Appearance of colonies microorganism Essay Example for Free

Appearance of states microorganism Essay VRBA |Appearance of Colonies |Microorganisms | |Red, encompassed by rosy precipitation zones, diameter1-2 mm |Lactose-positive Enterobacteriaceae: coliform microscopic organisms, E. coli | |Pink, pin-point settlements |Enterococci, conceivably Klebsiella | |Colorless |Lactose-negative Enterobacteriaceae | CCA E. coli: dull blue to violet provinces (Salmon-GAL and X-glucuronide response). Absolute coliforms: salmon to red provinces (Salmon-GAL response) and dim blue to violet settlements (E. coli). Other Gram-negatives: dreary provinces, aside from certain life forms which have ÃÆ'Ã¥ ¸-D-glucuronidase action. These provinces show up light-blue to turquoise. So as to affirm E. coli, cover the dim blue to violet provinces with a drop of KOVACS indole reagent. In the event that the reagent goes to a cherry-red shading after certain seconds, a positive indole arrangement affirms the nearness of E. coli. E. coli in Macconkey Agar MACCONKEY AGAR |Appearance of Colonies |Microorganisms | |Colorless, translucent |Salmonella, Shigella, others | |Large, red, encompassed by turbid zones |Escherichia coli | |Large, pink, mucoid |Enterobecter, Klebsiella | |Very little, murky, detached states |Enterococci, Staphylococci, and others | [pic] [pic] S. aureus in baird-parker agar BAIRD-PARKER AGAR |Appearance of states |Microorganisms | |Black, gleaming, raised provinces 1-5 m in width with a tight, white edge encompassed by a reasonable zone 2-5 mm |Staphylococcus aureus | |wide. Misty rings inside the reasonable zones just show up following 48 hours of hatching | |Black, sparkly, sporadic shape. Murky zone create around the states following 24 hours. |Staphylococcus epidermidis | |Growth some of the time: | |Very little, earthy colored to dark, no unmistakable zones. |Micrococci | |Dark earthy colored, dull, clear zones now and then show up following 48 hours. |Bacillus species | |White, no unmistakable zones. |Yeasts | [pic] P. aeruginosa in cetrimide agar [pic] [pic] Salmonella in Macconkey Agar [pic]

Exegesis on Matthew Essay

Change and become like kids France makes reference to that it isn't really the characteristics of a youngster dependent on ‘unselfishness’ and ‘innocence’ but instead the position that a kid holds in the pecking order’ (p. 27) ofa family which is basically at the base. It is a valid statement that he makes, despite the fact that simultaneously he doesn’t notice the piece of changing which would bring about changes from inside to increasingly innocent yet rather focuses on a ‘pecking order’. Lowers like a youngster v4 (ESV) Wiersbe, raises the purpose of lowliness in the way ofa kid who is absolutely needy and unquestioning. Just as to be modest, we are to consider less ourselves than we should to’ (p64). This is a well-suited approach to put it, as by what means can we genuinely bring God brilliance when there is an onstant center around our own needs and lives, where status has gotten more significant than empowering others. Commitment In request to be a piece of the Kingdom of Heaven it is fundamental to turn out to be new in our speculation with respect to where we fit in and how high we can climb, and stepping on others en route. Yet, rather, to arrive at profound inside ourselves and spotlight on the one thing that is answerable for our reality and figuring out how to depend and confide in Him with a defenseless and aware heart paying little heed to age, yet Just like a youngster.

Using 5 Paragraph Essay Writing Samples

Using 5 Paragraph Essay Writing SamplesOne of the best methods for writing a good academic paper is using 5 paragraph essay writing samples. Using these will help you to not only write a well written essay, but it will also help you organize your thoughts.Before you start using these writing samples, you should know that there are two styles of writing and they will work differently with different readers. If you want to get that high grade on your assignment, you need to find a style that fits you and your needs. In this case, we are going to use the academic style which is the style that has been used for a long time.These types of essays have been used in school and individual research papers have been used for decades. In this type of essay, each paragraph is made up of five paragraphs. This is called the five-paragraph format. The idea behind this style is to break the paper up into a few paragraphs so that it can be more read.Of course, in the process of writing an essay, the w riter can change the order of paragraphs and make it difficult to follow. Therefore, if you want to be able to follow the structure, you must be able to organize your thoughts first. Many people do not think about how they want to organize their thoughts. However, with a little effort and perseverance, you can organize your thoughts and then begin writing.Before you can begin, you need to first write down what a person wants to say and how they want to say it. After you have completed this, you can organize the thoughts so that they can flow together easily. Then, you can begin writing each paragraph. In the case of five paragraph essay writing samples, you will need to consider the order of paragraphs as well as the order of ideas. It will take some practice, but in time, you will be able to organize your thoughts well.Before you begin with any part of the essay, you need to set aside a period of time to read the beginning steps over again. This is because you want to be sure that you understand what you are reading. You do not want to write something that is not clear and you do not want to put anything in the wrong place. This is very important when you are writing and you do not want to go back and re-write parts of the essay later.There are many essay writing samples out there that you can choose from and you can make your essay even better by making an outline of the paragraph essay. You should always get an outline and you should make sure that you know what is going to happen in each paragraph. Then, when you are done with one paragraph, you can just move on to the next one.Although you may start to feel overwhelmed at times when it comes to writing a five paragraph essay, you should not feel like you cannot finish it. You should consider yourself to be at a point where you can easily move from one paragraph to the next. In time, you will be able to move between paragraphs very quickly and you will be able to move from one paragraph to the next without having to think about what you are doing.

