Pressure ulcer dressing in community placement Essay

Pressure ulcer dressing in community placement - Essay Example The researcher will begin with the statement that throughout his community placement practice, he has particularly dealt with pressure ulcers on a frequent basis than many other forms of injuries. Apparently, the author never thought that they could be a serious issue as they turned out and I had to perform extensive research and on them. In clinical practice, pressure ulcers or decubitus ulcers can be described as damage affecting the skin and the tissues beneath, as occasioned by three main factors. The contributing factors to pressure ulcers are; pressure, shear, and friction. In all community placement encounters dealing with pressure ulcers, the author has found out that the most useful way of identifying pressure ulcers is the skin discoloration. This class of ulcers ranged from skin discoloration in slight damages to broken skin with open wounds in extreme cases. The researcher has found out also that the level of damage could be gauged in some instances on the state of the ph ysical appearance of the skin, before assessing the underlying tissues damage. Research findings enabled the author to apply better practices such as ensuring that the wounds remained moist unlike before where they were macerated and gave poor results. For healing of pressure wounds to occur, infections and sloughing were minimised by ensuring that the wound environment remained in a conducive. The temperature was to be maintained at an optimum and that the pH maintained was optimum for wound healing as noted by Baranoski and Ayello.

“Eveline” and “The Dead” Essay Example for Free

â€Å"Eveline† and â€Å"The Dead† Essay Similarities between James Joyces short stories, â€Å"Eveline† and â€Å"The Dead† James Joyces short stories â€Å"Eveline† and â€Å"The Dead† basically share a lot of similarities in multiple aspects. Although they are thematically different, the main characters in both stories share nearly similar experiences that basically changed their views, beliefs, and decisions in life. The first notable similarity is between Gabriel Conroy, the main character of â€Å"The Dead† and Eveline, the principal character in â€Å"Eveline. † In â€Å"The Dead,† Gabriel Conroy views himself as a person who is in control of his life and, most especially his wife, Gretta. However, when Gretta suddenly cries because she remembered her past lover through a song being played in piano, Gabriel realizes that he has not in control of her since she evidently still has some past attachments that havent been settled. This incident basically changed Gabriels perception of his life and general as he laid down on his bed. Similarly, Eveline was already convinced that she wanted to escape the cruelty of his father by going away with her lover Frank but when she hears the organs that was played during her mothers death, she suddenly had a change of heart and remained in her home town. In addition, Evelines experience is also similar with Gretta as they both heard music that reminded them of their pasts. In short, the similarity between â€Å"Eveline† and â€Å"The Dead† is that both stories contained characters who suddenly stopped pursuing their desires and dreams due to a single yet significant experience. Moreover, both stories involves acknowledging and reconciling with the past and using past experiences to make decisions for the future.

