American Nurses Association Essay

According to American Nurses Association website, nursing- sensitive indicators are defined as the structure, process and outcomes of nursing care (nursingworld.org). Quality care for patients in the hospital is important to their healing process. It is important to know what the nursing-sensitive indicators are and how they affect patients. The indicators are intended to focus plans and programs to increase quality and safety in patient care. In this scenario with Mr. J, many members of the healthcare team were not doing enough to make sure he was safe and that his needs were met to the fullest. Knowing what the nursing- sensitive indicators are could have helped prevent Mr. J from developing a pressure ulcer and making sure he was getting the correct diet. The healthcare team responsible for Mr. J did not advocate for him like they should have and let things slip when they should have been reported and taken care of. Understanding nursing-sensitive indicators can help nurses deliver the best care possible to their patients and help minimize complications and increase patient satisfaction. Some of the issues that happened with Mr. J’s case could have led to more serious complications. Restraining Mr. J when it was not necessary increased his chance of developing a pressure ulcer and could also have led to further serious complications such as developing post surgical complications such a deep vein thrombosis which would increase his stay in the hospital. Another example that could have been avoided was making sure that Mr. J was receiving the correct food for his diet. The healthcare team did not address Mr. J’s incorrect dietary meal in a timely manner which could have led to a more serious event. Not addressing patient needs will decrease patient satisfaction, which is one of the nursing-sensitive indicators.

How I met myself Essay

The English language is a thriving language. It is the window of various disciplines and knowledge. If you want to know more about the world, learn English†¦ English is a fun language, which inspire people from all walks of life. This language binds people from all over the world. So, don’t be afraid of this language. It is a language of love, peace and humility. Monday, November 25, 2013 Form 3 Novel- How I Met Myself It’s such an overdue post, PMR has just passed and here I am posting this long awaited entry on the Form 3 novel, How I Met Myself. This novel is all about finding your own ghost or doppelganger and answers the questions of â€Å"What If† and â€Å"If Only†. I found this novel as an interesting piece of literature as it questions the pasts and brings back the future, and it will definitely serves as a medium of intellectual discussions among students and teachers. By the time students reach the Third Form, I realize that students need to be stimulated and encouraged to participate well in group and class discussions as some students fail to give responses due to lack of stimulating readings and low self esteem. The idea now in Malaysia, is to let students take charge of the whole learning process, encourage them to think critically and creatively and teachers should take a back seat. Many times, teachers are deemed to be responsible on students’ learning p rocess but the reality is students should be held responsible for their own learning as well. In this entry, I’m sharing with you, some useful notes on this Form Three novel. Based on the novel â€Å" How I Met Myself† by David A. Hill, the theme that can be found is † Love †. This theme is significant in this novel as it revolves around John Taylor and his family. This can be seen from the way they take care of each other and stood by their spouses through difficult times in life. â€Å" Love† is definitely around John Taylor’s family as Andrea supports her husband through out the journey of their life. Never once in her life, that Andrea does not believe in John Taylor and his doppelganger. She is a symbol of a loyal and loving wife, who stands by her man, no matter what is happening to him. Finally, â€Å" love† is seen through  John Taylor. He is a responsible father and husband, even if he neglects his family for a while when he is carried away in finding his doppelganger. John Taylor is a character with full of love and care, he loves his wife unconditionally. In conclusion, â€Å" love† is widely seen in this novel through the characters of John Taylor and Andrea, his wife. They are the symbols of eternal love in these modern days, where love is not a language easily understood.

Personal development Plan Essay

Capital is generally referred by the people to the financial assets and resources, however besides the money; personal capital is also a part of capital. Capital is basically the ability to do something and it allows a person to make his own selections and if it is not available, it is very hard or almost impossible for one to make selections. To evaluate the performance of an individual, capital is an important concept. However, personal performance is not normally termed as capital but it does function in the same way as the financial resources but as for the financial resources, we must build up these resources if we want to accomplish something but the personal capital of an individual is his skills, intelligence, his network of contacts, education, or relationships, etc. (Productivity 501, 2007). We have certain options from where we can choose and these options are interdependent on the amount of capital we have actually acquired. For instance, let’s consider the skill capital. This can further be explained by an example of the skill to perform a particular task to accomplish a particular goal. This can also be to sail all around the world. However, this can only be made possible if the person knows how to sail. If this person does not even know how to sail in a lake along with strong winds, he would never be able to sail around the world. Same applies to the other skills that come under personal capital. Personal capital is something that an individual need to develop personally and is not present in a person from the start. This is basically about polishing the skills you already have in you and is all about increasing our skills as well as the level of intelligence that can be done by various activities such as by reading, studying, taking courses, etc. As for the relationships, they can be improved by investing some more time in them. In order to build up a relationship, giving time, taking care of the person and showing love is very essential and without all these factors it would be hard to maintain any relationship as these are the core factors that are required to make up and then to handle a relationship. To increase our network of contacts, it is a must that we reach out people after which we must stay in contact with them because just reaching them out won’t work effectively. Therefore, we must also remember our past acquaintances and should keep in touch with them as well. The activities mentioned above helps to increase our personal capital and so it also increases the opportunities that we might get.   According to Tom Peters, â€Å"everyone lives by selling something.†Ã‚   (Peters, 1999). People normally retreat when they hear about the word sales as it sounds devious. However, when you convince the other person and you sell, it develops more pleasure and satisfaction and it is all about moving your resources to the ones who need them. Personal capital is basically an ability in a person to make a difference and it can be either processing ability or leverage. The processing ability is basically the extent to which a person achieves a desired result with the resources available to him. It is all about achieving a task based on the thinking skills, energy, character of a person, the level of knowledge and know-how about an activity, thus it is all about achieving the targets within the given resources. This furthermore increases the value of a person as when an individual is different from the others and is able to do tasks effectively, it gives him an edge over others and this can even be his core competency. For instance, let us consider an example of a person who has stared with a new job and as the job is new, the person would need some guidance in order to achieve the targets. Therefore, as assistance is needed by the employee, the results would not be totally based on his skills but later after the employee develops understanding and know-how; he would be able to do the same task without getting help from any other person and can work independently. This shows that his processing ability has been increased. The second part of personal capital is leverage, it raises the productivity of others by using your expertise and further explaining it, we can say that it amplifies your processing ability through others and this can either be done by coaching an employee who is new or by guiding him with the way in which the task is to be performed. Leverage can be measured in a way as our ability to transfer our knowledge to the other party, for example leverage of an economics teacher who teaches the course at a university can be judged in way how he teaches the student and does that really benefit the student or not i.e. does it increase the knowledge of the student or not. Furthermore it is also about using your own previous experience to teach the new employees and help them out to reduce chances of errors or mistakes and when this is achieved, a person achieves leverage. Personal capital can only be built only by learning and trying, it is about the way in which an individual is supposed to take a process and further turn it into a better work process and it is also about adding value to the ideas proposed by the others. People can take courses that could help them to increase knowledge and their processing ability and the way they can share their knowledge that in turn increases their leverage. The reason why personal capital should be built is because of the value we place in making a difference in the tasks we are assigned and the better personal capital an individual has, the better can he perform and achieve he desired goal. Moreover, people have better personal capital will also be able to accomplish tasks that are more complex and challenging.   This is not just the only requirement; however a person should keep on improving his personal capital so that they can benefit from it and fulfill his responsibilities as a team member. Being creative is to turn the ideas that erupt into your mind into a reality and for consists of two aspects that have to be considered. The first one is the ability to think that a person has and the other is to actually create that particular idea. For creative thinking, innovation is a must. This basically means to implement the idea that has been though of. However, if some one has ideas but he does not implement them, he would be considered imaginative and not creative. Therefore, the crux of this paragraph is that there is no use of thinking if you are not doing what you have thought about. (Linda, n.d.) Moreover, creativity can also be defined as something that is new and it therefore requires both zeal as well as dedication. People usually determine certain symbols and myths from creativity that further reveals the hidden points of life. (Rollo May, The Courage to Create) According to another author, a product is only creative when it is novel and appropriate. Moreover, he states that a new product shows its originality, however it cannot be predicted. Creativity of a product basically depends on the concept. The bigger it is, more the ideas are generated and so creativity increases. (Sternberg & Lubart, Defying the Crowd) Creativity can be used for the purpose of economic development, at work and everywhere. The resources available to us in the world are limited but the demands of the people are unlimited. Creative ideas only come in such case when our resources are restricted and as a popular saying of an economist and a social philosopher says that â€Å"Invention is the mother of necessity.† (Thorstein Veblen, 1857 – 1929). However, time and budget can limit creativity. In today’s world creativity is taken as something more than just an artistic expression as it was perceived to be in the previous centuries. However, now it is also essential in many other areas as well. It can be used just anywhere, in a very small thing such as to make a loft or a professional canvas painter. However, creativity can be taken differently by different people who are engaged in different tasks. Constant learning enhances the creativity in a person. Moreover, we should explore different techniques that can help us in improving our creativity. We should brainstorm ideas, do mind-mapping and meditation, etc. I would also say that creativity is basically a mental process that is all about creating new ideas but its originality and appropriateness should not be affected in any way. Creativity is also referred as a divergent thought from the scientific point of view and can be studied from various point of views such as in some of the aspects such as – behavioral psychology, social psychology, psychometrics, cognitive science, artificial intelligence, philosophy, history, economics, design research, business, management, etc. (Linda, n.d.) There are certain questions that one must ask oneself for personal development.  · What’s the history of a person and repercussions for contributions in the past.  · Where we are and what have we gained? (Instead of, â€Å"What have we lost?†)  · What needs to be changed, such as structures to encourage and support learning and innovation?  · What needs to change in my leadership style to foster more of a learning culture? When and where should I practice being a learner? Once we ask those questions to you, one must also consider some of the things mentioned below.  · Hierarchy is not inherently a problem.  · Technical hierarchy not social hierarchy.  · Acknowledge power & power dynamics. The more open this is, the less it will be a subtext of interaction.  · Be in the role of teacher, when the authority in a particular skill or situation, and of learner when not.  · Trust, trust, trust. Trying to control everything accomplishes the opposite.  · Communication – Interaction must be encouraged as it is essential for personal development.  · Documentation – Document learning in one area or project such that it can be shared with other areas and projects. The personal vision of a person is very important as this further develops goal awareness and social orientation. The personal vision of an individual helps them to guide their lives and also provides the direction that is essential to make a choice about the career. It thus, helps to show a way to a person and so it is important for us to identify our personal visions. A personal vision is basically written focusing on the life of person i.e. the joys and the sadness’s filled in their life, what they have achieved and how they have achieved, their contribution, what makes them, their brilliance as well as heritage. Personal vision in turn develops goal awareness as once you identify the personal vision is it easier for a person to focus more on his goals and what he wants to do in life. Moreover, it also develops social orientation in a way that a person cares more about the well being of the society and so he makes sure that their needs are being taken care of and they are satisfied. Other than that, an individual should also have the capacity to working together with other individuals and for this it is necessary that he develops communication, interactive skills and development orientation. The skills and performance of an individual must be upgraded continually and meeting this requirement involves training and development activities and appraising performance for the purposes of giving feedback and motivating people to perform at their best. Training usually refers to teaching lower level employees how to perform their present jobs, while development involves teaching managers and professional employees broader skills needed for their present and future jobs. Individuals must take training to enhance their individual performance that would then increase their productivity. It should focus on developing management skills/development and supervisory skills, technical skills and communication skills. Orientation training programs should be designed for individuals because they are typically used to familiarize them with certain things such as the general policies, procedures, culture and the like. All this results in reputed benefits such as increased morale of an individual; he becomes more productive, lower costs and the like. Team training is also important because it recognizes to facilitate individuals working together. It teaches the people, the skills they to work together and also facilitates their interaction that further focuses on technical, interpersonal and team interaction skills. Communication is very important because it is the only mode through which there can be an exchange of ideas between people but for this they need to interact with other people. They need to form their social groups, talk to their mates and develop orientation that helps to familiarize them with other people. Moreover, concreteness is important too. In this comes openness to change, operational effectiveness and responsiveness challenge. To be concrete basically means to be specific. While making a personal development plan it is also essential to be concrete. An individual cannot do each and everything. Some might be good as some tasks and some might be good at some tasks and so it is not necessary that all people can do the same work well. This in turn develops core competency. In the world today, changes are being made like in every second. However, it does take time for people to adjust to change and people are usually resistant to change but in the end they do have to accept the change. Therefore, it is necessary that one must be flexible and be able to adjust to change well.