An Idea Of Race In Hurstons Essay - Free Essay Example

Sample details Pages: 3 Words: 841 Downloads: 5 Date added: 2019/08/15 Category Literature Essay Level High school Tags: How It Feels To Be Colored Me Essay Did you like this example? Hurston feels her race does not affect the person that she claims to be, yet it affects peoples perspective of her.Hurston specifically complains about the tendency to overemphasize the legacy of slavery, which she dismisses and dehumanizes by placing it sixty year in her past. She describes centuries of slavery as a horrible lifestyle of sacrifice so that African Americans could have a chance at freedom and a new opportunity in life. Above intolerance, people often stereotype others due to ethnicity. Hurston claims to remember the first day she became colored, which occurred when she was thirteen. However, race can be more a matter of social reinforcement. In short, she did not feel colored until people made her feel like she was. Her appeal to pathos is mainly a refusal to be horribly colored, which appeals to the way her audience admires the strength of her character. The insistence on people being individuals rather than begin defined by race and the sympathy. She shares her point of view leading to the final disagreement that people should not be defined merely by skin color but by all the complex elements of their character. Hurston divorces herself from the sobbing school of Negrohood that requires her to continually lay claim to past and present injustices. She can sleep at night knowing that she has lived a righteous life, never fearing that some dark ghost might end up next to her in bed. Don’t waste time! Our writers will create an original "An Idea Of Race In Hurstons Essay" essay for you Create order   Through her witty words, Hurston delivers a powerful message to challenge the mindsets of her, and our, time. Hurston uses an anecdote when she stated, I remember the day that I became colored, I was not Zora of Orange Country anymore, I was now a little colored girl. Hurston is showing her love of her culture and her recognition of her color. Simultaneously Hurston also believed the only difference between white and black people was that white people would pass through town but never stay. Even so, she would perform for the white tourist, singing, and dancing, which they would sometime reward with dimes. This surprised her because performing was something she would do anyways. The black locals did not once think about paying her for a song, but she knew that they had cared and supported her anyway. In her childhood, Hurston was protected from the worst derivative statements as she lived in an all-black environment. Through performance for the white tourist, she starts to detect a difference in the white visitors, one is with them having money, and the financial stability to pay for art and entertainment.   One way to evaluate the problem is a simple comparison between the two lifestyles (black and white). When she decides to compare herself to a white person in a jazz club, she feels as though she is superior in the way that she can immerse herself in the music. While Hurston was in a trance, her friend had been smoking calmly. He seemed unfazed by music, giving an inadequate compliment. Hurston sees him as if across a continent and described him as pale with his whiteness in a way that lacks passion and vitality. At other times, Hurston feels like she has no race. She feels expression of eternal femininity or just one fragment of a Great Soul. When she walks the streets, she feels snooty and aristocratic. Of course, she experiences racism, but she only pities the racist for depriving themselves of her company.   Hurston isnt limited by her black identity, as she also embraces her female identity, or at times, simply disavows identity although to be a piece of the Great Soul. Her efforts to pick up or put down identities at will benefit her from a sort of performance. Hurston describes herself as a brown bag among white, yellow, and red bags. Each bag has a jumble of contents both marvelous and ordinary, such as a   first water diamond or a   dried flower or two still a little fragrant. The different colored bags are Hurstons central metaphor for her mature understanding of race. The color of the bag corresponds to skin color and external appearance, and the varied contents represent thoughts, memories, emotions, and experiences particular to each individual. The contents Hurston describes are both beautiful and mundane, but they all surpass the exterior of the bags in specificity of detail. Hurston seems to say that this internal content is much more important and much more interesting than a flat, one-word description of the skin. After making the realization that she is in fact of color and of the consequences regarding this fact, she makes a clear distinction between herself as a person of color and the sobbing school of Negrohood (1984). Here she exhibits an ambition that carries her past the obstacles that both then and now face African Americans during their lifetimes. Having an outspoken, high spirited, and ambitious personality, Hurston could obtain an education and explored the complexities of African-American society through her research and writing. Above the intolerance, people often stereotype others due to race.

My Internship At Is Sek Cap Choices Head Start Here

Agency Paper The agency I am doing my internship at is SEK-CAP CHOICES Head Start here in Pittsburg, Kansas. I am following a family service worker who works with families to reach their individual potential for self-sufficiency. In this paper I will talk about the history, the structure and support, direct services, and cultural awareness of SEK-CAP CHOICES. History In response to the signing of the Economic Opportunity Act in 1962, several organizations were formed in southeast Kansas to answer the call to begin the war on poverty. ABL Inc, was created on March 25, 1966 serving the counties of Allen, Bourbon, and Linn. Then SEK-CAP was incorporated on April 29, 1966 to serve the counties of Cherokee and Crawford. Finally SOCAP was organized to serve the counties of Montgomery and Labette. These three organizations combined forces as the Southeast Kansas Community Action Program. We expanded into Neosho, Wilson, and Woodson counties in 1996 and Chautauqua and Elk in 2001. Today we continue to serve these twelve counties. SEK- CAP’s mission is to â€Å"Unite staff, individuals, families, and community partners to provide quality comprehensive services through compassionate, respectful relationships† (Head start 101, 2015). Sargent Shriver is considered to be the Father of Head Start. His wife, Eunice Kennedy Shriver, had a sister with disabilities who made great strides with the assistance of special tutoring. Rosemary, the sister, was the inspiration of the idea that we were

