Conflicts between perspectives and points of view Essay

Conflicts between perspectives and points of view - Essay Example I always wondered where I was doing the mistake when I studied so well. I used to tell my class fellows to stay awake at nights and study because I was of the point of view that night time allows one to concentrate on the study well. One friend of mine, Joe, always would disagree with me. This was the friend who used to get all straight A’s. I used to make fun of him when he used to tell me that he slept early at night and got a full eight hours sleep before going to college. I would tell him the advantages of studying at night and he would advise me to change my routine and see the difference. I was not ready to change my perspective yet I always wondered how come he was able to get the highest GPA in class when he slept so early until morning. In fact, my mother in her childhood used to study late night and I was following her. But, I should not blame her, as J.K. Rowling states in her article that she does not blame her parents for their point of view because a time comes when children should start making their own decisions rather than gettin g directed by the and then blaming them for wrong consequences. One morning, I failed in getting up for college as I had been studying all night and had fallen asleep just one hour before leaving for college. And that day I had to take a test. I was absent and I missed the test. I was so furious at myself but then again, Joe told me that I would have gotten up right in time if I had fallen asleep at time. That was when I decided to change my routine. I discussed this thing with Joe and he told me that there is a vital role of sleep time and schedule in the student’s academic outcomes. I also went into the library to do a research on this issue and found some journals in which the researchers had concluded that students getting at least eight hours of sleep each night will have higher GPAs than students who get less than eight hours of

Anxiety and Depression Among Working and Non-Working Women

Anxiety and Depression Among Working and Non-Working Women DISCUSSION Results in the previous chapter had been very informative and will be discussed in context to hypothesis discussed in chapter 4. The present study was carried out to assess the level of anxiety and depression among working and non working women. A sample of 60 women was taken consisting of 30 working and 30 non-working women from Delhi and NCR region. The independent variables used for the study were working and non working women and the dependent variables studied were anxiety and depression. The results obtained in chapter 4 were analyzed and the discussion related to the hypothesis is presented below. In addition to this, the anxiety and depression was compared in the following groups. Levels of anxiety and depression were compared between working and non working women in anxiety and depression. Levels of anxiety and depression were compared between working and non working women on the basis of nuclear and joint family. Levels of anxiety and depression were compared between working and non working women belonging to the age group 25-35 and 36-50. Correlation between anxiety and depression was also calculated and interpreted. Keeping in view the objectives, four hypotheses were formulated and their discussion and interpretation is as follows. Problem 1: There will be significant difference between anxiety levels of working and non working women A comparison was made between the working and non working women on the basis of their anxiety levels. As it can be seen from the analysis of table 4.2(chapter 4), the anxiety levels of working women is higher than the non working women. The mean value for the working women was 25.00 whereas for non working women the value was 20.23. From the same table it was inferred that there was no statistically significant difference in the anxiety levels of working and non working women. Many studies have been done relevant to this research. A research done by Aleem and Danish (2008) on Marital satisfaction and Anxiety among single and dual career women at Jamia Millia Islamia, New Delhi summarized that pressure and hassles of jobs not only affect marital life but also proved to be a major source of anxiety particularly among women and also marital satisfaction among working women hardly get disturbed due to their multiple roles but the thought processes seemed to be disturbed that is manifested in the higher anxiety among women. This study supports the findings which show higher mean values in working women than non working women. Mukhopadhyay et al (1993) researched on Working status and anxiety levels of urban educated women in Calcutta and summarized that non working mothers showed higher anxiety levels than their working counterparts with respect to the total anxiety score as well as components, although the differences were statistically non-significant. This s tudy supports the statistically insignificant difference in the results of the present research. Problem 2: There will be significant differences between the levels of depression in working and non working women. A comparison was made between the working and non working women on the basis of their levels of depression. As it can be seen from the analysis of table 4.2(chapter 4), the depression levels of working women are higher than that of non working women. The mean value of depression levels of working women is 11.13 whereas the mean value of the non working women which is 6.1000 showing difference in the depression levels of the two groups. From the table it is inferred that there is statistically significant difference between the two groups (sig 2 tailed=0.034). Many researchers have worked in this field, one such research done by Weiclaw et al(2008) Psychosocial working conditions and the risk of depression and anxiety disorders in the Danish workforce show high risks of depression related to high emotional demands and working with people. Results of another research done by Netterstom et al (2008) The Relation between Work-related Psychosocial Factors and the Development of Depression showed moderate evidence for a relation between development of depression and the psychological demands of the job. Yet another research done by Melchior et al (2007) studied depression and anxiety in young, working women and men due to work stress. The results showed that participants exposed to high psychological job demands (excessive workload, extreme time pressures) had a twofold risk of major depression or generalized anxiety disorder compared to those with low job demands. The study stated that in previously healthy young workers, diagnosable depression and anxiety is precipitated by work stress. Another research relevant to the present research was done by Balaji et al (2014). A Comparative Study on Depression among Working and Non-Working Women in Chennai, Tamil Nadu, India. This study was done to assess the burden of depression its risk factors among adult female working and non working population. The results indicated that working women suffer more from depression than non-working women. The risk factors for depression were identified as economic problems workplace problems, relationship problems and no personal life satisfaction. The above studies support the results in the present research. The reasons for higher levels of depression among working women could be due to the reason that working women have to focus not only on their work sphere but also on their family life. It has also been observed that working women are not clear about their expectations which not only affect their daily routine but also health status of each and every woman especially in the developing nations like India remains precarious. Also since working women are unable to spend time with their family and not able to give time to their children due to their work it leads to depression in them. And working women also do not have enough time to look after themselves leading to a lot of health issues. These reasons are also supported by a research done by Greenhaus Beutell (2000) Sources of Conflict between Work and Family Roles. This study examined the literature on the conflict between work and family roles and found out that work-family conflict exists when: (a) time devoted to the requirements of one role makes it difficult to fulfill requirements of another; (b) strain from participation in one role makes it difficult to fulfill requirements of another; and (c) specific behaviors required by one role make it difficult to fulfill the requirements of another. Whereas non working women have more time to spend with their family, they are able to concentrate on their health, family life and have a lot of time for themselves. These might be some of the reasons why working women rate higher levels of depression than non working women. Problem 3: There will be higher levels of anxiety and depression in females belonging to nuclear families than those staying in joint families. A comparison was done on the basis of anxiety and depression levels among working women of nuclear and joint families. As can be inferred from table 4.4(chapter 4) the anxiety levels of working women from nuclear families is higher than those from joint families. The mean scores of working women from nuclear families is 39.1667 which is higher than working women from joint families which is 15.5556. There is a statistically significant difference between the two groups as can be seen from the value of sig. (2 tailed) =.000 It was also inferred from the same table that the depression levels of working women belonging to nuclear families was higher than those working women belonging to joint families. The mean scores of working women from nuclear families is 18.33 which is higher than those of joint families which is 6.33.There is also a statistically significant difference between the two groups as seen from the value of sig. (2 tailed) = .003 Then another comparison was done on the basis of anxiety and depression levels among non working women of nuclear and joint families. As can be inferred from table 4.5(chapter4) the anxiety levels of non working women from nuclear families was higher than that of non working belonging to joint families. The mean scores of non working women of nuclear families have a mean score of 28.5358 which is higher than the mean score of non working women of joint families which is 13.8824. There is also a statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .002. It was also inferred from the same table that the depression levels of non working women belonging to nuclear families was higher the non working women belonging to joint families. The mean scores of non working women of nuclear have a mean score of 8.2308 which is higher than that of non working women of joint families which is 4.4706. There is also a statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .047. So from tables 4.4 and 4.5 (chapter 4) it is inferred that women belonging to nuclear families report higher levels of both anxiety and depression than those belonging to joint families be it working women or non working. Many studies have been done on this and one such research was done by Doby Caplan (1995). Organizational Stress as Threat to Reputation: Effects on Anxiety at Work and at Home. The results of this study showed that high threat stressors were most likely to generate the anxiety experienced at home and for this the anxiety experienced at work was the key mediator. As the above study supports our finding in the present research some of the reasons for this finding could be as in a joint family most of the responsibilities are taken care of by the other family members. There isn’t a lot of burden alone on one woman of the family. The family members of a joint family not only provide physical support but also financial support and are also present mentally and emotionally. So this leads to the overall being of an individual. Whereas in a nuclear family all the work load and responsibility is on one person only be it of work or of the household sphere. Hence it was found that anxiety and depression levels of women belonging to nuclear families are higher than those belonging to joint families. Problem 4: There will be higher levels of anxiety and depression in females in the age group of 36-50 than those in 25-35. A comparison was done among the working women belonging to the age group of 25-35 and 36-50. As can be inferred from the table 4.7(chapter 4) that the working women belonging to age range 25-35 report higher on anxiety levels than that of age group 36-50. The mean score of working women lying in the age group of 25-35 is 30.3684 and of working women lying in the age group of 36-50 is 15.7273. There is a statistically significant difference in the two groups as seen by the value of sig. (2 tailed) =.031 It was also inferred from the same table, that working women of age group 25-35 showed higher levels of depression than the 36-50 age group. The mean score of working women lying in the age group of 25-35 is 13.7368 and that of working women lying in the age group of 36-50 is 6.6364. But there is no statistically significant difference between the two groups as seen by the value of sig. (2 tailed) = .106 Another comparison was done among the non working women belonging to the age group of 25-35 and 36-50. As can be inferred from the table 4.8(chapter 4) that the non working women belonging to the age range of 25-35 show higher mean values on anxiety scale than the age group 36-50 but there no statistically significant difference between them. The mean score of non working women lying in the age group of 25-35 is 22.2308 and of age group of 36-50 is 18.7059. But there is no statistically significant difference in the two groups as seen by the value of sig. (2 tailed) =.489 It was also inferred from the same table that the non working women of age group 25-35 show higher mean values on depression scale than age group 36-50 but there isn’t any statistically significant difference between them. The mean scores of non working women lying in the age group of 25-35 are 6.8462 and of the age group of 36-50 is 5.5294. But there is no statistically significant difference between the groups as seen from the value of sig. (2 tailed) = .499 So from the tables 4.7 and 4.8 (chapter 4) it is inferred that working women of age group 25-35 show higher levels of anxiety than 36-50 age group and other than this no other significant differences were seen in the levels of depression in these two groups. Also no significant difference was seen in the non working women for the two groups. One study which supports our findings was done by Melchior et al (2007) studied depression and anxiety in young, working women and men due to work stress. The results showed that participants exposed to high psychological job demands (excessive workload, extreme time pressures) had a twofold risk of major depression or generalized anxiety disorder compared to those with low job demands. The study stated that in previously healthy young workers, diagnosable depression and anxiety is precipitated by work stress. Another studied stating the importance of family support was done by Dew et al (2009) studied mental health effects of job loss in women. This study reviews literature on involuntary job loss and its effects on mental health among women. The occurrence and duration of lay-off was significantly associated with increased depressive symptoms, but not anxiety-related symptoms. Results showed that among women who were laid off, those who had poor levels of support from their husband and those experiencing more financial difficulties reported higher levels of depression. A study done by Fall et al (2013) on Comparative study of major depressive symptoms among pregnant women by employment status does Multivariate analyses showing that factors such as low education, low social support outside of work, having experienced acute stressful events, lack of money for basic needs, experiencing marital strain, having a chronic health problem, country of birth, and smoking were significantly associated with major depressive symptoms The reasons for higher level of anxiety in working women of age group 25-35 could be since they have just stated with their career so they are mostly anxious about their work. They are new to the professional world, burden of work, new set of responsibilities. Also in India this is the time for women to get married so the pressure of marriage, newlyweds and work leads to anxiety among this age group. Problem 5: There will be correlation between depression and anxiety among working and non working women. It was assumed that there would be a relationship between depression and anxiety. From table 4.9(chapter 4) it was seen that there is a positive correlation between depression and anxiety. This could be seen from the above mentioned table that if anxiety levels increase then so does the depression and vice versa. Research supporting our hypothesis was given by. Birch Kamli (2000) Psychological stress, anxiety, depression, job satisfaction, and personality characteristics in preregistration house officers. This study got lifestyle questionnaires filled by the officers and measured the self rated psychological stress, state anxiety, job satisfaction, and personality characteristics. It was seen that more of women suffered psychological stress, possible anxiety and possible depression Another study was done by Bhadoria (2013). Level of Anxiety and Depression Among Working Women and Non Working Women of Gwalior. As today’s women have a whole set of responsibilities and problems involving the professional and family life, this study tried to compare the levels of depression and anxiety among working and non working women. The results obtained showed significant levels of difference between working and non working women. The above mentioned researches support our hypothesis that if someone has high levels of anxiety then that person shows high levels of depression as well.

