Cultural teachers Essay

Cultural teachers are about people who intently or otherwise came and left with time. It’s about meeting and embracing interesting and less interesting characters who weaved some of my life’s cultural values. It’s about friends who come and go in the passing of time and it’s them that shaped my individuality and identity. What ordinary people mostly see is not usually what my friends see in me. These people may see my exact opposite but it is only my friends who sees the real me. Before I met them, I had two sides of individuality- what I am and what I really am. But as my friends would say, there is nothing wrong with having two sides. What may be wrong is choosing a side and never show the other. The struggle of both sides was greatly handled by my friends. It was a long and difficult struggle but my friends helped me to end it in order for me to grow. Now that I have grown up, I realized that without the help of my friends, I would have not lived any cultural value up to now and I would have still remained a different person as before. As many would say, individuality has its own justification. If at some point one’s individuality is questioned or criticized or discriminated against, so long as one does not interfere with other people’s lives nor deprive them of their own happiness, one owes nobody an explanation for what he does and for who he is. But through the critics of my friends, I was able to come up with the real me. And I salute them for making me the person I deserved to be. This experience can be linked to Geert Hofstede’s Individualism wherein no matter how everyone stand out in their choice, in whatever means of comparison; still no one is different from everyone. Still you see the same differences with the person who may be sitting right next to you, getting his own share of life’s bittersweet moments. Inevitably, my enemies are my cultural teachers too. Yes, they are, in one way or another, but they don’t necessarily be specific persons but also things and situations that I perpetually consider as perpetual enemies such as cigarettes, junk foods, noisy places, heavy traffic, among others. They influenced us in all aspect of living. Somehow, my actions are being geared towards keeping away from these enemies. I see them as hindrances from my actions to achieve my goals. My thoughts are greatly influenced as well. Since I think of them as interruptions and intrusions, I tend to focus more on the things that will give me benefits instead. That is, showing my enemies that I am better off without them. Simply said, enemies challenge me to show off the best in me. Cultural values are also disrupted if you’ve got enemies. The enrichment and preservation of these values are corrupted. But I look at it as assessments on how to uphold the integrity of the values I believe in. My enemies trigger a more dispiriting affective experience. The more you’re affected, the more they pushed you down. That is why I make sure to find a way to boost my morale by stepping up to the test. The action and behavior towards my enemies are matched with one of Hofstede’s cultural dimensions, the Uncertainty Avoidance. Although an enemy causes so much anxiety, there are still ways to reverse its impact. If I may say it, I spare myself from things that are highly distressing. In the same way I dispose all the negative results of having an enemy, and use it as a tool to avoid circumstances that could interrupt my living values and lifestyle. Lastly, my cultural values have been influenced mostly in school through my teachers. Acting mainly as my second parents, teachers are my sources of knowledge and advancement. I expected them educate me using morals and necessary subject matters for me to achieve a much-coveted diploma. They’re with me in reaching the zenith of my ambitions through sharing the knowledge that they had acquired from years of studying. They helped me make a stand and defend my conviction. The values that I got from them have also helped me cope with my day-to-day concerns and they have influenced me a lot for they know what’s right and wrong with things in life. Their language and conduct as well speak of a vast reservoir of knowledge and wisdom. As part of the youth, I tend to be very idealistic, sensitive and vulnerable, crying out all the injustices in this world with passion. I passed harsh judgments and lashed out at anyone easily who didn’t meet my expectations. But as teachers, they have changed the way I perceive things in life. They have made me believe that I should try to have more patience, so that I could somehow balance things with intelligence and logic. Subconsciously, they have inculcated in me their own beliefs and principles without them knowing it. Without these mentors, I know I wouldn’t be able to know anything at all. In short, I owe them almost everything, if not all, the things that I have learned in life. Considering that I have been with my teachers for long years, I would probably be relating this to the Long-Term Orientation of Hofstede in his Cultural Dimensions. Teachers have done so many things through the years that I was still with them in school. They have not just stepped in to the classroom and painstakingly teach what I, as a student doesn’t know academically but they have also left a legacy – a legacy that not all can grasp. Reference Geert Hofsted – ITIM (n. d. ). Cultural Dimensions. Retrieved September 18, 2008, from http://www. geert-hofstede. com/

“Many Scientists Have Concluded That Human Activities Are Acting to Raise Global Temperatures”

Introduction Climatologists (scientists who study climate) have analyzed the global warming that has occurred since the late 1800's. A majority of climatologists have concluded that human activities are responsible for most of the warming. Human activities are throwing our natural greenhouse gas effect out of balance (Norby & Luo, 2004:282). Basically, we are surrounded by a blanket of air called the atmosphere which has kept the temperature on earth just right for centuries (Climate and Society).Just as the glass in a greenhouse holds the suns warmth inside, so the atmosphere traps the suns heat near the earths surface and keeps the earth warm. We call this the natural greenhouse effect because it makes the earth a perfect planet for growing and living things. Because of this blanket, for hundreds of years the earths atmosphere has changed very little. It has kept the right temperature for plants, animal and humans to survive quite comfortably (Norby & Luo, 2004:282). Greenhouse gas ses are both natural and manmade. These gasses are Carbon Dioxide, Methane, Chlorofluorocarbons (CFC’s) and Nitrous Oxide (Miller, 2005:475).This following essay will detail various human activities as well as other forces that are affecting the natural greenhouse gas effect. Furthermore, it will address the issue of global warming as well as outline some of the many consequences of global warming. Global Temperatures The main human activities that contribute to global warming are the burning of fossil fuels (coal, oil, and natural gas) and the clearing of land. Most of the burning occurs in automobiles, in factories, and in electric power plants that provide energy for houses and office buildings (Juery Rohrer, 2007).The burning of fossil fuels creates carbon dioxide, whose chemical formula is CO2. CO2 is a greenhouse gas that slows the escape of heat into space. Trees and other plants remove CO2 from the air during photosynthesis, the process they use to produce food(Miller , 2005:475). The clearing of land contributes to the build up of CO2 by reducing the rate at which the gas is removed from the atmosphere or by the decomposition of dead vegetation (Juery Rohrer, 2007) The emissions of CO2 have been dramatically increased within the last 50 years and are still increasing by almost 3% each year, see graph below:Graph 1 (Juery Rohrer, 2007) The carbon dioxide is released to the atmosphere where it remains for 100 to 200 years. This leads to an increasing concentration of carbon dioxide in our atmosphere, which in turn causes the average temperature on Earth to rise (Miller, 2005:475) (see graph on next page). Graph 2 (Juery Rohrer, 2007) A small number of scientists argue that the increase in greenhouse gases has not made a measurable difference in the temperature. They say that natural processes could have caused global warming. Those processes include increases in the energy emitted by the sun (Norby & Luo, 2004:282).But the vast majority of climato logists believe that increases in the sun's energy have contributed only slightly to recent warming. Global Warming Continued global warming could have many damaging effects. It might harm plants and animals that live in the sea. It could also force animals and plants on land to move to new habitats (McCright & Dunlap, 2000:517). Weather patterns could change, causing flooding, drought, and an increase in damaging storms. Global warming could melt enough polar ice to raise the sea level. In certain parts of the world, human disease could spread, and crop yields could decline (McCright & Dunlap, 2000:517) .Some details of the damaging effects include: †¢Harm to ocean life Through global warming, the surface waters of the oceans could become warmer, increasing the stress on ocean