The Similarities Of An Epic Hero In Beowulf And Iron Man

People believe being a hero means saving the world, but that is not always true. In Beowulf and Iron Man, the use of theme and qualities of an epic hero are used to portray that they are similar and different. Three qualities that an epic hero must have are to be courageous, to have superhuman strength, and to be selfless. The theme in Beowulf and Iron Man is triumph because they both overcome challenging obstacles. The theme helps the reader in real life because that person will have to overcome tough challenges to persevere. The theme helps structure how the qualities define a epic hero. The theme in the poem Beowulf and the movie Iron Man is triumph because they both end up killing the monster and being the hero. For example, in the†¦show more content†¦Being an epic hero involves having certain qualities. One quality an epic hero must have is to be courageous. Being courageous means not doubting oneself by pain or danger; in other words, being brave. Beowulf is very courageous because he tries to stop and kill Grendel with his bare hands. After fifty years, a dragon comes and Beowulf wants to prove to everyone that he is still the best by killing the dragon with the sword in the underwater cave (Heaney). Beowulf was the warrior, or in other words the hero, in his time. He was willing his own life to save the village. In Iron Man, Stark creates the suit to escape and to defend himself against the Ten Rings. He was courageous to defy the Ten Rings by not making the missile that they wanted, but instead making the suit to escape and defend himself. Also, when Stark found out that Stane made a new suit from pieces of his original suit, he fights Stane because Stane is trying to take over Stark Industries (Iron Man). He shows courage by giving up his life to stop Stane and to save Pepper. Stark was not afraid to go up against the Ten Rings or Stane. He risked his own life for the city and Pepper. An epic hero must not only be courageous, but must also have the strength to fight off the enemy. Another quality that an epic hero must have is superhuman strength. Beowulf is an epic hero because he uses his bare hands as his superhuman strength to fight off Grendel and theShow MoreRelatedBeowulf Epic Hero Essay880 Words   |  4 PagesAnalysis of Beowulf as an Epic Hero The definition of a hero from ancient times to present day has evolved greatly, but they often still possess characteristics synonymous across all cultures and timespans. In modern times, they are often thought of as role models for others to live up to, and are generally humble, honest, and not afraid to put others in front of themselves. In ancient times, more emphasis was put on strength and fearlessness, and epic heroes were often saviors of the land, sentRead MoreBeowulf vs Thor1515 Words   |  7 PagesBeowulf vs. Thor Beowulf, a legendary hero of Geatish lore, from the epic poem named after him, is the definition of a hero. There is one being who can be collated to Beowulf: the mighty Thor, god of thunder. Derived from Norse mythology, Thor is hot-headed, with an appetite for food and drink. He also is one of the strongest gods, serving as the protector of the people. Both of these characters share similar qualities in what some would define a hero, despite one being a man, and the other beingRead MoreBeowulf: An Analysis1615 Words   |  7 Pages11/26/10 Beowulf Anglo Saxons are Germanic people that lived during the 5th and 6th centuries. This early Anglo-Saxon society was centered on families and clans. The earliest Saxon settlers and families in England were pagans who worshipped a number of gods. Although Anglo Saxons had unalterable beliefs, Christians eventually purveyed their religion upon the pagans. However, the ideals of paganism still perpetuate through the most prominent epic poem of this era called Beowulf. Beowulf embodiesRead MoreBeowulf And The Epic Of Gilgamesh1667 Words   |  7 Pagestoday’s society, a hero is viewed as someone who embodies the characteristics of selflessness, courage, honesty, and integrity. The same characteristics were essential to be thought of as a hero 3,000 years ago as well. Two of the most widely known epic poems of their time were Beowulf and The Epic of Gilgamesh. Both Beowulf and Gilgamesh embody traits known exclusively of a hero. The poem of Beowulf and The Epic Gilgamesh both sh owcase the characteristics required of being an epic, in that they includeRead MoreBeowulf Comparison to Modern Day Hero2195 Words   |  9 PagesFrom Beowulf to Superman, Why we need our Heroes Heroes, from Beowulf to Superman our cultures have always created heroes. We may always have political, social, economic and religious differences, but at the end of the day we all have one thing in common, heroes. They help define who we are and what we want to be. They give us hope and inspire us to head in the right direction. They show us that good will always triumph over evil and that anything is possible if you set your mind to it. Heroes