Plagiarism and the Internet :: Cheating Education Essays

Plagiarism and the Internet The Internet has made plagiarism, taking someone else's ideas or words and using them as one's own without citing the original source, a very common offense. There is so much information on the Internet, available from so many sources, that it is difficult to determine where the information originally came from. The indifference of educators has not helped the problem; many educators feel the problem is too great for them to do anything about, so they choose to do nothing. This leads students to assume that their teachers are either unaware of or condone plagiarism, continuing the cycle. In a survey by the Psychological Record, 36% of undergraduates confessed that they had plagiarized written material. "A national survey published in Education Week found that 54% of students admitted to plagiarizing from the Internet..." (plagiarism.org). Dr. John M. Barrie, of Turnitin.com, a plagiarism detection site, believes that almost one-third of the work submitted to the site is at least partially copied from another source. "When it comes to cheating, at the top of the list is plagiarism, and at the top of that list are students cutting and pasting, mostly from the Internet," says Dr. Barrie (http://tms.physics.lsa.umich.edu/). Why should students attempt to write original papers when they can just as easily copy one from the Internet? It saves them time and energy and may even get them a better grade than they may have gotten on their own. Educators doing nothing about it has not helped the problem... Ronald M. Aaron and Robert T. Georgia performed a study that found that 257 chief student affairs officers across the United States believe that colleges and universities have not properly dealt with the cheating problem. Many educators feel it would take too much time and energy to find if a paper was plagiarized or not, so they choose to ignore the problem. Donald L. McCabe performed a study called Faculty Responses to Academic Dishonesty: The Influence of Honor Codes; it found that 55% of faculty would not report possible cheaters if it required any real effort (plagiarism.org). "'With respect to cheating, I'm just in denial. I just don't want to deal with it because I know it is a

Psychosexual Theory

Evaluate the extent to which Freud’s theory of psychosexual development can help us to understand a client’s presenting issue? | Psychosexual Development Theory The meaning of the psychosexual theory has nothing to do with sexuality or sex in terms of reproduction, but is referred to in meaning as anything that gives pleasure to the body such as a hug, taste, food, this is according to Freud. Freud believed that early childhood has an effect on the future life of person there are five stages he believed that a person went through physiologically and psychologically.The physiology is based on human instinct to survive, the psychology is the emotional/mental interpretation of the act and the pleasure that it provides. This was the birth of psychodynamics the link between physiology and psychology, the motivation behind the behavioural action. Freud’s psychosexual theory is based on child development from birth through to adult hood. The idea is the association betw een the physiological developments being linked to the psychological development in early childhood.The first stage is set at birth to 18 months, it is the oral stage, this area is based on the mouth and the need to eat to survive also coupled with the pleasure that follows through with taste, this is instigated by breasting feeding. Babies enjoy breasting feeding it is soothing, it feels good and it tastes good, this is the first pleasure that babies have. This stage focuses on the mouth as babies learn through taste; they put things in their mouths to learn. It is at this stage that a child learns that the mouth gives instant pleasure through taste and that food gives pleasure.Following the oral stage is the anal stage which is based on the anus; this stage normally occurs around 18 months to three years old. This stage is based on control, this is the control of the bowels being able to control when and where to excrete. The pleasure principle here is based around potty training, the emphasis placed on the child to control when they need to release themselves and the parent displaying expectation on the suitability and necessity of having control over the bowels and taking ownership of actions based around potty training.Depending on how this is executed the developing child will learn the control factor and get pleasure for being able to exercise their control over this. Stage three is the phallic stage this is from ages 3-5, at this stage the child starts to realise that there is a difference between boys and girls; it is here that the developing child sees a difference in their genitals relating to the parent from the opposite sex. Females start to become aware that they don’t have a penis and sense there is a difference in terms of strength between men and women.Males start to become aware that they are strong and have a sense of protection regarding their mother. This can be understood in terms that girls seek protection from their fathers and s ee their mother as a rival and this follows in reverse regarding sons and mothers. Stage four from ages 5 to adolescence is latency it is the lull stage where nothing further happens in terms of development in the psychosexual theory. Stage five genital stage this is the adult sexual phase, this is where the developing person experiences sex, romance, love, crushes and friendships.The relationship of the five stages manifested through to adulthood is as follows. During the oral stage should there be a disruption such as feeding was unsuccessful or issues to do with health pertaining to the oral area then it would manifest through the individuals behaviour resulting in direct issues regarding the mouth. The conflict here is weaning the child off the breast towards solid foods, if this process is handled in a less satisfying way towards the developing child, the outcome can be an anxiety lead habitual acts.This could result in chewing pencils, thumb sucking, gum chewing, smoking, over eating, not necessarily in an order but the idea is if an individual becomes fixated in the oral stage they may have some anxiety that would be displayed in one of the above actions. This stems from the idea that the individual was not breast feed enough or there was a disruption of some kind relating to feeding or weaning was unsuccessful and caused issues with feeding, due to this need not being met as an infant the need manifests itself in some other behavioural type.The anal stage relates to control and is the stage where the concept of potty training was either successful or not, resulting in the individual being either â€Å"anal retentive† meaning up tight and rigid when it comes to neatness and organisation. This is the idea that the individual enjoyed their potty training. On the other hand depending on how the training was administered. For if the child was not forth coming in their potty training or the training was not handled ppropriately or was very easy going and care free, the idea is that the individual would be disorganised, messy and have possible anxiety with anything to do with passing bowel movements. The phallic stage relates to relationships with the opposite sex through the understanding of the relationship between the individual and the parent of the opposite sex. This is the origins for the Oedipus and Electra complex stage. Boys tend to want to protect their mothers and come into conflict with their fathers as a means to assert themselves. Girls seek the protection of their fathers while they rival with their mothers for his attention.The child suspects that the same sex parent knows about their attraction towards the opposite sex and hates them for it. The latency stage is the stage of pure childish playfulness, there is no pleasure factor here but child growth such as school, play, fun and basic child features. The focus is on interacting and taking in their surroundings. This is based on repression driving from the stage prior to this one, because of the awareness but the lack of knowledge about the differences between male and females, the child tends to repress any thoughts feelings or concerns and so begins the latency stage.The genital stage is the sexuality process and the discovery of pleasure through the genitals, at this stage boys begin to masturbate and for some this can be uncontrollable. It is not uncommon for parents to reprimand a child for being caught too often with their hands down their pants. And the threats of castration are common to try and deter the boy from such impulsive acts. For girls the suspicion is based on their sexual development in terms of their physical being, breasts grow and the female form takes shape.In this way, and for such reason, the child’s feelings on the subject of his relationship with his parents, and their attitude towards his body and its future, may become divided. What Freud Really Said: An Introduction to His Life and Thought: 1965 David St afford-Clark: Hachette Digital: Location 1254 This theory is Freud’s theory and although it has come into must dispute and criticism it is a theory that may not necessarily be utilised to its fullness however not completely disregarded. The ID the Ego and the Superego These stages are portioned and governed by three powers of the mind that Freud believed to be within everyone.The ID described as the self, instinctual and primitive, the Ego understood as the mediator, intelligent and sensible, and the Super Ego acts as the conscience it is institutional and ensures ethical actions. The ID which is known as the pleasure principle the, I want, I need is the driving factor towards getting our needs met, this is the selfish mode which informs us that we are hungry, lonely, sick. This factor has no relevance in the how are these needs to be met, but rather in the fact that these needs are present and need to be fulfilled.The Ego facilitates the needs of the ID ensuring that it is i n line with reality and acceptable to fulfil those needs that the ID manifests, the ID creates the desire and the Ego works out how to get the desires met in balance with society and appropriateness. The Super Ego is the conscience the moral side of the mind, it ensures that the morality is in place throughout the drive from the ID’s desire to the Ego’s will to get the desires met in accordance to appropriateness, the Super Ego balances the morality and acts as a reminder that behaviour should be managed in a moral standing.This is the Freud analogy of the human mind and how it is motivated and managed by the individual. The oral stage is governed by the ID as this is the immediate survival stage such as feeding, then the Ego which develops during the oral stage which leads on to the next stage. By the anal stage the superego has develop hence the control over bowel movements and the potty training by a parent who may install certain values as to why big boys and girls use the toilet. By this stage the personality has now come into form.The main criticism of these theories are that it has never been experimented or deemed true by means of observation, it is all Freud’s ideas and thoughts on how the human psyche works, there is no evidence to prove it right or otherwise. The link between the psychosexual theory and adult neurotic behaviour Freud believed that any sign of neuroses stemmed from childhood, of which would indicate that there was a disruption or conflict during one of the five psychosexual stages.This basically links the idea that there was an issue of some kind during childhood and this issue has caused a lasting unwelcome effect on the future wellbeing of an individual. The disruption would take the form of some kind of conflict, during one or more of the psychosexual stages, which could lead to a behavioural transference neuroses or narcissistic neuroses. Due to Freud’s theory on the ID Ego and Superego the relationshi p between the three mind concepts is crucial to how the disruption or conflict was handled during the development of the psychosexual stages.Due to this concept Freud based his belief on neuroses being related to a particular trauma suffered during childhood. The psychosexual stages are guides to pinpoint the particular issue giving it a shape and a link to assist in understanding certain behaviours and the possible reasons behind them. Applying the Psychosexual theory to the presenting issue The idea is to link the presenting physiological behaviour to childhood growth of where there would have been a possible disruption or conflict.So a client with abandonment issues who has a tendency to over eat to the point where it is damaging to both their physical and mental health. The psychosexual link would lead towards their oral stage, suggesting that from birth to 18 months the transitioning from breast feeding to solid food was unsuccessful or held some form of conflict or disruption. The idea is that because the client has an eating disorder coupled with feelings of abandonment suggests that they are fixated within the oral stage. This would be a basis to first understand the client and their issue from an open point of view.Freud’s psychosexual theories have never been tested so to apply it in full would be irresponsible to say the least. Ethically the use of the psychosexual theory is not always recommended for it holds a lot of emphasis on a sexual related basis. However because it holds a possible understanding for which to build rapport and get to a level of understanding with a client, it should not be totally ruled out. The psychosexual theory can be used to understand a client but to the extent that it offers an understanding towards the presenting issue, however this could not be the case with every client.As Freud’s theories were limited to certain classes and groups of people, the ramifications may be similar in respect to other classes and groups of people but they may differ completely. Due to cultural difference and ethnic origin coupled with tradition and religion from the vast amounts of different people in the world. The childhood growth from one individual to another could be very different, whereas culturally in some areas of the world breastfeeding can last up until a child is 5 years old. How at this point is the psychosexual theory to be employed? How his form of childhood transitioning could be applied in any way to the psychosexual stages? The fact remains that due to its limitations of experimentation; it cannot be applied to everybody but instead used as a tool to better understand a client’s presenting issues. Issues such as OCD, over eating, anorexia, IBS, anxiety, phobias, grief, habits and addictions can all be linked to the past events or experiences of a client’s life. It may not necessarily be linked through the psychosexual theory but the link may very well be in the past holdi ng a strong relevance in some form to a past experience.For this reason alone the psychosexual theory can be used as an avenue to understand the client and the relationship between their presenting issue and their past. Here is where the psychodynamics of the clients frame work are interpreted and understood and possibly confronted and dealt with in order for the client and therapist to progress with some resolution. Criticisms of Freud The main areas of criticisms on the psychosexual theory and many other Freudian theories are that it has not been tested.All of Freud’s theories were based on his ideologies and internal beliefs, so it has no scientific creditability. No prognostic worth as to place the Oedipus and Electra complex on an individual that had an absent parent or was raised with same sex parents or in another less conventional family setting, how is their future behaviour to be determined. Freud based his analysis on the patients he had access to, this was not a w ide variety of individuals and many of them were middleclass wives suffering from hysteria. This is just a few of the many controversial views on Freudian theory.However along with these criticisms Freud claimed much recognition for his contributions to psychology. Before Freud there was no understanding of the mind and how it could possibly work, Freud opened the understanding to undertake that the human mind can operate on different levels. Freud gave birth to the importance of child psychological development and that children do have sexual feelings. Freud set the motion for the direction of psychology and the many areas of which can be explored, without Freud’s theories there was no basis for psychology and its possibilities.Freud gave direction and a starting point for many practitioners to base their understandings. Presenting issues and the psychosexual development theory The psychosexual development theory can prove useful in understanding a client’s presenting issue, but only as a tool to base an understanding. This theory gives a platform to further develop the client and therapist relationship, it holds not scientific value and is far too controversial to rely upon as a workable useable theory for practice. But it does allow for understanding and gives light to uncovering an issue using psychodynamic therapy.

