Saturday, October 26, 2019
The Reasons I Pursue Teaching Essay -- Teachers Education Careers Essa
The Reasons I Pursue Teaching One time as I flipped through my mom’s teacher devotional, I came across a verse that said, â€Å"Some rely on stocks and bonds in order to gain security. Others invest in children’s lives and are builder’s for eternity.†I did not realize the significance of this verse until my uncle asked me why I wanted to be a teacher. I struggled for a second, and then I simply replied with that verse I had read years before. Now, though, I ask myself do I really know why I want to invest my life into the betterment of our future – why do I want to be a teacher. Many reasons pop into my head, yet only a few really explain my desire to teach. I want to be a teacher not just because of the benefits of the educator’s lifestyle, but also because of the blessed joy of working with children, the fact I will continue to grow and learn, and the opportunity to make a positive impact on a child. First, the obvious reasons why so many people go into the field of education definitely had a minor influence on my decision. I have heard my mom say it repeatedly – â€Å"Teaching is the perfect job if you want to raise a family†. For me, I view raising a family as one of the most important duties God has given me. Therefore, the holidays off, the set workday hours, and the summer vacation all contribute to the reason I chose teaching. Yet, another little benefit is that you can have insider’s information on what is happening with your child’s education and how he or she is actually performing and behaving. I remember how my mom always knew everything that I did before I told her. For me, that is a parental advantage of being a teacher. The financial benefit of being a teacher is the job securit... ...ay, I hope a child mentions me in a graduation speech because immediately all I have strived for in my life finally counts. This is where the blessings of teaching stem from and I want to experience those blessings first hand. Altogether, the many aspects that teaching offers is what brings me to the field. Besides feeling compelled to teach, it is the benefits, the thrill of teaching, the everyday learning, and the positive impact that are present in the field. I am completely aware that I will not enjoy every day as a teacher. There will be kids who push me to my limits, and there will be policies or rules that I find ridiculous. However, those are just small drawbacks and, in my opinion, do not even come close to outweighing the positives. Hence, as I rest in this moment of my life, I know deep within my heart that I want to be a teacher.
Thursday, October 24, 2019
Epidemiology : History on Thomas Sydenham
Background of Thomas Sydenham (Father of Clinical Observation) Name: Thomas Sydenham Date of Birth: 10 December 1624 Place of Birth: Wynford Eagle Education: * Commenced the study of medicine at Magdalene Hall, Oxford in 1642 * After 2 months interrupted his studies to participate in the civil war on the parliamentary side * He returned to the university in 1645 to enter Wadham College to become a physician * Received his Bachelor of Medicine in 1648 * Studied with Christopher Wren about natural scientists conducting physiological experiment at Oxford Achievement: Become a â€Å"Captain Sydenham†at the first civil war in 1654 * Married with Mary Gee (1654) * Nominated to Parliament in 1659 (but not elected) * Become a licentiate of the Royal College of Physician * Received a doctorate from Pembroke College, Cambridge (1676) Year of Death: 1689 Cause of death: Gout and Renal disease (left three sons: William (also a physician), Henry and James) Contribution of Thomas Sydenham to the Medic World It was in London in the middle of the 1650’s Thomas Sydenham began his exacting studies of epidemics. There was much contribution that has been made by him during his studies about epidemics.The contribution that he had been made was: * Form the basic book on fever on 1666 * Observationes Medicae a standard textbook for two centuries on 1676 * Presented the theory of an epidemic constitution, Eg. Conditions in the environment which cause the occurrence of acute diseases (1683) * He noted the link between fleas and typhus fever * Introduced opium into medical practice and was the first to use iron-deficiency anaemia * Treatment fever with fresh air and cooling drink was an improvement on the sweating methods previously employed * Moderate treatment of smallpox by using cinchona â€Å"Sydenham’s chorea†aka. St Vitus Dance * Differentiation between gout and