Huckleberry Finn Analytical Essay Example For Students

Huckleberry Finn Analytical Essay When children are born into the world they are completely free and uncontaminated from outside influences and ideas but as life continues they grow and are affected by society, their environment, and personal aspirations. All of these reasons cause people and society to react in certain ways when confronted with particular situations and people. Often the reactions to these confrontations are based mainly on morality, yet no always as proven in The Adventures of Huckleberry Finn, by the fictional writer, Mark Twain. Huckleberry Finn, a young man who has experienced and survived great obstacles in his young years, shaped his beliefs and morals but was capable of undergoing a considerable change in both mind and heart with the help of his run away slave, Jim. Jim and Huck had a relationship, which was transformed through time and trust, but always had the reminder that one was white and the other was black. This was a major influence on Hucks behavior towards Jim but through the progression of the book Hucks attitude and respect towards Jim increases considerably after Huck self-evaluates himself and society and begins to focus on what is truly important but not always right. Huck is a strong-willed, free-spirited youth who attempts to portray himself as a bad boy but often finds himself doing just the opposite; however, several times he causes negative situations which affects himself and people around him. When Jim and Huck find each other after escaping their homes, they continue their journey down the river together. One night Jim and Huck separate on the river because of the fog but Huck finds Jim asleep after a few hours of searching for each other. When Jim wakes Huck attempts to tell him that it was all a dream because they had never been separated and there was never any fog. After lying so sufficiently for all his life, Huck never considering how his lies affected a person and especially a friendship until Jim told him. When I got all wore out wid work, en wid de callin for you, en went to sleep, my heart wuz mos broke bekase you wuz los, en I didnt kyer no mo what become er me en de raf.. En when I wake up en fine you back agin, all safe en soun, de tears come, en I could a got down on my knees en kiss yo foot, Is so thankful. En all you wuz thinkin bout wuz how you could make a fool uv ole Jim wid a lie. Dat truck dah is trash; en trash is what people dat puts dirt on de head er day frens en makes em ashamed. (Twain, 83) This was a turning point for both Huck and Jims relationship because Huck realizes for the first time that someone actually loves and cares about him and his well being. As a result, Huck apologizes to Jim, which shows that Huck now posses respect for him even though he is black. Through a misfortunate lie and situation trust and love was rewarded to both runways. As Huck and Jim proceed down river they encounter numerous people and difficult circumstances but always remain together as their relationship and trust develop. In chapter 31 Huck returns to the raft to discover that Jim is gone and that the two frauds, which they had been traveling with, had sold him for forty dollars. Huck contemplates what actions he should take, whether he should allow Jim to be returned to his owner or save him, but as Huck reminisces about Jim and all he had brought into his life he makes a decision rapidly; he was going to save his friend. : He] do everything he could think of for me, and how good he always was; and at last I struck the time I saved him by telling the men we had smallpox aboard, and he was so grateful, and said I was the best friend old Jim had in the world, and the only one hes got nowAll right, then Ill go to hell. (Twain, 206) This concludes that the division between Jim and Huck has become so minuet that it no longer influences Hucks decision. He was not going to stand-by and witness his only true friend and person who cared for him to be taken away without a fight, even if it meant his after life of peace in heaven. .uf6dcac2416876cb5227c672026f16020 , .uf6dcac2416876cb5227c672026f16020 .postImageUrl , .uf6dcac2416876cb5227c672026f16020 .centered-text-area { min-height: 80px; position: relative; } .uf6dcac2416876cb5227c672026f16020 , .uf6dcac2416876cb5227c672026f16020:hover , .uf6dcac2416876cb5227c672026f16020:visited , .uf6dcac2416876cb5227c672026f16020:active { border:0!important; } .uf6dcac2416876cb5227c672026f16020 .clearfix:after { content: ""; display: table; clear: both; } .uf6dcac2416876cb5227c672026f16020 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf6dcac2416876cb5227c672026f16020:active , .uf6dcac2416876cb5227c672026f16020:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf6dcac2416876cb5227c672026f16020 .centered-text-area { width: 100%; position: relative ; } .uf6dcac2416876cb5227c672026f16020 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf6dcac2416876cb5227c672026f16020 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf6dcac2416876cb5227c672026f16020 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf6dcac2416876cb5227c672026f16020:hover .ctaButton { background-color: #34495E!important; } .uf6dcac2416876cb5227c672026f16020 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf6dcac2416876cb5227c672026f16020 .uf6dcac2416876cb5227c672026f16020-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf6dcac2416876cb5227c672026f16020:after { content: ""; display: block; clear: both; } READ: Compare and contrast the opening sequences of "Emma" and "Clueless" in order to evaluate their success as media texts EssayIt is quite obvious that Huck transformed tremendously through the novel. He began as a self-concerned child who took part in foolish make believe games, which he never enjoyed because he had seen and experienced the real world and was not capable of replacing it with a make-believe world. He decides, that all that stuff was only just one of Tom Sawyers lies. (Twain, 16) Jim was not as much able to introduce, but generate, trust, love, and morals into him, which he already possessed but needed the help from an outside force. In the beginning of the novel Huck viewed Jim as a much lower, uneducated, and foolish black slave, but soon those stereotypes were almost deteriorated as a man with feelings and hopes replaced them. Unlike Mark Twain who still possessed the same perspectives of blacks, allowed the voice of the opposing society to voice their opinions through Huck and his actions. Hucks choices were not always correct because he caused others to be put in great danger put he learned from his mistakes, mostly through Jim, and was able to mature and separate what is important in life and what is not and make his decisions based on those aspects.

