Working in Health and Social Care Essay Example for Free

Working in Health and Social Care Essay For my unit 11 coursework I was required to produce a letter to inform the job of my interest that I was hoping to interview them and to ask for their consent to participate in my interview giving them the choice to take part or not. A consent letter was placed at the bottom of this letter to allow them to tick the answer of their choice. My chosen participant was a midwife in whom I chose to interview because this is the job that I hope to do in my future and I figured it would be interesting to find out more about the job they do. I have recently done a lot of research about this job and have already gained some knowledge of what it is like for a midwife and the job they do. Within my interview I figured I was going to need as much information as I possibly could, hence the reason I used 41 relevant questions. I found that all of my questions worked well in my favour as I found out all that I needed to know from the midwife I interviewed. During the interview I found on some questions I needed extra room to write down what my interviewee was telling me as this must have been a very detailed subject within that job/task. Throughout my interview I used a wide range of question types; however, I particularly used open questions as I found that this gained me the most information and allowed the interviewee to explain what she had been asked in her own words/opinion. I used 13 open questions to help me gain the information I received from my interviewee. For the closed questions in my interview, those which have a basic answer of yes or no, I figured were not the most reliable questions, and therefore the reason I only used a small amount of 7 closed questions, as this only allows the interviewee to state a very basic answer, not being able to explain any feelings which was mainly the reason I used open questions to allow the participant to express their own personal feelings about a certain subject within their job. Some questions I joined some questions together so they were an open with a closed, with this method allowing me to gain a little more information than I would if it was just a closed question. I found it helpful to use ranked questions throughout my interview (a rating scale type question) allowing them to choose an answer from a scale already there for them. This type of question was put into place when I wanted to know how high or low their opinion was e. g. How much job satisfaction do you receive? with a scale of 1 to 10 below for them to circle their numbered opinion 1 being the lowest and 10 being the highest I used a rating scale 4 times throughout my interview. Another type of question that works in the same way as this one is to what extreme in words is their opinion of the question e. g. How much responsibility does your job involve with a range of boxes for them to tick below Very high , High Average, A little and None. Ethics is about a persons behaviour and attitudes towards everyday life, distinguishing between right and wrong. Most people learn ethical norms at home, at school, in church, or in other social settings. Although most people acquire their sense of right and wrong during childhood, moral development occurs throughout life and human beings pass through different stages of growth as they mature. Ethics is about relationships, being true to the idea of who different people are and what they stand for and having courage when it comes to difficult questions that occur throughout life and accepting the cost. For my two chosen jobs, a Midwife and a Care assistant I chosen to interview a midwife as I found that this would be more beneficial to me and my career path, finding out about their job and what they do giving me more of a background idea of what to expect.

ESL in DoDS Schools :: Free Essay Writer

Young Arzu Alp(not her real name), a ten-year-old military brat, is starting mid-semester at her third school in four years. Nervously standing before the American flag, she anticipates trouble understanding the teacher, hopes for just one new friend, and speaks English as a second language. Arzu need not fear. Her family has been stationed where the school she will attend instructs over 100 hundred English as a Second Language students by three specialized teachers and a competent faculty. Unlike her first year in the Department of Defense District School system when she spoke only Turkish, this semester she will test for Level Four and be very close to breaking her language barrier. She has seen others do this and excel in all other areas as well. The talented and gifted program at her new school is made up of 50% ESL students. In fact, the principal boasts that ESL students often finish high school as valedictorians or salutatorians. (M. Fidler, personal communication, June 9, 2001). Immersion of ESL students in mainstream classes has its advantages and disadvantages. Beginning with enrollment to testing through four levels of English comprehension to graduation, the potential obstacles are unique to ESL students. As we journey through Arzu’s experiences in the ESL program at her new DoDDS’ school, we will assess its productivity and describe its methods of success. One teacher at her new school feels that having ESL students learn side-by-side American, English-speaking only students creates an environment of cultural diversity. Multiple beliefs, traditions, and allegiances adds spice and enrichment to classroom interactions. (M. Fidler, personal communication, June 9, 2001). This is especially true at Arzu’s school where the different backgrounds pepper every classroom and there is no dominant one. Everyone is somewhat culture-bound. Within each culture, there is a unique coherence, integrity, and logic (Snowman, Biehler, 2000). These two statements and believing that one culture is not better or worse than the rest is the ideas on which cultural diversity, or pluralism, is based. One English/History/Humanities teacher articulates this attitude by commenting that relationships must be based on tolerance and mutual respect (M.Fidler, personal communication, June 9, 2001). In response to the question, â€Å"Do cultural differences cause problems in the classroom?† twelve out of twelve teachers and both the principal and vice principal agree that they do not.