ecosystems, such as coral reefs. High water temperatures can cause a damaging process called coral bleaching. When corals bleach, they expel the algae that give them their colour and nourishment. The cor als turn white and, unless the water temperature cools, they die. Added warmth also helps spread diseases that affect sea creatures. †¢Changes of habitat Widespread shifts might occur in the natural habitats of animals and plants.Many species would have difficulty surviving in the regions they now inhabit. For example, many flowering plants will not bloom without a sufficient period of winter cold. And human occupation has altered the landscape in ways that would make new habitats hard to reach or unavailable altogether. †¢Weather damage Extreme weather conditions might become more frequent and therefore more damaging. Changes in rainfall patterns could increase both flooding and drought in some areas. More hurricanes and other tropical storms might occur, and they could become more powerful. †¢Rising sea levelContinued global warming might, over centuries, melt large amounts of ice from a vast sheet that covers most of West Antarctica. As a result, the sea level woul d rise throughout the world. Many coastal areas would experience flooding, erosion, a loss of wetlands, and an entry of seawater into freshwater areas. High sea levels would submerge some coastal cities, small island nations, and other inhabited regions. †¢Threats to human health Tropical diseases, such as malaria and dengue, might spread to larger regions. Longer-lasting and more intense heat waves could cause more deaths and illnesses.Floods and droughts could increase hunger and malnutrition. Conclusion Human activity definitely have had a noticeable and documented effect on the steady rise in global temperatures, but there are also arguably other factors that contribute to overall global warming. Either way the argument should not be about who or what to blame for global warming but rather how to slow it down and repair the damage that is being done. Reference list Juery Rohrer. (2007). Time for change. Retrieved April 12 2010 from http://timeforchange. org/CO2-cause-of-glo bal-warmingMcCright, A,M. , & Dunlap, R,E. (2000). Challeging global warming as a social problem: An alalysis of the conservative movements counter-claim. Journal of Social Problems, 47(4), 500-522. Climate and Society. The earth institute. Retrieved April 12 2010 from http://www. earthinstitute. columbia. edu/about/about. html Miller, G,T,JR. (2005). Living in the Environment, 14th ed, Thomson Brooks/Cole. Norby,R,J. , & Luo, Y. (2004). Evaluating ecosystems responses to rising atmospheric CO2 and global warming in a multi-factor world. New Phytologist, 162(2), 281-293. â€Å"Many Scientists Have Concluded That Human Activities Are Acting to Raise Global Temperatures† Introduction Climatologists (scientists who study climate) have analyzed the global warming that has occurred since the late 1800's. A majority of climatologists have concluded that human activities are responsible for most of the warming. Human activities are throwing our natural greenhouse gas effect out of balance (Norby & Luo, 2004:282). Basically, we are surrounded by a blanket of air called the atmosphere which has kept the temperature on earth just right for centuries (Climate and Society).Just as the glass in a greenhouse holds the suns warmth inside, so the atmosphere traps the suns heat near the earths surface and keeps the earth warm. We call this the natural greenhouse effect because it makes the earth a perfect planet for growing and living things. Because of this blanket, for hundreds of years the earths atmosphere has changed very little. It has kept the right temperature for plants, animal and humans to survive quite comfortably (Norby & Luo, 2004:282). Greenhouse gas ses are both natural and manmade. These gasses are Carbon Dioxide, Methane, Chlorofluorocarbons (CFC’s) and Nitrous Oxide (Miller, 2005:475).This following essay will detail various human activities as well as other forces that are affecting the natural greenhouse gas effect. Furthermore, it will address the issue of global warming as well as outline some of the many consequences of global warming. Global Temperatures The main human activities that contribute to global warming are the burning of fossil fuels (coal, oil, and natural gas) and the clearing of land. Most of the burning occurs in automobiles, in factories, and in electric power plants that provide energy for houses and office buildings (Juery Rohrer, 2007).The burning of fossil fuels creates carbon dioxide, whose chemical formula is CO2. CO2 is a greenhouse gas that slows the escape of heat into space. Trees and other plants remove CO2 from the air during photosynthesis, the process they use to produce food(Miller , 2005:475). The clearing of land contributes to the build up of CO2 by reducing the rate at which the gas is removed from the atmosphere or by the decomposition of dead vegetation (Juery Rohrer, 2007) The emissions of CO2 have been dramatically increased within the last 50 years and are still increasing by almost 3% each year, see graph below:Graph 1 (Juery Rohrer, 2007) The carbon dioxide is released to the atmosphere where it remains for 100 to 200 years. This leads to an increasing concentration of carbon dioxide in our atmosphere, which in turn causes the average temperature on Earth to rise (Miller, 2005:475) (see graph on next page). Graph 2 (Juery Rohrer, 2007) A small number of scientists argue that the increase in greenhouse gases has not made a measurable difference in the temperature. They say that natural processes could have caused global warming. Those processes include increases in the energy emitted by the sun (Norby & Luo, 2004:282).But the vast majority of climato logists believe that increases in the sun's energy have contributed only slightly to recent warming. Global Warming Continued global warming could have many damaging effects. It might harm plants and animals that live in the sea. It could also force animals and plants on land to move to new habitats (McCright & Dunlap, 2000:517). Weather patterns could change, causing flooding, drought, and an increase in damaging storms. Global warming could melt enough polar ice to raise the sea level. In certain parts of the world, human disease could spread, and crop yields could decline (McCright & Dunlap, 2000:517) .Some details of the damaging effects include: †¢Harm to ocean life Through global warming, the surface waters of the oceans could become warmer, increasing the stress on ocean ecosystems, such as coral reefs. High water temperatures can cause a damaging process called coral bleaching. When corals bleach, they expel the algae that give them their colour and nourishment. The cor als turn white and, unless the water temperature cools, they die. Added warmth also helps spread diseases that affect sea creatures. †¢Changes of habitat Widespread shifts might occur in the natural habitats of animals and plants.Many species would have difficulty surviving in the regions they now inhabit. For example, many flowering plants will not bloom without a sufficient period of winter cold. And human occupation has altered the landscape in ways that would make new habitats hard to reach or unavailable altogether. †¢Weather damage Extreme weather conditions might become more frequent and therefore more damaging. Changes in rainfall patterns could increase both flooding and drought in some areas. More hurricanes and other tropical storms might occur, and they could become more powerful. †¢Rising sea levelContinued global warming might, over centuries, melt large amounts of ice from a vast sheet that covers most of West Antarctica. As a result, the sea level woul d rise throughout the world. Many coastal areas would experience flooding, erosion, a loss of wetlands, and an entry of seawater into freshwater areas. High sea levels would submerge some coastal cities, small island nations, and other inhabited regions. †¢Threats to human health Tropical diseases, such as malaria and dengue, might spread to larger regions. Longer-lasting and more intense heat waves could cause more deaths and illnesses.Floods and droughts could increase hunger and malnutrition. Conclusion Human activity definitely have had a noticeable and documented effect on the steady rise in global temperatures, but there are also arguably other factors that contribute to overall global warming. Either way the argument should not be about who or what to blame for global warming but rather how to slow it down and repair the damage that is being done. Reference list Juery Rohrer. (2007). Time for change. Retrieved April 12 2010 from http://timeforchange. org/CO2-cause-of-glo bal-warmingMcCright, A,M. , & Dunlap, R,E. (2000). Challeging global warming as a social problem: An alalysis of the conservative movements counter-claim. Journal of Social Problems, 47(4), 500-522. Climate and Society. The earth institute. Retrieved April 12 2010 from http://www. earthinstitute. columbia. edu/about/about. html Miller, G,T,JR. (2005). Living in the Environment, 14th ed, Thomson Brooks/Cole. Norby,R,J. , & Luo, Y. (2004). Evaluating ecosystems responses to rising atmospheric CO2 and global warming in a multi-factor world. New Phytologist, 162(2), 281-293.