Of the eight books Review Essay Example

Of the eight books Review Paper Essay on Of the eight books For some reason, lately the arm caught only collections of poetry. About Vera Pavlova knew for a long time, some of her poetry reading, and they even liked me, but for a book hand moved when I heard in one of the shows as DV, which was asked to characterize the creativity of different poets, said: Faith Pavlova wet . What does it mean wet? And in general: what is it, this Vera Pavlova? Specially bought a book in which he collected the experience of many years of work, which fit the verses of eight anthologies, and two-thirds of his past life. The first impression that she was very frank that he can only talk about myself, and nothing but the truth, no matter how intimate it It was. the book is read, and it seems that you know about Pauls everything: where she was born, who were the parents, she learned what it was like to give birth to daughters, marry and divorce, suffer severe disease and recover, to write poetry, to love and to live: to live scared. live strange. We will write a custom essay sample on Of the eight books Review specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Of the eight books Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Of the eight books Review specifically for you FOR ONLY $16.38 $13.9/page Hire Writer live hurt. to live very funny. Life is like a strange game with the world in which we are all included: One well-known game: take a lie tear eat yelling to shit Will you play? Will and what to do! So, we must find in this life of love, which will be the meaning of all She can say.. I love, she remembers the young love in the hallway and did not see it as anything vulgar and disgusting, she knows. that is to break hearts, but in fragments walks barefoot, she realizes that this woman is made of very hard (Adams rib), being able to turn it into a very soft. She knows what it means to be in love and happy: He: When you do not have, I think You just left in the next room She: When you go into the next room, . it seems to me you are no more She knows how to love a man like a son born from him (so thats triple the love). Strong and fragile, fragile, because time does not spare, do not feel sorry, sorry, get out of cigarettes, come back and I am aged » There is no love.? So do it Done!. What more do we do? Let us care, tenderness, courage, jealousy, satiety, lie In addition to love, in the poems of Vera Pavlova lives the passion: the beating bodies. but quiet with no exclamation marks. This sliding the tip of my tongue on your sky, on your breast, hand beaded, stomach  »: And there was light inside the abdomen and closed her eyes fearing blind and covered her face Moses and you see I feel good still, the man in the poetic world of Vera Pavlova: husband, lover, lover, unique, passionate, gentle first of all, the executioner (kind and caring): Do you want to part fun, want a little cry .- a purely male profession alone in the world the hangman Are all as it should! done: submitted Whether the verdict? Do scaffold soft bed, ringing eh sharpened ax? In her poetry there are men and angels, are not distinguished from each other, Masoch de Gardens (stomatoginekologi), Anna Akhmatova ( and the word of the x-th place on the elevator wall reread eight times), Mary and Joseph, Moses and Solomon, his mother and father, both his grandfather, daughter, loved men. They are all in a row, because they are your favorite pieces of life, and therefore, the particles work. Particles, because Vera Pavlova said about old age, which has not yet come only Venus Palaeolithic nothing can be repelled, but approaching death, but does not believe in its existence:. I already know there is no death still do not know how to inform the deceased. She even occasionally writes itself epitaph, without fear of self-fulfilling prophecy: Here Pavlova Vera is, that, brothers-Slavs, said about the feelings of their such simple words, that seems to do without them. its so much of this, wet, flow, life and heaven. I have read and understand what its all about me: The attempt biogra: catching fireflies, read till morning, in love in eccentrics, a flood of tears lila for no apparent reason, two daughters gave birth by seven men. And it is not just about me. About Us. Women. Do not stand on the pain threshold, enter the world of Vera Pavlova, it will help.

Annunciation vs. Enunciation

Annunciation vs. Enunciation Annunciation vs. Enunciation Annunciation vs. Enunciation By Maeve Maddox I read the following in an NPR (National Public Radio) transcript: Im articulate, which means that when it comes to annunciation and diction, I dont even think of it cause Im articulate.   My first reaction was to smile at what I assumed was an amusing typo, perhaps the result of a mechanical voice transcription error. But then I decided to see if I could discover other examples of annunciation used in contexts calling for enunciation. I found quite a few. Not surprisingly, many of the errors occur on amateur sites and forums where correct spelling is not an issue: He had a pretty heavy lisp, and the thing that was most pronounced was his over-annunciation of words so that his speech was very slow and drawn out. Almost 5 [years old and] has annunciation issues. just started speech therapy 2x week 30 minutes each. It’s just an overall annunciation issue, rather than a particular sound. More surprising is finding the error in a professional context, on sites offering speech therapy and in documents posted on government sites: [Our] speech therapists help adults who have problems understanding written or spoken words, feeding and swallowing, or speaking clearly with appropriate annunciation and tone. Our daughter is six years old and is being teased at school for her annunciation. (A parental testimonial featured on a professional site’s landing page.) While he has come a long way, he is still very behind in his pronunciation and annunciation. (Petition requesting insurance coverage for speech therapy) The word annunciation means announcement. The word is closely associated with a particular announcement: the one made to Mary regarding the impending birth of Jesus: And the angel said unto her, Fear not, Mary: for thou hast found favour with God. And, behold, thou shalt conceive in thy womb, and bring forth a son, and shalt call his name  Jesus.–Luke 1:30-31, KJV. This use of Annunciation is always capitalized: One of the most famous paintings of the Annunciation is one attributed to Leonardo da Vinci and Andrea del Verrocchio. Enunciation, on the other hand, refers to the clear utterance of speech sounds: If youre looking to improve your childs  enunciation, its best to begin with an evaluation by a speech-language pathologist.   No vocal warm-up is complete without reciting a few  enunciation  exercises. One way to keep the words apart is to pronounce the a in annunciation as a schwa sound and the e in enunciation as a long e sound, as in he. Note: The schwa sounds like â€Å"uh.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:Program vs. ProgrammeYay, Hooray, Woo-hoo and Other Acclamations50 Synonyms for "Song"

