresolved conflict among characters and situations where conflict arises to show class struggle in society. Both â€Å"Hills Like White Elephants† by Hemingway and â€Å"The Man Who Was Almost a Man† by Wright show conflict in their characters lives and in larger society. Those who use Marxist literary theory to explore the characters and their settings in society use both the external and internal conflicts in a character’s life. Sometimes the inner conflict can mirror external problems in a symbolic way, so Marxist theorists must observe the same literary devices as other critics, such as symbolism, personification, metaphor and so on to comprehend how the conflict can best be described. In â€Å"Hills Like White Elephants†, there is much symbolism suggesting the war between natural versus unnatural that is both external and internal. In â€Å"The Man Who Was Almost a Man† the teenage character illustrates both conscious and subconscious acts of rebellion while living life in poverty and the shame of beatings from his parents and chastising from the white members of his community. It is very significant to look at these parts of the stories to find Marxist themes and modes for thinking in a way that supports Marxist theories. It should be noted that Marxism as an ideology transcends sociological and political realms to support the use of literature by the masses to further the aims of Marxist thought, but literary critics use the tenets of conflict and class to analyze the works without a motive for their study, but instead a simple lens of viewing social problems that are amplified in literature. Some critics, especially those of the Post-modernism school agree that ideology has no place in these works and their criticism should be noted. But the stories that will be used here will be simply analyzed in terms of class and conflict without any ideological preconceptions while ignoring the misconceptions of critics. It is the latter course I pursue here, though in conclusion I shall raise the question how far the concept of ideology can still be fruitfully applied to literature. I concentrate, furthermore, on criticism within the Marxist tradition, because it is here that the most systematic attempts have been made to think literature in relation to the concept of ideology. Of course, a non-Marxist may ask somewhat similar questions of the literary text, without using the concept of ideology, to those asked by a Marxist critic whose analysis relies on the concept. Moreover, not even all Marxist critics make use of the term (Moriarty, 2006, p 43). Though, Moriarty does make reference to the fact that not all Marxist critics use ideology in their criticisms, it may be a common misconception among other critics that ideology must always be a part of review. Instead conflict, such as the problem between the couple in â€Å"Hills Like White Elephants† have nothing to do with ideology and instead conflict and progress and the themes surrounding this. In â€Å"Hills Like White Elephants† a question by the editor of the anthology containing the work is posed, â€Å"What kind of resolution does the story offer† (Pickering, 2001, 681)? A Marxist critic would be concerned with this type of answer. A story without a resolution means that the central theme still exists in society and cannot be resolved by either the characters of the world at large. The story’s main conflict is a choice that the couple has to make between themselves as to if they will chose to have the woman undergo an abortion. But, the conflict of the two is not the central theme, it is the central conflict however. But underlying this is the theme of the contrast between what is manmade and what is natural. An abortion, obviously, is in the manmade category, making it significant. But, there is no resolution in this story and that would leave a Marxist critic to believe that the issue that cannot be resolved is not with the couple, but with the mechanical nature of life and the flight from the natural state of man (and woman). This analysis can be found in the scenery described by Hemingway, with beautiful natural hills outside of one window and on the other side is a train station, tracks, and so-called civilization. In keeping with the idea of the issues surrounding mechanical production and reproduction (especially in literature), it should be noted that the earliest Marxist thinkers did believe that a great deal of good could come from the dissemination of literature to forward a Marxist movement. Walter Benjamin is on Marxist theorist, not a literary critic, but his ideas may have influenced the discourse of other critics into embracing