College Hazing That Changed My Life

R&R â€Å"The College Hazing That Changed My Life† Right from the beginning line, Thomas Rogers, sucks me Into this story. It takes guts to start something off like that and pull It off, but he did. I found It very amusing, hilarious, and dangerous. College hazing are no Joke If they are anywhere near the level he describes this one as. When he states, † College Is a strange time†¦ We're free to make an extraordinary amount of mistakes and end up In situations that may not teach us much†¦ † I began to think about next year when I start my college life and what exactly Is In store for me.I hope Its not a struggle balancing everything and ring to pass my classes. When the author begins to describe his childhood I feel Like I can relate to him. My brother got most of my parents athletic ablest so I have to make due with the amount that I have. We both are tall, also clumsy even though we don't want to be. You don't get to pick how tall you are, what traits y ou have, or If your athletic or not. You have to make due with what you have and find something that suits you. That's one thing that I believe the author was trying to get across. He showcases that by doing something out of the ordinary and joining the rowing team.Also another thing that I believe he tried to get across is to strive for what you want. He went through two weeks of tryouts to Join his universities varsity crew rowing team. Then he finally made it and had to then go through hazing. L believe that if you have to become a sock in order to boost your self esteem that you have issues you need to sort out. No one should have to do that to feel good about themselves. Finally, he tried to get across that you don't have to be normal its okay if you're not. Embrace and find excitement in whatever it is. Be your own person.

The Types Of Ruin A Revolution In Animal Farm Essays - British Films

The Types Of Ruin A Revolution In Animal Farm Essays - British Films The Types Of Ruin A Revolution In Animal Farm The Types to Ruin a Revolution in Animal Farm There are the infamous examples of Stalin and Hitler in history in which someone takes abuse of power for their own personal gain. George Orwell emphasizes this idea of the abuse of power through animals in his novel Animal Farm. The characters of Napoleon, Squealer, the dogs, and Boxer all symbolize important types of people in the making and breaking of a revolution. Animal Farm contains the theme that there will always be some group of people who will contaminate an idealistic revolution for their own gain. The main character in Animal Farm who takes advantage of the stupider animals and completely ruins the Revolution is Napoleon, a pig. Napoleon loves power and chases away another pig with power, Snowball, so he can be the sole ruler. Napoleon symbolizes the people of the world who will do anything to be in control. One especially famous example of this type of person is the character Macbeth from William Shakespeare's Macbeth. Macbeth murdered the king, killed innocent people, and sacrificed his morals in order to become king. This type of person is needed in order for an idealistic revolution to be corrupted. Through the character of Napoleon, George Orwell emphasizes that there will always be someone willing to commit heinous deeds in order to become leader, dictator, or tyrant The pigs of the farm are much smarter then the rest of the barn animals and take up the job as the thinkers and planners. The other animals are the workers and diligently believe anything the pigs tell them. The abuse of power begins when they notice that the apples and milk start disappearing. Sqealer, the public speaker pig, explains this to the worker animals: You do not imagine, I hope, that we pigs are doing this in a spirit of selfishness and privilege? Many of us actually dislike milk and apples. I dislike them myself. Our sole object in taking these things is to preserve our health. Milk and apples (this has been proved by Science, comrades) contain substances absolutely necessary to the well-being of a pig. We pigs are brainworkers. The whole management and organization of this farm depend on us. Day and night we are watching over your welfare. It is for your sake that we drink that milk and eat those apples. Do you know what would happen if we pigs failed in our duty? Jones would come back! Yes, Jones would come back! (p52) This is only the only the beginning, as the pigs keep taking more for themselves and leaving less for the rest of the animals. Eventually the worker animals are worse of then when they were with Mr. Jones. They are worked to death and on the verge of starvation because of the greed of the pigs. Orwell uses this suffering as an example of the extent some people will go to for personal gain. As any reader can see, Squealer had an important part in this process. Squealer symbolizes the public relations man who will say anything to get what he wants - kind of like a lawyer. Squealer is the most handy with words and can convince the worker animals of anything. He is even able to continually convince them that they remember things wrong. Squealer alters the past to the convenience of his idol, Napoleon. A squealer is needed for any man or animals rise to power, to brainwash the public into believing their leader is god. Orwell uses the character of Squealer to prove that there will always be a group of people who take a Revolution and corrupt it for their own personal gain. And then there are the dogs. Early in the novel , while Snowball is working on literacy for the entire farm, Napoleon steals some puppies sand raises them to be his guard dogs. The dogs symbolizes the Secret Police or law enforces that are needed to force the animal workers, or public, to do as the leader demands. The dogs are responsible for Napoleons rise to power. They look up to him as an master: It was noticed that they wagged their tails to him as the other dogs had been used to do to Mr. Jones. (p68) The dogs are also the type of people who can be easily brainwashed into believing that their master is God. They are the ones who do the dirty work. It is partly the terrorism of the dogs

in the creation essays

in the creation essays How often has it been that you create a New Years resolution, only to end up breaking it within a month? Did you know that only 1 out of 10 people in the United States actually follow through with their New Years resolution, and that this can probably be attributed to poor goal setting? Fact: Personal goals are supposed to be the easiest to follow through on. So how do you set goals properly in order to reach an achievement? And if personal goals are the easiest to follow through with, how do major corporations, which set insane goals yearly (like doubling profits) almost always manage to reach their targets, which can require organizing the achievements of hundreds or even thousands of people? By setting goals properly. By setting goals the right way enacting on them is easier. To more fully explore this, we will; I. Look at reasons for goal setting II. Look at a models for feedback III. Define the parts which make up the whole. I. In the co-operation of people into vital 1. Goals guide 2. Goals provide challenges 3. Goals serve as a source of legitimacy =* Provide framework 4. Define an organizations structure =* Determining relations of: II. With much insight and analysis, models of checks and balances have been created to insure proper goal setting. Through these models, when an organization falls short of its goals, a feedback system exists which more accurately defines points that are problematic. By allowing a comparison between present performance and what is required for the goal achievement. Furthermore by creating these models of goal setting, outlines of proper organizational behavior are created. By showing what is necessary in human interaction for business vita...