rheumatism, scarlet fever and measles, malaria and other fever, and chorea and St Vitus D ance * Write a description about dysentery, pneumonia, mental disease, tuberculosis, influenza, trigeminal neuralgia, croup and syphilis There are some of observation that was a Thomas Sydenham’s contribution has been revolutionized by medical practice in 17th century there are: * Discovery of circulation by Harvey* A philosophy of science by Bacon Disease by Ramazzini * Microscopic revelation by Malpighi and Leewnhoek Philosophy, concept, theory and any thought by Thomas Sydenham One of the famous Thomas Sydenham’s theories is Sydenham’s chorea and also known as St. Vitus Dance. Discovery by him on 17th century. Sydenham’s chorea Definition: The disease that characterized by rapid or uncoordinated jerking movement affecting primarily the face, feet and hand. Causes: * Cerebra vascular accidents * Collegen vascular disease * Drugs intoxication * Hyperthyroidism Wilson’s disease * Huntington’s disease * Infectious disease Treatment: * Penicil lin * Behavioral and emotional changes may precede the movement disorders * Haloperidol, pimozide, clonidine * Treatment with steroids One of famous philosophy by Thomas Sydenham: â€Å"A disease, however much its causes may be adverse to the human body, is nothing more than an effort of Nature, who strives with might and main to restore the health of the patient by the elimination of the morbid humor†Medical Observation, section 1, chapter 1.
Wednesday, October 23, 2019
Quality Improvement Plan Final Essay
The journey of quality improvement is a responsibility of all those involved in patient care. At The Women’s Hospital (TWH) at Saint Joseph East (SJE) it was decided that a change in culture would be needed and focus was directed on decreasing the length of stay (LOS) for maternity patients. Quality process improvement is a formal approach to the analysis of performance and systematic efforts through a team approach to improve the outcomes for patients and staff (Spath, 2013). Types of Care The Women’s Hospital at SJE is a state-of-the-art free standing facility that provides exclusive care for the women of central and eastern Kentucky. Services include both high and low risk maternity care, a level three neonatal intensive care nursery, cardiology and rheumatology services, all exclusively specialized and conveniently under one roof for women. The mission of TWH is shared by the larger market based organization of Catholic Health Initiatives (CHI). As part of the mission statement of CHI and TWH the goal is to â€Å"†¦create healthier communities†, this is done through culture changing quality improvement processes such as decreasing the LOS (Catholic Health Initiatives [CHI], 2014, para. 1). The Women’s Hospital welcomes the chance to collaborate with SJE and other hospitals within CHI to offer quality improvement data while supporting the mission of the organization. Role of Consumers Health care is a business just like any other, with customers that have a choice where to obtain services. The customer is just beginning to become an integral part in the quality improvement process for health care. At TWH the role the patient and family plays will help to shape a culture of improved safety and quality of care. Patients and families are engaged in the quality improvement process through patient surveys, bedside reporting, and direct observation through patient rounding by nursing management. The organization of TWH practices transparency and public methodology. Quality results are reported and available through websites supported by agencies such The Center for Medicare and Medicaid Services, The Joint Commission and the Kentucky Hospital Engagement Network. To assist the consumer in partnering with TWH in quality improvement the websites for TWH offer links to resources to navigate the websites that provide the reported quality data. Three Quality Indicators The organization has both internal and external accountability to quality indicators. External quality indicators are used by government agencies, third party payers and consumers to define a quality hospital stay (Kelly, 2011). The external indicators relevant to consumers for TWH include; overall patient satisfaction with hospital stay, infection rates for surgeries and patient satisfaction with nursing care. Knowing patient satisfaction with an organization, for those that are seeking similar services will allow a consumer to know if they will be able to have the desired experience at TWH. When infection rates are reported to external agencies it allows