Essay about thesis - 2256 Words

D6T thermal sensor and People Counting Algorithm In this thesis work, a new indoor people counting algorithm is created by using Omron D-6T thermal sensor and Raspberry Pi. The sensor periodically generate thermal map of heat emitted in its field of view which is a one dimension array and pass the array to Raspberry for further processing. The people counting algorithm is created in Raspberry Pi by processing thermal map generated by D6T. After processing the number of people indoor is obtained. This chapter presents the hardware structure used including D6T thermal sensor and Raspberry Pi, moreover the people counting algorithm is discussed in detail. D6T thermal sensor D6T is a new product which is designed by Omron and†¦show more content†¦The devices connected with I2C bus are either master nodes or slave nodes. The master node generates the clock and initiates communication with slaves while the slave node receives clock signal and give a response to the master when its address is requested. It is necessary to stress that I2C bus is a multi-master bus which means any number of master nodes can be attached. Usually a bus device operates in one or two modes of four modes operation which are master transmit, master receive, slave transmit and slave receive. Initially the master starts master transmit mode by sending a start bit followed by the address of the slave it wished to communicate with, after this a command would be sent and tells the slave whether it would write or read from the slave. If the slave exists on the bus and it will shake hands with master by sending an ACK bit (active low for acknowledged). â€Å"S† Start Condition â€Å"Sr† Repeat Start Condition â€Å"P† Stop Condition â€Å"W/R† Write(Lo)/Read(Hi) â€Å"ACK† Acknowledge reply â€Å"NACK† No-acknowledge reply Figure 4. Signal chart of D6T thermal sensor Figure 4 is signal chart of Omron D6T thermal sensor. It starts operation by sending â€Å"S†, followed by the address. After receiving â€Å"ACK†, it sends a read command and receives an â€Å"ACK† as well. Afterwards, â€Å"Sr† is sent and after another â€Å"ACK† is received, the masterShow MoreRelatedOutline And Outline Of A Thesis Essay789 Words   |  4 Pages1. Thesis: I think your thesis is strong and obvious throughout your paper. So I don’t think that will be something you need to change dramatically. Instead, I think the main thing you should focus on for Draft 2 is organizing your paper so it is all supporting information for your thesis. In both your background and analysis section, ask yourself whether the information is there to support your thesis or whether it a secondary point. 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Different Perspectives On What The Role And Purpose Of...

There are many different perspectives on what the role and purpose of education is. Both Functionalists and Marxists believe that the education system prepares young people for work and their work roles. However, they disagree on how education does this. Functionalists believe we live in a meritocratic society, where occupational positions, jobs and pay are allocated on the basis of an individual’s talent, ability and merit. A major difference in view is that Marxists would refute the theory that we live in a meritocratic democracy. It is the view of many functionalists that education has a key role in preparing young people for adulthood, citizenship and working life. They believe it provides people with the means for improving their life and life chances through upward social mobility- moving up the social hierarchy. Functionalists Emile Durkheim and Talcott Parsons argue there are four basic functions of education: Creating social solidarity; providing a bridge between the particularistic values and ascribed status from family, and universalistic values and achieved status in society; developing human capital- a trained and qualified labour forc e; and selecting and allocating people for roles in a meritocratic society. These functions can link into preparing young people for work. Social solidarity is achieved partly through the hidden curriculum. The hidden curriculum is made up of rules,Show MoreRelatedCritical Thinking Distance Education And Traditional Education926 Words   |  4 PagesEducationally wise our community, life experiences and past professor’s we have come in contact with have played a significant role in our development as doctoral students we are becoming today. As we being to reflect on what we read we will begin the process of higher level thinking. 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Amul Project Free Essays

oAmul a brand of success has managed to create a distinct and concrete image in the mind of the consumer. It’s all happens due to sincere, hard work and team effort or amul society, amul was formed in the year 1946 in the form of society by the visionary Dr . kurien with a noble purpose to uplift the village farmers to sustainable position by bringing them into the net of the society. We will write a custom essay sample on Amul Project or any similar topic only for you Order Now Starting with a few liters of milk per day to millions and millions liters per day indicates the success of the society. t in turn fetches good return to update the village farmers. They comply with strict quality standardization norms and efficient distribution system and also they update themselves as per the changing time. Through forward integration they started producing different milk product which are highly quality product as compared to their competitors despite being a rural organization they did not discount the importance of advertising they advertise heavily through different medias. the punch line the taste of India paused amul as zenith level of popularity. Through amul is the market leader in the category they should not Discount the importance of technology and diversification. Globalization put a major challenge before Amul because number of Competitor’s with their strong R D technology are entering into India. Therefore, in order to retain its brand image and market share amul has to think strongly in the line of expansion in the form of capacity as well as market i. e. , making Amul a global company. They can capitalize the brand image of Amul by the process of diversification. They can diversify amul in the areas like Agro foods, Pharma etc.. How to cite Amul Project, Papers

And of Clay We Are Created free essay sample

The weeping of orphans and wails of the injured filled the air, the little girl obstinately clinging to life became the symbol of the tragedy. † In the short story, â€Å"And of Clay Are We Created† Isabel Allende creates a story about a young girl who is trapped beneath gravel and mud. The author uses many different strategies to create this story. Allende utilizes imagery and tone to convey a better understanding of the story and its characters. One literary device Allende uses to enhance the story is imagery. Allende states, â€Å".. She was also held by the bodies of her brothers and sisters clinging to her legs. †(987). This quote tells the reader why Azucena, the young girl, was in pain while they tried freeing her from the mud. This quote is a good example of imagery because it makes the reader imagine younger siblings holding on for their lives, hoping that their older sister can save them. We will write a custom essay sample on And of Clay We Are Created or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This quote helps the story create sympathy in the reader because losing a sibling can be one of the hardest things to do, but knowing that you were the one responsible to save them, but couldn’t and have them still there holding on, is an unimaginable feeling that Azucena dealt with. Isabel Allende uses imagery in the story many times. One of the many examples that stood out was when Allende states, â€Å" Amputating arms without anesthesia. †(989). This informs the reader how people that were injured had to be treated without any anesthesia, which made it extremely painful. This quote demonstrates the use of imagery because it creates a very vivid gruesome picture in the readers mind by letting them know the extreme pain the people had to go through to be cured. This quote affects the story by emphasizing pain into the readers thinking. The author also uses good diction to establish a melancholy tone in the story. Allende mentions, â€Å"The sky is weeping. This tells the reader that it is raining, in a more dramatic way. This quote creates a melancholy tone because it instills a depressing feeling for the reader by showing that Azucena’s situation is so sad, even the skies were crying for her. Another quote that Allende uses to establish a melancholy tone is, â€Å"†¦I felt his frustration, his impotence. †(989). In this quote Allende is stating that the character, Rolf, was so frustrated that she too, felt it. This extends the melancholy tone because it makes the reader feel sorry for Rolf since he feels weak and powerless due to the fact he cannot do anything to help Azucena. Using the good quotes, Isabel Allende makes the melancholy tone able to be seen clearly. In the story the author demonstrates imagery and tone to develop a better understanding of the story. Isabel Allende uses good examples of imagery to help the reader imagine the setting and what is happening in the story. She also uses diction to help set a tone for the story, to make the reader feel melancholy. Using imagery and tone makes a story more interesting and easier to understand, without them a story can be empty and plain losing the reader’s interest. And of Clay We Are Created free essay sample The Miseries of Misfortune In Isabel Allende’s short story, â€Å"And of Clay Are We Created†, Azucena, a young Latino girl, endures a number of hardships after an avalanche traps her in the mud, while in Gabriel Gracia Marquez’s short story, â€Å"A Very Old Man with Enormous Wings†, an angel man, who brings good fortune to a family, struggles with mockery. Both characters deal with misfortune throughout each of the short stories, and unlike the angel, who has no one, Azucena, has Rolf, a caring reporter, to comfort her through her experience. Over the course of both short stories each character suffers in some way. As soon as the angel arrives, Pelayo, the owner of the property â€Å"drag[s] him out of the mud and lock[s] him up with the hens in the wire chicken coop† (588). The angel withstands physical discomfort, even as he brings good fortune to the family that he stumbles upon. We will write a custom essay sample on And of Clay We Are Created or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Azucena suffers as well, when â€Å"they [discover] [her] head protruding from a mud pit† (258). Azucena, like the angel, undergoes physical pain because of her dreadful and horrific situation. Azucena and the angel endure moments of suffering, as well as experiencing the burden of exploitation by the people surrounding them. At the scene of the mud pit, â€Å"[the reporter’s] camera zoom[s] in on the girl† (289). Azucena, growing in popularity, soon develops into the top news story, deprived and stripped of her privacy as she lies in the mud. In addition, the angel, turns into the town attraction, and people â€Å"without the slightest reverence, [toss] him things to eat through the openings†¦as if he weren’t a supernatural creature but a circus animal† (588). The people of the town treat the angel poorly instead of treating him with the respect and seeing him as a gift from God. Not only do the angel and Azucena have commonality as characters, but they also share differences as well. In â€Å"And of Clay Are We Created† Azucena begs Rolf and says, â€Å"don’t leave me alone† and Rolf stays for her (261). When Azucena begs Rolf, she simply makes a plea for comfort; and he abides never leaving her side. Where as, in â€Å"A Very Old Man with Enormous Wings†, â€Å"the angel was the only one† without anyone to care and comfort him (591). Unlike Azucena, the angel appears all alone. Through all his suffering and mocking, people continue to disrespect him and not honor him in the way he so deserves. Together, Azucena and the angel endure misfortune and disrespect at the hands of humans and Mother Nature. Ultimately, both share the burden of suffering, one consoled and one not. This, therefore, brings upon change to people’s lives. The angel brings about materialistic gain, while Azucena’s changes a person’s heart. Works Cited Allende, Isabel. â€Å"And of Clay Are We Created. † Elements of Literature. Ed. Laura Wood. 3rd ed. Austin: Holt, Rinehart and Winston, 2005. 257-265. Print. Marquez, Garcia Gabriel. â€Å"A Very Old Man with Enormous Wings. † Elements of Literature. Ed. Laura Wood. 3rd ed. Austin: Holt, Rinehart and Winston, 2005. 587-595. Print.