Lab DSP Essay Example | Topics and Well Written Essays - 1000 words

Lab DSP - Essay Example Table 1 indicates that expected values are the same with program’s values. Rectangular window function was utilized to design low-pass filters in MATLAB with window length M=2, 45, 65 and ω=0.2 as cut-off frequency. The graphs for impulse response, pole-zero, and magnitude function (linear as well as dB) were drawn. In the first experiment, three LPFs of varying lengths, length M = 25, 45, 65 as well as a 0.2π cut-off frequency were designed. Many observations were made during filter design process. The rectangular function’s main lobe width is 4π/M. The main lobe’s width narrows as M increases, affecting transition width and increasing its gradient. Increasing M reduces a large transition width, which is an unwanted effect. The area below the side lobes remain unchanged with signals retaining the ripples. High side lobe as well as stopband attenuation of -13 db and -21 dB respectively makes the rectangular function undesirable to use. Using a different window function with lower side lobes as well as stop band attenuations is the only way to overcome. Poles-zeros plot significantly affect response frequency when ascertaining the poles/zeros position in the unit circle, thus remain very crucial for the experiment. Unit circle zeros make response to move towards zero, which are components of stopband range. Zeros that are components of passband range produce ripples during passband frequency, thus impact the signal, which consequently affects filter accuracy. Zeros ranging 0-π are crucial because those that are outside do not have impact on the filter response. The poles at zero only have impact on the height of the passband. All window functions, including rectangular, hamming and Blackman, were used in MATLAB to design low-pass filters where length, M was 25 and cut-off frequency was ω=0.2. The graphs for impulse response,

W3a2-modernism Assignment Example | Topics and Well Written Essays - 750 words

W3a2-modernism - Assignment Example Statement of the house was written and designed by Walter burley griffin around 1909-1910 during the period when he was under the control of his earlier employer, Frank Lloyd Wright the structure was eventually erected in the year 1910. The designer had suggested application of cross-shaped plan that had low flanking wings and additional broad gables which were similar to preceding Wrights design entailed in design of the Ward In contrast, the prairie school is a design of the late 19th century which was constructed in Chicago city, Illinois. The design became very notable in the region considering the distinction of the building architecture. The influence of the architecture spread geographically far wide into the north and central Europe and far into Australia (Mulfinger, Dale & Eileen, 90). The design of the building exposed an excellent combination and integration of the ambience landscape , hipped roofs , broad eaves horizontals lines horizontal assembling of the windows, skillful craftsmanship, solid construction and sparing application of the decorations. The eminent horizontal lines facilitated the unison of the structure with the existent local prairie landscape notable in the Midwest. The design of the building brought up several ambitious architectures who shared a desire to alter customized architecture and bring in new transformational models that would be reflective of new mindset. The youn g designers included Frank Lloyd Wright and Louis H. Sullivan and the term prairie became associated with the new blood of architect involved in this project (Gelfand, Lisa & Eric,