Haber De and Haber Que in Spanish

Haber De and Haber Que in Spanish Two of the most common phrases using haber are haber que and haber de, both of which can be used to express obligation or the need to perform certain actions. Keep in Mind Haber que, usually in the form hay que, is used in the third person to say that an action is necessary or essential.The more formal haber de  can be used to say that a person or entity needs to take  an action.Both haber que and haber de are followed by infinitives. Hay Que and Other Forms of Haber Que Haber que is the more common, although it is used only in the third-person singular, which is hay que in the indicative present tense. In the present tense haber que is often translated as it is necessary, although in context you might also translate it with phrases such as you need to, you should, you have to, or we need to. Note that the phrase hay que doesnt explicitly state who or what needs to take the action, only that its necessary. But if the intended meaning points to who needs to take the action, that can be specified in the English translation as shown in some of the examples below. The phrase is followed by an infinitive, the most basic verb form. A veces hay que perder para ganar. (Sometimes it is necessary to lose in order to win.)Para ser doctor, hay que estudiar mucho. (In order to be a doctor, you need to study a lot.)No hay que comprar un mà ³vil a un nià ±o antes de los 12 à ³ 13 aà ±os. (It isnt necessary to buy a cellphone for children before theyre 12 or 13.)Se queremos hijos felices hay que enseà ±arle a navegar en tempestades. (If we want happy children, we need to teach them to navigate through turmoil.)Hay que comer solo cuando tengamos hambre. (We should eat only when were hungry.)Hay muchos libros que hay que leer. (There are many books that need to be read.)No es suficiente criticar al presidente,  ¡hay que votar! (It isnt enough to criticize the president - you need to vote!) Haber que can also be used in other tenses and the subjunctive mood: Esta vez habà ­a que ganar. (This time it was necessary to win.)Hubo que esperar 30 aà ±os. (It was necessary to wait 30 years.)Tarde o temprano va a haber que pagarlo. (Sooner or later it is going to be necessary to pay it.)El gobierno cambiar lo que haya que cambiar. (The government will change what needs to be changed.)Nunca pensà © que hubiera que decir eso. (I never thought it would be necessary to say this.) Haber De Haber de can be used with a similar meaning, although this use is usually fairly formal or literary. Haber is conjugated fully, not confined to the third person in the way haber que is.  ¿Quà © he de estudiar para poder escribir libros? (What do I need to study in order to be able to write books?)Has de pensar en tu vida. (You need to think about your life.)Hemos de determinar el nà ºmero de gramos de nitrà ³geno que hemos de obtener. (We have to determine the number of grams of nitrogen we need.) In some areas, haber de also can express probability in much the same way that have to (or sometimes must) in English can express likelihood rather than obligation: Aquà ­ ha de caer la lluvia. (Rain must have fallen here.)La solucià ³n al problema ha de ser difà ­cil. (The solution to the problem must be difficult.)Has de ser rica. (You must be rich.) Finally, haber de in the conditional tense can be used, especially in questions, to express the idea that something doesnt make sense:  ¿Por quà © no habrà ­a de darle la mano a la reina? (Asked not to get information, but to express amazement: Why shouldnt he shake hands with the queen?) ¿Por quà © el universo habrà ­a de tomarse la molestia de existir? (Why would the universe go to the bother of existing?) ¿Por quà © habà ­an de creer la verdad, si la mentira resultaba mucho ms excitante? (Why should they have believed the truth, if the lie turned out to be much more exciting?) ¿Quià ©n habrà ­a de hacer eso en Panam? (Said in an incredulous tone: Who would do that in Panama?)

The Geography of South Africa Assignment Example | Topics and Well Written Essays - 1500 words

The Geography of South Africa - Assignment Example The rolling grasslands of the Highveld at the central plateau, the bountiful farms and vineyards, the red sandy plains of the Kalahari deserts make the country an abundant land of natural diversity. In addition, the country has some of world’s most renowned wildlife reserves and dozens of national parks as part of its geography. The country’s water resources are mainly sourced by the rivers, Orange and Malibamatso, rising from the mountains of Lesotho Drakensburg. Lying right below the Tropic of Capricorn, the country’s climate varies considerably over different regions. With the sub-tropical belt of high pressure, the country has a dry climate with abundant sunshine. At the same time, as it is surrounded by the oceans in its three sides, the warm and cold currents influence the country’s climate moderately. The arid rainfall, which is often unreliable and unpredictable, is sufficient for the dry land farming in its plains. South Africa is well known for its diversity in ethnic and cultural aspects, with geography playing an influencing role. With a population of more than forty million, the country has different ethnic groups, comprising of black Africans, white Europeans, mixed whites and Asian descendants. Their cultural heritage, languages and religious beliefs are greatly preserved by the majority of the African black inhabitants in the rural areas. Historically speaking, the geographical setting particularly its landscapes and climate played a part in colonialism and the subsequent segregation of people on the basis of race. The country’s resources and vegetation in certain parts have led the people to settle in particular region for meeting their occupational needs. Agriculturists settled in the eastern part of the country which has sufficient rainfall to support farming while the pastoralists settled along the river Orange and the western highlands.

Sexual Predator Prosecution Research Paper Example | Topics and Well Written Essays - 750 words - 2

Sexual Predator Prosecution - Research Paper Example In order to further prevent their predatory activity, the registered sex offenders are prohibited to own or have in their possession a certain type of motor vehicle such as the ones used for the retail sale of frozen desserts which can hide children in it (New York State, 2006). These laws are constantly reviewed. A sexual offender that is registered and under surveillance who refuses to provide the necessary information demanded of him such as any change of address or address of the work location may be charged with class E felony once convicted. This means that he is bound to stay in prison for a period over a year. This also applies to the sexual offender that fails to comply with the laws on telephone use with special numbers or the internet restrictions on certain websites. If the offender commits the same crime twice or is convicted for the second time, then he will be charged with class D felony making him go back to prison for another term of not less than a year. If the sexual offender violates the section of the act on the issue of motor vehicle used, he is charged with class A misdemeanor which means he will go to prison for a term of not more than a year (New York State, 2006). The mandatory conditions given to sexual offenders and which is specified under several of Congress laws such as 18 U.S.C. 3583(d) and U.S.S.G 5D1.3 (a) specify that the defendant should not commit another offense while he is under supervision by the parole officer. He is also to avoid from use of control substances unlawfully and this may necessitate drug testing on an impromptu basis. The defendant is to also try and make restitution with the victim of the offense he committed which will under the supervision of the parole officer or even a police officer depending on the victim’s request but never alone (Brown & Campbell, 2010). The discretionary conditions imposed by the court only take place when there is

Hospitals and Medicine in the American Civil War 1861-1865 Research Paper

Hospitals and Medicine in the American Civil War 1861-1865 - Research Paper Example Many women volunteered to become nurses during the civil war, which was an indication of their strength to care for the men who were out fighting. In the military hospitals, the duties of the nurses were usually domestic. They prepared and served meals, making sure that they accommodated every patient’s diet. The doctors were the determinants whether a patient was to receive a low, half or full diet. Nurses had to maintain track of every patient’s meal. In addition, nurses were supposed to supply linens and clothing to the soldiers. The nurses participated in surgeries by providing emotional support to the soldiers during the surgery process. They participated in talking, writing and reading for the soldiers in order to give them emotional support. In most hospitals, the nurses were sisters, who came from different religious orders. Civil war nurses used to wear dark colors, usually black or brown color, which was a requirement by the government. The dresses were design ed to serve the function and were not meant for fashion. During the civil war, the hospitals were under staffed. Physicians had a variety of medications at their reach to treat injured and sick soldiers. Some of the medications that they used are used even today. Many medications were effective but crude; others had a placebo effect only. Anesthetics were commonly used during the civil war and mostly in amputations. ... The hospitals did not have well trained doctors since during that period; there were no medical schools to train the doctors. The few doctors who had acquired medical knowledge were not adequately trained to perform most of the required performance for treatment. In the hospitals, there were no antibiotics because, at the time, medical technology had not developed. Doctors relied mostly on herbal medicine in prescribing treatments. The doctors did not sterilize or clean wounds during medication. The hospitals were mainly not housed, and most of the treatments and services were provided outside. The nurses, who worked with the doctors, were also untrained and were mainly sisters professing different religions. Most of the nurses worked under volunteer ship. Doctors treated patients on the ground without worrying about the dirty condition or the environment. Most people developed infections after surgery, and this condition was referred as surgical fever. Hospital systems, which provid e hospital care to the patients, had not been developed. X-rays, blood typing and modern health tests and procedures did not exist. Before the civil war, there were no military hospitals. When the civil war broke, it was deemed necessary to have hospitals where soldiers and other patients received treatments. During the time, many buildings and institutions were converted in to hospitals. Some of the major hospitals during the time were Campbell Hospital, Armory Square Hospital, Harewood Hospital and Reynolds Barracks Hospital. These hospitals received many patients despite, the problems that they faced. Surgery was the commonest treatment for wounds, despite the low chance for survival. Before the civil war, the number of doctors who had ever performed

Introduction to business Essay Example | Topics and Well Written Essays - 500 words

Introduction to business - Essay Example The US retail industry is about $4.13 trillion. Discussion Competition in the Home Improvement Market – both Lowe’s and Home Depot are in effect after the same segment of customers. These are the people who undertake renovations, repairs or major upgrades on their homes. Three likely sources of revenue growth for a retail chain are the following: opening new stores, increase sales revenue per store and expand item offerings. The current recession has ruled out implementing any of these three options and so it is quite understandable that the competition gets tougher with the same set and number of customers. The difficult financial conditions has likewise slowed the demand for items being offered at both stores although they price their products practically the same. More importantly, demand for D-I-Y (do it yourself) home products are waning due to the recession. People are concerned with the values of their home during difficult times and will naturally tend to postpo ne discretionary spending (Quinn, 2009, p. 1). Home renovations, repairs and expansion are generally optional expenses and can be postponed when necessary.