Mimesis, Plato and Arts Essay Example | Topics and Well Written Essays - 2000 words

Mimesis, Plato and Arts - Essay Example This, despite the fact, that Baumgarten coined the term in 1735. Rather, it intends to raise the notion that mimesis and aesthetics have been considered as an integral in understanding both the human nature and the human condition in the story of humanity. In this context, mimesis and aesthetics draw us towards the notion that there is sustained effort in understanding the relationship between arts, society and humanity, as there is a continuing attempt to grasp beauty, forms, myth and structures in and through the arts. In this regard, Plato is no different from other eminent thinkers. In The Republic, Plato has provided one of sharpest arguments against mimesis and arts to the point that Plato proposed the position that the arts should be banned in the city (392a-401e; 595a). Plato’s concept of mimesis is complex (Cohn 45). However, it has been valuated as negative towards the arts (Schipper 200). Nonetheless, despite the seeming negative judgment to Plato’s stand, Pl ato is correct in ascertaining that any forms of mimetic arts should be prohibited. As the purpose of this paper is to create a deeper understanding mimesis vis-a-vis arts, it will attempt to address the following questions. First, what are the notions of mimesis relevant to arts? Second, what are the roles of imagination and play in mimetic exploration? Third, what is the value (or harm) of mimetic exploration? Finally, what is its connection to aesthetic value of a work of art? Recognizing the enormous academic literatures related to the subject matter, the study would focus on Plato’s theory of mimesis. ... It gained more impetus when the word mimio is associated with the term mimeisthai, which was used by Homer, to refer to the chorus of Maidens in the Hymn to Apollo who imitated the voices of all men and captivated the audience. As mimeisthai refer to imitation of voices in chorus, Aeschylus introduced the concept of mimeisthai as imitating movements of animals in Pindar. In addition, Aeschylus, in the play Theo roi, also instigated the idea of mimeisthai as referring to an object that has taken a realistic form by rendering its appearance as lifelike. (Halliwell 18 -19) From its evolving etymology, it can be observed that since the Ancient period the word mimesis has been used within the arts – poetry, music, dance and visual arts. In addition, the term is consistently associated with actions, both in the performing and visual arts, as imitating or mimicking others. As such, even during the Ancient period mimesis has been ‘praised’ in view of its effectiveness in deceiving others (Halliwell 20). These observable characteristics of the term mimesis are indispensable in understanding the reason why there are different conceptions of mimesis in relation to art. Conceptions of Mimesis The concept of mimeses has been approached from several perspectives. It is viewed as referring to imitation. It is ascribed to the dichotomy between truth and lies, and, it is considered as referring to the distinction between the interior feelings and sentiments of men and women vis-a-vis the outside world. Finally, it connotes the supposition that it assists in identifying the gap and tension between art and nature, imagination and creativity, illusion and idealism

Theories of Organizational Development Research Paper

Theories of Organizational Development - Research Paper Example Teamwork and team building must have a sense of purpose. No matter how small the team is, it is vital that the whole process is set out in a way that facilitates the realization of clear, concise and specific objectives that all members think are important to achieve (Stone, 2010). Teams should always be set out to conduct specific exercises or activities, such as coming up with solutions to low profitability in a business. Other specific tasks which team building can address include scouting for the right human resources for job vacancies and charting new territories for expansion. In summary, team building can be considered to be a waste of time if there are no clear objectives set for the whole process (Bride, 2011). All teams participating in team building should be made up of members who can contribute positively to the attainment of goals and objectives based on their degree of expertise or knowledge. For example, if a company wants to develop an expense budget for a financial year, the team assigned the task of coming up with that budget should be composed of people who are knowledgeable about budgeting (Stone, 2010). If one or two members of that team are blunt in the dynamics of budgeting, then the whole team will be pegged back in their endeavors. Any team building process must be laced with the spirit of cooperation. Without such a spirit the whole process might fail to realize set goals and objectives. All the participants should feel the need to work together in order to achieve specific objectives. The challenge here is that people have different personalities, and therefore those who are either highly opinionated or have strong personalities are likely to disagree with their colleagues (Callaghan & Voight, 2001). Despite this, successful team building tends to take all these factors into account by balancing the personalities in teams by giving everybody an equal chance to be heard and the opportunity to make a difference. This minimizes bickering while allowing a cooperative spirit to flourish.

Explain the advanatages and disadvantages to an organization using Essay

Explain the advanatages and disadvantages to an organization using computer based training versus lecture training - Essay Example The communication technology provides a highly innovative approach to training as opposed to the traditional methodology which is fast becoming obsolete. Hence, in the changing environment of business imperatives, the organizations are opting for training their employees and staff in the emerging new skills to meet the challenges of the time. According to a recent study, ‘the task of finding, retaining, developing, and deploying a skilled workforce to meet an organization’s objectives is the number one obstacle to revenue growth’ (Julian, 2001). They have realized the importance of such programs, especially in the light of rapid globalization which has made business more competitive and complex, with regard to transforming socio-economic paradigms and multi-cultural values. According to a study by Sugrue & Kim, ‘more than half of technology based courses in 2003 were delivered online’(Sugrue & Kim, 2004). Another survey reports that ‘the majority of learning executives anticipated increasing use of online platforms to deliver higher education to their employees’ (Trierweller & Rivera, 200 5). To have a cost effective training programs, the organizations need to be aware of the advantages and disadvantages of using computer based training versus traditional classroom based lecture training. We would be carrying an in-depth study into the two models of training programs. The process of globalization has changed the dynamics of the business world. Change has become essential for development and organizations tend to adapt to the constantly evolving business environment through appropriate training and learning modules that promote better understanding among the employees for easy changeover. â€Å"Organizations must change because their environments change† (Bateman, 1990). They implement necessary changes in the organization to not only survive but

The Process of Financial Acquisition Scholarship Essay - 11

The Process of Financial Acquisition - Scholarship Essay Example Worst of it all, all the international students to pay a lot of money in the institutions admitted. In addition to tuition fees, other requirements such as upkeep further make the burden wanting. Therefore, I am requesting if you would be in a position to grant me a scholarship. Such a situation would just change my life and every decision I make since then I would have a simple time in my study and concentrate fully in my area of specialization. My mother who remains the sole breadwinner will cease to have an extreme financial burden she is currently having. Additionally, it would not only be a motivation to me, but also an intrinsic reward, whereby I would also like to assist needy students in the future. My success as a Psycho-biologist will be of great help to my burdened family and the community. I will be of immense assistance to society in terms of contributing to community development projects such as free counseling sessions for mentally ill clients. I totally assure you tha t I will live an exemplary life worth emulation even to the other students. I look forward to your consideration to grant me a scholarship. Â  

Medical anthropology Essay Example | Topics and Well Written Essays - 250 words - 1