Educational needs of immigrant and refugee students

Educational needs of immigrant and refugee students This literary review examines what educators are doing to assist the influx of foreign students, what tools they use in class, and how these students perceive treatment by other students in class. In this article, I include examinations from a series of articles that relate to the topic I chose in class, which are the educational needs of immigrants and refugee students. In order to understand what these needs are, I selected articles that address the needs of immigrant and refugee students, and focused on what teachers develop in their classroom to facilitate those needs. This literary review also addresses the effectiveness of dual language programs for immigrant/refugee students, and how educators can reach these students effectively utilizing the dual language model. Educational needs of immigrant and refugee students: Are teachers meeting the needs of these students? An immigrant leaves his homeland to find greener grass. A refugee leaves his homeland because the grass is burning under his feet- Barbara Law Teachers in classrooms today face an ever-changing, more difficult challenge than those who taught in previous generations. The culture of students in class changes every year, making it complicated for educators to reach the unfamiliar ground effectively. As an educational society, we have not seen the demographics of students change more since the influx of immigrants in the early 1900s. During the past 20 years, the amount of foreign speaking students in a typical public school has doubled, if not tripled in size (Goldenberg, 2008). According to Kugler, E. G. (2009), the population of immigrant children in the classroom stands at 10.8 million students. With that said, the question remains as to how teachers reach the new immigrant and refugee students. This literature review addresses the needs of the changing environment in which teachers and students cohabitate together on a daily basis, how teachers reach students with language barriers, and complications that both parties face daily. What is the difference between a refugee and an immigrant? In order to understand the basis for this article, one must first understand the concept of refugee and immigrant. According to Colorà ­n Colorado (2008), refugees are individuals who fled their lands in fear of persecution due to personal, religious or political beliefs, in search of a safe haven. Immigrants are people that migrant to a different country in search of a more suitable job opportunity, living situation, or a desire to move closer to extended family. The major difference in a refugee and an immigrant is that refugees leave their country in a hurry, whereas the immigrant plans the move ahead of time. According to Title III of the No Child Left Behind Act of 2001, educators define immigrant students as such, individuals who are aged 3 through 21; were not born in any state; and have not been attending one or more schools in any one or more states for more than 3 full academic years (SDCOE, 2010). What parts of the world are immigrants and refugees coming from? This question poses large relevance to the manner in which teachers address the needs of students arriving from different countries. The needs of these students vary by country and status of which they enter the U.S. During the 1980s, there were a vast number of refugees entering the United States from Latin American countries, some arrived from Asia, and a handful came from the Caribbean islands. Statistics shows that over 85% over refugees arriving from this decade were from Latin American countries (Jensen Chitose, 1994). During the 1990s, the arrival of refugees came primarily from countries involved in conflicts such as Bosnia, Afghanistan, Iraq, Somalia, and Sudan (McBrien, 2005). In 2003, the approved refugee applications came from similar countries to United states during the 1990s influx, Bosnia (3,874), Afghanistan (1,635), Sudan (1,054), while the majority of applicants received were from the country of Somalia (24,458) (McBrien, 2005). What are the needs of immigrant and refugee students? Students who arrive from other countries requesting educational services from American teachers have many educational needs. This need varies by culture, and depends upon the services each student received in his/her home country. Many students from other countries have difficulty in reading abilities. This problem worsens when trying to grasp reading concepts in the English language. In researching this, Goldenberg states that students who learn to read in his/her first language are far more effective in grasping English language reading concepts, than those who have no reading ability at all. Teachers must use sensitivity when attempting to help foreign students in their reading ability, as these students will be discouraged if they are corrected too often, or too soon when learning English. Educators must approach instruction of reading concepts to foreign students with caution, and allow for extra time when completing assignments (Goldenberg, 2008). One critical need that refugee students have when he/she arrives here in the United States is mental health care. These refugee students bring emotional baggage to the classroom, and many teachers and counselors do not have the resources available to assist these students as the language spoken creates a barrier. Post-traumatic stress disorder is a common problem found in refugee students, and affects the students performance in school (Kugler, E.G, 2009). Due to the residency status of these students, many are unable to receive treatment for this disorder, or are afraid to divulge personal information to others, as he/she fears deportation back to the home country (Kugler, E.G, 2009). Not only is there a mental health care need within refugee students, but also a need for basic resources available to each family. When arriving here in the United States, students often have difficulty finding a school close to where the family is staying. Once the student finds a school close to home, the next hurdle is the school accepting the documentation on each learner. There are no pamphlets or handouts given to families when arriving in the States, and many do not have any personal contacts each family can rely on for assistance with education placement. Immigrant students that arrive in the U.S often acquire the English language quicker than their adult parents do. This causes the student to take on the responsibility of an adult, where he/she is often in charge of helping negotiate finances, health decisions, and family affairs (Kugler Price, 2009). The needs of immigrant and refugee students are a very multifaceted situation, that teachers cannot handle simply utilizing the ELL classroom resources. These students need to build their knowledge in core content areas also. Educators and administrators must not shelter these students from mainstream classroom culture, as it will hinder their ability to acculturate into English culture. The more exposure these students receive in English on a day-to day basis, the quicker they acquire these skills (Goldenberg, 2008). There is another need that immigrant and refugee students have when arriving in the U.S. These students understand the role they possess in his/her home culture, yet when arriving in the classroom, there is much confusion as to how these students fit in our society. The parents of immigrant/refugee students may not have the adequate time to ensure that the student knows how to act in the new culture, which leads to confusion and unease for the student. The teacher plays a large role in assisting with finding resources to help familiarize each immigrant/refugee student in understanding classroom roles for students. Some immigrant/refugee students who travel to United States for various reasons have specific needs when they appear in the classroom. One such group that researchers continue to study is the Hmong-American students that intermix with the mainstream English speaking population. These students have increased in numbers at an exponential rate since 1975, when they first started arriving from their home country of Laos (Vang, 2005). California has a large number of these students in their school system, tallying about 36,000 Hmong students, with about 85% of these having limited English proficiency (Vang, 2005). In order for these students to show success in the school system, educators and administrators must first address needs for the Hmong population. The need for these students is assistance from translator or teacher that speaks the Hmong language. Hmong students initially received placement in ESL classrooms, as administrators felt teachers might effectively reach them. Administrative staff placed Hmong students in these classes under the assumption that these students do not excel, and with no desire to further their education in college (Vang, 2005). Administrators also felt that these students, although not entering college, needed skills to survive in the workplace. Hmong students received placement in classes that geared the students toward workplace success, with the goal of minimum graduation requirements fulfilled. For administrators and educators in these situations, it is vital that they refrain from grouping students in certain classes, based upon the perceived ability each student possesses. These students must receive objective placement in classes that addresses the Hmong population need. How do teachers effectively address each of these needs? In developing strategies that teachers use to help immigrant and refugee students adapt to the new classroom culture, the first thing a teacher must incorporate is effective management skills. Teachers must re-invent styles of teaching in order to reach each foreign-born student, and understand each students cultural background. It is important for teachers to develop activities that encourage students to learn not only in his/her native language, yet also build on what they already understand (Curran, Mary Elizabeth, 2003). In a research article found, analysts report that utilizing a dual-language program is helpful for immigrant and refugee students (Goldenberg, 2008). This concept involves students using their home language in the morning to learn subject material, and then in the afternoon using English while learning different content areas (Goldenberg, 2008). This teaching concept is known as a dual language program in many states. Here in Nebraska, the dual language program provides opportunities for both English and foreign language learners. Where do teachers fail in reaching the needs of immigrant and refugee students? With the vast influx of immigrant and refugee students arriving in the classroom over the past two decades, the challenge to give these students proper education has proven difficult for many teachers in any grade level. There are several problems when attempting to reach the immigrant and refugee students. The first issue is that the immigration/refugee population is not getting any smaller, and research shows that the amount of incoming immigrants to the number of native English speakers in the classroom grows at a rate of 4:1(Walker, A., Shafer, J., Liams, M. 2004). A second issue in which teachers and administrators fail to reach immigrant and refugee students is only teaching English in school, which does not allow assistance in foreign languages in these classrooms. The English only push in schools enables legislation that denies use of any other language than English within the classroom setting (Shunpiking, 1996). This limits the learning environment for those who are limited English proficient, and does nothing to promote success of these students. There are currently sixteen states that have English only laws in schools, Arizona, Arkansas, California, Colorado, Florida, Georgia, Illinois, Indiana, Kentucky, Mississippi, Nebraska, North Carolina, North Dakota, South Carolina, Tennessee and Virginia (Shunpiking, 1996). There is one area in which educators and administrators fail in meeting the needs of immigrant/refugee students that often many in society do not consider. In some areas of the U.S, these students do not receive enrollment in charter schools, yet these schools are often closest to where the immigrant/refugee students live. New York is one of the cities that struggles to ensure immigrant/refugee students have a place in their charter schools. A study done in January of 2010 by United Federation of Teachers found that only four percent of ELL students receive enrollment in charter schools within the neighborhood these students live in. This is in contrast to the citywide average of 14 percent that enroll in charter schools. Charter schools receive on average about 10 percent less students of free/reduced lunches than those schools on the district level. How do teachers encourage refugee and immigrant students to succeed? Helping refugee and immigrant students succeed not only takes place in the classroom setting, but can assist refugee/immigrant students and their families outside the class also. Teachers can tap into community resources available to the school that will help each immigrant/refugee family feel welcome. According to Colorà ­n Colorado (2009), there are several things teachers can pursue to help students adapt within the new environment when arriving in the classroom. Below are the methods as listed on their website. The first is the teacher must educate him/herself about the new student. It is important to learn their culture, and from what country they originate. It is helpful for new students lowering their affective filter if the teacher allows each individual to share with the class their experiences. Below is a list by Colorà ­n Colorado (2009), of things teachers should utilize to help welcome new immigrant and refugee students in class: Learn as much as you can about refugee students cultures, and invite students to share their knowledge with their classmates. Develop a list of community resources such as food and clothing shelves, health care centers, and adult ESL classes. Have the information on hand to share at conferences or other family events. Consider what works best for the families if they live in a concentrated area with a community center you may want to hold the meetings in their neighborhood. Be sure to have bilingual support, food and childcare. Federal funds can be used to provide transportation as well. For older students who need to develop initial literacy skills, work with other staff to provide age-appropriate materials that allows the students to practice their developing skills, but doesnt require them to complete activities designed for young children (Colorà ­n Colorado, 2009). Are dual language programs effective for immigrant and refugee students? The effectiveness of a dual language program in a given school system relies upon the acquired skills teachers possess in the program, and the ability to successfully reach each student. In Texas, administrators tout this program with a mark of success in their school systems.