A film comparison between emma and clueless

A film comparison between emma and clueless Jane Austen's early nineteenth century novel, Emma spawned two well-known films from the mid-nineties. These are of course Emma, directed by Douglas McGrath and Clueless, written and directed by Amy Heckerling. While Emma is a direct adaptation of the novel, Clueless was merely inspired by its themes and messages. Furthermore, Emma aspires to successfully present the novel in celluloid and entertain a female, adult audience whilst introducing Jane Austen to a new generation. Conversely, Clueless aims to transport the themes and morals presented within the novel into a modern context that is relatable to the youth of today. Despite these differing objectives the films are similar in terms of storyline, theme and characterisationSuperficially, Emma and Clueless are tales of love told from the perspective of 'the match-maker,' however beneath this veneer lie stories about young women learning humility in the face of their own willful ignorance. In both stories the heroine misjudges not just Mr/Elton's affections, but also the extent of a second eligible man's affections for them.Jane Austen lived here, in Chawton, during her fin...Cher and Emma even misjudge their own feelings towards a brother figure: Mr Knightly in Emma, and Josh in Clueless. As a result of their mistakes, both undergo a 'spiritual makeover' and rethink their opinions of themselves and the things into which they put their time and energy. A more blatant connection in the plot occurs when Emma paints a picture of Harriet for Mr Elton to hang up in his house. The equivalent to this in Clueless would be when Cher takes a picture of Tai for Elton to pin up in his locker. In both films the portrait is hung up not because of the subject but because of who created the image. Indeed, the films share similar storylines, yet they are set in vastly different environments.Emma is...

Free Essays on Chrysler

Chrysler A. General Facts: 1. Conglomerate 2. DaimlerChrysler AG designs, manufactures, assembles and sells cars and trucks under the names, Mercedes-Benz, Chrysler, Plymouth, Jeep and Dodge, manufactures commercial vehicles, provides related financial services and has aerospace operations. 3. In less than eight months, Broad, Vogt & Conant fabricated and erected nearly 7,500 tons of structural steel for Chrysler's new world headquarters and technology center (CTC) in Auburn Hills, Michigan. BV&C erected 2,600 tons of structural steel for the CTC building and 4,900 tons of structural steel for the 15-story headquarters and adjacent 100,000-square-foot commons building. This is a horizontally structured corporation 4. Chrysler currently has 466,938 employees. The CEO and Board of Directors are as follows: CEO James Holden Chairmen: Robert J. Eaton Juergen E. Schrempp Mercedes-Benz/ smart Juergen Hubbert Chrysler, Dodge, Plymouth, Jeep James Holden Commercial Vehicles Dieter Zetsche Product Development Chrysler, Plymouth, Jeep, Dodge Tom Gale Aerospace Manfred Bischoff Services Klaus Mangold Chief Financial Officer Manfred Gentz Corporate Development and IT Management Eckhard Cordes Global Purchasing Gary Valade Purchasing Chrysler, Dodge, Plymouth, Jeep Tom Sidlik Research and Technology Klaus-Dieter Voehringer Human Resources Guenther Fleig 5. Their ranking vs. Other corporations is 84% out of a 99% margin. 6. Their ranking within its own industry (market) is 57% out of a 99% margin. a. Their percent of market share is 23.0 7. Although it is the third largest of the United States' domestic manufacturers, Chrysler has at times seemed close to going under. Walter Percy Chrysler started working at GM's Buick plant, rising to works director before leaving in 1921 to buy two ailing Detroit marques, Maxwell and Chalmers. ... Free Essays on Chrysler Free Essays on Chrysler Chrysler A. General Facts: 1. Conglomerate 2. DaimlerChrysler AG designs, manufactures, assembles and sells cars and trucks under the names, Mercedes-Benz, Chrysler, Plymouth, Jeep and Dodge, manufactures commercial vehicles, provides related financial services and has aerospace operations. 3. In less than eight months, Broad, Vogt & Conant fabricated and erected nearly 7,500 tons of structural steel for Chrysler's new world headquarters and technology center (CTC) in Auburn Hills, Michigan. BV&C erected 2,600 tons of structural steel for the CTC building and 4,900 tons of structural steel for the 15-story headquarters and adjacent 100,000-square-foot commons building. This is a horizontally structured corporation 4. Chrysler currently has 466,938 employees. The CEO and Board of Directors are as follows: CEO James Holden Chairmen: Robert J. Eaton Juergen E. Schrempp Mercedes-Benz/ smart Juergen Hubbert Chrysler, Dodge, Plymouth, Jeep James Holden Commercial Vehicles Dieter Zetsche Product Development Chrysler, Plymouth, Jeep, Dodge Tom Gale Aerospace Manfred Bischoff Services Klaus Mangold Chief Financial Officer Manfred Gentz Corporate Development and IT Management Eckhard Cordes Global Purchasing Gary Valade Purchasing Chrysler, Dodge, Plymouth, Jeep Tom Sidlik Research and Technology Klaus-Dieter Voehringer Human Resources Guenther Fleig 5. Their ranking vs. Other corporations is 84% out of a 99% margin. 6. Their ranking within its own industry (market) is 57% out of a 99% margin. a. Their percent of market share is 23.0 7. Although it is the third largest of the United States' domestic manufacturers, Chrysler has at times seemed close to going under. Walter Percy Chrysler started working at GM's Buick plant, rising to works director before leaving in 1921 to buy two ailing Detroit marques, Maxwell and Chalmers. ...