consumers to make informed decisions as to the safety of the care provided by TWH and speaks to the transparency of the quality improvement programs. Lastly, since everyone in the hospital will have contact with a nurse, the reporting of patient satisfaction with nursing care will promote the compassionate nursing culture of care available at TWH. Monitoring and reporting quality indicators externally allows the organization to know if the customer’s interests are being properly served. Stakeholders and the QI Process The Women’s Hospital at SJE takes a proactive approach to quality improvement. This approach means including all stakeholder involved in patient care; patients, managers, administration, medical staff, health insurers, accrediting agencies, and the mission team. In addition to patient surveys and manager rounding, TWH has a quarterly community group that meets to listen to the needs of its members. This multidisciplinary team is comprised of executive team associates, nursing staff, medical staff, former patients, commercial insurance representatives and is open to anyone interested in the community. Information learned in these meetings is then taken back the perinatal quality committee and serves as direction for future efforts of quality improvement initiatives. Jointly working to improve the quality of care will create an environment of trust between TWH and the community served. In conclusion, the responsibility of quality improvement is shared by all members of the health care team and includes the patient. Importance and relevance of quality indicators is influenced by internal and external factors. At The Women’s Hospital, efforts are made to incorporate the role of the consumer in improving the quality of care delivered and through collaboration achieve optimal outcomes for both patient and caregiver. References Catholic Health Initiatives. (2014). About Us. Retrieved from http://www.catholichealth.net/mission-and-vision Kelly, D. L. (2011). Applying quality management in healthcare-A systems approach (3rd ed.). Retrieved from the University of Phoenix eBook Collection Database. Spath, P. (2013). Introduction to healthcare quality management (2nd ed.). Retrieved from the University of Phoenix eBook Collection Database.
Tuesday, October 22, 2019
About Teenage Pregnancy †Health Essay
About Teenage Pregnancy – Health Essay Free Online Research Papers A teenage girl may become pregnant as a result of many different situations. Some teenage girls become pregnant after a long term dating relationship, being drunk at a party, or as a result of a rape situation. Even though most these examples are involuntary all pregnancies are a result of sexual intercourse unprotected. There are many contraceptives that can be used to prevent an unwanted birth. A contraceptive is any device, drug, or practice that prevents ovulation, fertilization, or implantation. Some contraceptives are male condoms, female condoms, spermicides, cervical caps with spermicides, implant of norplant, or natural family planning. The only way that is 100% sure that will keep you not pregnant is abstinence. Abstinence is a restraint from indulging a desire for something, for example in this case, sexual relations. Being pregnant at such a young age can be hard and stressful. In 2000 the number of teen pregnancies in the United States was 821,810 (84 pregnancies per 1,000 people.) 18 percent of US teenagers have had sex prior to the age of fifteen. Each year almost 750,000 teenage girls aged 15-19 become pregnant. What is bad now in the United States is that it still has the highest rate of teen pregnancy when it is compared to other countries of similar status. Many people think that this is happening because kids are not being taught about sex and abstinence at a young age. Becoming pregnant at a young age has many consequences one is the mental health. The teenager might be scared to tell her parents, she might not know how to tell her boyfriend, or she might be scared of what people might think about her from now on. Another consequence is that the teenager tends to have a higher level of depression than an adult after having her first child. Teens that become pregnant at a young age are more likely not to finish high school. 1/3 of teen moms do not finish high school. Not finishing high school can put a stop to the teen’s dreams and plans for their future. If the teenager cannot finish high school she can’t go to college which means she can’t get a degree and have a job that pays a lot. Many Teens who do not finish high school end up in poverty. Having a baby at such a young age is a full time job. Dealing with a child requires patience which a lot of teens don’t have. Research Papers on About Teenage Pregnancy - Health EssayPersonal Experience with Teen PregnancyInfluences of Socio-Economic Status of Married MalesHip-Hop is ArtThe Effects of Illegal ImmigrationStandardized TestingEffects of Television Violence on ChildrenGenetic EngineeringResearch Process Part OneThe Relationship Between Delinquency and Drug UseMarketing of Lifeboy Soap A Unilever Product