Characteristics Of Authentic Literacy Instruction Education Essay

Characteristics Of Authentic Literacy Instruction Education Essay Introduction When children come into the world, they come with the innate desire to explore their surrounding and this is seen in their daily interaction with the environment around them when it involves language development and more. They actively participate in their learning of spoken and written language from their parents and other people interactions (Teale & Sulzby, 1986). They see print in the world through signs on shops, along the road and even the supermarket and begin to make associations when they explore printed material (i.e.paper and crayons, and story books). They develop their written experiences by trying out different things, experimenting and inventing their own literacies. As the activities begin to take on more meaning, they increase their knowledge of how written language is formed and how they function in the real world, depending on different situations (Goodman, 1986). As a result, the real world offers these children an entire environment that is literall y rich with language experiences that the children can learn and produce in a natural setting. These settings will also involve human relationships that affect how children may or may not use the literacy tools they encounter (Tharp & Gallimore, 1988). Unlike the empty slate that some people believe children are born with, they are actually vital members of a dynamic system in which the environment influences (Bronfenbrenner, 1977). The more children use the resources available to them in the environment to expand on their knowledge and skills in relation to constructing more solid understanding of factors in the literary world, they are engaging in solving problems that utilizes cognitive skills and through their interaction with members of their environment. Therefore, children’s learning about literacy is integrally tied with practical action, resulting from their need to control, manipulate, and function in their environment. Without a doubt then, children cannot escape t he realities of reading and writing, which are so much a part of their lives as there are so many relationships and contexts that are tied in with these realities (Teale & Sulzby, 1986). Through participating in activities that require cognitive and communicative functions, children are drawn into the uses of these functions by their caregivers in ways that may nurture and develop them. Consequently, children’s earliest conceptions of literacy and strategies for reading and writing are likely to be formed through activities that are often socially instigated (Bruner, 1972). Therefore, the case for authenticity in literacy is a natural process. Authenticity refers to the real-life experiences an individual experiences when carrying out specific activities (Ableser, 2008). This involves life experiences that are naturally occurring in the lives of children and individuals. When a child argues with her parent on the merits of getting a dog, the points and arguments provided are a result of a natural and real reason for doing so. This authenticity is carried into the area of literacy in the classroom as the concept seems a logical progression of utilizing the innate curiosity and purpose of carrying out an activity as a part of the process of learning, into the classroom teacher’s goal of getting her students to learn and do academic related activities. The authentic activities that individuals typically exercise in day-to-day situations are replicated in the classroom. Unfortunately the ordinary practices of the culture-what people do in daily, weekly, and monthly cycles of activity do not seem academically sufficient to meet the educational standards set by the power that be. Such practices, for example, include shopping for the best bargain, figuring out the health hazards of microwaves or examining costs for a planned holiday are not translated adequately and therefore seem to be lacking in some way. Authentic literacy practices then seem to have failed in some way.

Prisons as Total Intitutions Essay Example | Topics and Well Written Essays - 500 words

Prisons as Total Intitutions - Essay Example This process according to interpretations by Hassine and Abbott creates a subculture for the prisoners with behavioral ways, beliefs and values that though antisocial to the world outside are promoted and even rewarded within the institution of prison. The in-prison socialization helps in this adaptation process but will be severely damaging when the inmate is released to the real world society. Deprivation within the walls of the penitentiary in various forms causes loss of self-esteem in prisoners. It starts from the point of becoming an inmate. It is therefore desirable to introduce correctional policies to reduce the level of deprivation like allowing weekend leaves and conjugal visits as has been done to alleviate sexual deprivation. One way of reducing the prisonization is to involve the inmates in the management of the prison obviously excluding the administrative part. This will help in developing a reciprocal and balanced relationship of the prisoners with the prison administrators providing scope for mature handling of the situation. The real prisons do not, however, fully behave like a total institution of Goffman but in a manner demonstrated by Hassine and Abbott referring to the prisoners falling in line with the inmate sub

The Risk of Osteoporosis Disease Essay Example | Topics and Well Written Essays - 500 words

The Risk of Osteoporosis Disease - Essay Example Calcium is a crucial element for effective bone development. Inadequate intake of calcium during one’s early days and adolescence stage can impair the development of bones and lead to low bone mass during adulthood. Low calcium intake in adults can trigger Osteoporosis by hastening loss of bone mass. One can prevent the risk of Osteoporosis by ensuring regular consumption of fruits and vegetables, which contain minerals like potassium and vitamin C crucial for bone development. One can also consume non-fat milk and yoghurt, calcium supplements such as calcium carbonate to ensure the development of strong bones. Although the role of calcium in bone development is well-recognized, sufficient calcium intake alone is incapable of preventing Osteoporosis. Vitamin D also plays a crucial role for strong bone development. Vitamin D deficiency increases the chances of suffering from Osteoporosis. The metabolism of vitamin D increases the absorption of vitamin C and also reduces the los s of calcium through urine. Vitamin D is abundant from the sunlight and is synthesized when sun’s ultraviolet-B (UVB) radiation strikes the skin (Smolin & Grosvenor, 2012, p.381-86). However, the ability of the skin to synthesize vitamin D decreases as one gets older. As such, one can supplement Vitamin D intake by eating fatty fish, fortified milk, orange juice and cereals. Inadequate Vitamin D intake would mean inadequate calcium absorption, thus weak bones.Sedentary lifestyle can be a license to osteoporosis.