NASCAR Marketing Stategies Research Paper Example | Topics and Well Written Essays - 1000 words

NASCAR Marketing Stategies - Research Paper Example The company uses news report advertising genre. The news networks report the race results of the NASCAR race events. The newspaper, radio, television, and internet genre report NASCAR race schedules, results, and other pertinent NASCAR topics. Further, NASCAR embarked on a very aggressive marketing plan. The company’s holding of regular car racing events precipitated to a growing racing fan database. The company’s aggressive marketing plan included the setting up of its online marketing website, http://www.nascar.com. The current and future customers can open the company’s website to get additional information about future race schedules. The current and future customers can also view the company’s websites to get updates of car racing entries, car racing results, and car racing promotional products. The company’s racing events has created a mindset among its current and future customers that watching a car race is like visiting an unforgettable cel ebrity night out. After seven continuous researches on car racing, NASCAR unfolded it architecture race car of the future. The new NASCAR car model promotes higher racing speeds. The new NASCAR car model allows more advanced car racing safety procedures (Solomon, 2008). By setting up its won online website, the company advertises its NASCAR racing events to current and future customers around the world. ... The NASCAR website mentioned that both Frank Sinatra and Brad Keselowski â€Å"did it their way† (www.NASCAR.com). Further, NASCAR racing events are major news topics. Consequently, many people are eager to hear news reports pertaining NASCAR racing events. Many television stations air the NASCAR racing events live. By watching the NASCAR racing event, the television audiences are glued for several hours to the suspenseful NASCAR racing action. During the entire time, the television audience views the NASCAR name. NASCAR race lovers meet to discuss their favorite pastime, watching the NASCAR games. ESPN, a 24 hour 7 days a week television station shows the NASCAR racing events both live and on a delayed show basis (http://espn.go.com/racing/NASCAR/). Furthermore, NASCAR uses the entertainment genre to advertise its brand. The entertainment avenue is sports. The mere mention of the word NASCAR immediately brings to mind the racing sports. The NASCAR advertising scheme is to con nect with the product, NASCAR, with its product consumers. The company targets sports consumers, people who love car racing (Guinn, 2011). Moreover, NASCAR racing started prior to 1959. Colin Chapman joined the Formula 1 car race in the Indy NASCAR racing circuit. Colin Chapman entered his formula 1 car in the NASCAR races. After the tryouts, Mr. Chapman qualified to join the main NASCAR races. Chapman was one of the most successful NASCAR racers of all time. Another NASCAR Racer, Mr. Paul Goldsmith, was inducted into NASCAR’s Auto Racing Hall of Fame in 1958. (Wheeler, 2010). Description of the phenomenon that occurs when Companies get their name on a car. When people get their name on a NASCAR Racecar, the name is advertised around the world. The whole world sees the advertised brand

European Union Law Essay Example | Topics and Well Written Essays - 2500 words

European Union Law - Essay Example Problems arise every now and then when the acts and decisions of these EU institutions overlap or run into conflict with the mandates of their national counterparts. For example, the ECJ has rendered decisions that member states found incompatible with their own statutes as observed by their national courts. This paper discusses the EU setup as a unique constitutional body whose implementing arms sometimes perform acts that encroach upon the functions and purposes of the national institutions of member states, but it nonetheless succeeds in stringing the disparate Community members into a cohesive whole. Special attention is given to the ECJ whose role it is to implement the EU Constitution and laws, as well as interpret the EC treaties as these apply to specific cases on the national levels. Under Article 234 of the Constitution, the ECJ is tasked with giving preliminary rulings on interpretation of the treaties, the validity or legality of any acts of the EC institutions, and interpretation of the statutes of bodies established by an act of the Commission. In 146/73 Rheinmuhlen (1974) ECR 139, it was emphasized that Article 234 is "essential for the preservation of the EC character of the law established by the EU Treaty and has the object of ensuring that in all circumstances, the law is the same in all states of the Community." When questions of EC law arises, national courts may apply to ECJ for a preliminary ruling on matters of interpretation or validity, after which they may apply the law for their own purposes. In effect, the ECJ reviews the legality of acts passed by the European Parliament and Commission. EC Website (2002) points out that in safeguarding fundamental rights, the ECJ is expected to draw inspiration from the constitutional traditions of member st ates, such that it cannot uphold measures that are incompatible with the fundamental rights recognized and protected by the constitutions of member states. On paper, the ECJ appears to have effectively played its role of shaping a polity instrumental in bringing the Union to new levels of peace, stability and economic growth. However, the Court of Justice contends with accusations from time to time that it pursues an agenda that departs from the spirit of the treaties, from which it really derives its powers. The rest of this essay examines the ECJ acts and decisions in relation to specific cases to determine if there is any validity to such accusations. Community Method The most salient feature of the new Constitution for Europe, which was finalized in 2004, is the provisions on the so-called Community Method and on "subsidiarity." For the first time, the Constitution also gives European citizens the right to ask the Union to launch initiatives. Under the Community Method principle, the EU law has primacy over the law of member states. This means that any EU law is an integral part of the law in each member state, whose courts are duty-bound to apply it. As for subsidiarity, this new principle enshrined in the new Constitution dictates that if member states cannot transpose EU laws into national laws, the Community would act to see that the

The adoption of common language poilcies in companies Essay

The adoption of common language poilcies in companies - Essay Example It tends to spawn behaviors and emotions resulting to inefficiencies and poor collaborative efforts hence, leading to poor performance and low company productivity. These inefficiencies tend to be overlooked since the companies direct their attention to the benefits of linguistic integration in order to fit in the globalizing market. The main reason English is being adopted fall under the pressure from the external global players who seem to be well equipped with the English language and its application in the business field. In addition, there is too much diversification of tasks related to a company among countries. If the corporate goals rely on departments within different countries that are working harmoniously, language becomes a significant element. Implementation of language mandate has revealed challenges in the transition from diverse languages to a common language2. The experience that employees have had when working using another language or engaging with a non-native speaker has proved difficult. GlobalTech, FrechCo, Global Moves, Carco and ChipCo are some of the companies that have tried or rather have implemented the language mandate. All of the companies are from different countries of origin; Germany, French, Japanese, United States and United States respectively. The language mandate was put into test, and the impact analyzed that shows that it resulted to psychological and emotional impacts to the employees3. GlobalTech introduced English to the German Employees, and this resulted to ineffective communication. FrenchCo had employees who were non-native speakers who were originally from France, but experienced challenged in having to communicate in English since some lacked sophisticated language skills. The same case is evident for GlobalMoves, Japanese Company where much time was wasted in a task that could have been done easily. For