Monday, October 21, 2019
French Passive Voice †La voix passive
French Passive Voice - La voix passive Voice is a grammatical term which indicates the relationship between a subject and verb. There are three different voices in French and English. In the passive voice, the action described by the verb is being done to the subject by an agent, which is usually introduced by one of two prepositions:1. When the verb expresses an action, the agent is introduced by the preposition par:Active voice   David fait le mà ©nage.   David is doing the housework.Passive voice   Le mà ©nage est fait par David.   The housework is done by David.Active voice   Lise lit le livre.   Lise is reading the book.Passive voice   Le livre est lu par Lise.   The book is read by Lise.2. When the verb expresses a state of being, the agent is either introduced by de or left out entirely:Active voice   Tout le monde le respecte.   Everyone respects him.Passive voice   Il est respectà © de tout le monde.   He is respected by everyone.   Il est à ©minemment respectà ©.   He is highly respected.Active voice   Mes amis aiment ma mà ¨re.    My friends love my mother.Passive voice   Ma mà ¨re est aimà ©e de mes amis.   My mother is loved by my friends. How to Conjugate the French Passive Voice The passive voice is formed with the conjugated verb à ªtre the past participle. The past participle has to agree with the subject, not the agent, in gender and number, just like à ªtre verbs in the passà © composà ©Ã‚ (more about agreement):   Le livre est à ©crit par des lycà ©ens.   The book is written by high schoolers.   La vaisselle est faite par Henri.   The dishes are done by Henri.   Les enfants sont nourris par Luc.   The kids are fed by Luc. To use the French passive voice in any other tense or mood, just conjugate à ªtre accordingly: Active voice Passive voice prsent Anne fait la tarte.Anne makes the pie. La tarte est faite par Anne.The pie is made by Anne. pass compos Anne a fait la tarte.Anne made the pie. La tarte a t faite par Anne.The pie was made by Anne. imparfait Anne faisait la tarte.Anne was making the pie. La tarte tait faite par Anne.The pie was being made by Anne. futur Anne fera la tarte.Anne will make the pie. La tarte sera faite par Anne.The pie will be made by Anne. subjonctif Je veux quAnne fasse la tarte. I want Anne to make the pie. Je veux que la tarte soit faite par Anne.I want the pie to be made by Anne. How to Use the French Passive Voice Now that you know about prepositions and agents and how to conjugate the passive voice, its on to more practical matters. The French passive voice may be used for two reasons:A) To put more emphasis on the person or thing performing the action:Active: Un enfant a à ©crit ce livre. - A child wrote this book.Passive: Ce livre a à ©tà © à ©crit par un enfant. - This book was written by a child.B) To focus on an action without identifying the performer:    Jean a à ©crit ce livre. - Jean wrote this book.   vs    Il a à ©tà © à ©crit en 1927. - It was written in 1927. How to Avoid the French Passive Voice The French passive voice has a slightly formal or literary tone and is used less frequently than in English. There are several alternatives to the passive voice (besides the active voice): A) To focus on the performer, use cest:    Ce livre a à ©tà © à ©crit par un enfant. Cest un enfant qui a à ©crit ce livre.   This book was written by a child. Its a child who wrote this book.    Le record a à ©tà © battu par une femme. Cest une femme qui a battu le record.   The record was beaten by a woman. Its a woman who beat the record.B) To avoid identifying the performer, there are two options:    1. On (impersonal subject pronoun)    Ce livre a à ©tà © à ©crit en 1927. On a à ©crit ce livre en 1927.   This book was written in 1927.    Ils ont à ©tà © pardonnà ©s. On les a pardonnà ©s.   They have been excused.    2. Se (passive reflexive)    Ce livre est souvent lu. Ce livre se lit souvent.   This book is often read.    Les mà »res ne sont pas vendues ici. Les mà »res ne se vendent pas ici.Â Â à ‚ Blackberries arent sold here.