Medical anthropology - Essay Example st, and the author of ‘Pathologies of Power: Health, Human Rights, and the New War on the Poor’, (Farmer 4) displayed a corresponding between medical anthropology with that of the stories of his personal past. Farmer believes that listening forms the work we normally do. He sharpened his listening skills, which get used in anthropology on an ethnographic context, when his first night at an emergency room, noticing that many slight cases were brought in just because people had no other opening for treatment (Farmer 73). Also, being a good listener helped Farmer to understand the complete effect of a 1981 slavery process concerning migrant workers in Florida (Farmer 29). It was the same skill of listening that helped Farmer understand and tell the story of Haiti’s, and also understand the intricate network that exists between privation and privilege (Farmer 302). Just as the line between primary care and medical anthropology is often indistinct, the â€Å"bracing connection between privation and privilege† becomes even more ostensible the longer one devotes studying both extremes (Farmer 354). While at first, the part of anthropology that divides the structures of violence appears isolated from medical anthropology, these structures of violence introduce the vast inequalities that make medicine to seem inaccessible. Structural violence results to a system in which victims are blamed, endowing those who suppress the victims while inhibiting victim’s access to healthcare. Farmer’s speech could have been unforeseen in its biographical content, but perhaps the key point is that the connection between anthropology and medicine can be viewed not as a single fact but a line that goes the full length on each of these disciplines. It is with listening, understanding privation and privilege (Farmer 82), and avoiding violence, that the future medical anthropologists will bridge the gap between practical medicine and social

Corporate governance for lebanese SMEs Essay Example | Topics and Well Written Essays - 750 words

Corporate governance for lebanese SMEs - Essay Example This study hence is an analyzing assessment for whether this model would be, to any extent, applicable to the Lebanese context. It reveals the results of the first phase of an ongoing research aiming at investigating the extent to which the Anglo-Saxon System of Corporate Governance be adopted by companies in Middle-Eastern countries, specifically the case of SMEs in Lebanon?Identifying whether it contributes in improving or hindering their performance? Using a purposeful sampling approach, semi-structured interviews and focus groups technique is applied to 90 owners/shareholders, managers and employees from the trading, hotel and restaurant sectors that dominate Lebanese SMEs (table 1) and comprise 50.40% of the total population.This technique provides the advantage of comparing all participants’ responses to the main question and provides more in-depth information that cannot be obtained through questionnaires. This discussion answers the above mentioned research questions t hrough adopting the interpretive approach and a thematic analysis. Data will be collected and interpreted deeply in order to identify the extent to which socio-cultural factors affect a firm’s corporate governance structure and hence its performance. 1.1 Purpose of the Study According to the literature, there are much more forms of corporate governance, based on different structures of ownership and affected by large variations of cultural background, legal framework, political environment and economic climate (J. Solomon & A. Solomon, 2004). The â€Å"fit† between cultural values and organizational structures resulted from a fusion of human culture with the models of organization; therefore, it is recommended that organizations enter into arrangements that match with our basic cultural perspective (Hofstede (1991). In other terms, the organizational structural elements are shaped by values that are compatible with and suitable to cultural values as a component of the organization’s implicit models (Hambrick & Brandon, 1988). Swidler (1986) argues that organizations can be viewed as social entities integrated into the institutional and value structures constituting the culture of a society; in this view, organizations and societies tend to reflect each other structurally. In particular, national cultural differences influence the shape and functioning of organizations (Hickson & Pugh, 1995; Hofstede, 1991). Besides, literature found that good governance has a positive impact on organizational performance. Gemmill and Thomas (2004) note that good corporate governance and firm value are positively correlated. Corporate governance mechanisms can guarantee for shareholders an adequate return on their investments (Shleifer & Vishny, 1997). Given the culture-structure link and the correlation between good governance and performance, the purpose of this study is to identify the extent to which corporate governance model in Lebanon fits with the A nglo-American model. If it fits, the objective of the study will be how to maintain it? If not, the study will analyze the benefits of proposing a new model of corporate governance or adapting the existing one. 1.2 Nature of the Study The empirical analysis contained herein is of qualitative nature. Qualitative research seeks to understand the social world from the perspectives of research participants and the detailed descriptions of their experiences (Myers, 2000).The richness and depth of explorations and descriptions represent one of the

Explain the guiding theory to which you adhere, combination of two Essay

Explain the guiding theory to which you adhere, combination of two theories, an integrated model of several theories or one dist - Essay Example I have compared aspects of Adlerian therapy, which to me seems to be a type of reform or broadening of the Freudian approach to psychotherapy to increase its application by focusing on family issues and personal problems, but decided that the Existential Theory represented by Carl Rogers and others would finally be the best field to specialize in for addiction therapy. I would like my work in addiction to relate to social functioning as a type of healing for the disfunctionality in the person suffering from substance abuse. When that person is able to return to a normal daily life and take part in activities that represent his or her own goals of self-realization, I feel that the counseling process will have been successful. In order to assist the individuals with this recovery process, there should be a combination of methods integrated into the counseling practice, and these should be based in a broad understanding of the schools of psychology and their unique benefits for treatmen t. I am personally focusing on Existential Therapy, Gestalt Theory, and Person-centered approaches for my counseling practice. ... In getting to know the people seeking treatment personally, the first aspect of counseling is to look through the substance abuse itself as a symptom to the deeper causes. An important aspect of this is being able to recognize aspects of abnormal psychology which may have roots in degenerative mental illnesses from adjustment problems and substance abuse related to traumas, childhood abuse, coping problems, peer pressure, or other factors that may have led to the behavior initially. The assumption in this process is that in identifying the root cause of the mental origin of the substance abuse problems by counseling, there can also be a conscious recognition of that issue by the person, and through this understanding the problem can be healed as that person becomes aware of methods through which the problems can be positively overcome. In seeking to provide an assistance role for these people to return to normal functioning in society on their own terms, the importance of Existential Theory in counseling becomes clearly evident. One assumption this method includes is that drug addiction and particularly the self-destructive aspects of it that lead people to counseling and recovery therapy are related to â€Å"deeper† problems of self –development and not genetically conditioned or caused by physical addiction to drugs like heroin or cocaine. Where there are physical addictions, these must be eliminated before the counseling can really progress, but in addiction therapy relapses are common so that the person may be constantly moving between treatment, substance use, abuse, and counseling. Thus the â€Å"detoxification† stage should be distinguished from the â€Å"treatment† stage, and the recovery itself proceeds from the treatment as the individual returns to normal

Policy Brief #2 Poverty Alleviation and Microcredit Institutions Essay

Policy Brief #2 Poverty Alleviation and Microcredit Institutions - Essay Example As an example district kohistan of Pakistan had per capita annual income was hardly US $ 150.00 .The Micro finance bank of Pakistan (MFBP) came into this district in mid 1990s. The first thing the bank did was to get the consolidated reports of the ownership rights of the people over mountainous property of the people from the revenue department in order to determine the title of people. Then the MFBP issued passbooks to the people on the landed titles. The institution made small cooperative societies in every village of around 100- 200 households. MFBP advanced loans for the rehabilitation of scrub forest, indigenous poultry, sheep and goats and wherever possible dairy farming (MFBP 2006). The recoveries were affected through local headmen. Loans for tractors as carriage vehicle and bigger mechanical shops and gas stations were also sanctioned. By and large the response was positive. In early 2000 it was observed that the same district had shrub forest, developed shops, big poultry farm, and organized sheep and goat farms. The shops are looming on the roadside. There are hundreds of girls in the local private English medium schools by now. The banks recovery rates are 85-90 %. Potential i

Stereotypes prejudice Essay Example for Free

Stereotypes prejudice Essay Please complete the following exercises, remembering that you are in an academic setting and should remain unbiased, considerate, and professional when completing this worksheet. Part I Select three of the identity categories below and name or describe at least 3 related stereotypes for each: ?Race ?Ethnicity ?Religion ?Gender ?Sexual orientation ?Age ?Disability Category Stereotype 1 Stereotype 2 Stereotype 3 Disability People think disability is a sickness People think they are a mence to others and society Disabled people are different and are not fully human. Gender Female role of taking care of the kids Male role of being the breadwinner androgyny, which is the blending of feminine and masculine attributes in the same individual. Age Ageism Senile or Demented Unproductive and uncreative Part II Answer each question in 50 to 100 words related to those stereotypes. Provide citations for all the sources you use. ?What are the positive aspects of stereotypes, if any? Some aspects of stereotyping can be GOOD, BUT I HAVE YET TO SEE ANY THAT I WOULD CONSIDER GOOD. STEREOTYPING IS A WAY FOR US TO. CATERGORIZE A PERSON OR GROUP INTO SOMETHING WE CAN NOT FEEL BAD FOR NOT LIKING. ?What are the negative aspects of stereotypes? Negative aspects of stereotyping play a big Copyright  © 2012 by University of Phoenix. All rights reserved. Stereotypes and Prejudice Worksheet ETH/125 Version 8 2 ROLE ON A PERSON. STEROTYPING PEOPLE IN A NEGATIVE MANNER HAS A LASTING DETRIMENTAL IMPACT ON THOSE WHO EXPERIENCE THE PREJUDICE. PEOPLE PERFORM POORLY IN SITUATIONS WHERE THEY FEEL THEY ARE BEING STEREOTYPED. Part III Answer each question in 50 to 150 words related to those stereotypes. Provide citations for all the sources you use. ?Define stereotypes and prejudice. What is the difference between stereotyping and prejudice? Use examples to illustrate the differences. ?A stereotype is a belief about a certain group of people. Prejudice is a feeling about a person based on their membership in a group. Both stereotypes and prejudice can be either positive or negative. Discrimination is an action that denies the rights of a person due to their membership in a group. ?What is the relationship between stereotyping and prejudice? Prejudice- ignorantly judging based on[stereotypes] pre conceptions. Pre- Judging someone before having the knowledge of who they are. Ex. I have a prejudice towards all teenaged mothers, because I assume they all slept around to get pregnant, because thats what my sister did. ( which doesnt make every ones situation the same. stereotypes- classifying groups of people based on race, gender, religion, creed, ethnicity, etc. Then believing all people who belong to that group are the same Ex: All homeless people arent educated. Iggnorance is what is the realtionship between the two of them. People being ignorant and making assumptions is found in both prejudice and sterotypes. ?What can be done to prevent prejudice from occurring? Here are some examples that I think would help with preventing prejudice. It may not stop it all together, but it would help the situations from being uncomfortable. . Celebrate holidays with extended family. Use such opportunities to encourage storytelling and share personal experiences across generations. Invite friends from backgrounds different from your own to experience the joy of your traditions and customs. Be mindful of your language; avoid stereotypical remarks and challenge those made by others. Speak out against jokes and slurs that target people or groups. Silence sends a message that you are in agreement. It is not enough to refuse to laugh. Copyright  © 2012 by University of Phoenix. All rights reserved. Stereotypes and Prejudice Worksheet ETH/125 Version 8 3 Copyright  © 2012 by University of Phoenix. All rights reserved.