Operational Management 302 Essay Example | Topics and Well Written Essays - 500 words

Operational Management 302 - Essay Example The implementation of these standards is usually through the national standard bodies. In particular, ISO 9000 deals with quality management systems. ISO 9000 is a family of standards that provides organizations with quality management standards as well as quality products and services. Some of the notable standards include the ISO 9001: 2008 that provide the specific requirements that are set for a quality management system. Another standard is the 9000: 2009; this provides the basic concepts that are applied as well as the language. In order to increase the efficiency and the effectiveness of a quality management system, the ISO: 9004: 2009 comes into play. The most recent in this family is the ISO 19011: 2011; this one provides guidance on the audit of quality management system. ISO 9000 provides for a system audit in order to ensure adherence to set standards. Auditing is done in two main ways, firstly, by an external auditor and secondly by an internal auditor. The main objective of auditing is to ensure that at no given point will the system fail while providing continual improvement of the system. In some cases, the company can make a step of having the clients conduct an audit of the quality management systems. Auditing makes the company to develop an initiative of regular monitoring of its systems in order to ensure there is compliance with the set standards. Full compliance with the provisions of the ISO 9000 standards makes an organization to be ISO 9000-certified. The process of certification requires that an accreditation body be hired to conduct the assessment in order to prove whether there is compliance or not. The assessment of the organization is done from the staff level where they are interviewed in order to ensure they have an understanding of ISO compliance. In addition, the paperwork is assessed; a report is then made that details all the requirements that have been met as well as those that do not comply.

Music Technology - Sound Design for the Moving Image Research Proposal

Music Technology - Sound Design for the Moving Image - Research Proposal Example Sound design has to do with pulling together the different elements of a movie, for instance, and the term itself is an offshoot of work that was done by Walter Murch, who revolutionized the field starting from his work with Francis Ford Copolla in the 1970's, and in particular the work 'Apocalypse Now'. The movies are said to be the wellspring of the discipline, and as Copolla and Murch actually made use of sound, sound design was about undertaking total responsibility for the entire track of audio for a film- dialogue, the sound effects employed, and the recording and repeat recording of the movie's ultimate track. Fast forward to the present, and creative sound design has come to be differentiated from a host of associated film sound disciplines, including sound editing, which is differentiated from sound design precisely by the element of creativity that has come to be associated with those who primarily create and adopt sound to movies. That creativity and the history of creativ e sound design itself suggests that the development of technology related to sound design are often intertwined, with the creative sound designer expected to be steeped in knowledge of current and emerging technologies on sound. Elsewhere we find in the literature that sound design is also much more than the adaptation of sound to existing movies and films that have already been done and finished, as sound design, when done in such classics as the film above and in Star Wars, is also about how sound can fundamentally alter.... ation of sound to existing movies and films that have already been done and finished, as sound design, when done in such classics as the film above and in Star Wars, is also about how sound can fundamentally alter and impact on the making of the movies themselves, in the way the movies are actually filmed and conceptualized. This view of sound design, and the merit of such a view, is said to be borne out by the way films that have been done in this fashion have come to revolutionize the way films are made, for the spectacular and beautiful results of work that view sound design as an integral and creative part of the making of movies (Thom 1999; Thom n.d.; Katz 1997; Jarrett n.d.; Buskin n.d.). The short of it is that in movies that incorporate sound in the very conception stage of the movie's development and making, rather than considered as being an add-on to the movie experience, the true nature of creative sound design is said to shine through, and the examples of the work of Cop olla, Murch and Ben Burtt, the latter in such groundbreaking movies as 'Star Wars', are testaments to the power of creative sound design done in this fashion, in collaboration with the directors of those films, who understood the power of sound in movies when they are considered in this vital fashion (Thom 1999). Others have come to term this way of conceiving sound design, as being an integral aspect of the creation of the script for instance, and of the conception of the very making of the movie, as â€Å"designing a movie for sound† (Jordan 2007; Thom 1999). Such work as Forrest Gump, as an example, benefit from such a view of sound design, according to Thom, who was able to push the idea of sound in some parts of the movie being able to help tell the story, in part because the creative

DAVID SEDARIS Us and them Essay Example | Topics and Well Written Essays - 250 words

DAVID SEDARIS Us and them - Essay Example He is also curious to know what this family does during dinner time, only to find that they practice the sense of togetherness through usual talks. Though it seemed weird to the author not to conform to the norm of watching news at that particular hour, he later realized that; this family was even more normal than those families that watched the television. The aspect of equality was practiced in this homestead. Everyone had an opportunity to express their opinion and ideas during the conversation, unlike the author’s home where the parents watched the news and other programs after the news. The other concept carried by the narrative id irony, where the conformist who believed to live a correct life did not show generosity and politeness. This clear from non-conformist expression, they have placed a sign board that urges others not be greedy. However, all we see is that those who thought they were perfect were even worse in their conduct (Sedaris, page 9). The author consumes all the candy without sharing with Tom key’s children. The aspect of irony is evident in that; the audience expects the non-conformist of television to have more mistakes, by the fact that they were behind in terms of technology. Nevertheless, those who conform to the usual norms are even

Reviving Ophelia Essay Example | Topics and Well Written Essays - 750 words

Reviving Ophelia - Essay Example For example, she sees contemporary society as a ‘girl-poisoning’ one, which essentially forces young girls to turn into â€Å"female impersonators who fit their whole selves into small, crowded spaces". Instead of letting the girl find her true calling through a process of exploration and experiment, the strictures of American society narrows down the scope of their individual expression. The author cites numerous anecdotal examples in the book, by way of which she throws light on key psychological insights on female adolescence. Reviving Ophelia does not stop with illustrations of the state of young women in the United States. The book goes further and suggests methods and principles through which adolescents could retrieve lost ground. The authenticity for Pipher’s analysis comes from the fact that she is an experienced psycho-therapist, who specializes in teenage issues and problems. Toward the end of the book, Pipher provides a list of remedial measures that are based on insights she gained during her professional practice. The book is centered on this crucial question: â€Å"Why are American adolescent girls falling prey to depression, eating disorders, and suicide attempts at an alarming rate?†. The answer for this serious question lies in the fact that we live in a society which places emphasis on superficial aspects of an individual such as their looks, sex appeal, etc. Such expectations are not only shallow but are also psychologically deficient, in that, there are many more facets to a teenage girl than external appearance. The author asserts that as long as this dismal state of culture persists, girls in our country will find it hard to find their true selves. According to Pipher, parents have a key role to play in the revival process. Through a process of educating themselves on concepts of psychology, parents can liberate their

Nurse Reinvestment Act Essay Example | Topics and Well Written Essays - 1750 words

Nurse Reinvestment Act - Essay Example 2008). "Patients who have common surgeries in hospitals with the worst nurse staffing levels have an up to 31% increased chance of dying. More nurses at the bedside could save thousands of patient lives each year, as reported today in The Journal of the American Medical Association. The Penn researchers found that every additional patient in an average hospital nurse's workload increased the risk of death in surgical patients by 7%. Patients with life-threatening complications were also less likely to be rescued in hospitals where nurses' patient loads were heavier. The findings impact the national legislative agenda. More than 20 states have enacted or are considering nurse-staffing legislation." (Mcintyre, J. 2002, Oct 23/30) The House of Representatives and Senate Of United States has passed on Dec 20 passed separate versions of legislation which is done in favor of nurses by increasing their number, student community and nursing school faculty over the coming five years. The Senate's bill, named as The Nurse Reinvestment Act (NRA) (S.1864), had programs for lending scholarships and loan repayment programs for nursing students and nurses pursuing additional clinical training or graduate degree. The Bill also provides funding for national, state, and local advertising campaigns that encourage careers in nursing. The Senate's bill, The Nurse Reinvestment Act (NRA), would create scholarships, stipends, and loan repayment programs for nursing students and nurses pursuing additional clinical training or graduate degrees. Upon graduation, some of these programs would require an individual to work (for a specified length of time) in an area or facility with a nursing shortage. The Senate bill would also author ize funding for national, state, and local advertising campaigns that encourage careers in nursing. "The goal for this issue is to strengthen AORN's relationship with other specialty nursing organizations as well as highlight perioperative RN objectives through increased visibility in the nursing community and by supporting the Nurse Reinvestment Act. Support of the Nurse Reinvestment Act was added to AORN's legislative priorities in August 2002, just as the bill was passed by wide margins in both the US House of Representatives and the Senate and before it was signed by President Bush." (Beu, B. 2004, April) There are provisions for granting of nursing schools, health care facilities, community based joint venture to support continuing education programs, internships and specialty training for new as well as experienced nurses in S. 1864. A 2 year grant is intended to be given to nursing schools to identify "best practices" and develop innovative retention strategies and the awards would be based on a facility's size, with large hospitals with over 400 beds with an amount up to $600,00 in support. A "National Commission on the Recruitment and Retention of Nurses" is to be created as a two year program. "Sens. Mikulski and Tim Hutchinson, R-Ark. had introduced an earlier nursing bill in April 2001: The Nursing Employment and