Looking For Alibrandi, Analysis

Looking For Alibrandi, Analysis However, the Italian adolescents, and in Josies case, have guidelines and family expectations they have to live up to, for example, after school she has to visit her Nonna, dress, friends and the reputation of her family and the Alibrandi name. This is against the expectations of her Italian culture of the assumption that she will marry someone of the Italian background. It is though these regulations that Josie has to fight, these cultural boundaries are revealed. Respect is a cultural boundary that Josies family holds upon her, and is presented through the characters of Josephine and Nonna Katia. Josie crossed this boundary and hit her with her science book. This is seen in the Italian eye as disrespect to her Italian heritage. Josie also shows bitterness at Easter when other children receive chocolate eggs and as an alternative, Josie must help her Nonna prepare for a large family food-gathering event. We were all caught up in the middle of two societies. Josie crosses this boun dary when she would rather join her friends in other places than to stay and contribute in the Italian sauce-making day. Melina Marchettas purpose to educate the readers of the discrimination and prejudice of todays society on a cultures values, beliefs and traditions, and that crossing boundaries brings greater self knowledge leading to growth and emancipation. The Italians and the Australians try and keep separate, and there is always a lack of interaction between, relationships and communication is always minimised. This cultural boundary is crossed through the unaccepted relationships between Italian Josie and Australian Jacob, and Nonna Katia and Marcus Sandford. Through the conflict of the characters, this cultural boundary of interaction is exposed. The reader is satisfied as Josie breaks free, unshackles the chains of the cultural restrictions her mother and grandmother place upon her, and finds her true identity. Jossies intelligence and confidence are two unique qualities portrayed in this young girl, struggling with her identity. She is a remarkably imaginative young person possessing a quick temper. She is a confused girl searching to find where she belongs in the two different cultures. These cultures, being Australian and Italian, are very demanding on such a young girl, having to mould herself for each and find an equilibrium of both. She has major difficulties coping with the harsh reality of prejudice and these problems soon take their toll on her. These pressures continue with her living a life in a prestigious private school, battling to balance herself in a middle class life. Josies aspirations reach much farther than that of her families ambitions for her life. It is at this point in time where a classic example of culture clash begins. Josie feels the need to rebel against the stereo-typical female in an Italian culture. This determination stems from her education and desire to step away from her Italian life and responsibilities, breaking away not only from her family and their narrow mindedness but also the entire Italian culture. This is a major leap for Josie who aspires to be the first Alibrandi female to take control of her life. This motivation of freedom is strong in Josie and her rebellious ways demonstrate this. Christina is the result of the Italian culture and the clash it has with the Australian identity. From the time she was thrown out of home at 17, Nonna has always blamed Christina for Josies birth. Up until Francesscas death, Nonna was forbidden to have any contact with her daughter. this exemplifies the authority an Italian male can exert on the women in his family. Josie would have seen this and blinded with her motivation from her Australian identity could not stand for such a culture. It was not until Francesscas death that Nonna could be reunited with her daughter and grand daughter. Josies father has had very little immediate impact on her life thus far. When her father did arrive in back in Sydney Josie is naturally angry at him. This is a totally acceptable form of behaviour considering the circumstance, but her anger not only stems from her own personal experience. Josie had to grow up knowing that her father had abandoned her and her mother, pushing her Christina into being a single parent bringing up her child alone. Because of this humiliating fact Christina and her daughter were outcast from the Italian community. Her hatred also delved into the way the Italian community treated Christina and Josie through gossip and intentional humiliation of the family. Even though Josie rebels against her father initially, she eventually begins to grow closer to him. This initial bonding occurs when Josie needed her dad, when she broke Ivys nose. This allowed for some trust to be restored between her and her father, making their relationship stronger and giving them a new start. Second site: Josie is very rebellious to the Italian way of life, which has a lot to do with Nonna and her constant remarks such as you brake my heart and i deserve respect. She also hates the fact that nonnas friends are always reporting things that she does. She undervalues Jossie as a person by not allowing her to sit in the lounge room with the air conditioning, as this is for visitors only. She is also blames by her mum for anything that jossie does such as yous let her go out like a gypsy. When she finds out that christina is not Francesas daughter but also a bastard, she confronts nonna and is very angry because she feels the hypocrisy in her argument. Â  Its not until nonna explains her situation and the hardships she has endured in her that she begins to understand nonna and have some compassion for her; she begins to understand the Italian family life. Nonna also starts to compromise her attitude to Jossie and begins to accept some of the Australian ways of life. Josies life has many prominent issues relating to multicultural Australia today. The prejudice and need to be normal in any minority society is tremendous and this book covers that issue very intensely. But there is also a lot more to this novel than simple bigotry. Looking for Alibrandi also attacks very important issues at the foundation of the Australian culture. These range from teenage pregnancy to the social hierarchy at a private school. All these issues are entwined to create a very revealing book about all aspects of Australian life, not necessarily from a purely Australian view. http://wwwfp.education.tas.gov.au/english/alibrandi.htm