French novels: Proust

French novels: Proust MARCEL PROUST â€Å"We dont receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us.† Marcel Proust INTRODUCTION The concept of ‘novel’ had become extremely well defined towards the end of the nineteenth century. Along with other languages, French novels were also slowly becoming extremely popular. One of the chief pioneers of French novels was Marcel Proust. In a time of literary resurgence in the continent of Europe, Marcel Proust played a vital role in bringing about a rise in French literature’s constant value on the literary market. Marcel Proust was a prolific writer who succeeded in grasping France’s cultural and its gigantic literary significance. Coming from a wealthy Jewish bourgeois family, he had to face a lot of personal losses which became a central theme in his writings. Having become a chronic invalid at a very young age, he was confined to lead a morose, depressing life. Despite these odds he managed to keep up with his social and literary acquaintances. Most people who met him or spoke with him thought him to be eccentric. Most of his literary works were a representation of his memories. He converted the treasure-house of his gloomy and haunting memories into a composition of classy literature. When it came to writing, he thought of himself to be the sole creator, a God who brought the very richness of his enchanted stream of memory to life by penning it on a piece of paper. So what made Marcel Proust a legend in the field of literature? What were the obstacles he had to face before becoming the famous author the world knows today? Let us go back in time and witness the making of Marcel Proust. A GENIUS IS BORN In the beautiful city of Paris, France, Adrien and Jeanne Proust welcomed a beautiful baby boy into their prosperous household on 10th July 1871. The baby was named Marcel Proust by his parents. Marcel’s father, Adrien was a renowned physician and his wife, Jeanne was from a wealthy Jewish family. Marcel was a sickly child as he kept falling sick at regular intervals. In 1880 at the tender age of 9, he suffered from a strange but severe state of breathlessness. Worried, his father used his medical skills on his son and realised that Marcel was asthmatic. Medicine wasn’t as advanced as it is today and so his medication did not allow him to play with the other children like a normal child. Upon exerting too much energy he would suffer from breathlessness at regular intervals. Thus he spent most of his time at home and as a result Marcel suffered from depression. In order to rid Marcel of his depression his parents would often send him to Auteuil on holidays or at seaside resorts in Normandy where his maternal grandmother lived. While on vacation, Marcel would spend much of his time reading and trying to write his own thoughts in the form of a short story or poems. EARLY YEARS He attended a school called ‘Lycà ¨e Condorcet’ and wrote various articles for class magazines. However, as fate would have it, his education was disrupted due to him falling ill frequently. Marcel was very fond of his mother, Jeanne and was attached to her. Jeanne saw the passion her son had towards writing. She herself was well read and literate and would often write letters which demonstrated a well developed sense of humour. She also had a very strong command over the English language and guided Marcel in translations. She wanted Marcel to finish his graduation and so she also helped him with his studies and Marcel finally graduated in 1890 at the age of 19. In spite of poor health, 19 years old Marcel decided to enter the military. He was enlisted in the French army and was stationed at the Coligny Barracks in Orlà ¨ans. This proved to be quite an experience for Marcel as he learnt the importance of discipline and comradeship. Before joining the army, Marcel was often considered to be a snob due to his lavish lifestyle but after returning from the army in 1893 at the age of 22, Marcel was a changed man. He was more disciplined and social towards people. Upon his return from the army he studied at the School of Political Sciences and acquired licenses in law in 1893 and literature in 1895. In the beginning of 1895, Marcel spent several years reading and researching the works of art critic and patron, John Ruskin. This helped Marcel in refining his own theories of art and philosophy. Marcel then set out to translate two of Ruskin’s works into French but he constantly faced problems since English wasn’t his first language. So, to overcome this obstacle he made his translations a group affair. He took the help of his friend Reynaldo Hahn and his cousin who was British and got his translation polished. Marcel would often visit Madame Straus’ bourgeois get-togethers and would observe the behaviour of people. Madame Straus was Marcel’s mother’s friend, and so she had no problems with Marcel attending her private parties. These visits proved fruitful as Marcel treated the people at these parties as character subjects who would later serve as sources of inspiration in Marcel’s short stories. In 1896 at the age of 25, Marcel published ‘Pleasures and Days’ which was a collection of short stories he had written during his stint in the army. In 1897, French society and politics were split by the movement to liberate Jewish army officer Alfred Dreyfus who was unjustly imprisoned as a spy. 26 years old Marcel knew this was false and having a Jewish background, he decided to revolt against the government and fight for Dreyfus’ freedom. Marcel helped by assisting Dreyfus’ lawyer in organizing petitions asking for Dreyfus to be freed. Many of his friends warned him that his actions would lead to social banishment but Marcel defied the risk of ostracism courageously. This experience provided a sense of clarity and Marcel’s impression of the aristocratic society was shattered which became very visible in the short stories that he had written. Through these experiences Marcel was gradually evolving from an egotistical ignorant youngster to a mature prolific writer. TROUBLED ROAD TO SUCCESS Marcel led a very depressing childhood due to constant illness and asthma. However, he never gave up hope and continued to pursue literature. But, the early 1900s proved to be very difficult for Marcel personally. In February 1903 when Marcel was 32 years old, his brother, Robert Proust married and left the family home. Following Robert’s departure, his father died in November of the same year. This was very difficult for Marcel as he was the only person responsible for the family’s well being. However, things took a turn for the worse when Marcel’s beloved mother died in September 1905. Marcel’s emotional armour was smashed and his courage crushed. Marcel went into severe depression following Jeanne’s death. His health continued to deteriorate and Marcel knew that the only way he could get over his mother’s death was if he involved himself completely into the field of writing. A year later in 1906 35 years old Marcel went on to publish the translated version of Ruskin’s philosophies. The book was named ‘Sesame and Lilies’ and was well appreciated by the French masses. The critics lauded Marcel’s skill of translating the language and yet staying true to the philosophies of Ruskin. Marcel developed a hauntingly brooding personality after his mother’s death. In spite of the success of his translated works, he had forgotten what it meant to smile. The loss of his loved ones had left him grief stricken and alone but financially independent to attempt his novel. The year 1908 was a pivotal year for Marcel as a writer. He published his views and ideologies and imitations of other writers in various journals. Imitating other writers’ works helped Marcel in solidifying his own style. Inspired, Marcel began penning a novel which he thought would be his best work. He was unable to rest or sleep as he would spend entire days writing the novel. He wanted to get over his personal loss and so writing became a sort of drug for Marcel. This obsession resulted in a novel which focused on a protagonist who has a problem sleeping as he remembers waiting as a child for his mother to come to him in the morning. The story was obviously based on Marcel’s own feeling of depression caused due to his mother’s loss. Upon finishing the novel, Marcel went to various publishers to have his book published but to no avail. Every publisher rejected his book stating that it was too morose and lacked substance. Tired of being rejected, he shifted his work to a substantially different project which also contained many of the same themes and elements. In 1909, at the age of 38 he began work on another novel titled ‘À la recherchà © du temps perdu’. Marcel decided to divide the novel into several volumes and published the first volume called ‘Swann’s Way’ in 1913. The first book focussed mainly on the theme of involuntary memory. After finishing the book, Marcel went to many publication houses to get his work published but was faced with rejection once again. He went to one of the most famous magazine companies in France at the time called New French Review (NRF). Famous author Andre Gide was given the book to proof read to advise NRF on its publication. However, after going through a seemingly endless collection of depressing memories and melancholic episodes, Gide came across a few syntactic mistakes and decided to reject it. Not losing hope, Marcel managed to meet with another publisher called Grasset and eventually got his book published. The novel became a bestseller and it compelled Marcel to begin writing its respective sequels. While writing the second volume titled ‘In the Shadow of Young Girls in Flower’ in 1913, Marcel faced a lot of problems due to the First World War. Marcel’s publisher, Grasset closed down his publication firm and joined the military. Marcel then decided to go to another publisher and got his novel published in 1914. The novel was such a huge success that Marcel was awarded the ‘Prix Goncourt’ award in 1919 at the age of 48. FINAL YEARS In 1920, 49 years old Marcel developed a strange illness which could not be detected by most of the top doctors at the time. The sickness slowed down his work but Marcel continued to write the third and fourth book in the series titled ‘The Guermantes Way’ and ‘Sodom and Gomorrah’. Marcel finished both the books by 1921 and managed to get them published a few weeks before his 50th birthday. Success followed Marcel like wildfire. His name was everywhere in the media and he had become a literary figure in the eyes of the French masses. Soon, other European countries got hold of his books and Marcel soon became an iconic figure in Literature all over the world. Marcel’s books were published in French, English, Italian and other languages. Even though success embraced Marcel in his 50s, he continued to live in misery and illness. Marcel cared less about fame and more about his contribution to French literature. He confided in his estranged brother Robert and told him to finish and publish his work if he were to die. Robert saw the condition Marcel was in and could not help but feel sorry for him. After all, Marcel was his brother and agreed to help him. Marcel spent the entire year of 1922 confined to his cork-lined bedroom. He slept during the day and worked at night to complete the fifth book in his series titled ‘The Prisoner’. On 18th November 1922, Marcel finally succumbed to this mysterious illness at the age of 51. He was buried by his brother in the Pà ¨re Lachaise Cemetary in Paris. TRIBUTE After Marcel’s death, the remaining volumes of his novel which he had written but not completely revised were published by his brother Robert. Robert took the help of Jacques Riviere and Jean Paulhan who were the directors of New French Review. The books published were ‘The Prisoner’ in the year 1923, ‘The Fugitive’ in the year 1925 and ‘Time Regained’ in the year 1927. The merit of Marcel’s novel was that its brilliance was perceived as being one of the major literary works of the Western canon. Legendary playwright and literary critic Graham Greene called Marcel the greatest novelist of the 20th century. Today the book is being read by billions all over the world. Famous publishing company ‘Penguin’ undertook a fresh translation in 1995 based on the latest and authoritative French text. Marcel’s projection of snobbism, vanity and cruelty in his novels were a mere reflection of his own personal experiences. His insight into women and the love men have for women remain unimpaired. Today, Marcel is considered to be one of the greatest novelists of Romance. The entire climate of the 20th century was affected by his series of books which collectively came under the title of ‘In Search of Lost Time’. His books are considered to be supreme achievements of modern fiction. Marcel’s style is considered to be one of the most original in all literature till date and is unique in its union of precision, force, enchantment classicism and symbolism. There is no doubt that Marcel Proust is and will always remain as one of the greatest legends in the field of literature the world has ever seen.