Case Study of Personality Theories Essay

Abdul Hnnan a 12 year old boy, who has been presented with language, academic and behavior difficulties. Hnnan had a traumatic delivery and suffered from hypoxia. Hnnan’s early motor and language milestones were grossly delayed. He sat and crawled at 2.6 years of age and walked after 3 years. His language was delayed and he spoke his first words at 4.6 years to 5 years and in sentences after 5 years. His speech was unclear and could be understood by his parents at age 6 years. However, even now outsiders understood 75% of what he said. His gross motor skills and fine motor skills were poor. He started climbing stairs at 4 to 5 years and started pedaling at 5 years. He still could not pedal a bicycle, tie his shoelaces and button his shirt. Hnnan was a placid baby who did not respond, had no eye contact and had a squint. He slept for long hours and had to be force-fed. He was hyperactive, destructive and aggressive after 3 years. He banged his head. He disliked visitors and could get very distressed. He hated any object in the house being displaced and insisted on having everything in order. He was very difficult to manage. He liked to spin around and jump. At the age of 4 to 5 years, he started noticing other children and started taking interest in them. He became less hyperactive, less aggressive and was more amenable to instructions. However, presently he was still restless and jumped a lot. He could still spin around for hours. He liked being on his own but also could be talkative, over friendly and odd. He repeatedly asked the same questions and was naive. For example, during the interview he repeatedly asked â€Å"Can a cow hurt or not? What if I play with it, will it hurt me or not?† He had writing problems because of his hand tremors. He was always restless and distractible and could not sit for more than a few minutes. His memory was very good but his understanding was weak. His mother has to sit with him for hours to teach him language and concepts. He has difficulty with understanding complex or abstract concepts. He did not have problems in social interaction but had difficulties in social communication and imaginative and flexible thinking. Difficulties with self control is presenting as restlessness, inability to follow adult agenda and paying attention to other people, to what they might be saying, thinking or feeling. SOCIAL HISTORY Abdul Hnnan was born in Lahore, Pakistan by Pakistani parents. He was the first child in the family. His mother, Wajiha, had a positive family history. One of her cousins was mentally retarded. Hnnan was born at term. His mother had high blood pressure. The labour was prolonged, 11 hours and a caesarean was suggested but refused. He was born limp and blue. He had hypoxia. He was in NICU for 5 days. His birth weight was 2.54 kilos. He cried well after 15 days of life. Hnnan’s early motor and language milestones were grossly delayed. He started noticing children at 4 or 5 years and started taking interest in them. Hnnan’s younger sister, Amen, 3 years of age was very sociable and talkative. Hnnan’s father was more patient and his mother more irritable. Hnnan was very difficult till age 6 years and was aggressive, non-compliant and unreasonably demanding. As he grew older he became more co-operative and could be rationalized with. Whenever his mother asked him to do something he ignored 5 to 6 times. After that he started to argue. His mother used reprimands, bribes, threats and force to make him do things. Hnnan did not go to school. The family moved to Saudi Arabia when he was 7 years old. His parents took him to a Neuro-Developmental Pediatrician when he was 9 years old. His mother reported that he did not like to play with toys. All he did was jump on a bed or spin around. He was very restless and distracted and had a short attention span. He could be very stubborn and insisted on doing things his way. He was generally cheerful and friendly. He repeatedly asked the same questions and insisted that his parents answer them in the same way or he answered them himself. He watched the same cartoons repeatedly. He constantly jumped or spun around. He used to grab things from strangers. He ignored a child crying till age 5 years but after that he gradually became more empathetic. Hnnan avoided staying in crowds as he knew that he was different from others and that’s why people were laughing at him. After that his condition got better. Following difficulties may become apparent in early childhood: Problems performing subtle movements, such as tying shoelaces, doing up buttons and zip, using cutlery, handwriting. Many will have difficulties getting dressed. They have problems carrying out playground movements, such as jumping, playing hopscotch, catching a ball, kicking a ball, hopping and skipping. They have a higher tendency to bump into things, to fall over and to drop things. Some find it hard to go up and down stairs. Some have problems with using scissors, coloring, drawing, playing jigsaw games.