Media Violence Causing Social Violence Sociology Essay

Media Violence Causing Social Violence Sociology Essay The above statistics alone should immediately indicate that the negative effects of media violence on the minds of young people cannot help but be substantial, and may in fact lead to social violence on the part of those exposed. However, the fact is that even after decades of ongoing research, there remains a debate as to whether media violence substantially contributes to social violence (Haugen Musser, 2008). To provide context to the ongoing debate, it is helpful to first define the two key terms discussed in this essay, namely media violence and social violence. As noted by North, Wallis and Weingast (2009), the term social violence technically refers to violent activities engaged in by people as a group. This would include violence associated with riots, revolutions, and gang warfare. However, for the purposes of this essay, the term is defined far more broadly as behavior that is aggressive and/or abusive and which results in, or has the potential to result in, some form of injury to one or more others. This is the definition used in most of the existing studies of media violence and social violence. Haugen and Musser (2008) note that there are differing views as to what precisely is meant by the term media violence, but that typically it refers to various gradations of violence presented by differing forms of electronic or film media such as television programs, computer games, and movies. The gradations considered to be within the domain of media violence can and do differ from research study to research study. However, the authors inform that a good deal of the decades long debate over media violence and social violence is more political than scientific. Specifically, Haugen and Musser (2008) state that there are two schools of sociopolitical thought as to whether or not media violence actually causes real-life violenceand these are both trying to use research on media violence to advance their particular perspective. One school of thought blames media violence for social violence and wants to censor certain content in order to protect children. The other side views censorship, even if relatively weak in scope, as a slippery slope to increasingly levels of censorship not only of violence but many other types of expressions within society. It is important to keep this in mind when evaluating the existing research. It can be noted here that the central thesis of this paper is that there is sufficient evidence of a substantial relationship between media violence and social violence; however, social violence is multi-causal and media violence is likely to exert maximal effects if additional causal and contributory factors are operative. This thesis is supported in this paper by an extensive review of the existing research on media violence demonstrating exposure to be followed by engagement in antisocial behavior and aggression. The Connection Between Media Violence and Social Violence Effects on Children and Adolescents Browne and Hamilton-Giachritsis (2005) compiled a comprehensive review of the literature on the effects of media violence on the social violence and aggression of both children and adolescents using the findings of five meta-analytic reviews and one quasi-systematic review, all of which were from North America. The studies covered television violence, film violence, and video and computer game violence. Some of the most important of their findings were: 1. In the average home, childrens television programming exposes a child to 20 to 25 violent actions each hour; moreover, violent offenders in childrens programming sometimes go without punishment and the offenders themselves seldom show any remorse for the violence. 2. During both childhood and adolescence, the amount of time watching television violence is positively related to several antisocial behaviors such as threatening aggression, assault or physical fights resulting in injury, and to robbery. In general, the review presented by Browne and Hamilton-Giachritsis (2005) led the authors to conclude that violent images in the media can substantially affect children and adolescents thoughts and emotions in a manner that makes them both more fearful and more aggressive. Browne and Hamilton-Giachritsis also reported that several other factors figure into the commission of social violence which makes the link between social violence and media violence significant but small. However, they point out that the effect sizes observed in meta-analytic studies of media violence and subsequent social violence show that even this small relationship exerts a substantial effect on the general public health in terms of the consequences of social violence to the victim and to the families of both the victim and the perpetrator of the violence. Regarding the point made by Hamilton-Giachritsis (2005), it is helpful to briefly look at the statistics associated with social violence. In this regard, Santamour (2008) reports that acts of violence are associated with heavy human and economic costs. In his study, Santamour examined violence-related hospitalizations in the United States. He observed that hospital costs as a result of social violence totaled $2.3 billion dollars per year and were primarily the result of assaults and/or physical and emotional abuse. A clear gender difference was also noted which Santamour reports as follows: Boys and men accounted for 82.4 percent of hospital stays resulting from assaults; girls and women accounted for 63.9 percent related to maltreatment and 58.5 percent resulting from self-inflicted violence. Young adults, 18 to 44 years old, made up 68.3 percent of assault-related stays and 62 percent associated with self-inflicted violence. (p. 1) When considering that media violence contributes to statistics such as these, it is difficult to think of any connection between it and social violence is weak. In another study of media violence and social violence, Bushman and Huesmann (2006) found that exposure to media violence was positively related to aggressive behavior, anger, and aggressive ideas in children, teens, and adults. It was also found that media violence had a negative effect on the helping behaviors of all groups, making them far less likely to help others in need. However, it was also found that the group most vulnerable to the effects of media violence were young children. This was said to be because young children were more easily impressionable; also, they had a harder time telling the difference between fantasy and reality. In addition, young children learn best by observing and then imitating behavior, making them more apt to engage in violent behavior. Adding to the idea that media violence is directly related to social violence, Haugen and Musser (2008) report that the connection between media violence and social violence has already been accepted as fairly substantial by six major medical groups. These groups are the: American Academy of Pediatrics, American Academy of Child Adolescent Psychiatry, American Psychological Association, American Medical Association, American Academy of Family Physicians, and the American Psychiatric Association. Further, the authors also noted that each of these medical organizations hold that media violence leads children to increase their levels of antisocial behavior and to become less sensitive to violence as well as victims of violence. Haugen and Musser (2008) also states that these medical groups warn that children exposed to long-term and frequent media violence are likely to develop a view of the world as violent and mean and to become more fearful of being a victim of the worlds violence than children who are not exposed to frequent/long-term media violence. Even more alarming is that the children who are exposed to frequent media violence over a lengthy period of time often show a desire to see yet more violence in their entertainment as well as in real life, and they come to see violence as a legitimate way to settle conflicts. These desires and attitudes, in turn, make them more likely to engage in social violence both as children and as adolescents and, in some cases, even as adults. The foregoing literature provides fairly strong support for the idea that even a weak causal contribution between media violence and social violence can be viewed as substantial in terms of its costs and its escalating effects on people over time. However, this effect does have to be considered in light of all of the factors that drive people to commit violent acts against others. The next section of this essay considers the effects of media violence in relation to the other contributors of social violence. Multifactorial Nature of Social Violence and Contribution of Media Violence Kirsh (2006) reports that many factors are involved in the commission of social violence and as just demonstrated in the above review, one of these factors is media violence. However, its effects can vary depending upon the manner in which the violence is presented. If the violence presented in the media lacks consequences and/or is justified, and/or is associated with reward, it can have a very negative effect on children and teens, making them more likely to engage in such behavior. However, if the presented media violence shows that the offender is punished for the violence, then it can lessen childrens tendencies toward aggressive behavior. In addition, the type of character or personality that engages in the presented violence can also have an effect. According to Kirsh (2006), if the violence is undertaken by an attractive person or by a charismatic heroand the child or adolescent identifies with the perpetratorthen it is likely that the negative effect of the violence will be stronger, making the viewer more likely to engage in similar behavior. Furthermore, Kirsh reports that if the childs full attention is focused on the screen presenting the violence with minimal or no distractions breaking this focus, the impact will be greater. Finally, if the child views the show and its violence as realistic and reflective of real life, then the effects will be stronger. In what is now considered a seminal study of media violence, the U.S. Department of Health and Human Services Office of the Surgeon General (2001) concluded that there is a relationship between media violence and some social violence including homicide, forcible rape, aggravated assault, and robbery. However, it was also noted that there is a problem with the research that makes knowing whether there is a causal connection between media violence and social violence difficult to scientifically report. Regarding the nature of the problem, it is stated that: Although there is clear scientific evidence of a correlation between exposure to media violence and some violent behaviors, randomized experiments-the research methodology best suited to determining causality-cannot ethically be used in studies of violent behavior. (p. 1) It was stated that the best that could be done is to study the effects of media violence and how it affects certain aggressive behaviors in children and adolescence. These studies were said to provide at least indirect evidence of causality. For example, the Surgeon General (2001) reports that longitudinal studies reliably show that if children are exposed to media violence, as they grow older they become more likely to exhibit aggressiveness due to the increase in the amount of media violence exposure. This connection makes it seem very reasonable to believe that there is also some causal contribution of media violence to social violence in various forms of violent antisocial behavior and crime. But if there is a causal connection, how strong is it and what other factors also contribute to social violence? According to the Surgeon Generals (2001) early study of youth violence, as well as a more recent study by Coyne (2007), what makes media violence likely to impact on any given child is its relationship to a host of several social violence risk factors. These risk factors include: individual risk factors; family risk factors; school risk factors; peer group risk factors; and neighborhood and community risk factors. Specifically, to the extent that one or more of these factors is present in a childs life, they are likely to make the child more prone to both violent behavior as well as the negative effects of media violence. The social violence risk factors discussed by both the Surgeon General (2001) and Coyne (2007) can be delineated as follows: 1. Individual factors A child and/or adolescent is most likely to be at risk for the negative effects of media violence and social violence if the child is male, if there is substance use, if the childs personality or temperament is already somewhat aggressive possibly as a result of a health condition such as hyperactivity, if the IQ is low, and if the child is generally antisocial in attitudes and beliefs. One point that can be noted here is that the Council on Communications and Media (2009) states that individual factors can also protect a child from the negative effects of media violence. These protective factors include the child having a high IQ, and a positive social orientation. Further, if the child shows a low tolerance for deviance and views transgressions as usually punished, this also would reduce or even eradicate any negative effects of media violence. 2. Neighborhood and Community Factors Living in a deteriorating community or neighborhood can put a child or adolescent more at risk for the negative effects of media violence. For example, poor neighborhoods where drugs and gangs are present increase the risk. High crime areas also place a child at risk for social violence that is exacerbated by exposure to media violence. 3. Family Risk Factors If the childs family is poor, he or she is more at risk for the negative effects of media violence. If his/her parents are antisocial and/or have a poor relationship with the child, these factors can also increase the risk. Other family factors that place children at risk for the negative effects of media violence include: parental separation (broken home), abusive parents, neglect, harsh discipline and/or a lack of discipline, poor mental health of parents, and the presence of a good deal of conflict in the home. As with individual factors, there are some familial/parental factors that can give the child some protection from the negative effects of media violence (as well as other forms of violence). According to Ferguson, San Miguel and Hartley (2009), these protective family factors include having good relationships with parents, and positive evaluations from peers. Steady and consistent, but not overly harsh, parental monitoring and discipline can also be protective. 4. School Factors How a child feels about school can also affect the impact of media violence on the child. If his or her attitude is positive, the child will be less likely to be impacted; but if the attitude is negative, the risk is increased. Academic performance operates in a similar manner. School failure and low grades make a child more vulnerable to the negative effects of media violence, while good school performance has the opposite effects. Lee and Kim (2004) points out that one of the strongest school risk factors is bullying. If a child is bullied, he becomes very vulnerable to seeing some form of retributive violence as the answer to his problem and this tendency can be strongly exacerbated by media violence. 5. Peer Risk Factors The nature of a child or adolescents peers can have a significant impact on the effects of media violence. If the child has strong ties to antisocial peers, then the impact is more negative. However, if most of the childs friends behave in prosocial ways, then this will act as a protective factor. Media Violence and Crime The foregoing section of the review indicated that media violence operates conjointly with other factors to elevate a childs risk for social violence. However, there are many forms of social violence, one of which is violent crime. This section of the essay examines the question: Is media violence directly related to the commission of violent crime? According to Coyne (2007), while many studies of media violence and violent crime do show at least a weak connection, they suffer from the fact that they are, in large part, laboratory-based investigations. Furthermore, such studies primarily rest on studies of aggressive urges or tendencies rather than examining real criminal behavior to see if those engaging in it have a history of watching violence in the media. Coyne (2007) attempted to remedy the forgoing problem by examining longitudinal research with offender populations. It was stated that, When integrated with other long-term studies on the development of crime, it is concluded that the link between media violence and crime is weak after other environmental factors are taken into account. However, the fact remains that until there can be some good control for other contributors to criminal violence, it will remain difficult to know the extent to which there is a direct causal relationship between media violence and criminal violence. Failure to definitively establish a causal link is due to the fact that in studies which are significant statistically, these other factors often act as confounding variables. Nonetheless, it seems reasonable to state that the ongoing, now decades long, findings of elevations in aggressiveness in relation to media violence strongly suggest that there may be more than a weak connection. Conclusions The central thesis of this essay was that media violence substantially contributes to social violence where social violence was defined in the broad sense of aggressive and/or antisocial behavior that results in or can result in injury to one or more others. The key question that must be asked is whether the reviewed literature on media violence supported this thesis? The answer to the above question is somewhat complex. The literature clearly indicated that media violence can lead to children and adolescents engaging in aggression and violent behavior. Moreover, it also showed that the degree to which said behavior is engaged in can differ depending on length of media violence exposure. The reviewed literature also demonstrated that the nature of the violence presentation and the strength of distracted focus can both operate to make it more likely that social violence will be engaged in by children and/or adolescents. This indicates that there is a real effect being exerted by media violence on children. However this conclusion needs some modification. Social violence, as defined in this essay, is multi-determined which means that there are many contributors which, taken together or in part, operate to make a child and/or adolescent engage in social violence. Media violence is one of these and indications are that it can substantially contribute to social violence in the sense that it exacerbates the effects on social violence caused by other factors such as having conflict in the family, living in a gang ridden and poor neighborhood, doing poorly in school, and so forth. Media violence not only exerts a substantial contribution to social violence in this manner, it also exerts an effect in terms of the negative outcomes of social violence on the lives of the people who are involved in it. Thus, it seems reasonable to conclude that based on all of the reviewed findings, media violence does exert a substantial effect on social violence even though it is not the only contributor.