Child With Failure To Thrive Health And Social Care Essay

Child With Failure To Thrive Health And Social Care Essay In this review article, the definition, aetiology, evaluation, differential diagnoses, management, prevention and prognosis of failure to thrive are discussed. Failure to thrive (FTT) is a common problem in paediatric practice, affecting 5-10% of under-fives in developed countries with a higher incidence in developing countries. Majority of cases of FTT are due to a combination of nutritional and environmental deprivation secondary to parental poverty and/or ignorance. Many infants with FTT are not identified. The key to diagnosing FTT is finding the time in busy clinical practice to accurately measure and plot a childs weight, height and head circumference, and then assess the trend. In the evaluation of the child who has failed to thrive, three initial steps required to develop an economical treatment-centred approach are: (i) A thorough history including itemized psychosocial review, (ii) Careful physical examination and (iii) Direct observation of the childs behaviour and of parent-child interaction. Laboratory evaluation should be guided by history and physical examination findings only. Once FTT is identified in a particular child, th e management should begin with a careful search for its aetiology. Two principles that hold true irrespective of aetiology are that all children with FTT need a high-calorie diet for catch-up growth (typically 150 percent of their caloric requirement for their expected, not actual weight) and all children with FTT need a careful follow up. Social issues of the family must also be addressed. A multidisplinary approach is recommended when FTT persists despite intervention or when it is severe. Overall, only a third of children with FTT are ultimately judged to be normal. Keywords: Failure to thrive, growth deficiency, undernutrition. INTRODUCTION Although the term failure to thrive (FTT) has been in use in the medical parlance for quite some time now, its precise definition has remained debatable1. consequently, other terms such as undernutrition1 and growth deficiency2 have been proposed as preferable. FTT is a descriptive term applied to young children physical growth is less than that of his or her peers.3 The growth failure may begin either in the neonatal period or after a period of normal physical development.4 The term FTT is not, in itself, a disease but a symptom or sign common to a wide variety of disorders which may have little in common except for their negative effect on growth.5 In this regard, a cause must always be sought. Often, the evaluation of children who fail to thrive pose a difficult diagnostic problem. Some of the difficulties result from the numerous differential diagnoses, the definition used or misdirected tendency to search aggressively for underlying organic diseases while neglecting aetiologies based on environmental deprivation.6 In addition, early accusations and alienation of the childs parents by the health-care provider will make the evaluation and management of the child who has failed to thrive more difficult.7 In general, factors that influence a childs growth include: (i) A childs nutritional status; (ii) A childs health; (iii) Family issues; and (iv) The parent-child interactions.3,8,9 All these factors must be considered in evaluation and management of child who has failed to thrive. This paper presents a simplified but detailed approach to the evaluation and management of the child with FTT. DEFINITION The best definition for FTT is the one that refers to it as inadequate physical growth diagnosed by observation of growth over time using a standard growth chart, such as the National Center for Health Statistics (NCHS) growth chart.10 All authorities agree that only by comparing height and weight on a growth chart over time can FTT be assessed accurately.11 So far, no consensus has been reached concerning the specific anthropometric criteria to define FTT.11 Consequently, where serial anthropometric records is not available, FTT has been variously defined statistically. For instance, some authors defined FTT as weight below the third percentile for age on the growth chart or more than two standard deviations below the mean for children of the same age and sex1-3 or a weight-for-age (weight-for-hieght) Z-score less than minus two.1 Others cite a downward change in growth that has crossed two major growth percentiles in a short time.3 Still others, for diagnostic purposes, defined FTT as a disproportionate failure to gain weight in comparison to height without an apparent aetiology.6 Brayden et al.,2 suggested that FTT should be considered if a child less than 6 months old has not grown for two consecutive months or a child older than 6 months has not grown for three consecutive months. Recent research has validated that the weight-for-age approach is the simplest and most reasonable marker of FTT.12 Pitfalls of these definitions: One limitation of using the third percentile for defining FTT is that some children whose weight fall below this arbitrary statistical standard of normal are not failing to thrive but represent the three percent of normal population whose weight is less than the third percentile.5,6 In the first 2 years of life, the childs weight changes to follow the genetic predisposition of the parents height and weight.13,14 During this time of transition, children with familial short stature may cross percentiles downward and still be considered normal.14 Most children in this category find their true curve by the age of 3 years.6,14 When the percentile drop is great, it is helpful to compare the childs weight percentile to height and head circumference percentiles. These should be consistent with the position of height and head circumference percentiles of the patient.5 Another limitation of the third percentile as a criterion to define FTT is that infants can be failing to thrive with marked d eceleration of weight gain, but they remain undiagnosed and therefore, untreated until they have fallen below the arbitrary third percentile.6 These normal small children do not demonstrate the disproportionate failure to gain weight that children with FTT do.6 This approach attempts not only to prevent normal small children from being incorrectly labeled as failing to thrive, but also excludes children with pathologic proportionate short stature.14 Having excluded these easily distinguishable disorders from the differential diagnosis of FTT, simplifies the approach to evaluation of the child who has failed to thrive.6 A more encompassing definition of FTT includes any child whose weight has fallen more than two standard deviations from a previous growth curve.3,15,16 Normal shifts in growth curves in the first 2 years of life will result in less severe decline (i.e, less than 2 SD).13 Some authors have even limited the definition of FTT to only children less than 3 years old17,18 A precise age limitation is arbitrary. However, most children with FTT are under 3 years of age.6,8 EPIDEMIOLOGY In young children, FTT which does not reach the severe classical syndrome of marasmus is common in all societies.19 However, the true incidence of FTT is not known as many infants with FTT are not identified, even in developed countries.20-22 It is estimated to affect 5 10% of young children and approximately 3 5% of children admitted into teaching hospitals.3,5,23 Mitchell et al,24 using multiple criteria found that nearly 10% of under-fives attending primary health care centre in the United States showed FTT. About 5% of paediatric admissions in United Kingdom are for FTT.4 The prevalence is even higher in developing countries with wide-spread poverty and high rates of malnutrition and/or HIV infections.3,19 Children born to single teenage mothers and working mothers who work for long hours are at increased risk.22 The same is true of children in institutions such as orphanage homes and homes for the mentally retarded5,22 with an estimated incidence of 15% as a group.5 Under-feed ing is the single commonest cause of FTT and results from parental poverty and/or ignorance.19,22,24 Ninety five percent of cases of FTT are due to not enough food being offered or taken.25 The peak incidence of FTT occurs in children between the age of 9 24 months with no significant sex difference.22 Majority of children who fail to thrive are less than 18 months old.3 The syndrome of FTT is uncommon after the age of 5 years.3,22 AETIOLOGY Traditionally, causes of FTT have been classified as non-organic and organic. However, some authors have stated that this terminology is misleading.27 They based their opinion on the fact that all cases of FTT are produced by inadequate food or undernutrition and in that context, is organically determined. In addition, the distinction based on organic and non-organic causes is no longer favoured because many cases of FTT are of mixed aetiologies.3 Based on pathophysiology (the preferred classification), FTT may be classified into those due to: (i) Inadequate caloric intake; (ii) Inadequate absorption; (iii) Increased caloric requirement; and (iv) Defective utilization of calories. This classification leads to a logical organization of the many conditions that cause or contribute to FTT.10 Non organic (psychosocial) failure to thrive In non-organic failure to thrive (NFTT), there is no known medical condition causing the poor growth. It is due to poverty, psychosocial problems in the family, maternal deprivation, lack of knowledge and skill in infant nutrition among the care-givers5,11. Other risk factors include substance abuse by parents, single parenthood, general immaturity of one or both parents, economic stress and strain, temporary stresses such as family tragedies (accidents, illnesses, deaths) and marital disharmony.6,8,22 Weston et al,28 reported that 66% of mothers whose infants failed to thrive has a positive history of having been abused as children themselves, compared to 26% of controls from similar socioeconomic background. NFTT accounts for over 70% of cases of FTT.6 Of this number, approximately one-third is due to care-givers ignorance such as incorrect feeding technique, improper preparation of formula or misconception of the infants nutritional needs,29 all of which are easily corrected. A cl ose look at these risk factors for NFTT suggest that infants with growth failure may represent a flag for serious social and psychological problems in the family. For example, a depressed mother may not feed her infant adequately. The infant may, in turn, become withdrawn in response to mothers depression and feed less well.10 Extreme parental attention, either neglect or hypervigilance, can lead to FTT.10 Organic failure to thrive It occurs when there is a known underlying medical cause. Organic disorders causing FTT are most commonly infections (e.g HIV infection, tuberculosis, intestinal parasitosis), gastrointestinal (e.g., chronic diarrhoea, gastroesophageal reflux, pyloric stenosis) or neurologic (e.g., cerebral palsy, mental retardation) disorders.6,19,22 Others include genitourinary disorders (e.g., posterior urethral valve, renal tubular acidosis, chronic renal failure, UTI), congenital heart disease, and chromosomal anomalies.6,7 Together neurologic and gastrointestinal disorders account for 60 80% of all organic causes of under nutrition in developed countries.30 An important medical risk factor for under nutrition in childhood is premature birth.1 Among preterm infants, those who are small for gestational age are particularly vulnerable since prenatal factors have already exerted deleterious effect on somatic growth.1 In societies where lead poisoning is common, it is a recognized risk factor for p oor growth.5,31 Organic FTT virtually never presents with isolated growth failure, other signs and symptoms are generally evident with a detailed history and physical examination.32 Organic disorders accounts for less than 20% of cases of FTT.6 Mixed failure to thrive In mixed FTT, organic and non organic causes coexist. Those with organic disorders may also suffer from environmental deprivation. Likewise, those with severe undernutrition from non-organic FTT can develop organic medical problems. FTT with no specific aetiology Review of the literature on FTT indicate that in 12 32% of cases of children who have failed to thrive, no specific aetiology could be established.23,33-34 Causes of failure to thrive A. Prenatal cases: (i) Prematurity with its complication (ii) Toxic exposure in utero such as alcohol, smoking, medications, infections (eg rubella, CMV) (iii) Intrauterine growth restriction from any cause (iv) Chromosomal abnormalities (eg Down syndrome, Turner syndrome) (v) Dysmorphogenic syndromes. B. Postnatal causes based on pathophysiology: A. Inadequate caloric intake which may result from: i. Under feeding Incorrect preparation of formula (e.g. too dilute, too concentrated). Behaviour problems affecting eating (e.g., childs temperament). Unsuitable feeding habits (e.g., uncooperative child) Poverty leading to food shortages. Child abuse and neglect. Mechanical feeding difficulties e.g., congenital anomalies (cleft lip/palate), oromotor dysfunction. Prolonged dyspnoea of any cause B. Inadequate absorption which may be associated with: Malabsorption syndromes e.g. Celiac disease, cystic fibrosis, cows milk protein allergy, giardiasis, food sensitivity/intolerance Vitamins and mineral deficiencies e.g., zinc, vitamins A and C deficiencies. Hepatobiliary diseases e.g., biliary atresia. Necrotizing enterocolitis Short gut syndrome. C. Increased Caloric requirement due to Hyperthyroidism Chronic/recurrent infections e.g., UTI, respiratory tract infection, tuberculosis, HIV infection Chronic anaemias D. Defective Utilization of Calories Inborn errors of metabolism e.g., galactosaemia, aminoacidopathies, organic acidurias and storage diseases. Diabetes inspidus/mellitus Renal tubular acidosis Chronic hypoxaemia Clinical manifestations of FTT3,22 Commonly the parents/care-givers may complain that the child is not growing well or losing weight or not feeding well or not doing well or not like his other siblings/age mates. Usually FTT is discovered and diagnosed by the infants physician using the birthweight and health clinic anthropometric records of the child. The infant looks small for age. The child may exhibit loss of subcutaneous fat, reduced muscle mass, thin extremities, a narrow face, prominent ribs, and wasted buttocks, Evidence of neglected hygiene such as diaper rash, unwashed skin, overgrown and dirty fingernails or unwashed clothing. Other findings may include avoidance of eye contact, lack of facial expression, absence of cuddling response, hypotonia and assumption of infantile posture with clenched fists. There may be marked preoccupation with thumb sucking. EVALUATION