Keats’ presentation of time Essay

Compare and contrast Keats’ presentation of time, transience and mortality in â€Å"Ode to Autumn† with that in â€Å"Ode on a Grecian Urn and â€Å"Ode to Nightingale†Ã‚  During the period of 1814- 1820 Keats was at his most successful throughout this time he wrote both of his major poems â€Å"Ode on a Grecian Urn† and â€Å"Ode to a Nightingale†. Another flourishing poem of his was â€Å"Ode to Autumn† which he wrote shortly before his death. In this essay I will be addressing many areas, clarifying Keats’ thoughts and feelings. To do this I will compare and contrast the way in which Keats presents time, transience and mortality I will then explain how this idea is a delusion and how Keats realises this. To conclude these ideas I will find evidence for resolution to this point in â€Å"Ode to Autumn†.  Keats is very conscious of mortality for the duration of both â€Å"Ode on Grecian Urn† and â€Å"Ode to a Nightingale† because Keats feels this apprehension he tries to escape by imagining immortality. Keats writes â€Å"struggle to escape† (line 9) in â€Å"Ode on a Grecian Urn† and this reveals Keats is questioning himself, along with why he cannot escape the thought of eventually dying. Many emotions are expressed while he goes through this experience. Keats feels very envious of the nightingale and this is shown in â€Å"tis not through envy of thy happy lot† (line 5). Keats wants to escape from this depression and also the knowledge of mortality. The main idea of this escapism shows Keats trying to go back to the state of Innocence; he may feel that he wants to be able to enjoy his life with his brother again and to also not have to worry about life’s troubles. In â€Å"Ode on a Grecian Urn† and â€Å"Ode to a Nightingale† envy can be linked to escapism, as Keats feels this envy he gets led to wanting to find escapism. In â€Å"Ode on a Grecian Urn† Keats writes â€Å"Thou foster-child of silence and slow time† (line 2) this may suggest that Keats is envious of the figures on the urn and how they are still able to enjoy their child hood and also their child-like innocence. Keats enjoys being around the figures on the Urn and also seems to associate them with beautiful people and this is shown in this quote where he describes them as â€Å"happy, happy† (line 21). Since this feeling he may envy the thought of the figures on the urn being immortal, Keats does not actually know whether these people are immortal but he thinks that is the case. This is because he may feel that mortals cannot be happy with the thought of eventually dying and as these figures appear happy they therefore must be immortal. There is similar situation in â€Å"Ode to a Nightingale† the atmosphere starts to become rather intense and Keats then quotes â€Å"away, away!† (line 31). Keats is desperate to follow the nightingale, he even considers following it and flying away with it. Keats thought that originally he would be left with a feeling of ecstasy whereas he was left with feelings of emptiness. In â€Å"Ode to Autumn† Keats no longer feels the need to be envious of other things. He now feels that all he can do is ask questions for example â€Å"Where are they† (line 23), Keats unfortunately does not know the answers but he still seems content with asking the questions.  Throughout these three poems Keats has been excessively trying to seek resolution and emotional fulfilment. Unfortunately he cannot find either in â€Å"Ode on a Grecian Urn† nor â€Å"Ode to a Nightingale† whereas he does in â€Å"Ode to Autumn†. In â€Å"Ode to a Nightingale† Keats writes â€Å"Do I wake or sleep?† (line 82) as well as â€Å"was it a vision or a waking death?† because he is searching for these emotions all he feels is that he can do is ask questions and this is because he has no answers for why he cannot seek and successfully find emotional fulfilment. In â€Å"Ode to Autumn† he finally finds what he has been looking for, emotional fulfilment, Keats says â€Å"lives or dies†. He shows that he has found resolution whilst also realising the longer he lingers over the past the more he will miss the present time.  This I called ‘carpe diem’ Keats is no longer bitter and now knows how to appreciate the future and accept his fate. Keats’ imagery ranges among all our physical sensations: sight, hearing, taste, touch, and temptation etc†¦Keats repeatedly combines different senses in one image, which is, he attributes the traits of one sense to another. This imagery performs a major functions in the two poems â€Å"Ode on a Grecian Urn† and â€Å"Ode to a Nightingale†; this is the combining of senses normally experienced as separate experiences. The images could be the ability to sympathise and humanize natural objects. Many examples of this mainly appear in â€Å"Ode to a Nightingale†- for example â€Å"In some melodious plot of beechen green† (line 8/9) this combine sound â€Å"melodious† and also sight â€Å"beechen green†. In stanza 4 there is an excellent use of imagery â€Å"but here there is no light â€Å". Keats then goes on to say â€Å"Save what from heaven is with the breezes blown† (line 39) this is useful as it the image describes light filtering through leaves moved by the wind. The effect that this has is to show that Keats is feeling that death and the thought of eventually dying is draining all the good things out of life.