Marxist literary criticism. â€Å"He believes that no matter how revolutionary one’s thoughts, if they were expressed in a conventional, academic writing style, they would be inevitably be swallowed up in the routines of bourgeois culture† (Gardner, 2001, 249). This belief meant that the only hope for works not being swallowed up in the bourgeois culture was to make writing less academic and more creative and to use literary works to further Marxist ideals. This, however, was the root of Marxist ideals aimed to be put in place at least a century ago. So this new lens of Marxist criticism should be separated by politics and ideology of more Communistic times around the world to today and the struggles that are timeless. â€Å"The Man Who Was Almost a Man† provides a timeless look at teenage rebellion, rebellion against society, poverty, and class struggle. The teenager believes that in buying a gun, he will be free from the constraints that are heavily put on him. The essential them is rebellion and freedom, which is a highly Marxist ideal. But, interestingly enough it can be said that there is some closure in this character’s life by him choosing to flee his oppressive environment. However, it is a mystery as to where this utopian life he seeks will lead, making this an unresolved conflict. Pickering asks in his â€Å"Questions for Study† after reading the story â€Å"does Dave’s decision to climb aboard the freight train a convincing conclusion to the story† (Pickering, 2001, 1447)? It is not, as stated before, as the utopia that Dave seeks is unclear and may very well not exist. Michael Delahoyde in his class website reveals that Marxist critics will ask this questions about the stories they read. All of these questions linger in the stories chosen for analysis. What role does class play in the work; what is the author’s analysis of class relations? How do characters overcome oppression? In what ways does the work serve as propaganda for the status quo; or does it try to undermine it? What does the work say about oppression; or are social conflicts ignored or blamed elsewhere? Does the work propose some form of utopian vision as a solution to the problems encountered in the work? In conclusion, the stories chosen here briefly highlight the questions that Marxist critics ask when reading and analyzing literature. There is obvious discourse in other communities of criticism and ideology, politics, and the aims of Marxists in heated Communistic times should not be confused with Marxist criticisms of today. The works analyzed are viewed in a simple lens, asking simple questions that affect society and class struggle. These stories al pose interesting ways in which personal struggles translate to wider questions and the lack of resolutions require deeper thought as to what those resolutions might be. Works Cited: Michael Delahoyde, Class Website for Introduction to Literature, â€Å"Marxist Criticism†, Accessible online : http://www. wsu. edu/~delahoyd/marxist. crit. html. Last accessed 15, November, 2008. Roberta Gardner, â€Å"Walter Benjamin† in Social Theory: Continuity & Confrontation. (2000), Toronto, Ontario, CA: Broadview Press. 249. Michael Moriarty, â€Å"Ideology and Literature† in Journal of Political Ideologies (February 2006), 11(1), 43. James Pickering, â€Å"Questions for Study† in Fiction 100: An Anthology of Short Stories 9th Ed. (2001), Upper Saddle River, NJ: Prentice Hall. 681 & 1447.

Holistic Care Nurse Essay

The name and other identifying information about the patient included within this piece of work have been changed to protect confidentiality, as required by The Code of Professional Conduct (Nursing and Midwifery Council, 2008). For this reason, the patient included in this case study will be given the pseudonym of Sam Jones.The purpose of this assignment is to identify one client problem and provide an evidence-based plan of care for the individual. The purpose of care planning is to show a logical and systematic flow of ideas through from the initial assessment to the final evaluation (Mooney and O’Brien, 2006).The nursing model that will be incorporated in this care plan will be the Roper, Logan and Tierney’s model (2000). This model was chosen because is it extremely prevalent in the United Kingdom and is the most widely used model familiar to nurses. The model of nursing specifies 12 activities of daily living which are related to basic human needs and incorporates five dimensions of holistic care, physiological, psychological, sociocultural, politicoeconomical and environmental (Roper, Logan and Tierney’s model, 2000).Care plans are based on evidence-based