Studying Law within a Broad Context :: Law College Admissions Essays

Studying Law within a Broad Context    While the law may be too ungainly and inefficient a vehicle to directly change the world, it offers a unique opportunity to help influence people's interpretation of the world. I have always longed to be in a more intellectual environment where I might be allowed to see things from a different perspective. Having thoroughly enjoyed the academic study of Government and Politics and Economics where understanding political rhetoric and economic influences on government policies had to be analysed through abstract theories I am looking forward to studying law within a broad political, economical, historical and social context. Through obtaining a law degree, I will also be able to join many others in the struggle of our rights and dignity and strive within an imperfect political system toward the goal of greater equality within the law.    My work experience placements have left me wanting to do a lot more in the legal sphere. Whilst working at the BBC, the dominance of international and domestic issues in news items which were broadcast, highlighted the relevance of a thorough knowledge and understanding of social issues and hence the legal system. In addition my work experience in a non-governmental organisation (HCA) helped me to distinguish the different types of problems faced by those who were seeking help from the organisation, such as injustice and civil conflict. My work experience with a freelance solicitor has also been invaluable in gaining practical skills in the implementation of the existing law system. My work experiences have undoubtedly built upon the skills I have gained through my academic experiences.    Throughout my studies I have successfully undertaken individual research. I have prepared and presented seminars to my peer group and prioritised my workload to meet deadlines with work of a high standard.    Within my school community I have undertaken volunteer work. As a library assistant my duties included organising the book loan system and making sure younger students used their time efficiently. As a school prefect I held many responsibilities such as organising school events and monitoring younger students. I also participated in In-class support assistance where I assisted with year 11 German lessons.    Out of school I enjoy travelling to a variety of locations as this broadens my perspective of life. Meeting a wide range of people and learning about different cultures and traditions is I believe of paramount importance in comprehending the entire world.

Describe and assess one theory of cognitive development Essay

Piaget argued that CD is based on the development of schemas. This refers to a psychological structure representing all of a person’s knowledge of actions or objects, e.g. gripping or driving. To perform a new skill which the person has no schema they have to work from previous skills that they have. This is called assimilation, where they have pulled previous schemas together then adapted and changed them to fit their task through accommodation. For example when a person is learning to juggle a person can already grasp, throw and catch so they use the schemas that they have for these skills to perform the skill of juggling. When a person feels confident and comfortable with the task that they are performing they are said to be in a state of equilibrium. Piaget believed that children go through 4 stages of CD; Sensori-motor (0-2yrs)- in this stage children have no object permanence. So if they were playing with a toy and it fell out of sight they would not realise it had even existed. Piaget said that the skill of object permanence came at about 9 months. The second stage of CD is the pre-operational stage (2-7yrs), at this stage language is developing but children are unable to conserve (understand that shapes can change without the mass or size having to change) or decentre (can’t understand things from another persons point of view). This is also known as the theory of mind. In the concrete operational stage (7-11yrs) children have developed the theory of mind and are also able to conserve if the problem is ‘concrete’/visual. The final stage is Formal operational stage (11yrs- onwards). In this stage children are able to work things out abstractly so this is the stage in which children start to be taught algebra.  The above ideas about CD were based on Piaget’s own research. Most of the studies were carried out solely on his own three children. The studies were carried out in the form of clinical interviews and tasks and all the results and observation were recorded in a diary. One strength of Piaget’s theory comes in the detailed supporting evidence, which he himself provided. One of his tasks investigated object permanence. He gave a baby a toy and they played happily with it. But then he covered the toy with some cloth. Even though the baby had seen the toy hidden it failed to look for it and it appeared he didn’t even remember it had been there. This suggests that ideas are underpinned by detailed empirical research, which provides a sound foundation for the theory. A further strength is that Piaget’s theory has been applied to education and has lead to improvements in the quality of teaching and learning. Discovery learning is where children learn through play and interaction. They handle and perform what they are learning so that it sticks in their mind. For example to learn how plants grow a class will be split in to thirds; one group taking home some cress placing it on the windowsill and watering it daily. Another group takes home some cress, which they place in a cupboard and water daily and then the final group who place their cress on the windowsill but don’t water. From this they will visually see the importance that water and light play in survival of plants. This is important, as they can’t think abstractly. This suggests that Piaget theory has had a great impact on primary school teaching methods and he showed children don’t just think like little adults. However later researchers have been critical of Piaget’s methodology. He carried out his research on his three children; for starters this number is too small and means that results can’t generalised. The children were born from a â€Å"genius† so it is likely that they aren’t ‘typical examples’ of children in society. As his research was high on ecological validity it meant that it was low on reliability. This suggests that if the tasks were repeated its unlikely that the researchers could repeat them exactly as Piaget did them. A further weakness is that more recent research has thrown doubt on the ages that Piaget suggested. For example Bower carried out a study in to object permanence where he put a mother and baby in a room with a toy. After the child had been playing happily he turned the light off. Due to infrared lights Bower could see how the child behaved and it reached out to find the toy even though it was out of sight. This suggests that we need to rethink the age of stage shifts due to up-to-date/ recent findings.  In conclusion, although Piaget’s theory has some weaknesses it remains one of the key theories of CD. However in contrast to Piaget’s view, Vigotsky took quite a different view. He laid much more emphasis on social interaction and cultural factors and on interaction with adults shaping CD. Perhaps a combination of their ideas is the way forward.