Educational Philosophy Essay Example

Educational Philosophy Essay Example Educational Philosophy Essay Educational Philosophy Essay How do educational philosophies and theories affect the statement of purposes and goals, curriculum, instruction, and values? Educational philosophies and theories help direct teachers in formulating their statements of purposes. For example, if a teacher believes that the constructivist theory is the best, then he or she will develop their instruction around activities that allow the students to bring their own experiences to the material they are learning. The teacher contends that the learner will assimilate new material into the context of former experiences. In essence, the goals and curriculum are centered on the learner. Discussions and kinesthetic learning activities will dominate instruction. On the other hand, if a teacher holds more value in the objectivist theory, then the instruction will be centered on curriculum goals and specific objectives. For the objectivist view, the teacher contends that the learner must learn through textbooks, rather than through student experiences. If this is the case, then the teacher will have specific goals and outcomes in mind which are independent of the learner’s background knowledge. For objectivist instruction, a teacher might choose to provide direct instruction, emphasizing key concepts that the learner must know. Other classical educational philosophies like experimentalism and existentialism also shape an educator’s statement of purpose. For instance, if a teacher believes in experimentalism, then a student’s reality will be based on the experiences they bring to the classroom. Of course, those realities and experiences are always changing; therefore, the experimentalist teacher will shape lessons that prompt students to understand society and its problems. For existentialist theory, the learner is prompted to discover how they fit into society. As a result, instruction is more like constructivist instruction where the student is encouraged to discuss freely and bring individual experiences to the classroom. Regardless, how teachers want the students to see the world will shape the direction their lessons take in the classroom. Either instruction will be goal-oriented or student centered.