The Rise of the Soloist documentary from MyMusicLab Term Paper

The Rise of the Soloist documentary from MyMusicLab - Term Paper Example Rarely in popular music does one see a group performing without highlighting the work of one performer. Most often, the vocalist drives the music, expressing himself through the lyrics and the sound. As well, one can see the break away of the drum, guitar, or bass soloist as they create an interlude between the verses. If one thinks about it, most music is now created from the advent of this rise in popularity of solo performers. The many pieces from the period reflect this shift, but the way in which most music is created in modern popularity has the soloist focus so that the emotional content is given to the audience through focus on one person. The instrumental background becomes secondary to the focus that the audience puts on the work of the soloist. After all, when Elvis hit the stage, who was cheering for the band? In many ways, this shift in focus could signify the single most significant change that influenced modern music. Creating expressive music through the use of the point of view of one individual is the core of the modern sound. While a soloist was not new, the idea of a freely emotional expression from a single person did seem to form during this time. Period. The use of the voice, or any other instrument, as a focal point that set the tone, mood, and tempo, slowing and speeding up as his or her interpretation allowed has allowed the audience to go on the journey that the soloist creates. This journey is a far more personal event with the freedoms that were discovered in the Baroque

Project Manager to develop a project plan for 2. ASEAN Ministerial Assignment

Project Manager to develop a project plan for 2. ASEAN Ministerial Conference in Singapore for ASEAN leaders - Assignment Example On 9th January 2013, H.E. Le Luong Minh has been appointed as a secretary general of the ASEAN ministerial conference (2ASEAN Secretariat, 2014). In order to highlight the structure of the ASEAN leaders it can be asserted that the Chairperson is selected among the ASEAN countries in every year. Recently, during 2014 the 24th ASEAN ministerial conference has held in Nay Pyi Taw, Myanmar. ASEAN ministerial conference is planned to be held in Singapore. In this regard, as project manager, the responsibility of seeking that plan of conducting the conference in Singapore is done in an effective manner (Council of the European Union, 2010; Economist Intelligence Unit, 2002). In this assignment, an analysis of the internal and external environment of Singapore is conducted. Apart from this, the assignment will also highlight the strength and weaknesses of the ASEAN ministerial conference in Singapore along with its opportunity and threats. Accordingly, appropriate strategic options are formulated with the aim of accomplishing the objective of conducting the conference successfully. Economic activity is performed on diverse geographical regions within the globe. Owing to its widespread operations, Singapore faces several threats from the political ground, particularly in terms of instability associated with the political condition of the nation. Thus, in order to conduct an ASEAN ministerial conference, a close monitor should be made for determining political threats, which can adversely affect the conferences and the ASEAN leaders conducting the meeting (Lucintel, 2014; Ha & Coghill, 2006; Government of Singapore, 2005). The economic condition of Singapore is bright, as major industries have contributed towards the ’Gross Domestic Product’ (GDP) of Singapore. Apart from this, most of the organizations have emphasized business expansion, which has assisted in maintaining the growth of its

The Rise of the Soloist documentary from MyMusicLab Term Paper

The Rise of the Soloist documentary from MyMusicLab - Term Paper Example Rarely in popular music does one see a group performing without highlighting the work of one performer. Most often, the vocalist drives the music, expressing himself through the lyrics and the sound. As well, one can see the break away of the drum, guitar, or bass soloist as they create an interlude between the verses. If one thinks about it, most music is now created from the advent of this rise in popularity of solo performers. The many pieces from the period reflect this shift, but the way in which most music is created in modern popularity has the soloist focus so that the emotional content is given to the audience through focus on one person. The instrumental background becomes secondary to the focus that the audience puts on the work of the soloist. After all, when Elvis hit the stage, who was cheering for the band? In many ways, this shift in focus could signify the single most significant change that influenced modern music. Creating expressive music through the use of the point of view of one individual is the core of the modern sound. While a soloist was not new, the idea of a freely emotional expression from a single person did seem to form during this time. Period. The use of the voice, or any other instrument, as a focal point that set the tone, mood, and tempo, slowing and speeding up as his or her interpretation allowed has allowed the audience to go on the journey that the soloist creates. This journey is a far more personal event with the freedoms that were discovered in the Baroque

The literary of Philip Sidney Research Paper Example | Topics and Well Written Essays - 750 words

The literary of Philip Sidney - Research Paper Example He was also able to get a university education: something that was only available to a few individual of his time and this inspired his appreciation of literary work. His work was not restricted to writing alone. Sidney was a very ambitious man and sought to have an impact in the political arena that often got him in trouble with the queen. For instance, he protested openly against the marriage of between a catholic duke and Queen Elizabeth (Duncan-Jones, 21). This led to him being banished from Queen Elizabeth’s Court. He now retired to his family estate at Wilton. Politics was the main theme in the Lady of May. It was written in 1578, while Queen Elizabeth was in a dilemma of accepting or refusing the marriage proposal of the Duke of Alencon. She was invited by the Earl of Leicester to his mansion, the Queen accepted the invitation, and stayed several days at the luxurious mansion where Sir Philip Sidney then presented and performed the play, The Lady of May was written for the occasion and for the entertainment of the queen. This writing might be called persuasive and political, because it was designed to win the favor of the queen and to influence political affairs. The Lady of May indicates the literary tradition of pastoral style of writing. Pastoral is a literary style or type of writing that shows the conventional image of rural life. Pastoral literatures are written from the point of view of rural characters, especially of shepherds. In some way, concerns in pastoral works are the tensions between nature and art, and the actual and the mythical. English Renaissance pastoral has traditional roots, nevertheless, it contains distinctly contemporary English foundations, including humanism, sentimentality, depictions of court reality, an anxiety of with real life and the use of sardonic and comedy. One cannot ignore the influence that her mother had on Sidney literary work. This