practice, allowing the nurse to determine the best possible care and rationale for the chosen nursing interventions (Roper, Logan and Tierney, 2000). They take into account the psychological, biological and sociological needs of the person and therefore provide a holistic approach to care (Roper, Logan and Tierney, 2000). The main activity of living that will be affected within this care plan will be maintaining a safe environment as Mr. Jones may have a potential problem of death, due to hypovolemic and/or metabolic shock caused by ketoacidosis.Diabetic ketoacidosis (DKA) usually occurs in people with type 1 diabetes mellitus, but diabetic ketoacidosis can develop in any person with diabetes (Diabetes UK, 2013). DKA results from dehydration during a state of relative insulin defici ency, associated with high blood levels of sugar level and ketones (Diabetes UK, 2013). This happens because there is not enough insulin to allow glucose to enter the cells where it can be used as energy so the body begins to use stores of fat as an alternative source of energy, and this in turn produces an acidic by-product known as ketones (Diabetes UK, 2013). It is evident that DKA is associated with significant disturbances of the body's chemistry, which should resolve with appropriate  therapy (Diabetes UK, 2013).Severe metabolic acidosis can lead to shock or death (Dugdale, 2011). The specific problem was chosen because there are measures that can significantly reduce the risk of metabolic and hypovolemic shock which can be caused by severe metabolic acidosis (Dugdale, 2011). Within the care plan relevant care interventions will be identified to prevent the possible development of shock for Mr. Jones. In practice the interventions would happen contemporaneously.The intervent ions involve identifying the potential risk factors for the development of shock by using specific assessments. This will be done by following an assessment which includes planning, assessing, implementing and evaluating the care that will be provided to Mr Jones and to evaluate its effectiveness (Mooney & O’Brien, 2006).Once the diagnosis was made, specific, achievable, measurable, realistic and time limited goals of care for Mr. Jones were made. The NHS foundation trust specific guidelines for adult diabetic ketoacidosis suggest a series of immediate actions and assessments for suspected DKA which will allow for appropriate interventions to be made and will provide a baseline which will provide a measure of the effectiveness of the treatment (The Joint British Diabetes Societies Inpatient Care Group, [JBDS], 2012).Mr Jones will need fluid and electrolyte management to clear ketones and correct electrolyte imbalance (Nazario, 2011). He will also require pharmacological invol vement which will include administrating medication that is needed to reverse the acidosis, raised blood glucose and pH levels (Nazario, 2011).Psychological intervention is also necessary to reduce his anxiety and therefore reduce potential shock (Nazario, 2011). The goal of treatment for Mr Jones is to lower his high blood sugar level with insulin an hour after the insulin infusion is administrated with the expected outcome of maintaining a blood glucose level in the range of 8.3mmol/l – 10.0mmol/l within 72 hours (JBDS, 2012). Due to this it is vital that Mr Jones’s blood sugar is monitored and regulated frequently (JBDS, 2012).Another goal is to replace his lost body fluids; intravenous fluids will be given to treat dehydration and dehydration status will be assessed every hour by monitoring intake and output, skin turgor and vital signs (JBDS, 2012). Mr. Jones will be able to understand the care that is being given and why it is being given within 30 minutes of dia gnosis and he will also be able to express his fears and discuss his needs with nursing staff, which  combined with improvements in his blood sugar levels will reduce his anxiety.Intervention one: Fluid and Electrolyte ManagementAccording to The Joint British Diabetes Society (2012) the usual cause of shock in DKA is severe fluid depletion secondary to osmotic diuresis leading to intravascular volume depletion. Diabetes Daily (2013) justify this by stating that dehydration can become severe enough to cause shock. So once a diagnosis of DKA has been established, fluid replacement should be commenced immediately (Park, 2006).According to Oaks and Cole (2007) the development of total body dehydration and sodium depletion is the result of increased urinary output and electrolyte losses. They state that insulin deficiency can also contribute to renal losses of water and electrolytes (Oaks and Cole, 2007). The