Causes and Consequences of Chernobyl Incident Research Paper

Causes and Consequences of Chernobyl Incident - Research Paper Example As a fact the power supply was already lowered down almost 15 hours before the experimentation had resumed this time. Later on, this emerged in a news report that the said nuclear reactor was functioning at almost 7 per cent of its full capability. Records indicate that the test begun at 01:23 a.m. local time (The Telegraph 2011). It took not more then the next 60 seconds and a dreadful accident had occurred. The power supply had intensified which led to two disastrous explosions. As a result, highly intensified radioactive substance was also unleashed. The reactor was thoroughly destroyed, leaving behind an immense cloud of radioactive substance that rose to an estimated 3,300 feet straight to the skies. Due to the intense force of the blast, some of the released substance gradually scattered in the surrounding areas yet most of it was able to travel as far as Western Europe (Park 1986). International news agencies became active. The incoming reports strongly suggested that the over all design along with most of the operating functions of this High Power Reactor were outdated and poor. A lack of safety measures and other omissions on the part of reactor’s operating crew were being further added to the latest insights that may have led to this happening. More causes that actually lead to this disastrous accident were clarified after months when Soviet officials declared that the accident was a result of several failures (Park 1986). In the year 1992, a report was put together for the UN nuclear power watchdog, in which chief of the reactor’s statement was also quoted. It read: â€Å"01:24, serious shocks.† This statement that was obtained from the operator log clearly indicates that things were pretty much out of control right after the experimentation had begun. The report further elaborates as the engineer explains â€Å"the rods of Reactor Control & Protection System had actually stopped moving before they had touched the lower limit ene rgy switches.† Later on, it was clarified in a report that was published in the Soviet newspaper that the atomic station was under-staffed during the accident, adding that most of the workers had left due to the upcoming â€Å"May Day holiday† This news added a lot to the situation. Some of the key engineers were also among those that were not present that day (Hoffmann 1986). Few analysts said that it was rather good that a less amount of people were available when the blasts occurred whereas others raised the point that this was probably an additional cause of the explosion. Due to the instant explosion, one of the workers was killed right away. His body was never to be found while another operating member lost his life after few hours following the grieve accident. He was taken to the hospital but could not survive. Firefighting team arrived in a short bit. They started their efforts to somehow extinguish the fire and take over the chaotic situation. More teams were summoned. All these fire-fighters were a target of an abnormal dose of radiation. Thus a total of 28 rescue workers along with plant’s serving members that were present at the sight would die in the up coming weeks. They were more likely to get infected by Acute Radiation Syndrome, commonly known as (ARS). Even though the number of causalities that had taken place and those that were to follow the leakage clearly called for a state of emergency, the Soviet authorities remained silent for another three days. On April 28th, TASS, an official

Developing a Marketing Strategy for a Multinational Company Essay - 1

Developing a Marketing Strategy for a Multinational Company - Essay Example Branding ranges from the name of the products to the display of the product images. Branding will help make a mark for the product on the international market. Aspects of co branding also feature in the race to have the product appreciated on the market but these will involve the use of other brands too and alliances between companies to cater for product promotion. Co branding incorporates the existing brand advantage to the new product to create a driving force to market the product (Begemann, 2008). The fact that Lenovo has other brands performing well on the market simplifies the marketing approach and the expected efforts. The marketing strategy will involve advertising that would aim at producing specific adverts for different markets in different countries. Through these, the cultural aspects are easy to put into consideration. Customizing adverts creates an effect for the selected countries that seeks in deeper than the standardized approach. Marketing with regard to the different cultures available makes the product easily understood by the countries the product is destined. Advertising in the different countries also creates a close link and association of the different people easily with the product hence creating dominance in the market. One of the major countries that the product will feature in is Kenya. Kenya is a country in the East African Region that has the highest technological effort in the East and Central region of Africa. The market is very fertile with a high percentage of youths and the middle class that view this product fit for their social lives and work aspects. The country has a high respect for technological electronics having proved one of the most successful markets that have consumed other Lenovo products especially laptops. The population targeted of youths and middle class individuals provides a large