A. Initial evaluation It has been proposed that only three initial investigations are required to develop an economical, treatment-centred approach to the child who presents with FTT and this include:35 (i) A thorough history including an itemized psychosocial review; (ii) Careful physical examination including determination of the auxological parameters; and (iii) Direct observation of the childs behaviour and of parent-child interactions. The Psychosocial Review: The psychosocial history should be as thorough and systematic as a classic physical examination Goldbloom35 suggested that the interviewers should ask themselves three questions about every family: (i) How do they look; (ii) What do they say; and (iii) What do they do? a. HISTORY (1) Nutritional history Nutritional history should include: Details of breast feeding to get an idea of number of feeds, time for each feeding, whether both breasts are given or one breast, whether the feeding is continued at night or not and how is the childs behaviour before, after and in between the feeds. It would give an idea of the adequacy or inadequacy of mothers milk. If the infant is on formula feeding: Is the formula prepared correctly? Dilute milk feed will be poor in calorie with excess water. Too concentrated milk feed may be unpalatable leading to refusal to drink. It is also essential to know the total quantity of the formula consumed. Is it given by bottle or cup and spoon? Also assess the feeling of the mother e.g., ask how do you feel when the baby does not feed well? Time of introduction of complementary feeds and any difficulty should be noted. Vitamin and mineral supplement; when started, type, amount, duration. Solid food; when started, types, how taken. Appetite; whether the appetite is temporarily or persistently impaired (if necessary calculate the caloric intake). For older children enquire about food likes and dislikes, allergies or idiosyncracies. Is the child fed forcibly? It is desirable to know the feeding routine from the time the child wakes up in the morning till he sleeps at night, so that one can get an idea of the total caloric intake and the calories supplied from protein, fat and carbohydrate as well as adequacy of vitamins and minerals intake. (2) Past and current medical history The history of prenatal care, maternal illness during pregnancy, identified fetal growth problems, prematurity and birth weight. Indicators of medical diseases such as vomiting, diarrhoea, fever, respiratory symptoms and fatigue should be noted. Past hospitalization, injuries, accidents to evaluate for child abuse and neglect. Stool pattern, frequency, consistency, presence of blood or mucus to exclude malabsorption syndromes, infection and allergy. (3) Family and social history Family and social history should include the number, ages and sex of siblings. Ascertain age of parents (Down syndrome and Klinerfelter syndrome in children of elderly mothers) and the childs place in the family (pyloric stenosis). Family history should include growth parameters of siblings. Are there other siblings with FTT (e.g., genetic causes of FTT), family members with short stature (e.g. familial short stature). Social history should determine occupation of parents, income of the family, identify those caring for the child. Child factors (e.g., temperament, development), parental factors (e.g., depression, domestic violence, social isolation, mental retardation, substance abuse) and environmental and societal factors (e.g., poverty, unemployment, illiteracy) all may contribute to growth failure.5 Historical evaluation of the child with FTT is summarized in Table 1. (b) PHYSICAL EXAMINATION The four main goals of physical examination include (i) identification of dysmorphic features suggestive of a genetic disorder impeding growth; (ii) detection of under lying disease that may impair growth; (iii) assessment for signs of possible child abuse; and (iv) assessment of the severity and possible effects of malnutrition.36,37 The basic growth parameters such as weight, height / length, head circumference and mid-upper-arm circumference must be measured carefully. Recumbent length is measured in children below 2 years of age because standing measurements can be as much as 2cm shorter.36,37 Other anthropometric data such as upper-segment-to-lower-segment ratio, sitting height and arm span should also be noted. The anthropometric index used for FTT should be weight-for-length or height. Mid-parental height (MPH) should be determined using the formula.40 For boys, the formula is: MPH = [FH + (MH 13)] 2 For girls, the formula is: MPH = [(FH 13) + MH] 2 In both equations, FH is fathers height in centimetres and MH is mothers height in centimetres. The target range is calculated as the MPH Â ± 8.5cm, representing the two standard deviation (2SD) confidence limits.14 Assessment of degree FTT The degree of FTT is usually measured by calculating each growth parameter (weight, height and weight/height ratio) as a percentage of the median value for age based on appropriate growth charts3 (See Table 3) Table 3: Assessment of degree of failure to thrive (FTT) Growth parameter Degree of Failure to Thrive Mild Moderate Severe Weight 75-90% 60 -74% Height 90 -95% 85 89% Weight/height ratio 81-90% 70 -80% Adapted from Baucher H.3 It should be noted that appropriate growth charts are often not available for children with specific medical problems, therefore serial measurements are especially important for these children.3 For premature infants, correction must be made for the extent of prematurity. Corrected age, rather than chronologic age, should be used in calculations of their growth percentiles until 1-2 years of corrected age.3 Table 2: Physical examination of infants and children with growth failure. Abnormality Diagnostic Consideration Vital signs Hypotension Hypertension Tachypnoea/Tachycardia Adrenal or thyroid insufficiency Renal diseases Increased metabolic demand Skin Pallor Poor hygiene Ecchymoses Candidiasis Eczema Erythema nodosum Anaema Neglect Abuse Immunodeficiency, HIV infection Allergic disease Ulcerative colitis, vasculitis HEENT Hair loss Chronic otitis media Cataracts Aphthous stomatitis Thyroid enlargement Stress Immunodeficiency, structural oro- facial defect Congenital rubella syndrome, galactosaemia Crohns disease Hypothyroidism Chest Wheezes Cystic fibrosis, asthma Cardiovascular Murmur Congenital heart disease(CHD) Abdomen Distension hyperactive Bowel sound Hepatosplenomegaly Malabsorption Liver disease, glycogen storage disease Genitourinary Diaper rashes Diarrhoea, neglect Rectum Empty ampulla Hirschsprungs disease Extremities Oedema Loss of muscle mass Clubbing Hypoalbuminaemia Chronic malnutrition Chronic lung disease, Cyanotic CHD Nervous system Abnormal deep tendon Reflexes Developmental delay Cranial nerve palsy Cerebral palsy Altered caloric intake or requirements Dysphagia Behaviour and temperament Uncooperative Difficult to feed. Adapted from Collins et al 41 Growth charts should be evaluated for pattern of FTT. If weight, height and head circumference are all less than what is expected for age, this may suggest an insult during intrauterine life or genetic/chromosomal factors.2 If weight and height are delayed with a normal head circumference, endocrinopathies or constitutional growth should be suspected.2 When only weight gain is delayed, this usually reflects recent energy (caloric) deprivation.2 Physical examination in infants and children with FTT is summarized in Table 2. Failure to thrive due to environmental deprivation Children with environmental deprivation primarily demonstrate signs of failure to gain weight: loss of fat, prominence of ribs and muscles wasting, especially in large muscle groups such as the gluteals.6 Developmental assessment It is important to determine the childs developmental status at the time of diagnosis because children with FTT have a higher incidence of developmental delays than the general population.36 With environmental deprivation, all milestones are usually delayed once the infant reaches 4 months of age.42 Areas dependent on environmental interactions such as language development and social adaptation are often disproportionately delayed. Specific behavioural evaluations (e.g., recording responses to approach and withdrawal), have been developed to help differentiate underlying environmental deprivation from organic disease.43 Assess the infants developmental status with a full Denver Developmental Standardized test.44 Parent-child interaction: Evaluate interaction of the parents and the child during the examination. In environmental deprivation, the parent often readily walks away from the examination table, appearing to easily abandon the child to the nurse or physician.6 There is little eye contact between child and parent and the infant is held distantly with little moulding to the parents body.6 Often the infant will not reach out for the parent and little affectionate touching is noted.6 There is little parental display of pleasure towards the infant.6 Observation of feeding is an integral part of the examination, but it is ideally done when the parents are least aware that they are being observed. Breast-fed infants should be weighed before and after several feedings over a 24-hour period since volume of milk consumed may vary with each meal. In environmental deprivation, the parents often miss the infants cues and may distract him during feeding; the infant may also turn away from food and appear distressed.6 Unnecessary force may be used during feeding. Developing a portrait of the child-parent relationship is a key to guiding intervention.11 LABORATORY EVALUATION The role of laboratory studies in the evaluation of FTT is to investigate for possible organic diagnoses suggested by the history and physical examination.33,34 If an organic aetiology is suggested, appropriate studies should be undertaken. If history and physical examination do not suggest an organic aetiology, extensive laboratory test is not indicated.6 However, on admission full blood count, ESR, urinalysis, urine culture, urea and electrolyte (including calcium and phosphorus) levels should be carried out. Screen for infections such as HIV infection, tuberculosis and intestinal parasitosis. Skeletal survey is indicated if physical abuse is strongly suspected. In addition to being unproductive, blind laboratory fishing expeditions should be avoided for the following reason:5,6 (i) they are expensive; (ii) they impair the childs ability to gain weight in a new environment both by frightening him/her with venepuncture, barium studies and other stressful procedures and the no oral f eeds associated with some investigations prevent him/her from getting enough calories; (iii) they can be misleading since a number of laboratory abnormalities are associated with psychosocial deprivation (e.g., increased serum transaminases , transient abnormalities of glucose tolerance, decreased growth hormone and iron deficiency);21 and (iv) they divert attention and resources from the more productive search for evidence of psychosocial deprivation. In one study, a total of 2,607 laboratory studies were performed, with an average of 14 tests per patient. With all tests considered, only 10(0.4%) served to establish a diagnosis and an additional 1% were able to support a diagnosis.34 Further Evaluation (1) Hospitalization: Although some authors state that most children with failure to thrive can be treated as outpatients,4,5,11,45 I think it is best to hospitalize the infant with FTT for 10 14 days. Hospitalization has both diagnostic and therapeutic benefits. Diagnostic benefits of admission may include observation for feeding, parental-child interaction, and consultation of sub-specialists. Therapeutic benefits include administration of intravenous fluids for dehydration, systemic antibiotic for infection, blood transfusion for anaemia and possibly, parenteral nutrition, all of which are often in-hospital procedures. In addition, if an organic aetiology is discovered for the FTT, specific therapy can be initiated during hospitalization. In psychosocial FTT, hospitalization provides opportunity to educate parents about appropriate foods and feeding styles for infants. Hospitalization is necessary when the safety of the child is a concern. In most situations in our set up, there i s no viable alternative to hospitalization. (2) Quantitative assessment of intake: A prospective 3-day diet record should be a standard part of the evaluation. This is useful in assessing under nutrition even when organic disease is present. A 24-hour food recall is also desirable. Having parents write down the types of food and amounts a child eats over a three-day is one way of quantifying caloric intake. In some instances, it can make parents aware of how much the child is or is not eating.11 Table 4: Summary of risk factors for the development of failure to thrive Infant characteristics Any chronic medical condition resulting in: Inadequate intake (e.g, swallowing dysfunction, central nervous system depression, or any condition resulting in anorexia) Increased metabolic rate (e.g, bronchopulmonary dysplasia, congenital heart disease, fevers) Maldigestion or malabsorption (e.g, AIDS, cystic fibrosis, short gut, inflammatory bowel disease, celiac disease). Infections (e.g., HIV, TB, Giardiasis) Premature birth (especially with intrauterine growth restriction) Developmental delay Congenital anomalies Intrauterine toxin exposure (e.g. alcohol) Plumbism and/or anaemia Family characteristics Poverty Unusual health and nutrition beliefs Social isolation Disordered feeding techniques Substance abuse or other psychopathology (include Muschausen syndrome by proxy) Violence or abuse Adapted from Kleinman RE.1 Table 1: Summary of historical evaluation of infants and children with growth failure Prenatal General obstetrical history Recurrent miscarriages Was the pregnancy planned? Use of medications, drugs, or cigarettes Labour, delivery, and neonatal events Neonatal asphyxia or Apgar scores Prematurity Small for gestational age Birth weight and length Congenital malformations or infections Maternal bonding at birth Length of hospitalization Breastfeeding support Feeding difficulties during neonatal period Medical history of child Regular physician Immunizations Development Medical or surgical illnesses Frequent infections Growth history Plot previous points Nutrition history Feeding behavior and environment Perceived sensitivities or allergies to foods Quantitative assessment of intake (3-day diet record, 24-hour food recall) Social history Age and occupation of parents Who feeds the child? Life stresses (loss of job, divorce, death in family) Availability of social and economic support (Special Supplemental Nutrition Program for Women, Infants and Children; Aid for Families with Dependent Chi