Discipline in the Classroom Essay Example for Free

Discipline in the Classroom Essay Youre nothing but a wuss. Your mama aint here to help you now so why dont you stand and fight me like a man†¦. Thats right, saying nothing is going to make the situation better. You gonna go cry to Mrs. Wilson about it now? This type of harassment in the classroom distracts the students from their main objective-to learn. Disciplinary problems in the classroom interrupt the atmosphere of the classroom, a place where learning takes precedent above all else. A tense environment detracts from learning and everyone loses. Mrs. Wilson got upset, the other school children endured constant harassment, and the children responsible for this harassment got lost in the system. Although experts cite many responses, multicultural education remains an answer that benefits both the teacher and all of the students. Disciplinary problems not only disrupt the serenity of the classroom, but if left untreated, manifest into societal problems. Violence grows as Americas answer to any problem. This trend has been growing steadily in our nations classrooms, and recent incidences like that of Columbine High School remind us that angry children become everyones problem if no one reaches out to them. cal1966, please do not redistribute this work. We work very hard to create this website, and we trust our visitors to respect it for the good of other students. Please, do not circulate this work elsewhere on the internet. Anybody found doing so will be permanently banned. Detention, suspension, and expulsion remain popular methods for dealing with discipline, but these methods serve only to remove rather than to solve the problem. Multicultural education stimulates the children to incorporate their own life experiences into what they learn and makes them active participants in their own learning process. Multicultural education serves to help bridge gaps between different classes, races, and genders. Not a seemingly easy task, drastic measures are imperative when the future of our country rests on the futures of our children. Take an eighth grade classroom located in a rural district with only three middle schools servicing the entire county. Mark and Jake, two white boys, constantly disrupted Mrs. Wilsons Social Studies class. The situation distracted the teacher from her lesson plan, meaning that the other childrens learning fell behind their peers. Also, Mark and Jake jeopardized their own academic careers and threaten to become societal menaces. If left untreated their problems might develop into larger societal ills that hurt members of the population at large through their abuse of welfare or filling up the jails. Previously detention failed to help Mark and Jake correct their behavior, but Mrs. Wilson felt that the rest of the class should not suffer because of two members of the class. Disciplinary problems usually stem from some deeper anxiety that the children are facing. Marks parents work in an assembly line of a car manufacturer and net $40,000/year combined. They work long hours and spend little time with Mark after school. He takes the school bus to and from school, and he lives in a poor area of town where the houses are run down. Neither of his parents finished formal high school, although they both received GEDs. He has several younger siblings that look up to him as an example, but education is not stressed in his family. This hypothesis from studentcentral. o. uk Part of his disciplinary problem could be that he resents the fact that the state requires him to go to school. Mark sees that his parents struggle to get by, but no connection between improving his situation and education in his mind exists. People who succeed in class and come from upper-middle class backgrounds receive the brunt of his harassment. He feels resentment towards these students because he feels that he tries hard but society and good fortune still shun him. Jakes parents come from working class backgrounds, and he lives in an area that is close to Marks house. His parents experienced marital problems lately. They fight constantly, and his one younger sister also experienced problems in school. His father graduated from technical school and works as a mechanic in a local garage, and his mother works at Kroger. His disciplinary problems relate to the fact that his parents fight a lot and offer to get into screaming matches. With so much tension in his home he feels the need to lash out at someone, and conveniently finds other students to harass-students who he already resents because of their higher social status. His disciplinary problems started about the time that his parents started having problems. However, his parents failed to communicate their problems on to Mrs. Wilson, so she understands little about the reason for Jakes disciplinary problems. cofb fbr sefbfbw orfb fbk infb fofb fb. Mrs. Wilson, a 35-year old white teacher, became exasperated because Mark and Jake refused to respond to what she viewed as adequate attempts to reach them. They reserve their harassment for children who identify with the pper-middle class or excel in schoolwork. Because she experienced no contact with either set of parents, she remained unaware of the home problems that contribute to Mark and Jakes frustration with the school system. Her training also left her unprepared to deal with types of children who shrink away from contact with other people. The boys consistently under-perform in all their subjects. Although they received extra help in the past, they refused to take an active interest in learning, and instead tried to disrupt class time. Mrs. Wilson gave them extra help by working with them during class, and also assigned group partners to them, but the hostility the boys exhibited towards their partners made the working environment tense. They also disrespected Mrs. Wilson, and she felt like she lost all control because they refused to listen to anything she said. They removed themselves from the social scene of the school and appeared to not trust anyone but themselves. The harassment of other students needs to stop because everyone suffers in this situation. All the students fail to get to as much information as other classes with no disciplinary problems. These students will then experience a disadvantage next year when they compete against students from other classes. Also, Mark and Jake acted out and created this disturbance in class for some reason. If Mrs. Wilson fails reach them then their class disturbances might turn into societal disturbances. The importance of the situation remains for all involved to receive some help. This hypothesis from studentcentral. co. uk Mark and Jakes harassment needs to stop for the benefit of all involved. Multicultural education ensures that every child receives a proper education and an equal chance of success later in life. Like a runaway effect, the problems snowball setting students back and preventing them from attaining success in schools and jobs. In a multicultural setting ideally all the students express their individual voices in the class and its pedagogy. Multicultural education address typical disciplinary problems because the themes that of the process builds around active thinking by the students themselves about the world around them. Multicultural education helps remedy this situation, because everyones culture needs to gain acknowledgement by the teacher. However, since limited diversity exists in the classroom, Mrs. Wilson tries to incorporate other cultures as well to make all her students more accepting and understanding of everyones lifestyle. Although the classrooms contain relatively new textbooks, they should be discussed critically in class so that the students feel like active participants in their own education. Mark and Jake may be acting out because they feel a lack of control over their own education and their situation in life. Mrs. Wilson realized she had failed to stimulate stimulating them enough, and so they act out to try to grab attention. Rather punish these students, Mrs. Wilson tries to understand their motives and then to try to help them in whatever way the teacher deems possible. This hypothesis from studentcentral. co. uk Nieto writes, all teachers can become role models for all students as long as they are understanding, caring, and informed. One way in which teachers can build substantial relationships with students is by offering help to those who do not seek their aid (331). Mark and Jake try to get attention by lashing out. Mrs. Wilson must dig deeper than usual to get at the root of the problem if she wants to help them. Mrs. Wilson reaches her students through multicultural education. Her determination to reach students who have been labeled as problem children determines the rest of their scholastic careers. For her first step, Mrs. Wilson reevaluates whether her accusations about the childrens behavior warrants concern. Her actions could stem from her preconceived notions of lower, working class families since the children causing the disturbance are poorly dressed and do not have the best hygiene. If Mrs. Wilson holds any bias then she needs to address her own personal bias so that the children do not suffer from her one-sidedness. coce cer sececew orce cek ince foce ce! Once Mrs. Wilson ascertains that these children pose a serious disturbance in her classroom, then her objective reworks itself into new inventive ways. The benefits of conventional negative reinforcement seem to not pose any threat to Mark and Jake, so perhaps she can try positive reinforcement. Also, if she practices what Nieto outlined as a multicultural classroom (p. 05) then she creates an environment where the children feel comfortable approaching her. Perhaps by gaining their confidence she then determines the root of their discipline problems. Before implementing multicultural education, Mrs. Wilson first identifies the reason for Mark and Jakes outbreaks in class. Until now she treated them as regular problem children, but since none of the conventional disciplinary methods worked, she needs to sort out the root of the problem. Their problems at home cause their harassment of their peers. However, since the parents fail to return phone calls, Mrs. Wilson writes them and requests that they come in for a parent/teacher conference. If this measure fails to get the parents to school, then she plans to go visit them in their home. Because the parents are usually busy, there do not often communicate with the school. If the school approaches the parents in a non-threating manner, then perhaps the parents shed some light on their sons behavior problems. With more parental involvement, the boys feel more pressured to shape up. The home environment remains difficult to overcome, especially without the parents help. However, Mrs. Wilson needs to make the effort to at least try to contact them so that she has more input to correctly identify the reason Mark and Jake are acting out. Nieto writes teachers can encourage parents to give their children jobs at home, and then support them when they do (328). Maybe if Mark and Jake feel more important at home then they lose the urge to act out at school. Another method Mrs. Wilson employs to draw in outside resources for her classroom involves meeting with Mark and Jakes other teachers. Outside input also influences learning because if she experienced disciplinary problems in her class the boys probably act out in all of their classes. By calling a meeting with everyone involved, the teachers might be able to trace commonalties between all of the disciplinary outbreaks. If they see what sets the boys off then they prevent cause of the harassment, or at least create an opportunity to talk to the boys about their behavior. If the teachers pinpoint the cause of the boys disciplinary problems within the classroom, then they know how to solve the problem more effectively. A reason for their frustration within the classroom stems from the fact that Mark and Jake feel left out of the education process. If Mrs. Wilsons teaching style revolves around lectures they become bored and act out because of their boredom. The difficulty lies in making students pay attention in the classroom if their families devalue education at home. The teaching style induces no stimulation for them to want to learn. By using multicultural education, Mrs. Wilson aims to instill a love of learning in the students. Perhaps if Mrs. Wilson incorporates other methods of learning like hands on learning, group projects, or presentations by students for the rest of the class then she receives more positive behavior from all her students. If she can relate the students life and how education increases knowledge, then she makes not only Mark and Jake realize the importance of education in their lives but the importance of education to all of her students lives. Mrs. Wilson tries to incorporate other multicultural ideas in her lesson plan in order to accommodate the behavior of Mark and Jake. When they cover the holocaust she shows them Schindlers List to illustrate its impact on the Jewish people. Movies help show history in vivid detail, and the brutality of the film helps bring this terrible period in history to light. This helps her students realize that other people endure suffering, and by showing them a real example of suffering they might feel more compassion for others. She also shows that other groups have suffered more than her students. The suffering that their class endures pales in comparison to the plights of other ethnicities. When Mark and Jake see the brutality of war and the horrible consequences of fighting, they realize other methods for solving their internal conflicts exist. Mrs. Wilson also engages the students in a unique manner that tries to draw their attention onto examples that shape our modern day world. Examples that relate to the students lives impact students more forcefully instead of assigning them reading and expecting them to pick up all the material. By relating the assignments in class to their every day lives she shows them examples of how education better their own situation. The learning becomes much more personal and effects them more. Mrs. Wilson also changes the structure of her class. If she includes more history about the working class and their importance in situations like the Industrial Revolution, then she makes all the students from working class backgrounds feel more important and a sense of pride in their heritage. Nieto writes that teachers can use the experiences and understandings her students bring to class rather than an exotic or irrelevant curriculum (338). She needs to uphold and validate their culture because Mark and Jake feel like their culture contains no importance and that could be a reason for their lashing out. The punishments that the boys get assigned could take a more inventive twist in order to quelch their behavior. If assigned community service Mark and Jake see that many others in their community undergo more hardship then their families. Nieto also writes opportunities for after-school work or community service can be provided in much more substantial ways than they currently are (328). The boys gain a perspective on their own problems by comparing them to others less fortunate. Such epiphanies might improve their behavior in the classroom. Multicultural education starts in the classroom but affects a wide array of social problems. Discipline, if left untreated, expands into larger social ills, where the perpetrators leech off of everyone. The plague on society takes the form of welfare and jails where taxpayers bear the responsibility for those who refuse to help themselves. This societal failure can be avoided by trying to reach these children earlier in their academic careers so that they experience success later in life. Multicultural education remains the best way to retain those borderline students who otherwise get lost in the system. Mrs. Wilson employs many methods to try to reach Mark and Jake before they lose complete interest in school. First she tries to determine the root of the problem so that she knows the exact problem she is dealing with. Talking to the parents and other teachers gives a more comprehensive view to the situation. Once the boys frustration surfaces, Mrs. Wilson incorporates different teaching aspects into her lesson plan. Engaging the students makes them more interested in their education and lessens their tendency to act out. Relating the real world to their own lives makes them more involved members of society. Mark and Jake symbolize children whose problems generally run deeper than most teachers suspect. Multicultural education helps make these boys and all of the students in the classroom more productive members of society. If the boys stay off welfare then our tax dollars go towards improving other facets of life. The boys also become taxpayers who contribute to the solution rather than the problem. Without some intervention, children like Mark and Jake plague American society and benefit no one, including themselves. Hatred makes a disastrous problem that needs to be solved immediately, and multicultural education is one answer to that problem.