Joint British Diabetes Society (2012) suggests that the most important initia l therapeutic intervention when treating a patient with DKA is fluid replacement followed by insulin initiation. They also state an adult weighing 70kg or above presenting with DKA may be up to 7 litres in fluid deficit with associated electrolyte disturbances (JBDS, 2012).Rhoda, Porter and Quintini (2011) propose that a fluid and electrolyte management plan developed by a multidisciplinary team is advantageous in promoting continuity of care and producing safe outcomes. The development of a plan for managing fluid and electrolyte abnormalities should start with correcting the underlying condition (Rhoda, Porter and Quintini, 2011).In most cases, this is followed by an assessment of fluid balance with the goal of achieving euvolemia (state of normal body fluid volume) (Rhoda, Porter and Quintini, 2011). The Joint British Diabetes Society (2012) propose the main aims for the first few litres of fluid replacement are to clear ketones and correct electrolyte imbalance.The Joint British Diabetes Society (2012) has issued guidelines on the management of adults with DKA to each NHS foundation trust. The guidelines state that intravenous fluids should be commenced via an intravenous cannula (JBDS, 2012). It is recommended that 9% Sodium chloride 1000mls should be infused initially over one hour (JBDS, 2012).Park (2006) clarifies this by stating that slower rates have been associated with a more rapid correction of plasma bicarbonate and it is recommended that 1000mls is to be infused in the first hour. Rhoda, Porter and Quintini (2011) propose that after fluid status is corrected,  electrolyte imbalances are simplified.To correct dehydration and achieve the goal of rehydrating Mr Jones, several assessments will need to be completed. Rhoda, Porter and Quintini (2011) suggest that after a plan is developed, frequent monitoring is vital to regain homeostasis. Mr Jones’s urine output, heart rate, blood pressure, respiratory rate and pulse oximetry will be monito red hourly to ensure the treatment being given is working effectively (JBDS, 2012).Also, to assess the degree of dehydration a variety of specific observations will need to be carried out including observing neck veins, skin turgor, mucous membranes, tachycardia, hypotension, capillary refill and urine output (JBDS, 2012). A strict fluid balance chart will need to be in place to monitor input and output (Mooney, 2007).To continue with gradual rehydration and restoration of depleted electrolytes after the first 1000ml bag of 0.9% sodium chloride has been administered to Mr Jones over one hour a second 1000ml bag of 0.9% sodium chloride will be commenced over two hours and a third bag will then follow over another two hours (JBDS, 2012) . Following these two hourly bags of fluid another two bags of sodium chloride will follow at a rate of four hours and then another two bags will be commenced over six hours consecutively to ensure complete rehydration (JBDS, 2012).Pharmacology Interve ntionThe medication that was needed to resolve Mr. Jones’s acidosis and to prevent metabolic shock will be discussed in this intervention. A fixed rate intravenous insulin infusion is recommended by The Joint British Diabetes Society (2012) and stated on the NHS foundation trust DKA guidelines to reverse DKA.An intravenous insulin infusion via a pump should contain 50 units of actrapid insulin in 50mls 0.9% sodium chloride at a continuous fixed rate of 0.1 units/kg/hour (JBDS, 2012). If you are unable to weigh the patient an estimated weight will need to be made to calculate the units per kg per hour (JBDS, 2012).Whilst the infusion is running ketones and capillary blood glucose will be monitored hourly to screen for improvement (JBDS, 2012). Preedy (2010) and guidelines to DKA both state that if the patient normally takes long acting insulin (e.g. Lantus, Levemir) this should be continued at their usual dose and time. According to The Joint British Diabetes Society (2012) it is no longer advised to administer a  bolus dose of insulin at the time of diagnosis of DKA to allow rapid correction of blood sugar. Intravenous fluid resuscitation alone will reduce plasma glucose levels by two methods: it will dilute the blood glucose and also the levels of counter-regulatory hormones (JBDS, 2012).If the blood glucose falls too slowly, the insulin rate should be doubled every hour until the target decrease is met (JBDS, 2012). If the blood glucose falls too quickly, the insulin rate can be halved to 0.05unit/kg/hour, but for a short time only, as a rate of 0.1 units/kg/hour is needed to