Schools Meet The Holistic Needs Of Every Child Education Essay

Schools Meet The Holistic Needs Of Every Child Education Essay Schools and teachers, in my belief, act as in loco parentis, which means that they take over all the responsibility of the child as a parent. Under The Children Act (1989) and The Health and Safety at Work Act (1974), teachers have a duty of care towards their pupils. Although, this does not bind them to have parental responsibility, teachers are expected to promote the welfare and wellbeing of children in their care as any responsible parent would do. In doing so, a teacher ought to be aware of the holistic needs of every child. This does not only include academic needs but physical, mental, social and emotional aspect as well. Ideally, the aim to meet these requirements should be reflected through the schools polices and the adaptability towards different approaches throughout the school. Before analysing my subject in detail, I would like to explore my subject in context of Maslows Hierarchy of needs starting from physiological as the basic requirement building gradually to the psychological elements of concerns. (Maslow, A. 1987) Many schools, according to the demand of the children, provide extended school provisions such as breakfast clubs to meet basic physiological needs. Moreover, as statutory framework for EYFS (2012) emphasises on the provision of healthy meals, snacks and drinks as necessary and fresh drinking water being available and accessible at all times. The psychological aspect covers mainly the mental, emotional and social needs. These are generally met according to the criteria set by different schools i.e. their policies and approaches. Its effectiveness however, depends on the implementation of these approaches throughout the school, within the classroom and towards an individual child. As it is not possible to cover all these aspects of concern, my focus in this essay would be on social needs of an EAL child in a classroom. In order to evaluate my subject, I will be using examples from my previous school experiences in school B. Being larger than an average primary school; every year a reasonable number of children join school B with no exposure to English. Looking into the school policies and approaches; I will explore its relation to the classroom environment and its impact on that particular child. My aim will be to produce an evaluation based on evidence and critical analysis of effectiveness of schools policies with supporting evidence throughout. As school Bs policies (appendix 1) strongly advocate the idea of individuality and being inclusive, hence providing a social friendly environment for its pupils. Their mission statement, every piece of puzzle is needed to complete the whole picture and celebrating success together is a true representation of their policies. (School website, online) Many of these policies are highly influenced by government documents such as, Working Together to Safeguard Children (DfES 2006) and Bradford Safeguarding Children Board Procedures (2007) as mentioned in their policies (appendix 2). In addition, various national initiatives have been taken into consideration along with these policies, which has moulded the ideology of the school B. A very recent example of which is the Every Child Matters (DfES 2003) initiative which focuses on the basic individual needs of children. Although, ECM is not a legal requirement for schools anymore, its principles are still deeply embedded in the school in the form of a program Every Child Counts. The key areas that ECM covered were generally about safety, integrating locally, regionally and nationally and to be able to make a positive contribution in society. Other than that, Pugh, G. (2006) highlighted that there was a stronger focus on parenting and families as a part of an ECM factor that enabled many schools to develop connection between the school and the community. Considering these elements, school B established strong terms with the parents by encouraging their participation in school activities. This was done by inviting them in school assemblies and other celebrations throughout the year. Having this open door policy, parents/carers and local agencies were welcomed to visit the school at all times. This interaction not only helped school to identify individual needs but also helped parents/carers to develop a healthy relationship between the school, teachers and the pupils. I believe that this relationship plays a vital role in the childrens development as a whole. Pollard (2005), on the other hand, perceives an even deeper meaning to this relationship. This perspective on parents/carers is one that views them as partners with teachers in their childrens development, with parents/carers and teachers in regular contact. (Pollard, A. 2005) Apart from that, the social and emotional aspect of learning known as SEAL is one of the most emphasised programs in school B. This program is a whole school approach to promote effective learning and positive behaviour by supporting social and emotional skills of individuals (DfES 2005). The competences of SEAL has not only shaped the general ethos and environment of the school, but is also deeply embedded in the teaching of these skills within the classroom. This is done by implicating its elements into the curriculum especially through PSHCE, where these needs are addressed in a more assertive manner. Although, PSHCE is not statutory, it is still a very integral part of the curriculum, which reflects the ideology of school B towards social and emotional wellbeing of every child. As school B signifies the importance of inclusion, the general feel of the school is very welcoming to the EAL pupil and parents. Schools motto, greetings and instructions throughout the school are translated into different languages to create a socially friendly environment. To meet the needs of EAL pupils academically, school B has assigned a language support team which not only provide these children with extra guidance throughout the curriculum but also equip them with the a basic tool of language to socialize. However, the success of these policies depends on the teacher to adapt them according to the needs of children and to develop a well structured approach to address them appropriately. In doing so, the teacher in classroom 1 of school B, emphasises on being inclusive and active participation of every child in the classroom. In order to do that the teacher has adopted various methodologies to meet the social needs of the classroom in general. Basic socializing skills like listening, speaking, empathising and collaborating with other pupils are encouraged at all times within the classroom. By making children talk in pairs during the lesson, making small groups to carry out various tasks and through introducing purposeful games within the lesson, these skills are embedded in their daily routine. In realizing the need to develop social skills amongst pupils, the teacher in classroom 1, encourages discussions and expression of ideas in every form. She organizes activities around the curric ulum such as role play and drama. This in turn, encourages children to share different ideas and develop them together in collaboration (Chilver, P 1982). These activities provide a platform for EAL students to express themselves openly, hence enhancing their confidence in classroom participation. On the other hand, this approach enables rest of the class to develop an understanding amongst each other which helps to remove any social barriers between them and EAL pupil. These implications in my opinion, supports children specially EAL pupils to access learning by creating a responsive environment. Although, schools and teachers are working very hard to provide a purposeful environment for children, its effectiveness depends on how every child benefits from it. As social needs of individuals could differ remarkably from one person to another, they are addressed in a more personalized way in classroom 1. To elaborate my point, I will refer to a case of child A in this classroom, who was new to English and had joined the class in the middle of the year. Being, relatively new to the country and to the language, child X found it increasingly frustrating to participate in class activities. Seeing his discomfort, the teacher appointed a boy from a similar cultural background to accompany him in the classroom and in the playground. This technique, in my point of view, worked effectively in helping child A settle into the classroom. The fact that the child he was paired up with was from the same ethnic background, created a friendlier and more comfortable environment for child A as he was able to communicate with him conveniently. However, this should have been even more useful if the child A was later on paired up with another child with a completely different background. Having this experience could have expanded his understanding of the society, thus developing his social skills. Realizing that the language barrier was a hindrance in child As progress, he was provided with extra help from the EAL support team. As a part of his daily routine, child A was sent out of the classroom for the language sessions with the support teacher during the English and phonics lessons. As this approach was introduced to enhance his language development, in doing so it excluded him from the learning environment and the overall classroom experience. To my understanding the school policies in this case, did help to recognize the specific requirement of child X and provided him with an exclusive support to meet his needs. On the other hand, it also took away the opportunities to experience an inclusive learning environment which I believe is a basic right of every child. Although, I do take into consideration the point of view that this practice was essential for child X to provide him with the basic understanding of the language. However, similar sort of support could be provided within the classroom by differentiation and one to one guidance. To provide an inclusive learning environment, other lessons were adapted by providing extra visual aids to encourage child As classroom participation. The activities were differentiated throughout the lessons for child A by encouraging the use of ICT to help develop his listening, speaking and reading skills. Provision of an adult support in the classroom, assisted him throughout the lessons to improve his understanding. As the school policy emphasises on adaptation of SEAL, its implications could be seen during the PSHCE lessons in classroom 1. Part of the lesson was incorporated into a whole class activity to encourage social interaction. Even though, execution of the lesson was very effective in addressing the social needs in classroom, in my opinion it did not attend to the requirements of child A. Looking into school Bs policies mentioned above, it could be seen that many are heavily influenced by the government. Basic school policies such as health and safety and child protection are legal requirements for every school to provide. Other than that the national initiatives such as ECM, in my belief plays a very vital role in identifying individual needs and to address them effectively. As it is seen that the principles of ECM initiative are deeply rooted in school Bs policies and is reflected through the provision of interventions throughout the school. As looking specifically into the social needs of EAL, I discussed earlier about the introduction of language support group within the classroom. The purpose of these interventions is to target the specific needs of every child hence, following the ECM agenda. I believe that a particular need of child X was addressed through the intervention; however, in doing so it failed to address his needs holistically. It is seen that the interpretation of school policies is well conducted in the classroom B through the class rules, general environment and discipline. Katherine Weare (2000) in her point of view explains the implication of school policies in an affective way. Social and affective education need to be tackled in a way that suits the nature and ethos of each individual school, and be adapted by individual teachers to fit their own style of working. (Weare K. 2000, pg.36) A similar, outcome is extracted from the above study which insinuates that meeting the holistic needs of a particular child depends on how the teacher implicates her ideology into practice. In my opinion, school Bs policies did influence the general understanding of the teacher in classroom 1. However, it was the teacher rather than the school policies, who contributed the most towards meeting the holistic needs of child A. By looking into my past experiences through this essay, it has made me realize that more than school policies; it is the teachers beliefs that make a difference in a childs life.

Essay --

â€Å"You cannot hinder someone’s free will, that’s the first law of the Universe, no matter what the decision.† ― E.A. Bucchianeri One of the most controversial debates in the United States is abortion. It remains a highly politicized issue based on morality, gender roles, political ideology, personal responsi ¬bility and human rights. Even with increased state restrictions and the anti-choice movement’s efforts to limit abortion, half of unin ¬tended pregnancies in the United States still end in abortion (Mohr, 1979). When discussing abortion it is easy to get lost in your own views whether they are pro-choice or pro-life but ultimately one must remain mindful that though highly debatable; abortion is legal within the United States and it is the women’s choice what they decide to do with their bodies. This quote directly relates to the current Abortion Op-out policy revolving around abortion. The current debate of abortion surrounds around the most recent Affordable Car Act (healthcare reform law) which began under the Obama Administration. The law allows states (through legislation) to prohibit abortion coverage in qualified health plans offered through an exchange. If insurance coverage for abortion is included in a plan in the exchange, a separate premium is required for this coverage paid for by the policyholder. (Bailey, 2011) To this date close to 30 states have passed the Abortion Opt-Out Law and have already began enforcing it or plan to begin in 2014. In Michigan this law was initially vetoed by Governor Synder but later petitioned and will most likely be added to the ballot in November 2014. The enactment of this law has effects on the economy in many different ways. It has the ability to hinder a woman’s decisions when ... ...bortion laws and restrictions pro-choice are fighting to destroy those laws and restriction. It is a constant ongoing political battle for pro-choice and pro-life supporters as there will always be conflict regarding the issue. Conclusion All in all, it takes a lot of effort to evoke social change and make social policies. It takes the support of social movement organizations, political legislators, and community activist. Together they all look at the effects the policy would have on the economy and the individuals. When it comes to Abortion Opt-Out it has been founded that many American’s are in support of the law and while they do support abortion they do not wish public funds to pay for it. Though the restrictive laws are tedious and cumbersome the outcomes of the children who are born into families that want them ultimately have positive outcomes later in life.

Explain giving examples how Woolworths should go about HR Planning? :: Business and Management Studies

Explain giving examples how Woolworths should go about HR Planning? Human Resource Planning (HR) is the identification of the future labour requirements needed by a company and how these are going to be met. It is the process by which a company ensures that it has the right number and kind of people, in the right places at the right time, doing the things for which they are economically most useful. It is a method for determining future human resource requirements and developing action plans to meet them. It is defined as a strategy for the requisition, utilization, improvement and retention of an enterprise’s human resources and it encompasses the subject concerned with the developing range of manpower policies, including those for recruitment, deployment, development and retention. The use of HR planning is a big issue for any company if they are to have enough staff to meet the future demand that the company may receive. The main issues to do with HR planning at Woolworths is that the company has a high labour turnover with many people moving on to a higher status job and the idea that people do not really want to work for the company which has resulted in large numbers of staff leaving the company. This is mainly due to a large number of the staff being part time students who are looking for temporary employment whilst they are finished their A level or decree courses. The four stages of HR planning that the business will need to consider are: * Stock taking * Forecasting the supply of labour * Forecasting the demand for employees * Implementation and review The first stage of HR planning that Woolworths will need to consider is the use of the Labour stock take. The purpose of the labour stock take is to find out exactly how many staff that the company has available to them after taking into consideration the number of staff that are leaving the company and the quality of the staff available to the company. When using a labour stock take, Woolworths should use a combination of job analysis and performance review, the use of a skills audit will be of little benefit to the business as this method assesses the skills and qualifications of the employee and little qualification is needed to work in the retail area that the business operates in, a combination of the performance review, this involves looking at the performance of all the employees within the organisation in order to identify staff potential and to identify where staff have more training needs. This will enable the business to. The use of the job analysis will enable the business enables the