Reflective essay on social work

Reflective essay on social work Examine your own personal and professional development in relation to the values of social work. Introduction Social workers are usually motivated either by personal experience, something that has happened in their lives, or by a desire to see that people receive the kind of help that they need in times of crisis. I think that looking at these issues and trying to analyse what motivates you and what helps you to develop professionally are critical issues in social work training. This kind of examination spills over into a person’s professional practice because it helps the social worker to take more care when it comes to assessing a person’s need. This course has helped me to examine my own personal values as they relate to values issues during the course and also how this works out in my professional practice. In some respects values and ethics are interchangeable in this paper, in others values represent the more personal aspect and ethics the wider context. This need to think about my values and the values of social work, is making me into what Schon (1991) calls a reflectiv e practitioner. Shon’s work demonstrates how important it is for social workers to be reflective, to think about what they are doing and to refine their later actions. This reflection is extremely important when it comes to values and how values impact on the way you look at the world and relate to other people. This paper will look at my personal and professional development in relation to the values of social work. There will be an assessment of social values as they are found in the literature that I have looked at during the course. Finally I will evaluate the areas where I would like to develop both personally and professionally in relation to social work values. Personal and Professional Development and Values Issues I think that this course has helped me to assess what my personal values are, not just that they are inherited, but how they have become my own. I believe that this process is invaluable to my personal and professional development and to my understanding of issues to do with values. During my time on the course I have learned to think more deeply about what I do and to examine my own personal values and see how far they might be comparable to the values issues I have been studying. I have also learned that I constantly need to think about what I am doing and how far this agrees or conflicts with my basic values and the values of social work. Shon (1991) has argued that: Professionals claim to contribute to social well-being, put their clients’ needs ahead of their own, and hold themselves accountable to standards of competence and morality. But both popular and scholarly critics accuse the professions of serving themselves at the expense of their clients, ignoring their obligation to public service, and failing to police themselves effectively (Schon, 1991:11-12). The way in which social workers ‘police’ themselves is to think critically about what they are doing, why they are doing it, and what moral implications this may have. Certainly social work ethics does not lead me to believe that the social work profession should serve itself, rather the needs of the client should be most important. There should also be an early establishing of clear relationship boundaries as to great a personal involvement with a client is contrary to what the BASW has to say about social work ethics and values. One of things that I have learned during the course is that in higher education attention always has to be paid to the question of knowledge and what it is that makes knowledge. Since the Enlightenment it has been said that knowledge is drawn from observable facts (as in science) and this has meant that knowledge based on experience is not so highly thought of. The objective, scientific view of knowledge has increasingly been challenged as a narrow view that maintains there is a specific response to situations that a practitioner can employ and thus solve a problem. The Enlightenment view is one which tends to forget that people (both social workers and their clients) are individuals and so there is not one size that fits all, rather each situation has to be responded to in a way that best suits the situation and the people involved. Schon (1991) maintains that this knowledge is acquired through process or doing. It is a key part of reflective practice which recognises the importance of non-rational knowledge. Arguably this type of knowledge is invaluable to social workers because they deal with people and have to think about their relationship with others on a daily basis. Social workers are often faced with a conflict of values, on the one hand there is a particular client and situation and on the other there is an increasing need to satisfy bureaucracy by processing a case as quickly as possible. In a situation like this it is very easy to be governed by rules and procedures and particular theoretical approaches that may have little basis in reality. I am finding that good social work practice puts the needs of the client first and the rules and procedures second, particularly where they might contradict the values of social work. Social work, it would seem to me is based on a common sense of justice and on the basic worth of all human beings. Once this value is acknowledged and it is accepted that all human beings are valuable then the response has to be the one that best suits the situation and the people involved. I have been brought up to have respect for myself and other people and to tell the truth. I have found that if I try to understand my work from this basis which in the literature, is a human rights perspective, then not only am I being true to the values of social work, but I am being true to my own values. Cemlyn and Briskman (2003) argue that social workers who base their practice on concepts of human rights and social justice need to be more aware of how the inequalities that they see in society might affect their practice. Sometimes society and its rules are not always just, society does not always operate in the best interests of the individual person, furthermore, the fact that social care is now based on how well it operates in the market, means that the legal framework within which a social worker has to act may also (however much it is unintended) work against individual rights. In these cases, Cemlyn and Briskman (2003) believe that the social worker has a duty to be prepar ed to go outside of the immediate context and be ready to operate at a personal level from an ethical sense and decision making process that is informed by the valuing of the human person and the concept of human rights. In a contemporary context the notion of human rights is all encompassing, however much the present Government might try to restrict it in many cases. In social work, it is arguably the case that the values of human rights and social justice are different from Enlightenment ideas of human rights and justice.. They are more inclusive in that the concept refers to all people and in this sense they are more true. Such values, it has to be said, should not be at the mercy of a system which is more concerned with rules that are governed by budgetary concerns. Ring (2001) explains this process when he says that: The last two decades have seen an increasing emphasis on the performance of health and social services. This is attributable partly to central governments concern to ensure value for money and contain expenditure, but variations in the range, quality, and costs of care, and failures to protect vulnerable individuals have also been significant concerns (Ring, 2001:1).. Giving way to this means that those who actually need the social services, for instance the poor, or children at risk, or those with physical and mental disabilities, end up the losers and are pushed even further to the margins of society. Reading and Values Practical reflection Ruch (2002) contends makes a practitioner more open to new and different ways of coping with clients and their situations. Social workers also have to be aware of the more rational and theoretical approaches that underpin their work. I have learned from my reading about social values and social work that these things do not operate in isolation but are drawn together when I reflect critically on what I have read and what I am doing. I hope that the critical reflection which is a result of the above two processes means that I will work for the good of whatever client I may be dealing with and that I will be able to hold to the view that oppression is wrong. My reading on social values has taught me that as a social worker my practice should work against oppression. From an ethically informed perspective critical reflection should be a necessary part of social work training and practice because there is always a need to stop and think when you are dealing with peop le. In the same way, an emancipatory and anti-oppressive attitude is a critical component of ethical social work. When a practitioner is driven by target orientated structures then he/she does not have the time to think about what they are doing and to learn from the process. They can then, without meaning it, be drawn into unethical practice, or practice that works against the needs of the client. In this way they can end up violating their professional code of ethics if they are not careful. Social work practice that is based on heavily prescribed rules and actions is not equipped to deal with the complex nature of modern western society. In this way such practice is actually contrary to social work ethics as it neglects the fact that you are dealing with each client and situation on its on merits. Reflective practice, on the other hand, acknowledges the uniqueness of each human being and each situation that arguably makes it much more compatible with social work ethics. Who a person is, their life history their culture, their race, and their gender all affect how they act and judge in a given situation. When I reflect on my work it is a way of noticing where and if I am biased about something and how this affects and influences my perception of a given person or situation. Holding to my personal values and to the values of social work means that I have to get to know myself well. Self-knowledge is, or should be a necessary component in a social worker’s continuing development. Papell (1996) contends that: Social work learners must perceive the human situation which they confront in their practice and recognise that their perceptions are filtered through their own thinking and knowing processes, through their emotions and feeling processes and through the way they themselves integrate and regulate their own doing and behaving. Knowing the self is more than knowing how one feels. It is knowing how one thinks and acts (Papell, 1996:19). How far then, is a social worker being guided by even general ethical principles and his/her own social values, let alone a specific code of practice. Ethics are moral principles on which our behaviour is based and in that sense they are interchangeable with values such as telling the truth and valuing people. Ethical codes on the other hand, while they may be based on moral principles, are not as generalisable in that they refer to particular professions and the way in which professional behaviour is governed. Butler (2000) maintains that such ethical codes cannot be said to be neutral or value free because they have arisen in a particular context for a particular purpose and as such are influenced by the ideologies held in that context. The ethical code or code of practice as it is outlined by the British Association of Social Workers defines social work and the values inherent within the profession in the following way: The social work profession promotes social change, problem solving in human relationships and the empowerment and liberation of people to enhance well-being. Utilising theories of human behaviour and social systems, social work intervenes at the points where people interact with their environments. Principles of human rights and social justice are fundamental to social work (BASW,2001). [1] The Association maintains that ethical practice must be centred on the needs of service users Social workers of necessity intervene in people’s lives and have an influence on situations, ethical decision making is therefore a vital component of social work practice (Osmo and Landau, 2001). The Association is there to give advice to social workers on what constitutes ethical decision making in different contexts. Decision making has to be grounded in the values of ethics of social work. Some of the issues that social workers have to deal with and that involve them in ethical decision making centre around balancing the rights of one individual against others, around public welfare and issues of institutional and structural oppression. This can make life difficult because the social worker has then to identify when institutions and structures are being oppressive and how the values of social work may be used to combat this. Banks (2003) has argued that codes of practice and ethics are often idealistic that is to say that they are too far removed from the situation. Human rights for example might mean ensuring that someone has the right information to access the help they need, it is not always about large scale abuse. Codes of ethics can also encourage a false sense of security as they may be seen as providing a blueprint for how a social worker should act when it is impossible to legislate for every situation. Social workers need to be able to critically reflect on their own practice in order to act in an ethical manner in any given situation. Ethical codes are something that imposed from outside. This means that they do not have anything to say about a practitioner as a person and whether, and in what ways their personal values agree with or differ from the values of social work. It is here that reflection on practice is crucial. Without reflection on previous actions and how these might relate to the code of ethics the social worker could be at a considerable disadvantage in decision making and could either leave a child open to danger or infringe the rights of a possibly innocent client. Social work intervention if it is based on real social values cannot be allowed to be target driven if it is to be truly ethical and based upon notions of social justice. In some respects organisational and managerial ethos does not always fit well with the ideals of social workers and their practice and some councils are not so inclined to recognise the rights of service users. This can leave social workers with a dilemma, do they operate within a human rights framework or don’t they? Moral engagement with clients takes place at a personal level and Husband (1995) maintains that social workers should not feel themselves limited by codes that does not operate within a framework that is informed by human rights and social justice. Ife (2001) argues that within the context of social work practice a framework, and working perspective of human rights: †¦reinforces and validates the traditional understandings and practices of social work while in other cases it challenges some of the assumptions of the social work profession (Ife, 2001:1). Social Work Values and Continuing Personal and Professional Development While continuing professional development can tend to be outcome orientated in that the practitioner is attempting to reach a certain level of professionalism. This does not mean to say that reflective practice should be entirely forgotten and become totally process orientated. Rather, Postle et al. (2002) argue for a more inclusive approach of development where both outcomes and process are of equal value in the practitioner’s continuing development. This inclusive approach is achieved by reflecting on personal values and how far these can be said to be the same as social work values. I think my values are consistent with the values that underpin social work. I think that perhaps my understanding of how these values govern my behaviour and dictate how I deal with clients needs developing further. I also think that I need to pay more attention to what being reflective in my work really means and how this can be achieved. Conclusion Clearly social work values and social work practice have to be understood as two sides of the same coin. A social worker, I believe, cannot operate effectively without recognising how closely connected social values and the business of social work are. How we interpret those values, particularly if they appear to conflict with what is regarded as correct practice, needs careful thought and reflection. Our values may seem to remain constant but they do operate differently in response to different contexts and this is an area which I think needs further development. Adherence to a specific code of ethics and to social work values tends to imply that myself, and others learning to be social workers already possess a certain moral character and will thus act in accordance with specific values that take into account concern for the welfare of others whilst also having a concern for the self. I would hope that eventually this will truly be the case. Until such time, my values of truth and the worth of a person are very much in line with what I have understood about values in the course and what is contained in the literature. I hope that my engagement with social values during the course will lead me to develop into a more efficient, reflective, and ethically informed practitioner. 3000 words Bibliography Banks, S. 2003 From oaths to rulebooks: a critical examination of codes of ethics for the social professions European journal of Social Work Volume 6 No. 2 July 2003 p. 133-144 Barr, J and Steele, T. 2003 â€Å"Revaluing the Enlightenment: Reason and Imagination† Teaching in Higher Education 8 (4) October, 2003 pp.505-515 British Association of Social Workers (2002) The Code of Ethics for Social Work.http://www.basw.co.uk/. Butler, I 2000. A Code of Ethics for Social Work and Social Work Research http://www.elsc.org.uk/socialcareresource/tswr/seminar6/butler.htm Cremlyn, S and Briskman L. 2003 â€Å"Asylum, Children’s Rights and Social Work† Child and Family Social Work 8 (3) pp. 163-178 Gardner, F. 2001 â€Å"Social Work Students and Self-awareness: How does it happen† Reflective Practice 2 (1) 2001 pp.27-40 Husband, C. (1995) The morally active practitioner and the ethics of anti-racist social work. In: Ethical Issues in Social Work (eds R. Hugman D. Smith), pp. 84–103. Routledge, London Ife, J. (2001) Human Rights Social Work: Towards Rights-Based Practice. Cambridge University Press, Cambridge Papell, C. (1996) Reflection on issues in social work education in: N. Gould I. Taylor (Eds) Reflective Learning for Social Work (Aldershot, Arena). Postle, K. Edwards , C. Moon, R. Rumsey, H. Thomas, T. 2002 â€Å"Continuing professional development after qualificationpartnerships, pitfalls and potential† Social Work Education Volume 21. No. 2 1st April 2002 Ring, C. 2001 â€Å"Quality assurance in mental-health care: A case study from social work† Health and Social Care in the Community 9(6) 2001 pp. 383-390 Ruch, G 2002 â€Å"From triangle to spiral: Reflective practice in social work education, practice and research† Social Work Education Volume 21 no. 2 2002 Ruch, G. 2000 â€Å"Self and social work: Towards an integrated model of learning† Journal of Social Work Practice Volume 14, no. 2 November 1st 2000 1 [1] http://www.basw.co.uk/articles.php?articleId=2page=2