switch off ketone production (JBDS, 2012).If hypoglycaemia occurs prior to complete resolution of DKA, the insulin infusion should not be stopped, but extra glucose should be added to the IV fluids instead (JBDS, 2012). Diabetes Daily (2013) explain that if necessary, potassium should be administered to correct for hypokalemia (low blood potassium concentration), and sodium bic arbonate to correct for metabolic acidosis, if the pH is less than 7.0.For Mr. Jones neither of these was needed to correct his acidosis. JBDS (2012) can justify this as they clarify that intravenous bicarbonate is very rarely necessary. Similarly, Diabetes Care (2004) proposes the use of bicarbonate in DKA remains controversial. At a pH >7.0, insulin activity blocks lipolysis and resolves ketoacidosis without any added bicarbonate. Potassium is often high on admission but falls precipitously upon treatment with insulin (JBDS, 2012).Potassium levels can fluctuate severely during the treatment of DKA, because insulin decreases potassium levels in the blood by redistributing it into cells (JBDS, 2012). A large part of the shifted extracellular potassium would have been lost in Mr. Jones’s urine because of osmotic diuresis (Dugdale, 2012). Hypokalemia increases the risk of dangerous irregularities in the heart rate (Dugdale, 2012).Therefore, continuous observation of the heart r ate is recommended as well as repeated measurement of Mr. Jones’s potassium levels and addition of potassium to the intravenous fluids once levels fall below 5.3 mmol/l (JBDS, 2012). By 24 hours Mr. Jones had improved and was able to eat and drink. The guidelines state that by 24 hours the ketonaemia and acidosis should have resolved but you should continue intravenous fluids if the patient is not yet drinking as per clinical judgement (JBDS, 2012).The guidelines also suggest if blood glucose becomes lower than 14 mmol/L then 10% glucose should be prescribed to run alongside the sodium chloride (JBDS, 2012). Also, if Mr Jones’s  potassium had of dropped below 3.5mmol/L in the first 24 hours of treatment then additional potassium would have needed to be given (JBDS, 2012).Psychological InterventionA third intervention would be communication needs to reduce patient anxiety and keep the patient feeling secure. Communication plays an important part in the holistic care p lan and biopsychosocial approach to care. Anxiety can be a barrier to communication; therefore, it is important to communicate with Mr. Jones clearly and supportively in order to make him feel free to discuss his fears and to allow him to participate in the decisions made in his care. According to Sarafino (2008) anxiety appears to be caused by an interaction of biopsychosocial factors, including vulnerability, which interact with situations, stress, or trauma to produce added anxieties for the patient.The nurse should take a step by step approach to build a plan of care and voice the plan of care to Mr. Jones so he does not become overwhelmed by the extensiveness of the treatment (Sarafino, 2008). Communication is identified as one of the essential skills that health care professionals must acquire (NMC, 2010). The Nursing and Midwifery Council (2010) stipulate that, within the domain for communication and interpersonal skills, all nurses must do the following: communicate safely a nd effectively, build therapeutic relationships and take individual differences, capabilities, and needs into account, be able to engage in, maintain, and disengage from therapeutic relationships, use a range of communication skills and technologies, use verbal, non-verbal, and written communication, address communication in diversity, promote well-being and personal safety, and identify ways to communicate.Communicating with Mr. Jones relatives is also important so that they develop an understanding of his condition and the care he is receiving (Webb, 2011) According to Webb (2011) health professionals who can communicate at an emotional level are seen as warm, caring, and empathetic, and engender trust in their patients, which encourages disclosure of worries and concerns that patients might otherwise not reveal. Additionally, informative and useful communication between the practitioner and the patient is shown to encourage patients to take more interest in their condition, ask q uestions, and develop greater understanding and self-care (Webb, 2011).Webb (2011) explains that this is  particularly so when the patient is given time and encouragement to ask questions and be involved in their treatment decisions. By using the Roper, Logan and Tierney’s nursing model (2000) a holistic approach to