Apollos Oracle at Delphi Essay -- ancient Greek beliefs and prophecies

The Oracle of Apollo at Delphi is shrouded in myth and mystery, but one thing is certain, their prophetic influence stretched far and wide and was detrimental in shaping Greece. Neither war nor boundary was determined without conferring the Delphic Oracle first. The Oracle of Apollo was held in high regard by the likes of "Plutarch, Plato, Aristotle, and Diodorus" (Broad 10). The Trojan War and Theban War were in part responses to the Oracle's forecasts (Fontenrose 4). The Delphic Oracle shaped the decision of Spartans and consulted the "Greek states at the time of the Persian War" (Fontenrose 6). For well over a millennium, devotees would continue to seek the Delphic Oracle's counsel. The Greek legacy is riddled with her prophecies. Delphi, Greece's relative geographic location is in the center of Greece. According to Richard Haywood, its location could literally be the reason that the "Delphic Oracle was near the center of Greek life for centuries" (112). Delphi was inhabited as early as the Bronze Age. The Oracle's existence is believed to have appeared as early as the 8th century BCE (Scott 11). Several stories exist to explain the origins of Delphi. One myth says that Zeus released two eagles "from opposite ends of the world and they met at Delphi" signifying the geographic center of the earth (Scott 36). Another myth claims the word Delphi was obtained directly from a Greek word meaning "womb", indicating the birthplace of the world (Scott 36). However, the Homeric Hymn to Apollo written "between the late 7th century BCE and mid-sixth century BCE" tells the tale of Delphi's genesis in a different light. According to the Homeric tale, Apollo traveled throughout Greece in search of the perfect site for his temple. H... ...'s future, creating a blurred line between the real and fantastical. Fact and fiction continues to cohabitate in the daily debate and rituals of Modern Greece and it is quite possible that the Delphic Oracle is to praise and/or to blame. Works Cited Broad, William J. The Oracle: The Lost Secrets and Hidden Message of Ancient Delphi. New York: Penguin, 2006. Print. Fontenrose, Joseph Eddy. The Delphic Oracle, Its Responses and Operations. Berkeley: U of California. Print. Haywood, Richard. "THE DELPHIC ORACLE." Archaeology 5.2 (1952): 110-18. JSTOR. Web. 25 May 2014. . Lehoux, Daryn. "Drugs and the Delphic Oracle." Classical World 101.1 (2007): 41-56. Web. Scott, Michael. Delphi a History of the Center of the Ancient World. Princeton: Princeton UP, 2014. Print.