Marketing Reserach

Question â€Å"Marketing Research† Respond to the following: . -Of the marketing research tools identified in the textbook, evaluate those that would be most appropriate for a small business. Textbook=[Iacobucci, D. (2012). MM, 2nd Edition. Mason, Ohio: Cengage Learning] -When it comes to marketing research, speculate to the blunders that beginning marketers commonly make. Provide a rationale with your response. Answer :- Market research is an effective way to learn about potential customers, their opinions, habits, trends and future plans.It is used to determine the geographic area of a business and demographic characteristics of customers such as age, gender, income and educational level. Marketing research helps a firm identify and solve problems, identify and evaluate market opportunity and develop the effort needed to exploit it. Steps of the Marketing Research Process 1. Identify and Define the Problem/Opportunity – This is the first step in finding a solution; a poor diagnosis will lead to an ineffective solution. 2. Conduct a Preliminary Exploration – Confirming a rejection, the problem as stated by the decision maker is a crucial phase of the research project.In order to do this the researcher must talk to knowledgeable persons both inside and outside the firm. This often gives the researcher a new perspective on the problem. 3. Determine Research Objectives – The earlier steps have given the researcher a better understanding of the problem, and he or she can now begin to formulate hypothesis to fit it. Hypothesis are tentative explanations of a problem, formulated on the basis of weight and knowledge about the problem. The hypothesis may prove to be either right or wrong. 4. Determine Data Needs – Researcher use primary and secondary data.Primary data are originated and collected for a specific problem. They must be generated by original research through observation and/or inquiry. The advantage of such data is that they relate specifically to the problem at hand. In gathering them, new problem may be uncovered and the focus of the research project sharpened. The main disadvantages are the cost and time required to collect them. Secondary data already exist, they are historical data gathered by people either inside or outside the firm to meet their needs.If those needs are similar to the researcher’s needs secondary data can be useful. Although they are cheaper and faster to collect than primary data, their relevance, accuracy, credibility and timeliness must be established before they can be used. 5. Determine Data Sources – The major internal source of primary data is company personals, Retailers, wholesales, customers and competitors are important external sources of primary data. Knowing what primary data are needed gives an indication of who might have them. The major internal source of secondary data is company records.Libraries, trade associations and government publication s are important external sources of secondary data. 6. Create the Research Design – The research design specifies the overall framework and the specific procedures for collecting and analyzing the data. This is the most important step in the research process. Research Design can be classified by function and by methodology. Functional Categories – (a). Exploratory Research. (b). Descriptive Research (c). Casual Research (d). Predictive Research. Methodological Research – (a). Historical (b) Survey (c) Experimental (d) Motivational 7.Collect the Data – Once the researcher has determined data needs, data sources, and the framework and procedures to collect and analyze them, the problem becomes one of searching for and securing data. In collecting data, the researcher implements the research design. For secondary data, a good understanding of internal and external sources is necessary. Primary data, however , must be collected through observation and inquiry . 8. Analyses Data and Convert to Information – The data that have been collected according to the research design must be analyzed and interpreted.This leads the researcher to either accept or reject the research hypothesis After coding and editing, data are analyzed. This involves descriptive responses, calculating averages etc. in order to convert raw data into an understandable form for the purpose of interpreting the data. Tabulation, for example, involves arranging the data in a table, graph, or other summery format to facilitate their interpretation. More sophisticated data analysis techniques may also be used as the research moves beyond the description of the data to sophisticated statistical analysis of them.Cross tabulation is often used to show how variable relates to another variable. 9. Communicate the Information – Communicating research findings to decision makers is a crucial step in a research project because the project will be a failure if the resul ts are not communicated effectively. Among the criteria for judging the quality of a research report are completeness, organization, understandability, interest level, accuracy, clarity, conciseness include : specific sections of the report typically (a) Title page (b) Table of contents (c)Executive summery (d) Introduction (e) Body (f) Conclusions and recommendations and (g) Appendices.