care was able to be implemented for Mr. Jones by taking into account his biological, psychological and social needs. By establishing a holistic care plan three interventions were identified that were equally vital in treating Mr. Jones’s DKA to prevent hypovolemic and metabolic shock caused by his acidosis.The first intervention was the management of fluid and electrolytes put in place to achieve the goal of rehydrating Mr. Jones in aim to correct his electrolyte imbalance and clear ketones to prevent hypovolemic and metabolic shock caused by his DKA. The second intervention included pharmacological input which included the administration of relevant medi cation to achieve the goal of reversing Mr. Jones’s raised blood glucose and acidosis. Lastly the third intervention within the holistic care plan addressed Mr. Jones psychological needs by resolving his anxiety by utilising effective communication and interpersonal skills.It can be concluded that the care plan and treatment for Mr. Jones was successful therefore he did not require escalation to the high dependency unit and additional treatment was not necessary. Therefore it is evident from the success of Mr Jones care; care planning provides a structured and holistic method which in turn addresses all elements of an individual’s health and well being.AppendixThe individual chosen for this care plan is Mr. Sam Jones (a pseudonym, as explained in the confidentiality statement). This gentleman was chosen for the care plan as caring for diabetic individuals is becoming a more common activity within health care today. Mr. Jones is a 58-year-old builder who was admitted af ter being found collapsed at his home by his brother.He is 5ft 9† tall and weighs 88 kilogram’s. Mr. Jones lives alone in a centrally heated two bedroom semi detached house; he sleeps on the upper floor and is very independent and does not require a package of care. He has a daughter aged 22 who has two small children and also has a brother aged 64 who lives nearby with his wife.Mr. Jones has been diagnosed with type 1 diabetes since the age of 18 and has struggled with the management of his condition  resulting in numerous hospital admissions. Mr Jones stated he did not smoke but admitted to having an increased intake of alcohol. On arrival blood monitoring was performed which revealed un-recordable blood sugar levels which gave the clerking impression of diabetic ketoacidosis.The health care team then had the problem of potential death due to hypovolemic and metabolic shock caused by ketoacidosis. On admission to the medical assessment unit (MAU) numerous assessment s needed to be completed to discover the extensiveness of the condition and to provide baseline levels.Firstly, rapid ABC was performed with measurement of pulse, blood pressure, Glasgow coma scale, respiratory rate and pulse oximetry. Urinalysis was performed which indicated the presence of ketones, and glucose and samples were sent for microscopy, culture and sensitivity. The patients’ full blood count was taken as part of the ‘septic screen'.The patients’ capillary blood glucose was taken and venous blood samples were be sent to the lab for U&Es which is essential in order to assess the baseline potassium as well as giving a biochemical indication of dehydration and renal function. Laboratory glucose is also an essential baseline investigation to identify glucose and evaluate blood sugar concentrations (Association for Clinical Chemistry, 2011).A baseline ECG is a mandatory investigation for a patient with DKA (Turner 2012). Blood gas measurements were used to evaluate Mr. Jones’s oxygenation and acid/base status and from the blood gas a pH result was obtained as well as a bicarbonate levels and PC02 (the amount of carbon dioxide released into the blood) levels (ACC, 2011).The results of the numerous tests confirmed the diagnosis of metabolic acidosis. Metabolic acidosis is characterised by a lower pH and decreased bicarbonate, the blood is too acidic on a metabolic/kidney level. A pH less than 7.4, low bicarbonate and low PC02 will indicate metabolic shock and DKA (ACC, 2011). The assessments that were undertaken on Mr Jones revealed that he fitted the criteria for diagnosis of diabetic ketoacidosis.According to The Joint British Diabetes Society (2012) to diagnose DKA the three of the following must be present: blood glucose over 11mmol/l or known diabetic, blood ketones above 3mmol/l or urine ketone ++ or more and venous pH less than 7.3 and/or bicarbonate below 15mmol/l. Once the diagnosis was made, specific, achievable, measu rable, realistic and time limited goals of care for Mr. Jones were made.