Prosopagnosias Affect on Daily Life Essay -- Psychology, Mental Healt

In Psychology, there are a wide range of disorders, all of which disrupt a person’s life at varying levels. As a result of this, the Diagnostic Statistical Manual of Mental Disorders is used to diagnose a person with a certain disorder and determine the extent to which the disorder affects their ability to function in society. However, the DSM-IV does not address all of the disorders that people can be troubled with. There are four axes to the DSM-IV: axis I which takes into account clinical disorders, axis II looks at personality disorders, axis III diagnoses acute medical conditions, axis IV is psychosocial and environmental factors and axis V determines a person’s ability to function in society. Agnosia is one of the many disorders that cannot be classified under the any of the axes of the DSM-IV although it is a brain disorder. A specific type of agnosia that has recently been heavily represented in the media is prosopagnosia. Prosopagnosia is a mysterious disorder as the etiology is unknown and there is much variance to the disorder by the individual. As the degree in which this disorder affects the lives of people cannot be determined using typical methods, to what extent does prosopagnosia affect a person’s life? Prosopagnosia is the scientific name for what is commonly known as â€Å"face-blindness.† It is a neurological disorder characterized by a person’s lack of ability to recognize faces (â€Å"Prosopagnosia Information,† 2007). What makes a person having prosopagnosia different than a person who is just â€Å"bad with faces† is that, with prosopagnosia, a deficit in face recognition in the presence of relatively normal object recognition exists (Righart & Gelder, 2007). This means that a person with prosopagnosia cannot recognize... ...Prosopagnosia and PET Study of Normal Subjects [and Discussion]. Philosophical Transactions: Biological Sciences. (pp. 55-62). Vol. 335. Royal Society. Shearer, D., and Peter M. (1996). Effect of Facial Familiarity and Task Requirement on Electrodermal Activity. The American Journal of Psychology (pp. 131-37). Vol. 109. University of Illinois. Simulation of Talking Faces in the Human Brain Improves Auditory Speech Rocognition. (2008) Proceedings of the National Academy of Sciences of the United States of America (pp. 6747-6752). Ed. Dale Purves. Vol. 105. National Academy of Sciences. Song, S. (2006). Do I Know You? Time. Weingarten, G. (2008). Losing Face. The Washington Post. Young, A., and Perrett, D. (1992). â€Å"Face Recognition Impairments [and Discussion].† Philisophical Transactions: Biological Sciences. (pp. 47-54) Vol. 335. Royal Society.