Nb Assessment

Table 21-2 SUMMARY OF NEWBORN ASSESSMENT *MCH pages 479-473| NORMAL| ABNORMAL (POSSIBLE CAUSES)| NURSING CONSIDERATIONS| Initial AssessmentAssess for obvious problems first. If infant is stable and has no problems that require immediate attention, continue with complete assessment. | Vital Signs| TemperatureAxillary: 36. 5– 37. 5 °C (97. 7 – 99. 5 °F). Axilla is preferred site. | Decreased (cold environment, hypoglycemia, infection, CNS problem). Increased (infection, environment to warm). | Decreased: Institute warming measures and check in 30 minutes. Check blood glucose. Increased: the excessive clothing.Check for dehydration. Decreased or increased: look for signs of infection. Check radiant warmer or incubator temperature setting. Check thermometer for accuracy if skin is warm or cool to touch. Report abnormal temperature to physician. | PulsesHeart rate 120 – 160 BPM. (100 sleeping, 180 crying). Rhythm regular. PMI at 3rd-4th intercostal space lateral t o mid-clavicular line. Brachial, femoral, and pedal pulses present and equal bilaterally. | Tachycardia (respiratory problems, anemia, infection, cardiac conditions). Bradycardia (asphyxia, increased intracranial pressure).PMI to right (dextrocardia-heart situated to right of body, pneumothorax). Murmurs (normal or congenital heart defects). Dysrhythmias. Absent or unequal pulses (coarctation of the aorta). | Note location of murmurs. Refer abnormal rates, rhythms and sounds, pulses. | RespirationsRate 30 -60 (AVG 40 -49) BrPM. Respirations irregular, shallow, unlabored. Chest movements symmetric. Breath sounds present and clear bilaterally. | Tachypnea, especially after the first hour (respiratory distress). Slow respirations (maternal medications). Nasal flaring (respiratory distress). Grunting (respiratory distress syndrome).Gasping (respiratory depression). Periods of apnea more than 20 seconds or with change in heart rate or color (respiratory depression, sepsis, cold stress). Asymmetry or decreased chest expansion (pneumothorax). Intercostal, xiphoid, supraclavicular retractions or see-saw (paradoxical) respirations (respiratory distress). Moist, coarse breath sounds (crackles, rhonchi) (fluid in the lungs). Bowel sounds in chest (diaphragmatic hernia). | Mild variations require continued monitoring and usually clear early hours after birth. If persistent or more than mild, suction, give oxygen, call physician, and initiate more intensive care. Blood Pressure Varies with age, weight, activity, and gestational age. Average systolic 65-95 mm Hg, average diastolic 30-60 mm Hg. | Hypotension (hypovolemia, shock, sepsis). BP 20 mm Hg or higher in arms than legs (coarctation of the aorta). | Refer abnormal blood pressures. Prepare for intensive care and very low. | Measurements| Weight2500-4000 g (5 lbs. 8 oz. to 8 lbs. 13 oz. ). Weight loss up to 10% in early days. | High (low gestational age LGA, maternal diabetes). Low (small for gestational age SGA, preter m, multifetal pregnancy, medical conditions and mother that affected fetal growth).Weight loss above 10% (dehydration, feeding problems). | Determine causeMonitor for complications common to cause. | Length48-53 cm (19-21 inches)| Below normal (SGA, congenital dwarfism). Above normal (LGA, maternal diabetes). | Determine causeMonitor for complications common to cause. | Head Circumference32-38 cm (12. 5-15 inches). Head and neck are approximately ? of infants body surface. | Small (SGA, microcephaly, anencephaly-absence of large part of brain or skull). Large (LGA, hydrocephalus, increased intracranial pressure). | Determine causeMonitor for complications common to cause. | Chest Circumference30-36 cm (12-14 inches).Is 2 cm less than head circumference. | Large (LGA). Small (SGA). | Determine causeMonitor for complications common to cause. | Posture Flexed extremities move freely, resist extension, return quickly to flexed state. Hands usually clenched. Movements symmetric. Slight t remors on crying. Breech: extended, stiff legs. â€Å"Molds† body to caretaker’s body when held, responds by quieting when needs met. | Limp, flaccid, floppy, or rigid extremities (preterm, hypoxia, medications, CNS trauma). Hypertonic (neonatal abstinence syndrome, CNS injury). Jitteriness or tremors (low glucose for calcium level).Opisthotonos- extreme hyperextension of body, seizures, stiff when held (CNS injury). | Seek cause, refer abnormalities. | CryLusty, strong. | High-pitched (increased intracranial pressure). Week, absent, irritable, cat-like â€Å"mewing† (neurologic problems). Hoarse or crowing (laryngeal irritation). | Observe for changes in report abnormalities. | Skincolor pink or tan with acrocyanosis (cyanotic discoloration of extremities). Vernix caseosa in creases. Small amounts of lanugo (fine,soft downy hair) over shoulders, sides of face, forehead, upper back. Skin turgor good with quick recoil. Some cracking and peeling of skin.Normal var iations: Milia (tiny white bumps). Skin tags. Erythema toxicum (flea bite† rash). Puncture on scalp (from electrode). Mongolian spots. | Color: cyanosis of mouth and central areas (hypoxia). Facial bruising (nuchal cord). Pallor (anemia, hypoxia). Gray (hypoxia, hypotension). Red, sticky, transparent skin (very preterm). Greenish brown discoloration of skin, nails, cord (possible fetal compromise, postterm). Harlequin color (normal transient autonomic imbalance). Mottling (normal or cold stress, hypovolemia, sepsis). Jaundice (pathologic if first 24h). Yellow vernix (blood incompatibilities). Thick vernix (preterm).Delivery Marks: bruises on body (pressure), scalp (vacuum extractor), or face (cord around neck). Petechiae (pressure, low platelet count, infection). Forceps marks. Birthmarks: Mongolian spots. Nevus simplex (salmon patch,† stork bite†). Nevus flammeus (port-wine stain). Nevus vasculosus (strawberry hemangioma). Cafe au lait spots (6+) larger than 0. 5c m in size (neurofibromatosis). Other: excessive lanugo (preterm). Excessive peeling, cracking (postterm). Pustules or other rashes (infection). â€Å"Tenting† of skin (dehydration). | Differentiate patient bruising from cyanosis. Central cyanosis requires suction, oxygen and further treatment.Refer jaundice in first 24 hours or more extensive than expected for age. Watch for respiratory problems in infants with meconium staining. Look for signs and complications of preterm or postterm birth. Record location, size, shape, color, type of rashes and marks. Differentiate Mongolian spots from bruises. Check for facial movement with forceps marks. Watch for jaundice with bruising. Point out and explain normal skin variations to parents. | Head Sutures palpable with small separation between each. Anterior fontanel diamond shaped, 4-5 cm, soft and flat. Many bulge slightly with crying. Posterior fontanel triangular, 0. 5-1 cm.Hair silky and soft with individual hair strands. Normal v ariations: overriding sutures (molding). Caput succedaneum or cephalohematoma (pressure during birth). | Head large (hydrocephalus, increased intracranial pressure) or small (microcephaly). Widely separated sutures (hydrocephalus) or hard, ridged area at sutures (craniosynostosis- birth defect that causes one or more sutures on a baby's head to close earlier than normal). Anterior fontanel depressed (dehydration, molding), full or bulging at rest (increased intracranial pressure). Woolly, bunchy hair (preterm). Unusual hair growth (genetic abnormalities). | Seek cause of variations.Observe for signs of dehydration with depressed fontanel; increased intracranial pressure with bulging of fontanel and wide separation of sutures. Refer for treatment. Differentiate Caput succedaneum from cephalohematoma, and reassure parents of normal outcome. Observe for jaundice with cephalohematoma. | Ears Ears well-formed and complete. Area where upper ear meets head even with imaginary line drawn fr om outer canthus of eye. Startle response to loud noises. Alerts to high-pitched voices. | Low set ears (chromosomal disorders). Skin tags, pre-auricular sinuses, dimples (may be associated with kidney or other abnormalities).No response to sound (deafness). | Check voiding if ears abnormal Look for signs of chromosomal abnormality if position abnormal. Refer for evaluation if no response to sound. | FaceSymmetric and appearance and movement. Parts proportional and appropriately placed. | Asymmetry (pressure imposition in utero). Drooping of mouth or one side of face,† one-sided cry† (facial nerve injury). Abnormal appearance (chromosomal abnormalities). | Seek cause of variations. Check delivery history for possible cause of injury to facial nerve. | Eyes Symmetric. Eyes clear. Transient strabismus. Scant or absent tears.Pupils equal, react to light. Alerts to interesting sights. Doll’s eye sign- reflex movement of the eyes in the opposite direction to that which the head is moved, the eyes being lowered as the head is raised, and the reverse (Cantelli sign); an indication of functional integrity of the brainstem tegmental pathways and cranial nerves involved in eye movement. Red reflex present- reddish-orange reflection of light from the  eye's  retina. May have subconjunctival hemorrhage or edema of eyelids from pressure during birth. | Inflammation or drainage (chemical or infectious conjunctivitis). Constant tearing (plugged lacrimal duct).Unequal pupils. Failure to follow objects (blindness). White areas over pupils (cataracts). Setting sun sign- downward deviation of the eyes so that each iris appears to â€Å"set† beneath the lower lid, with white sclera exposed between it and the upper lid; indicative of increased intracranial pressure or irritation of the brain stem. (hydrocephalus). Yellow sclera (jaundice). Blue sclera (osteogenesis imperfecta- condition causing extremely fragile bones). | Clean and monitor any drainag e; seek cause. Reassure parents that subconjunctival hemorrhage and edema will clear. Refer other abnormalities. NoseBoth nostrils open to air flow. May have slight flattening from pressure during birth. | Blockage of one or both nasal passages (choanal atresia). Malformations (congenital conditions). Flaring, mucus (respiratory distress). | Observe for respiratory distress. Report malformations. | Mouth Mouth, gums, tongue pink. Tongue normal in size and movement. Lips and palate intact. Sucking pads. Sucking, rooting, swallowing, gag reflexes present. Normal variations: precocious teeth, Epstein’s pearls-Multiple small white epithelial inclusion cysts found in the midline of the palate in most newborns. Cyanosis (hypoxia). White patches on cheek or tongue (candidiasis). Protruding tongue (Down syndrome). Diminished movement of tongue, drooping mouth (facial nerve paralysis). Cleft lip, palate or both. Absent or weak reflexes (preterm, neurologic problem). Excessive drooling (tracheoesophageal atresia). | Oxygen for cyanosis. Expect loose teeth to be removed. Obtain order for antifungal medication for candidiasis. Check mother for vaginal or breast infection. Refer anomalies. | Feeding Good suck/swallow coordination. Retains feedings. | Poorly coordinated suck and swallow (prematurity).Duskiness or cyanosis during feeding (cardiac defects). Choking, gagging, excessive drooling (tracheoesophageal fistula, esophageal atresia). | Feed slowly. Stop frequently if difficulty occurs. Suction and stimulate if necessary. Refer infants with continued difficulty. | Neck/Clavicles Short neck turns head easily side to side. Infant raises head when prone. Clavicles intact. | Weakness, contractures, or ridgidity (muscle abnormalities). Webbing of neck, large fat pad at back of neck (chromosomal disorders). Crepitus, lump, or crying when clavicle or other bones palpated, diminished or absent arm movement (fractures). Fracture of clavicle more frequent in large infants with shoulder dystocia at birth. Immobilize arm. Look for other injuries. Refer abnormalities. | Chest Cylinder shape. Xiphoid process may be prominent. Symmetric. Nipples present and located properly. May have engorgement, white nipple discharge (maternal hormone withdrawal). | Asymmetry (diaphragmatic hernia, pneumothorax). Supernumerary nipples. Redness (infection). | Report abnormalities. | Abdomen Rounded, soft. Bowel sounds present within first hour after birth. Liver palpable 1-2cm below right costal margin. Skin intact. 3 vessels in cord. Clamp tight and cord drying.Meconium passed within 12-48hr. Urine generally passed within 12-24h. Normal variation: â€Å"Brick dust† staining of diaper (uric acid crystals). | Sunken abdomen (diaphragmatic hernia). Distended abdomen or loops of bowel visible (obstruction, infection, and large organs). Absent bowel sounds after first hour (paralytic ileus). Masses palpated (kidney tumors, distended bladder). Enlarged liver (infectio n, heart failure, hemolytic disease). Abdominal wall defects (umbilical or inguinal hernia, omphalocele, gastroschisis, exstrophy of bladder). Two vessels in cord (other anomalies). Bleeding (loose clamp). Redness, drainage from cord (infection).No passage of meconium (imperforate anus, obstruction). Lack of urinary output (kidney anomalies) or inadequate amounts (dehydration). | Refer abnormalities. Assess for other anomalies if only two vessels in cord. Tighten or replace loose cord clamp. If stool and urine output abnormal, look for missed recording, increase feedings, report. | Genitals| Female Labia majora dark, cover clitoris and labia minora. Small amount of white mucus vaginal discharge. Urinary meatus and vagina present. Normal variations: Vaginal bleeding (pseudomenstruation). Hymenal tags. | Clitoris and labia minora larger than labia majora (preterm).Large clitoris (ambiguous genitalia). Edematous labia (breech birth). | Check gestational age for immature genitalia. Refe r anomalies. | Male Testes within scrotal sac, rugae on scrotum, prepuce nonretractable. Meatus at tip of penis. | Testes in inguinal canal or abdomen (preterm, cryptorchidism). Lack of rugae on scrotum (preterm). Edema of scrotum (pressure in breech birth). Enlarged scrotal sac (hydrocele). Small penis, scrotum (preterm, ambiguous genitalia). Empty scrotal sac (cryptorchidism). Urinary meatus located on upper side of penis (epispadias), underside of penis (hypospadias, or perineum.Ventral curvature of the penis (chordee). | Check gestational age for immature genitalia. Refer anomalies. Explain to parents why no circumcision can be performed with abnormal placement of meatus. | Extremities| Upper and Lower ExtremitiesEqual and bilateral movement of extremities, Correct number and formation of fingers and toes. Nails to ends of digits or slightly beyond. Felxion, good muscle tone. | Crepitus, redness, lumps, swelling (fracture). Diminished or absent movement, especially during Moro r eflex (fracture, nerve injury, paralysis). Polydactyly (extra digits). Syndactyly (webbing) Fused or absent digits.Poor muscle tone (preterm, neurologic injury, hypoglycemia, and hypoxia). | Refer all anomalies, look for others. | Upper ExtremitiesTwo transverse palm creases. | Simian crease (normal or Down syndrome). Diminished movement (injury). Diminished movement of arm with extension and forearm prone (Erb-Duchenne paralysis). | Refer all anomalies, look for others. | Lower Extremities Legs equal in length, abduct equally, gluteal and thigh creases and knee height equal, no hip â€Å"clunk†. Normal position of feet. | Ortolani and Barlow tests abnormal, unequal leg length, unequal thigh or gluteal creases (developmental dysplasia of the hip).Malposition of feet (position in utero, talipes equinovarus). | Refer all anomalies, look for others. Check malpositioned feet to see if they can be gently manipulated back to normal position. | BackNo openings observed or felt in ve rtebral column. Anus patent. Sphincter tightly closed. | Failure of one or more vertebrae to close (spina bifida), with or without sac with spinal fluid and meninges (meningocele) or spinal fluid, meninges, and cord (myelomeningocele), enclosed. Tuft of hair over spina bifida occulta. Pilondial dimple or sinus. Imperforate anus. | Refer abnormalities.Observe for movement below level of defect. If sac, cover with sterile dressing wet with sterile saline. Protect from injury. | Reflexes See table 21-3. | Absent, asymmetric or weak reflexes. | Observe for signs of fractures, nerve injury, or injury to CNS. | TABLE 21-3 SUMMARY OF NEONATAL REFLEXES *MCH page 493| REFLEX| METHOD OF TESTING| EXPECTED RESPONSE| ABNORMAL RESPONSE/POSSIBLE CAUSE| TIME REFLEX DISAPPEARS| Babinski| Stroke lateral sole of foot from heel to across base of toes. | Toes flare with dorsiflexion of the big toe. | No response. Bilateral: CNS deficit. Unilateral; local nerve injury. 8-9 mos| Gallant (trunk incurvation )| With infant prone, lightly stroke along the side of the vertebral column. | Entire trunk flexes toward side stimulated. | No response: CNS deficit. | 4 mos| Grasp reflex (palmar and plantar)| Press finger against of infant’s fingers or toes. | Fingers curl tightly; toes curl forward. | Weak or absent: neurologic deficit or muscle injury. | Palmar grasp: 2-3 mos. Plantar grasp: 8-9 mos| Moro| Let infant’s head drop back approx. 30?. | Sharp extension and abduction of arms followed by flexion and adduction to â€Å"embrace† position. | Absent: CNS dysfunction.Assymetry: brachial plexus injury, paralysis, or fractured bone of extremity. Exaggerated: maternal drug use. | 5-6 mos| Rooting| Touch or stroke from side of mouth toward cheek. | Infant turns head to side touched. Difficult to illicit if infant is sleeping or just fed. | Weak or absent: prematurity, neurologic deficit, depression from maternal drug use. | 3-4 mos| Stepping| Hold infant so feet touch soli d surface. | Infant lifts alternate feet as if walking. | Asymmetry: fracture of extremity, neurologic deficit. | 3-4 mos| Sucking| Place nipple or gloved finger in mouth, rub against palate. | Infant begins to suck.May be weak if recently fed. | Weak or absent: prematurity, neurologic deficit, maternal drug use. | 1 yr| Swallowing| Place fluid on the back of the tongue. | Infant swallows fluid. Should be coordinated with sucking. | Coughing, gagging, choking, cyanosis: tracheoesophageal fistula, esophageal fistula, esophageal atresia, neurologic deficit. | Present throughout life. | Tonic neck reflex| Gently turn head to one side while infant is supine. | Infant extends extremities on side to which head is turned, with flexion on opposite side. | Prolonged period in position: neurologic deficit. | May be weak at birth; disappears at 4 mos|