Nature And Benefits Of Collaboration

Nature And Benefits Of Collaboration The exact translation of word collaboration from Latin is together in labour. In dictionary, collaboration is defined as work with another or others on a project. However, Henneman et al (1995) stated that defining collaboration in practice is complex, vague, variable and difficult phenomenon where the term can be used inappropriately. According to Baggs and Schmitt (1988), collaboration in nursing and medicine are nurses and physicians working together cooperatively, solving problems by sharing responsibility and making decisions to carry out patient care and treatment. However, this definition was limited due to its meaning because this does not involve the significant contribution of other health care professionals. Professional Partnership In an environment constantly demanding adaptability, cost-effectiveness, and quality betterment, inter-professional collaboration assures re-examination because maximizing nurse-physician collaboration improves patient care and creates gratifying work roles. From personal experience as a sister in Cardiac Surgery Intensive Care Unit, patients require Level 3 care. Patients are mechanically ventilated and sedated on their admission. Most of the patients get extubated and transfer to ward within 48-72 hours but some stay back due to post- operative complications. Patient needs multidisciplinary team (MDT) approach and care during their recovery including Surgeon, anesthetist, Physicians, respiratory technicians, nurses, physiotherapist, dietician, occupational therapist (OT), Pharmacist, and speech and language therapist. As there are complications involved in a patients treatment and care, collaboration among MDT in the clinical practice area is very essential. Multidisciplinary team actually formed in 1950s and 1960s in order to meet the changes that occurring in the medicine there for able to meet patients social, psychological, rehabilitation and environmental needs (Brown 1982). Atwal and Caldwell (2002) conducted a large research study to evaluate how to improve Inter-professional collaboration through multidisciplinary integrated pathway (ICP). But this study found ICP did not improve MDT collaboration, however, this helped to improve the documentation. Another study conducted by Atwal and Caldwell (2006) found that there have been various argument regarding MDT existing in the surrounding however nurses described MDT as a complete myth or idealistic. According to Baggs and Schmitt (1988) collaboration here includes sharing of planning, decision making, problem solving, setting objectives taking responsibility, working co-operatively, communicating and more over coordinating each other. Nature and Benefits of Collaboration Collaboration has several dimensions. It can happen in both face-to-face appointments and via computerized communications such as voice mail and e-mail. It mainly encompasses swapping of outlooks and concepts that contemplates the viewpoints of all the collaborators. The term collaboration should not be misunderstood. Successful professional collaborative correlations require mutual respect and esteem. They also need trust and persistence. It parallely agrees with patient care quality. Collaboration between physicians and nurses is fruitful when role for patient well-being is divided and allocated. Professionalism is fortified when all members take admiration for successful collaboration which in-turn leads to high-quality patient care. Alas, the contribution of nursing towards the boundary limit is often not naive to spot out. Doctors have usually been sighted as the essential income generators for hospitals. Nevertheless, nurses are also significant makers of earnings. The variance in income and gender lead to consequences between the power balance of nurses and medical doctors. (Fagin,1992). The remainder of this assignment focuses on categories of collaborative strategies, namely self-development, team-development, and communication-development strategies, which can intensify nurse-physician collaboration and associated positive patient and nurse outcomes.(refer) Self-Development Strategies A quota of discrete attributes sways the extent of co-operation between professionals in hospitals. Improving emotional maturity, apprehension of the outlooks of others, and evading sympathy fatigue are self-development behaviors that can increase interdisciplinary collaboration. Team-Development Strategies The one of the recent established organizational concepts is the Team development. Collaboration is vital for team growth and success; and advancing positive execution. Team development includes the following tasks: group formation, respectful arrangememts, dispute control, curtail of negative behaviours, and workplace outline to accelerate collaboration.(refer) Communication-Development Strategies A number of nurses and doctors have been tutored how to contact patients in complicated conditions where bad news has to be conveyed or difficult decisions must be formulated. (Quill and Townsend,1991). The strategies include to communicate effectively in emergencies and via electronically. Physicians and nurses fortified their communication skills in these circumstances. Therapeutic Communities Therapeutic community in UK is portrayed as bijou groups where decisions and options are framed involving the patient based on the views of shared duties, authority and evading reliance on professionals. Formidable leadership is needed to have a secured therapeutic community. In UK, this prototype is instigated within prison service. In USA, therapeutic community is used to depict user-runner cliques with a ranking framework and remuneration. Key issues of collaborative partnership The main issues underlying collaborative partnership between physicians and nurses when the attributes of partnership gives out negative impacts such as problems arising between trust in partners, respect for partners, joint working, teamwork and not trying to eliminate boundaries. The studies show that there are certain negative and supervisoral physician behaviour patterns and the nurses find it difficult to cope up with when they are in a partnership. Research have indicated that if nurse-physician co-operation is successful, it do intensify quality of care, ameliorate correspondence and organization of care, decrease patient morbidity and mortality, heighten patient contentment, and increase job satisfaction and retention. The issues underlying in a nurse-physician relationship were dissimilar and hierarchical in ranking, with physicians with an attitude as superiors and nurses as lower ranking subordinates. Nurses have to make counsels in a way that made their proposals appear t o be initiated by the physicians. Nonetheless, nurses were taught that they are professionals and their bond between doctors is as a colleague, not submissive. Regrettably, the viewpoints of some physicians have been insensitive to change and some still view conveying out their command as the nurses foremost duty. However, the correlation between doctors and nurses in hospitals has never been a balanced one. The main differences in this partnership is contrasting levels of prestige and ranking, and distinct sides of the gender gap. The substantial differences between the two professions were on gratification with inter-departmental co-ordination, and doctors are more applauded for the work done and they take more credit; and nurses have more positive attitude towards patients than the doctors. For instance, a physician was more probably to prioritize on lab results and what measures to undertake, hardly recognizing the significance of the information contributed by nurses verbally. Because nursing and medicine demons trate two different intellectuals with differing practice perspectives, disputes can be reckoned between them. The professional fraternization of doctors stresses cure related activities and that of nursing stresses care related behaviours. The last and the most important issue is lack of communication because it causes the safety of patients to be at a risky level due to lack of censorious data, misconceiving information, vague orders over the telephone, and fail to spot noticing changes in status. These issues have the possibilities which lead to grave damage or unpredicted death of patients. Effective clinical practice must emphasize not only on technological framework problems, but also on the human factor. By tackling these issues, health care consortiums have a chance to enhance their clinical results. Critical Analysis of the collaborative partnership with the importance of individual professions The critical analysis has been done and studied from the personal experience as a sister in Cardiac Intensive Unit. In the unit after the common hand over, sister-in-charge assign the patient and staff will take individual hand-over from the previous staff. Then ward-rounds are carried out by Anesthetic consultant, Surgical and anesthetist registrar along with nurse-in- charge. Then, decisions are made regarding patient management, discharge and transfer outs. Anesthetist gets irritated with registrar and nurses when adequate information was not given. As a unit team leader, main responsibility is to pass correct information to the doctors also involve the patient while discussing their treatment and care if they are awake. Patient recovery and condition are normally discussed during hand-over and bedside nurse opinion has been taken into account while making decision. Patients are not being involved while discussing about their condition. Atwal and Caldwell (2006) commented about three types of team working in clinical practice. The first model excluding patient from all team meeting, the second model, consultant performing bedside round, discussing patient condition and asking how they are feeling? Third one including patient in the team meeting. In 2008, part of Essence of care I have undertaken a patient satisfaction survey in my unit. The main suggestion patients given through this audit was that, they have not been involved whilst discussing about their treatment and recovery. They also commented Doctors and nurses stand at the end of the bed and talk, cannot listen what they are talking about, we are worried. The things are changed now most of the doctors introduce self to the patient, discuss ab out their treatment, listen to them and explain whats happening with them. As a team leader in critical care, the responsibility as a sister is to delegate tasks effectively, prioritizing aspects of care, ensure team members are comfortable with the allocation, encourage team members and listening to them. It is important to know the patients entire clinical condition prior to the shift so that nurses can delegate the patients effectively to team members. At times, effective delegation is not possible due to staff shortage and skill mix. In such situation, sister-in-charge works along with them, as junior staffs are always hesitant to speak up because of fear, retaliation or lack of confidentiality. Disagreements are common in decision making regarding patient management and treatment by surgical team and anesthetist in the unit. However, final decision has been taken by Consultant anesthetist since they have more power in the unit. Inter-professional working clearly recommends making considerable changes to this kind of practice by the power and status. Conflicts do occur sometimes between physiotherapist and nurses regarding time arrangement for mobilizing long term sick patient. Physiotherapists are coming to mobilize the patient but the staff may not be ready for that time due to their various role and responsibilities. When the staff disagrees with time they suggest them to do their own they may not be able to help later. This is due to the lack of understanding about each others role. Pritchard (1981) notes that, lack of awareness of roles leads to develop stereotypical attitudes within a MDT. One study conducted by Dally and Sim (2001) found that the physiotherapist doesn t understand the external pressure that nurses facing and the lack of awareness of their professional autonomy and decision making in rehabilitation. Nurses reported that, they often try to minimize conflicts but not always able to resolve disagreement in their satisfaction level as conflict is the one of the main barrier for collaboration (Allen 1997 and Thomas et al 2003). Lack of understanding on each others role and responsibilities are one of the main barriers in collaborative practice between the nurse and other medical practitioners. In order to have mutual respect and value to other professionals need achieving professional competence in your practice area (Bradford 1989 and Stichler 1995). Inter-professional education helps to develop role awareness, effective communication, mutual trust and respect (Barr et al and Freeth 2001). In critical care, teamwork between MDT is very essential saying that Department Of Health in their NHS plan (2000) introduced the importance of implementing individual professional role in the team. There is remarkable evidence showing that, the team without an undefined role is an unsuccessful team. Every individual should be confident in their own professional role. They should also able to carry out their responsibility, exchange and receive information using their skills, knowledge and effective communication. DAmour and Oandasan (2005) stated that acquiring professional satisfaction is the most individual professional outcome. One of the main concerns in the health care system is that, not meeting the health needs (WHO 2002) of the older, sick and vulnerable people despite increasing the expenditure as nurses drive towards evidence-based practice, cost effective with increasing responsibility. Nurses are able to provide only what demanded of them than providing care (Litchfield 2002). Nurse should be able to make clinical judgment and decision making according to the situation for that critical thinking and education is important. It is essential to have staff development which helps providing up to date information, evidence-based practice research knowledge etc. Since NHS is under the cost cutting they are unable to provide enough funding for their own professionals for the development. Each member of the team contributes their knowledge, skills and experience to improve the patient care, so a therapeutic synergy is possible while working with other health care professions. Summary and Conclusion This report illustrates a fundamental model to document an effective collaborative practice. The core model is based on a framework or structure that consists of seven essential elements.: responsibility and accountability, co-ordination, communication, co-operation, autonomy, mutual trust and respect. The model includes a process for identifying the roles and functions of the nurses and physicians. The partnership between nurses and physicians is being studied using theoretical perspectives: team-working, partnership working, patient-professional collaboration, therapeutic communities and power differentials.

The Fall of the Compson Family in Faulkner’s The Sound and the Fury Es

The Fall of the Compson Family in Faulkner’s The Sound and the Fury That Faulkner’s title for his complicated The Sound and the Fury comes from Macbeth is common knowledge, and reading the novel only confirms Faulkner’s choice as sound. Certainly there is an almost constant desire to behead characters so as to quiet their almost constant â€Å"bellering.† The common theme critics identify in the novel is the terrible fall of the Southern aristocracy, yet I cannot help but think that there was not, by that time, far to fall, at least not in the case of the Compson family. Faulkner’s modernist fiction supposedly speaks to the demise of the Old South, a decline encapsulated in the Compson family’s trajectory of self-pity and tragedy. The implication is that this is a family well-entrenched in the aura of the Old South, which suffers a loss of prestige and valor in the dark days following the literal and symbolic muddying of Caddy’s drawers. Indeed, with Quentin’s suicide, the last of the Compson family, i n terms of its past, is come to an end – but not because his death is part of a lo...