Foundations of Nursing Practice Essay

A reflection on how the module content and associated practice experience has contributed to the student’s development as a nurse. This essay is a discussion on how the module content and practice experience has contributed to personal development as a nurse. Therefore it will focus on firstly the concept of individualised care and its relevance to nursing assessment and care delivery, secondly the ethical and professional issues that impact nursing such as confidentiality, consent and dignity. The essay will also focus on exploring the various communication models and the development of the therapeutic relationship between the nurse and the service user, and finally the organisation and delivery of care within the practice environment. With particular reference to a recent placement, at a palliative care nursing home, this essay will discuss Harriet, an 88 year old lady with chronic bronchitis and suffers with multiple sclerosis. For confidentiality purposes the names of service users have been changed to comply with the Nursing and Midwifery Council, Code of Conduct (NMC 2008). This assignment will firstly discuss the individualised approach to nursing, which developed in the USA during the 1950’s and 1960’s, which coincided with the development of the nursing theory and models of nursing which began to challenge the medical model of health care (Lloyd, Hancock, Campbell 2007). The nursing process can be carried out successfully by implementing a popular model used extensively in the UK originally by Roper et al Activities of Living model in which it is based loosely upon the 12 activities of daily living; however Henderson acknowledges 14 activities that people engage in (Kozier, Erb 2008). This model identifies any deficit in their care usually upon admission; it is reviewed as the care plans of the service user evolve; after which an intervention may be given to the service user. The nursing home that was attended for placement had person centred care plans in which they based them on the 12 activities of daily living from sleeping, eating and drinking to mobility and communication; these were short term care plans that were reviewed monthly. Another model that is frequently used described by Ellson (2008, pg22) is the Nursing Process, when it was initially identified; Yura and Walsh (1978) showed that it is a four stage cycle that begins with assessment. Harriet was assessed by the Doctor as the registered nurse in charge (RGN) noticed a change in her health; she had developed a wheeze when talking and had a chesty cough, the RGN suspected a chest infection. A care plan was then devised to follow up the assessment. Harriet was to be started on a course of antibiotics for a week, and was to be resumed on her nebuliser. The care was then implemented the following day during the morning drugs round. An evaluation of that care completes the cycle; in which Harriet was to be seen by the Doctor the following week after completing her course of antibiotics and was to remain on her nebuliser. Additionally, more than one stage can be occurring at the same time, for instance assessment may coincide with implementation (Carpenito-Moyet 2007). If goals are achieved after the first cycle, care maybe terminated or in some cases modified and the service user reassessed. (Ellson 2008, pg22) This process is designed to enhance systematic care, drive communication amongst team members and encourage continuity (Mason 1999 cited in Habermann, Uys 2006).The RGN wrote in Harriet’s daily report and updated her care plans, identifying her change in medication and change in her health. Throughout nursing there are many ethical and professional issues that impact on it from confidentiality, consent to respect and dignity, to clear and accurate records and working as part of a team. The Nursing and Midwifery Council Code of Conduct (NMC 2008) clearly states that nurses should ensure they gain consent (NMC 2008) from the service user this can be anything from examining, providing care and giving treatment. Consequently a nurse has to be prepared if a service user declines their help as they have a right to refuse treatment based on knowledge of the outcomes and risks (Wilkins and Williams 2008). Informed consent is a communication process between the provider and the service user; this is now recognised as a professional standard of conduct (Westrick and Dempski 2009). However if there is a case where the service user does not have the mental capacity to give consent, they are protected by the Mental Capacity Act 2005 in which during the decision making process their rights and interests are accounted for (Griffith and Tengnah 2010). My first task at placement was to try and feed Harriet, I introduced myself alongside a health care assistant and asked if I was able to feed her lunch, I was refused, on the grounds that I was a fresh face and that she did not know me so I let the health care assistant feed her. The following day after assisting the RGN with Harriet’s medication, she kindly said to me that she would let me feed her today if I was able to; so at lunch time I went along with another health care assistant to feed her. Another important ethical issue is maintaining a person’s dignity as Watson (1994) citing (Watson 2008) states that maintaining human dignity is a vital nursing duty and function, that needs to be recognised and respected in which people make to their own care and well being (NMC Code 2008). This can be associated with many aspects of care such as bed bathing, stoma care, peg tube care as Westrick and Dempski (2009) go on to say that it is down to the service user to say what is to be done with his or her body. Fenton and Mitchell (2002) cited in Franklin, Ternestedt and Nordenfelt (2006) argue that elderly people receiving care regarding dignity is a state of physical, emotional comfort, subsequently when this is not always adhered to it can leave the service user feeling embarrassment, shame, humiliation, foolishness and degradation (Mairis 1994 cited in Watson 2008). However nurses themselves can become emotional if the standard of care given is not sufficient this is supported by the Royal College of Nursing survey (2008) asking nurses for their views on dignity in care in which over 80% said they sometimes or always left work distressed due to not being able to deliver the quality of care they thought they should give (Gallagher, Tschudin 2010). When asked to give a bed bath to Harriet, I made sure that only the area being cleaned was exposed thus covering up other private areas in case anybody was to enter her room. When Harriet was seen by the Doctor regarding her chest infection I treated the information sensitively and maintained confidentiality with all her health records. The presence of the therapeutic relationship lies at the heart of patient centred nursing. However the nature of this one to one relationship is very dependent on the context in which nursing care is delivered (McCormack 2004 citing O’Connell 2008). Therefore the building blocks for this relationship should focus on genuineness, empathy and respect, which should leave the service user feeling supported as well as listened to, whilst the nurse feels value in their role (Dossey, Keegan, American Holistic Nurses Association 2008) Whereas Bynum-Grant and Travis–Dinkins (2010) go on to say that whilst the therapeutic relationship is at the core of nursing it is the knowledge and skill along with the caring attitudes and behaviours applied that build the foundations of this relationship. I spent a lot of time with Harriet getting to know her, and building a relationship of trust with her, in order for me to attend her personal care needs, give her medication orally under dire ct supervision. This assignment will now discuss the effective communication skills throughout nursing that helps practitioners to engage with the service user, by making sure arrangements are met for people’s language and communication needs (NMC Code 2008) Studies have shown that the relevant communication means given to an individual can improve well-being (Bell 1996, Happ 2001 cited in Batty 2009). Means of communication that have proved successful are non verbal techniques such as writing, drawing or by gesture, therefore communication aids have been made available such as providing a pen and paper, or alphabet charts (Batty 2009). Effective communication is seen as a fundamental competence required for registration as a nurse (Nursing and Midwifery Council 2004 cited in Timmins 2009) Timmins and Astin (2009) also goes onto explain that continuity of care supports high quality communication as it builds up the relationship between nurse and service user and is a main feature of patient centred care. Crouch and Meurier (2005) cited in Cox and Hill (2010) defines communication as a two way process in which information is transmitted and received. However listening to service users and their families is central to the communication process (Timmins and Astin 2009) Harriet could communicate easily, her hearing was slightly impaired therefore you had to speak loudly and clearly; she was on eye drops as her sight was deteriorating and she was very well spoken and if I was to say something incorrectly she would be very quick to correct me. Harriet however was slightly confused and sometimes repeated things she had said a few moments ago, she also had imaginary friends she would refer to whilst talking to me. This essay will now explore the delivery of care in nursing which is very important as this can impact the service users’ experience. There are three ways in which care can be delivered; this is by primary care, task allocation and team nursing. Primary nursing began in the 1970’s as a way to overcome dissatisfaction with functional and team nursing’s emphasis on tasks that directed nurses’ attention away from holistic care of the client (Huber 2006). Walsh and Crumbie (2007) explain that primary care nursing involves one nurse being liable 24 hours a day for all care delivered to a patient. However Thomas (2006) identifies this is not always necessary as care can be delegated to other nurses or health care assistants †¦ yet the primary nurse carries responsibility for writing care plans and ensuring that long term goals are met. Skelton (2001) cited in Timmins and Astin (2009) suggest that this approach fosters autonomy and gets them involved with their care rather than health professionals dictating their care to them. Within the nursing home the primary nursing approach to care was not suitable as there were too many service users for one nurse to focus all their attention to at one time. Many health care settings would deny using task orientated care however in reality it still goes on and tends to induce apathy and reduce team morale. Task allocation on the other hand may be the most suitable way of allocating the workload (Thomas 2006) especially during staff shortages or certain health care settings. Despite the nursing home having person centred care plans and making individualising the care needs, the nursing home still took on the task allocated approach as all the residents had breakfast by 8am and were washed and dressed by 9am. However as Harriet was unable to feed and dress herself due to having multiple sclerosis she was often left until last to have these needs addressed as two health care assistant’s were required. Team nursing was developed in the early 1950’s it was designed so that staff strengths can be used to the maximum and aids group productivity and growth of team members. By using this system nurses should still be able to provide individualised nursing care (Lloyd, Hancock and Campbell 2007) therefore nurses take on certain roles such as temperature, medication or a nurse for the right side of the ward (Kalisch and Kalisch 1978; Reverby 1987 cited in Huber 2006). Communication is therefore key for this model to be effective as the team leader continuously evaluates and communicates changes of the patient to the team members (Zerwekh, Claborn 2006). It also allows the nurse to delegate patients to the strengths of the staff with what their care focuses on (Tiedeman and Lookinland 2004 cited in Zerwekh, Claborn 2006). Unfortunately the care given can become fragmented and thus ineffective and productivity decreased among team members if there are staff shortages. Harriet’s care followed this approach, as she was bed bound the arjo hoist was the only way of transferring her from bed to chair; this required two people, as did log rolling Harriet for her bed bath so she was cleaned effectively and appropriately. I feel the module content has contributed to my development as a nurse as it taught all the relevant information needed for my first placement. I was able to see how the theory coincided with the practice which also contributed to my development as a nurse. For example I was able to see how the individualised care approach was introduced into the person centred care plans used within the nursing home. I was also able to see how the therapeutic relationship was built amongst the nurses in charge, the health care assistants and other members of the multidisciplinary team, they each had their own style of approaching the service user in regards to their attitudes, body language and behaviour, this I was able to pick up and use myself which made me handle situations better. The module content went into great depth and was given in a variety of learning styles which suited my learning pattern having come straight from school; I feel the type of learning given has strengthened my ability to learn and the relevant theory made me feel more confident when attending placement. Having learnt the theory I was able to put some of this knowledgeable experience into practice, as having had no previous experience within health and social care I felt uneasy at first but as more faith and confidence was put into me via my mentor and other staff members, this helped me feel more involved and more comfortable with working within this environment giving me the confidence boost I needed. Throughout the placement I was guided throughout every task that I had to carry out, I was taught it first by mentor and then throughout the weeks I had to improve on what I had learnt, the registered nurses I shadowed were very supportive and approachable which helped me greatly. In conclusion this essay has discussed the concept of individualised care by incorporating the nursing process and models that evaluate the service user’s health and identifies the care needed and any deficits in their care. Nurses uphold a reputation in which the ethical and professional issues are the foundations of this. As explored throughout this essay it shows that confidentiality, consent and dignity are fundamental throughout nursing and need to be incorporated into the care provided by the nurses. Various models of communication have been identified throughout this essay its relevance shows how the nurse must interact with service user, this is very important as the service user needs to be able to express their concerns of their health either verbally or non verbally. The therapeutic relationship is at the epicentre of nursing as this can impact a service users experience within a health and social care setting. The essay has also explored the organisation and delivery of care needed to be most effective throughout nursing. Overall the essay has focused on various fundamental aspects of nursing that contribute to the way care is delivered to service users. Reference List * Batty S. (2009) ‘Communication, Swallowing and Feeding in the Intensive Care Unit Patient. Nursing in Critical Care. 14(2,July/August). pp.175-177. * Bynum – Grant D and Travis Dinkins M,M. (2010) Schaum’s Outline of Psychiatric Nursing. [Online]. Available at: http://books.google.co.uk/books?id=ru57ujcVO6sC&printsec=frontcover&dq=schaum’s+outline+of+psychiatric+nursing&hl=en&ei=XcZmTeb7HZSyhAfUkJy4DQ&sa=X&oi=book_result&ct=book-thumbnail&resnum=1&ved=0CEUQ6wEwAA#v=onepage&q=therapeutic%20relationship%20is%20at%20the%20core%20of%20nursing%20&f=false. (Accessed:25 January 2011). * Carpenito-Moyet L. (2007) Understanding the Nursing Process; Concept Mapping and Care Planning for Students. Philadelphia: Lippincott Williams & Wilkins. * Cox C. and Hill M. (2010). Professional Issues in Primary Care Nursing. Oxford: Blackwell Publishing. * Dossey B,M., Keegan L. and American Holistic Nurses Association. (2008). Holistic Nursing; A Handbook for Practice. 5th edn. London: Jones and Bartlett Publishers Limited. * Ellson R (2008) ‘Assessment of Patients’, in Richardson R. (ed.) Clinical Skills for Student Nurses. Devon: Reflect Press. pp. 22-25. * Franklin LL., Ternestedt B,M. and Nordenfelt L. (2006). ‘Views on Dignity of Elderly Nursing Home Residents.’ Nursing Ethics; An International Journal for Health Care Professionals. 13(2). pp131-134. * Gallagher A, Tschudin V (2010) ‘Educating for Ethical Leadership’ Nurse Education Today, International Journal for Health Care Education. 30(3,April). pp.224-226. * Griffith R. and Tengnah C. (2010) Law and Professional Issues in Nursing. 2nd edn. Exeter: Learning Matters Limited. * Habermann M. and Uys L,R. (2006) The Nursing Process; A Global Concept. Edinburgh: Churchill Livingstone * Huber D. (2006). Leadership and Nursing Care Management. 3rd ed. Philadelphia:Saunders Elsevier. * Kozier B., Erb G., Berman A., Snyder S., Lake R. and Harvey S. (2008). Fundamentals of Nursing; Concepts, Process and Practice. Harlow, Essex: Pearson Education Limited. * Lloyd H., Hancock H. and Campbell S. (2007). Principles of Care. Oxford: Blackwell Publishing. * Nursing and Midwifery Council (2008) The Code of Conduct. * O’Connell E. (2008) ‘Therapeutic Relationships in Critical Care Nursing; A reflection on Practice.’ Nursing in Critical Care. 13(3). pp,138-143. * Thomas J. (2006). Survival Guide for Ward Managers, Sisters and Charge Nurses. Elsevier Health Sciences. pp. 91-93. [Online]. Available at: http://books.google.co.uk/books?id=pG-AzNFign4C&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q=primary%20nurse%20carries%20responsibility%20for%20writing%20care%20plans%20&f=false. (Accessed: 1 February 2011). * Timmins F. and Astin F. (2009) ‘Patient Centred Care Reality or Rhetoric’ Nursing in Critical Care. 14(5,September/October). pp.219-221. * Walsh M. (ed). and Crumbie A. (ed). (2007). Watson’s Clinical Nursing and Related Science. 7th edn. London: Elsevier Health Sciences. * Watson J. (2008) Nursing: The Philosophy and Science of Caring. Revised edn. Colorado: University Press of Colorado. * Westrick S, J. and Dempski K. (2009). Essentials of Nursing Law and Ethics. London: Jones and Bartlett Publishers International. * Williams L. and Wilkins. (2008). Nursing Know How; Charting Patient Care. pp.67-90. [Online] Available at: http://books.google.co.uk/books?id=4e1hGOu7AusC&printsec=frontcover&dq=Nursing+Know+How%3B+Charting+Patient+Care.&hl=en&ei=DcVmTbP6EYKKhQed5amuDQ&sa=X&oi=book_result&ct=book-thumbnail&resnum=1&ved=0CEQQ6wEwAA#v=snippet&q=right%20to%20refuse%20treatment%20based%20on%20knowledge%20of%20the%20outcomes%20and%20the%20risks%20&f=false. (Accessed: 25 January 2011). * Zerwekh J,G. and Claborn J,C. (2006) Nursing Today Transition and Trends. 5th ed. pp.342-346. [Online] Available at: http://books.google.co.uk/books?id=Il41NcOI3c0C&printsec=frontcover&d q=nursing+today+transition+and+trends&hl=en&ei=rMRmTfLPCdCwhAeAnrSTDg&sa=X&oi=book_result&ct=book-thumbnail&resnum=1&ved=0CDIQ6wEwAA#v=onepage&q=team%20leader%20continuously%20evaluates%20and%20communicates%20changes%20of%20the%20patient%20&f=false. (Accessed: 1 February 2011). Bibliography * Funnel R, Koutoukidis G, Lawerence K. (2008). Tabbners Nursing Care: Theory and Practice. [Online]. Available at: http://books.google.co.uk/books?id=iyGLjn0Md0sC&printsec=frontcover&source=gbs_ge_summary_r&cad=0#v=onepage&q&f=false (Accessed: 17 December 2010). * Davis C. (2009). ‘Team Health and Safety.’ Nursing Standard. 24(2,September). pp.24-25. * Donnelly M. (2002). Consent: Bridging the Gap between the Doctor and Patient. Ireland: Cork University Press. * Mayberry M and Mayberry J. (2003). Consent in Clinical Practice. Oxon: Radcliffe Medical Press Limited. * Pembrey S,M. (1980). The Ward Sister – Key to Nursing. London: Royal College of Nursing. * Pilcher T. (ed). ‘Collaboration and Teamwork in Critical Care.’ (2009). Nursing in Critical Care. 14(2). pp.45-46. * Radwin L,E and Alster K. (2002). ‘Individualised Nursing Care: An Empirically Generated Definition.’ International Council for Nurses: International Review 49. pp.54-63.