Sunday, October 20, 2019
Definition of an Activated Complex in Chemistry
Definition of an Activated Complex in Chemistry An activated complex is an intermediate state that is formed during the conversion of reactants into products. An activated complex is the structure that results in the maximum energy point along the reaction path. The activation energy of a chemical reaction is the difference between the energy of the activated complex and the energy of the reactants. How an Activated Complex Works Consider a chemical reaction between reactants A and B to form products C and D. The reactants must collide with each other and interact in order to form the products. Several factors improve the chances that A and B will encounter each other, including increased temperature, increased concentration of reactants, or adding a catalyst. In a reaction with an activated complex, A and B form the complex A-B. The complex only forms if sufficient energy (the activation energy) is present. The energy of the activated complex is higher than that of either the reactants or products, which makes the activated complex unstable and temporary. If there isnt enough energy for the activated complex to form the products, it eventually breaks apart into the reactants. If enough energy is available, the products form. Activated Complex Versus Transition State Some textbooks use the terms transition state and activated complex interchangeably, but they mean different things. The transition state refers only to the highest potential energy of the atoms participating in a chemical reaction. The activated complex covers a range of atom configurations that atoms form on their way from reactant to products. In other words, the transition state is the one molecular configuration that occurs at the peak of the energy diagram of the reaction. The activated complex may be present at any point near the transition state.
Saturday, October 19, 2019
Challenge to U.N Charter Framework on Use of Force Essay
Challenge to U.N Charter Framework on Use of Force - Essay Example Supporters of humanitarian intervention give explanation for it principally in the name of a honorable imperative: "we should not let people die." This proposal is stranded in the Universal Declaration of Human Rights, written in 1948. For these supporters, intervention is only justifiable when it is aggravated by a substantial abuse of human rights and when it is positioned in movement by a super national body, normally the United Nations Security Council. (Wikipedia) Humanitarian intervention proceedings are all the time approved by combination of nations, which can generate two fairly diverse circumstances: The first one is the Right to Interfere which is a phrase invented by the philosopher Jean-Francois Revel in 1979. It is the acknowledgment of the right of one or many nations to disobey the national independence of another state, when an authorization has been contracted by a supranational power. In practice, due to the humanitarian emergencies, it is frequent that the permission is supplied retroactively. The second one is the Duty to Interfere, which is a responsibility which irritates all nation-states to present support at the demand of the supranational influence. Evidently, this concept is next to the imaginative perception of humanitarian intervention. It is also thoroughly discarded by the member states of the United Nations who see this concept as an undesirable violation on their privileges. (Wikipedia) Debate Surrounding Humanitarian Intervention What motivates the humanitarian intervention dispute is an apparent nervousness involving the principles of guaranteeing admiration for essential human rights and the predominance of the principles of independence,... This study stresses that humanitarian intervention is the warning or utilization of force by a state, cluster of states, or international association principally for the function of defending the public of the objective state from extensive withdrawals of internationally acknowledged human rights (Simons). Supporters of humanitarian intervention give explanation for it principally in the name of a honorable imperative: â€Å"we should not let people die.†This proposal is stranded in the Universal Declaration of Human Rights, written in 1948. For these supporters, intervention is only justifiable when it is aggravated by a substantial abuse of human rights and when it is positioned in movement by a super national body, normally the United Nations Security Council. This discussion highlights that what motivates the humanitarian intervention dispute is an apparent nervousness involving the principles of guaranteeing admiration for essential human rights and the predomin ance of the principles of independence, non-intervention, and strength of mind which are measured indispensable features in the preservation of harmony and worldwide protection. These standards are placed out in the United Nations Charter as elementary principles of the United Nations. However, while there are instruments within the Charter for the fortification and enforcement of harmony and worldwide protection, there are no corresponding requirements or instruments in the Charter for the fortification of human rights.
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