New Deal Outline Essay -- essays research papers

The New Deal I. FDR and the First New Deal   Ã‚  Ã‚  Ã‚  Ã‚  A. FDR Takes the Helm   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Roosevelt was generally popular and got good grades   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Marriage to Eleanor   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  i. distant cousins   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ii. March 17, 1905 they were married   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. An Emerging Politician   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  i. democrat   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ii. 1921 polio left him paralyzed   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  iii. treatment gave him partial use of his legs   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  iv. spoke publicly in 1924 since the attack   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  4. The Roosevelt Victory   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  i. Roosevelt proposed a solid and straightforward plan of action to   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  end depression   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ii. was open to all ideas (ex. Employed Republicans)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  iii. The Hundred Days   Ã‚  Ã‚  Ã‚  Ã‚  B. The Hundred Days   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. Moratorium – temporary shutdown of operations   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Stemming the Bank Crisis   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  i. William Woodin appointed to resolve bank crisis   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ii. FDR reassured the people their money is safer with new banks   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. A New Deal   Ã‚  &... ... reservations and could decide   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  how their lands would be used and managed   Ã‚  Ã‚  Ã‚  Ã‚  D. An Expanded Government Role   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  1. 14% of all families obtained aid or relief from the federal government   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  2. Federal Regulation – the expansion of the federal government into   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  almost all aspects of people’s lives   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. The government programs of the New Deal neither eliminated   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  individual poverty nor ended the Depression CT #4 4. Assumptions could have easily included the stereotype of a minority or a culture facing extinction. Native American cultures were generally neglected but when people overanalyze acts that were instated to help the Native American culture, stereotypes and rumors could be concocted.

Convention on the Prevention and Punishment of the Crime of Genocide Es

The Convention on the Prevention and Punishment of the Crime of Genocide (1948) 1. The Vienna Convention on the Law of Treaties (1969), the Convention applies to treaties between states. 2. The Preamble enshrines the recognition of genocide as a crime that must be eradicated from the world within the conceptual framework of the Convention. The atrocities of history are declared as evidence of the substantial impact that genocide has had on humanity and to prevent these atrocities international co-operation is required. 3. Articles I and II, Article I which recognises genocide as an international crime in â€Å"time of peace or in time of war† which states undertake to â€Å"prevent† and â€Å"punish†. Article II defines the crime of genocide specifying â€Å"an intent to destroy, in whole or in part, a national, ethnical, racial or religious group†. 4. Article IV through to Article IX; in particular Article V directs states to enact the necessary legislation to give effect to the provisions of the Convention outlined in Articles I, II and III. Article VIII also provides for states to call upon the United Nations (UN) to take action for the prevention and suppression of the acts enumerated in Article III. While Article VI enshrines the role of tribunals in punishing the crime of genocide and hence enforcing Articles I, II and III. 5. Articles X and XI, the Convention was open for signature on 9 December 1948 until 31 December 1949, on behalf of any Member of the UN and of any non-member State to which an invitation to sign had been addressed by the General Assembly. 6. Article V asserts that states must enact the necessary legislation to give effect to the provisions of the Convention. 7. Article XI, after 1 January 1950 the Convention ... ...al of International Law, vol. 20, no. 4, p. 1195-1222. Convention on the Prevention and Punishment of the Crime of Genocide, 9 December 1948, 12 January 1951. Kelly, M. J. 2008, ‘â€Å"Genocide† – the power of a label’, Case Western Reserve Journal of International Law, vol. 40, p. 147-162. Sayapin, S. 2010, ‘Raphael Lemkin: A tribute’, The European Journal of International Law, vol. 20, no. 4, p. 1157-1162. Schabas, W. A. 1999, The genocide convention at fifty, US Institute of Peace, 7 January, 1999. Schabas, W. A. 2008, ‘Origins of the genocide convention: From Nuremburg to Paris’, Case Western Reserve Journal of International Law, vol. 40, p. 35-55. Scott, S. V. 2010, International law in world politics, 2nd edn, Lynne Rienner Publishers, Inc., Colorado. Straus, S. 2005, ‘Darfur and the genocide debate’, Foreign Affairs, vol. 84, no. 1, p. 123-133.

Simple Reasons Why Some People Can’t Write Essays

There are some students, perhaps those that you may know, that can’t seem to write essays. There are some people that will seem to have it all down to a science, while some people will not know how to complete a full blown essay of any type. You’re going to find that there are a lot of reasons why this is prevalent. If you’re looking at writing, and are having a hard time overall, you may want to look into a few reasons why some have a hard time. The following solutions will help you focus on how to get moving forward with the process of gaining the upper hand in writing essays. It’s going to focus on why some people can’t write, which will then help you correct mistakes that you may be facing off against. These are the simple reasons why some people can’t write essays, which should help you gain the upper hand. Once you know what to work on, you will be able to address those things and correct them moving forward.Ideas Don’t Come Quic kly Some people have a hard time brainstorming ideas and topics. Some don’t really know what to write about or where to even start. Even with a simple prompt, many people aren’t sure how to develop the ideas that an essay requires. In academia, there’s a lot of focused solutions that come through, and finding a way to organize the right ideas into a narrative that works is tough, to say the least. Narrowing down the options is difficult enough, but getting to a point where you’re working on one thesis statement and then creating proper annotated essay elements can become a struggle, which causes many writers to give up before they even get too far in the writing process.Many Students Don’t OutlineThe process of writing an essay should not be done by sitting down at a word processor and going forward. That’s the mistake a lot of students make, and it’s not a good thing. To master essay writing, you have to focus on outlining, and creat ing ideas that are easy to work with after the fact. Sitting down and trying to write is not going to help forward progress, it’s just too difficult to do that. Many students try to do that, but end up losing focus because they don’t have a path towards the finish line, which is why outlines matter so much.Students Don’t Like EditingA lot of students fail at working well with writing essays because there’s an editing process that many don’t like. Editing means changing things, and facing off against writing options that aren’t very good to run through. Students often assume that the writing process takes one major push, and that’s it. But that’s not true. In order to sustain the path of good academic writing, a student has to write a rough draft, then edit it down and consolidation ideas to fit the format of the prompt. In some cases, over extending the writing is not a good thing, which is why editing is so important. Students often don’t like to edit, because it feels like they are erasing the hard work that they’ve been working through.Reading Comprehension Is RoughFor some individuals, the process of reading and comprehending different view points can be difficult to manage. To the point where writing an essay can become somewhat difficult. Writing an essay is made even more difficult when you have to cite sources, and comprehend what others have done within certain academic criteria. Reading comprehension is one thing, but taking the information that one has read and then rewriting, citing it, and creating a greater push forward regarding the writing process can be a bit difficult.Length and Word Counts Are IntimidatingThere are some students that look at the prompts and word counts associated with essays and become intimidated by them. There are some essays that aren’t that long, only around 500 to 1000 words. However, there are some options that require a lot longer of a push. For instance, graduate study work could need upwards of 10,000 words, and they all need to be cited in certain style. Citations and references alone could be several pages, and that’s not including the actual essay formatting. Length and word counts can easily be intimidating when a writer finds that they have been working for hours, and may only have around 700 or 800 words. Crafting long form essays can be daunting for the novice, and for others, it could be a major hurdle that they cannot seem to overcome with relative ease.Waiting Too Long To StartThe moment that an essay is assigned, the student should chase the option to start working on it. Many students wait too long to start, and end up trying to cram all of the writing into one night. This is a mistake that many people make, and it becomes an impossible task to work out. Waiting too long to start is a bad idea because the editing process becomes difficult to manage, and it becomes even harder to work through ideas, thesis statements and more. Procrastination is the enemy of students, especially when it comes to writing essays of an academic format.Rushing Through The ProcessSome people can write a lot in a short time, but when it comes to proper formatting, and essay writing, they seem to find themselves lacking the appropriate time frame to work on the essay prompts. Rushing through the process, forgetting drafts, outlines, and editing is a part of the bigger problem as to why people can’t write proper essays and seem to have a difficult time progressing through a variety of different arenas. Writing essays is tough, but when you rush through any of the writing process, it becomes a lot more difficult to put together the appropriate structure. At the end of the day, there’s a lot of reasons why people can’t seem to write essays. The above are just some of the most common issues that people have.

Attention Deficit disorder

My high instruct historic period have been ch every(prenominal)enging but I have managed to fit in. I was innate(p) with a peg down known as Attention Deficit disorder (ADD). This condition causes inattentiveness, over-activity and impulsivity. I learnt to cope with these conditions by having a good self-esteem.I did non to inform the plaque about my condition because I did not want to receive special interposition uniform bondting more(prenominal) age to take my tests. I took challenging courses like chemistry, functions statistics and trigonometry. To improve my go outing of the academic somatic and also to get a better grade in my course, I accompanied summer school.I did this to retake courses that were difficult to understand during school time and to boost my overall cumulative G.P.A. These courses required sustained psychical efforts in partition, which were difficult to maintain, but I extended my school hours to get more help from my teachers. I even lay w ith them to stay longer hours in the school labs for extra tutoring.I am very suitable in gymnasium and my talent helped me get admitted in the varsity cheerleading team during my immature year, where I learnt to cultivate my interpersonal skills. During lend oneself I dedicated all my energies to the teams writ of execution and was promoted me to the assistant co-captain of the varsity cheerleading team.I had supportive friends in the team, who with my coaches assisted me to solve difficult class work problems. They lifted my self-esteem in believing in me. Through the team I learnt that to succeed I demand to have self-confidence.During my sophomore year I attended sylvan learning center, where I learnt to cartoon and improve my skills to become academically successful. In the center I was able to develop good interpersonal skills and improve my communication skills. This has enabled me cultivate good leadership qualities.I believe am capable of getting in the university and once am there I will use talents in the gymnasium to occupy my free time. organism idle is a way of causing distraction and I want to pillow focused during my academic years. Iwill use my interpersonal skills to develop good relations with a students and also to be become a student leader. I will study hard in the university to achieve all my goals despite my condition. I believe in working hard to be successful. discipline citedStein, E, Amy. Fragments Coping with attention Deficit Disorder. Haworth press. 2003. 91-120.