Arthur Andersen’s Legal Ethical Issues

Describe the legal and ethical issues surrounding Andersen’s auditing of companies accused of accounting improprieties The largest bankruptcy of a non-profit organization,the investors of Baptist Foundation of Arizona sued Andersen which served as the auditor for $217 million for issuing false and misleading approvals of BFA financial statements and also lost $570 million donor funds. BFA management allegedly took money from other investors to pay off the current investors which the court held that there is a Ponzi scheme going on.Here, the auditors of Arthur Andersen has clearly compromising their integrity and honesty by issuing a false information to the public. The next company up in the sacks is Sunbeam whereby Arthur Andersen audits failed to address serious accounting errors while they issued an unqualified opinion. Losses to the shareholders amounting to well over $4. 4 billion and 1,700 people was jobless. Andersen paid $110 million out of an approved $141 million for the settlement of the case which they resolve the claims without admitting fault or liability.Andersen was also named in the case of Waste Management where they could earn additional fees in some â€Å"special work† which in this case overstating nearly $1. 4 billion earnings. At first, Andersen identified those improper accounting practices and presented them but both Waste Management and Andersen went into a closed-door engagement with Andersen to write off those accumulated errors. Here there is a Self-Interest threat.In the case of Enron, Andersen admitted that they had destroyed a number documents concerning its audit on Enron which had filed bankruptcy in late 2001. The destroyed documents had led to an indictment for obstruction of justice on March 14, 2004. Further scandals surfaced and this time is WorldCom where they blame Andersen for failing to find the accounting irregularities however Andersen blame for the scandal insisting that the expense irregularities had not been disclosed to them and it had complied SEC standards in its auditing for WorldCom

Common Rider essays

Common Rider essays Music has many uses, it can be used as a means to pass on an idea, it can be a tool for the artist to show the world their lives, but for some, music aint nothing but expression of joy, when the train hits youre gonna feel it, and I believe that truer words were never spoken. Those lyrics come from a band by the name of Common Rider. Common Rider is the creation of Jesse Michaels, the front man of the late 1980s punk band Operation Ivy. As the lyricist for Op Ivy, as they were known to their fans, Michaels wrote lyrics about the world he saw around him. While it wasnt always a pretty picture, the songs were true to his feelings and thats all that matters. With Common Rider he was able to continue the same message. The songs that were composed for Common Rider were released on two full length CDs and one four track demo. The entire anthology is full of songs meant to inspire people but Ive chosen four of their best songs to analyze. Common Riders 1999 release Last Wave Rockers starts off with the song Classics of Love. This song begins with a relatively slow upbeat strumming on an acoustic guitar, which is not a very uncommon occurrence in modern music. Its the lyrics that are sung that make this song stand out. Cause I'm in a world of my own When I'm into it I dont want anything else And nothing can bother me when I'm inside of it Cause I'm inside of myself. This song is about Michaels favorite musical artists; their songs, the Classics of Love, will always be there for him to make a dark day light. Lyrically this is easily one of the best songs Ive ever heard. It brings together verses that are very complex with a chorus that is technically simple but has a feeling not at all common. I know those songs gonna last forever The song ends with Michaels telling how much the music means to...

Comparing Linear Graphs Essay Example | Topics and Well Written Essays - 500 words

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Freedom, I Write Your Name Essay Example | Topics and Well Written Essays - 3250 words

Freedom, I Write Your Name - Essay Example Some of libertarians uphold the perspectives of economist Friedrich August von Hayek. Hayek concluded that the rules of conduct in a society are evolving, that they survive because they are useful and help that society survive. To his mind, the free market had survived the test of time, in that most successful societies were market based in some way. Hayek considered free market capitalism to be superior to other economic systems because it handles human ignorance by passing information in coded form through the price mechanism, which indicates areas where profits could be made and resources efficiently used. Additionally, it allocates resources without being predicated on any specific objectives or assuming what the objectives of individual people are. It also facilitates freedom, in that for it to work there need to be rules demarcating â€Å"protected domains† for each person, where no other has the right to interfere. This facilitation manifests in private property rights. Hayek viewed strong property rights and the free market as the best way of protecting liberty. But, Hayek did not argue for the total abolishment of tax, or even that it should be restricted to law enforcement and defense. Hayek thought taxes, levied rightly, could be used for welfare—a kind of â€Å"bleeding heart libertarianism†Ã¢â‚¬â€or to provide certain goods which the market might fail to adequately supply. However, in practice Hayek believed it would hardly ever be necessary to use taxes in this way.