Essay --

Desertification is an increasing global issue that has caused many concerns throughout the world. Desertification affects mostly Africa; however it has (and still is) taking its toll on the Arabian Peninsula, southern Asia, Australia, southern South America, and the southwest region of the North American continent (â€Å"Desertification†, 2013). According to â€Å"Desertification: A Forgotten Threat†, every year, some 23,000 square miles of arable and range land are uncontrollably lost to desert, leaving an exceeding amount of consequences for the entire globe to face. As alarming as this fact is, it is important to understand the negative effects that desertification exerts on these affected areas, exactly what this problem is, what it is doing, why it’s happening, why it is important, and what global communities, as well as world leaders can do to prevent it from spiraling out of control in the future. This paper will focus on the physical and economical hards hips due to desertification, the causes of it, the necessary measures that should be taken to prevent it, as well as the importance of spreading global awareness regarding this topic. According to a statement made by UNEP (United Nations Environment Program) on December 10, 1993, â€Å"Desertification is ‘one of the most serious global environmental problems’† (â€Å"Desertification: Not About, 1994). When discussing the topic of desertification, two common questions are, â€Å"What is desertification exactly, and how is it possible for the desert to advance?† Desertification is a term that describes â€Å"the loss of productive land to desert† (â€Å"Desertification†, 2013). It’s a common, innocent public misconception that the desert is advancing; however, this in fact is not the case. When an area u... ...ined areas. Strongly supported by the UN Development Program’s Office to Combat Desertification and Drought, the CCD is the first treaty to demand full participation by local populations. This way, countries can learn from each other, passing on scientific and technical knowledge† (â€Å"Desertification: A Forgotten Threat†, 1999). As one can see, desertification is a serious matter at hand. Creating laws and setting limits to farmers can slow the desertification process slowed down. Actions need to be taken now in order to save the precious land. If nothing is done, the future of important nations will be dark as they are forced to face a myriad of economical and biological hardships. Additionally, there could very well be wars over land and water, causing the affected country to sink deeper and deeper into a viscous pit due to the malicious cycle of desertification.

celeb psychology :: essays research papers

Many people feel a pressure to look a certain way in today’s world. Many also feel overweight, even though they are an average size. Numerous people are deceived by the media that happiness and success follows when a thin body is present. However, what they don’t show on television is how unhealthy, both physically and psychologically, it is to have such an unrealistic image of â€Å"perfection† in their minds. There are so many different aspects when it comes to eating disorders and celebrities. The majority of society may believe that it is nothing more than either not eating at all, or maybe even just the concept of bulimia. Although those are defined as eating disorders, working out obsessively can also be considered an eating disorder. â€Å"The word ‘eating’ in the term "eating disorders" refers not only to a person’s eating habits per se, but also to his/her weight-loss practices and attitudes towards body shape and weightâ €  (www. http://www.notme.org/Articles/eatingDisorders). A disorder results when those attitudes and practices develops an unrealistic perception of body weight and shape, and potentially life-threatening physiological imbalances to name just a few. â€Å"The development of an eating disorder can be caused by several factors, including biological or genetic susceptibility, emotional problems, problems in relationships with friends or family members, personality problems, and societal pressures to be thin† (http://www.notme.org/Articles/eatingDisorders). In terms of psychological aspects, many celebrities today are faced with current and future problems. Despite the fact that they may believe they are doing no harm to themselves by being so thin, there are a lot more things they should be thinking about. â€Å"Eating disorders account for roughly 60% of all celebrities. It’s just their way of life,† says Earl Rodgerts of STAR magazine.

Louis Pasteur in Public Health Essay

Louis Pasteur is a man of many talents; his greatest gift was his intelligence and patience without it the medical field and the public health system would not be where it is today. Through his patience and diligence Pasteur was able to make several advances in chemistry, microbiology, immunizations and preservations. In 1857 he developed the Germ Theory of fermentation and putrefaction, these theories assisted in the surgical revolution of antiseptics developed by Joseph Lister. He has laid the foundations for epidemiology and the defining rules for personnel hygiene. Many people believed that his theories were not true and hoped that he would fail however time and time again he proved them wrong. Through his studies and research Pasteur was able to positively impact the nineteenth century by the development of theories such as the Germ Theory and vaccines for several diseases such as anthrax and rabies, which led to the first successful vaccination of humans. He has shown how pathogens could be passed from animals to humans. Louis Pasteur was born in Dole, France on December 27, 1822; as the son of a tanner his father wanted him to get the education that he did not receive. He attended school at â€Å"? cole Primaire and later went to the College d’Arboix but did not finish due to be home sick. In 1842 he went on to earn his Bachelor’s degree in Science at College Royal de Besancon, from there he attended ? cole Normale to earn his Doctorate in Science focusing on physics and chemistry. (Toledo-Pereyra, 2009). In 1849 he married Marie Laurent; she bore him five children through the years, three of the passed away before reaching maturity. Even though Pasteur has been recognized for great accomplishments in the fields of physics, chemistry and microbiology he did not prosper from it. He taught at several colleges as Chemist, and later moved on to being a director or an administrator of the Department of Science. He is one of the founding fathers of microbiology. According to â€Å"Discovery of Pasteurization† (2010), â€Å"Pasteur laid the foundation for all microbiological techniques through his research on Lactic and alcoholic fermentation and defined these principles: All fermentation is caused by a microorganism, there is a particular ferment for every given fermentation, a sterile culture is required for ferment growth, the medium has to be seeded with absolute ferment particles† (Alcoholic Fermentation). Through his studies of fermentation Pasteur was able to denounce the theory of spontaneous generation. â€Å"Spontaneous generation is the supposed development of living organisms from non-living matter. † (American Heritage Dictionary, 4th Ed. ). The denouncement of spontaneous generation and studies of fermentation led to the sterilization of milk, wine and beer, which resulted in improved taste and quality; but also prevented thousands of unnecessary deaths. This process was later named after him and was called pasteurization which is the heating of beverages or food to kill living organisms to prevent spoilage. In 1857 he developed the Germ Theory of fermentation; later named the Germ Theory of disease, this led to Joseph Lister’s development of antiseptics that is now used for surgeries. As Pasteur continued to study micro-organisms he began to take on animal diseases. Through his studies he was able to develop several vaccines and eradicate rabies, also he was able to successful vaccinate human’s from the rabies disease. He was first called upon to investigate the disease of silkworms, which almost devastated the silkworm industry. His studies showed that the worms disease was caused by shiny corpuscles†; an unattached body cell, â€Å"which he later discovered was hereditary and contagious,† (Discovery of Pasteurization, 2010) and soon began suggesting new hygienic measures to properly cultivate the silkworms. Without delay he started to tackle more animal disease specifically Chicken Cholera and Anthrax which were occurring around the same time. Anthrax was slaughtering farm animals mostly, sheep; through investigations of healthy and diseased animals he was able to cultivate a vaccine to control the bacteria. Toledo-Pereyra, 2009), and he did the exact same thing with Chicken Cholera. In 1881 Pasteur began the study of the viral disease called rabies. Rabies attacks the central nervous system of warm blooded animals including humans. According to (Harrigan, 2011). â€Å"Animal symptoms may have the appearance of being sick, crazed, act vicious or may be over friendly, docile, and confused. Human symptoms may be pain or tingling sensation from the bite site, high fever, confusion, seizures and coma. Once an animal or individual is infected and they show signs of symptoms they rarely live. †(Symptoms). Pasteur began his investigations by studying â€Å"infected rabies animals to get an understanding of the disease’s cycle. He discovered that the spinal cords of dying rabbits with rabies could be kept no infected by maintaining them in a sterile, dried air for two weeks. He developed a system of various concentrations of inoculated material; he was able to protect the animals. (Toledo-Pereyra, 2009). According to Encyclopedia of World Biography (2011) On 1885 Pasteur was brought a nine-year-old boy by the name of Joseph Meister who had been badly mauled by a rabid dog, with the permission from the boys physician he administered the vaccination treatments. The child successfully recovered from the rabies virus due to Pasteur’s diligence and since of duty to his country. Louis Pasteur had different methods to help society accept his scientific theories. His most widely used was proof, he showed the people through controlled variable or environment. By letting his work speak for itself, he was able integrate is theories a lot easier. Two of Pasteur’s biggest adversary’s was â€Å"Justus Liebig he tried to disprove Pasteur’s theory on spontaneous generation and the theory of fermentation; and Felix Archimede Pouchet whom questioned his theory of spontaneous generation. †(Schwartz, 2001). He was able to hold his own through methodological research, experimentation, and documentation to prove that his theories were the most accurate. As a testament to time Pasteur’s efforts to rid the world of diseases such as Rabies, Anthrax, and Cholera his theories have rang true. His studies of fermentation, putrefaction and spontaneous generation have led society to be a more hygienic and sufficient place. There are healthier people in the world today, because of his efforts to help people live and for them to understand what was going on despite centuries of beliefs. If it was not for Louis Pasteur the medical profession would have probably just getting to understanding the life of a microorganism. Pasteur has influenced countless people through his work because of the way he presented, explained and proved it. His studies helped Joseph Lister in the surgical field, by showing that there are micro-organisms that are in the air which causes contamination of the wounds. According to New world of Encyclopedia (2008)â€Å"The young boy whose life was saved by Pasteur’s vaccine for rabies worked at the Pasteur Institute, Meister was ordered by German forces occupying Paris to open his crypt, but he committed suicide rather than comply. † The impact the Pasteur had has been greatly felt throughout the world, without his perseverance the world would not be where it is today in regards to the medical field and public health. His desire to understand why things happened and how they happened influenced people to work with his drive, and determination. Pasteur’s willingness to accept change despite the fear it may cause, has shown us that just because something has been thought for centuries does not make it right, and if you do not believe in something find a way through scientific experimentation to be able to disprove it or show that it is right. For almost every experiment that was used to show the population that it was true he did it publicly for all eyes to see so that there was no doubt, and to prove that change is can be good. Louis Pasteur was a great chemist, physicist, and above all else a great teacher. He taught the world that just because you do not see it, does not mean that it is not there. Through his microscope he was able to make drinks healthier, formulate vaccines, and eradicate some the worst diseases that was known to man. Pasteur’s influences have touched each and everyone in some way shape or form. Even though he was doubted and criticized he still did not stop trying to make this world a better place. This man is truly a Public Health figure for all time.