Designing a Syllabus

From the theories given above, we conclude that when designing a syllabus, curriculum, school mission and students' needs should be taken in consideration in order to achieve learning objectives. As stated by the Ministry of Education, Science and Technology of Kosova (MESTK) â€Å"In order to achieve the targeted aims and objectives of particular grade English language curriculum and to cover the topical content of particular grade syllabus, teachers should select and use materials of appropriate level from textbook(s) and other sources (online magazines and newspapers, TV, video, Internet). These materials should be primarily dedicated to teenagers and young adults. It remains in the teacher's domain to select teaching materials that may be type and profile appropriate, which (s)he may use either as alternative or as supplementary material in the English language program.Although it is estimated that within a school year, approximately 8 content areas should be covered, it is the teacher's responsibility to plan the number of topical areas (units) and the composition of it, in accordance with the total amount of hours dedicated to English in different types of vocational schools. In addition, teachers may plan an amount of 20 – 30% of overall teaching materials, which (s)he may use with a particular profile of learners in order to cover specific professional needs and meet the requirements of particular vocational schools. These could be a selection of specific texts/materials suitable for the particular type/profile of vocational schools (e.g. texts in medical field, technical field, business, catering†¦). Apart from this, teachers may use supplementary materials to suit the learners' needs, that is, their background knowledge (or lack of it), their interests and motivation. Supplementary materials (video tapes, documentary films, drama activities, projects, contests and quizzes, and similar), may be used either within regular English classes, or within additional activities planned by the vocational school curriculum (choice subjects, extra-curricular activities, and similar).† The above citation can be found on the website of MESTK under the section of vocational schools curriculum. However, the difference between general schools and vocational schools' curriculum is made only by the part cited in this paper. I.e. English language taught in professional schools despite different study domain, is not treated as ESP program but the burden falls on the teacher who, besides the units that are envisaged to be included in the program, is obliged to select additional materials which are profile appropriate. Scholars as Dudley-Evans and ST John (1998) describe the teacher as the material selector, researcher, and an evaluator as well as syllabus designer. They continue their argument emphasizing that these roles cannot be fulfilled if the learners' needs are not analyzed beforehand. ESP teachers have to complete all the roles mentioned above in order to achieve the harmony between, students' needs, study domain and the curriculum designed by the Ministry of Education. 2.5 Using textbooks in the lesson Textbooks have an essential role in language classrooms in all types of educational situations. It is a kind of media used by both students and teachers. When using a textbook teacher is assured that everyone in the class is getting the same amount of knowledge and that they are equally evaluated and tested. Course books provide a diversity of learning resources since they make a set of workbooks, cassette tapes, or CD-ROMs, and a teacher's guide. Richards (2010) claims that there are also some disadvantages in using textbooks; for example, they may not reflect students' needs. Each textbook aims to occupy the global market and so it is unable to serve everyone's needs. There are innumerous textbooks which are designed for teaching-learning process but not all of them are categorized as good textbooks. As the result, before choosing a textbook, teachers should really understand about needs, interests, abilities, and level of the students. Similarly, Harmer (2007) declares that the most important part of the use of textbook is to adopt the needs of the students. Bertin (2003) proclaims that it is a special skill that teachers should have in order to choose the textbook that suits language level, content, activity and the logical order of the textbook. In English for foreign learners (EFL) classes, a course book is the key to language teaching, language learning as well as it is a window to particular language culture. Nevertheless as Dickins (1994) clarifies, that the resources evaluation literature tends to focus absolutely on the analysis of the product. This means that teachers themselves carry out the evaluation of textbooks in order to conclude which materials best suit their purposes, schools mission and students' needs. Despite its special importance, regarding features mentioned above, a textbook should be selected and evaluated carefully before used in the class. Cunningsworth (1995) proposes four criteria for analyzing textbooks:o â€Å"Coursebooks should correspond to student's needs. o They should match learners' uses (present or future). Selected textbooks should equip learners with the knowledge that will effectively serve them for their purposes.o They should take in consideration students needs and facilitate their learning process.o They should have a key role as a sustention to learning. Their role is similar to teachers. They negotiate between the target language and the student.†