Comparing the Families in Rowling’s Harry Potter and the Prisoner of Az

Comparing the Families in Rowling’s Harry Potter and the Prisoner of Azkaban and Hoban’s The Mouse and His Child Creating â€Å"worlds of their own, with particular kinds of boundaries separating them from the larger world†, families ideally provide encouragement and protection for each of their members (Handel, xxiv). In J.K. Rowling’s Harry Potter and the Prisoner of Azkaban, however, the Dursleys and Aunt Marge fail to fulfill their roles as Harry’s primary caregivers. In Russell Hoban’s The Mouse and His Child, the father mouse is unable to give his child all that he needs and longs for. In these two children’s stories, the expectation that families will provide physical support, emotional support, and encouragement for their children is not met. In Harry Potter and the Prisoner of Azkaban, the orphaned Harry is physically neglected by his only living relatives, the Dursleys. Harry’s Uncle Vernon, Aunt Petunia, and cousin Dudley think that by endorsing Harry’s non-existence in their lives, their fear of non-Muggles would disappear. Treating Harry like a wild animal, the frightened Dursleys physically confine Harry to their home and do not allowing their nephew any contact with the outside world. When Harry finally runs away from the Dursleys, he panics because his family never gives him Muggle money. While forcing Harry to stay indoors, the Dursleys also encourage Harry â€Å"to stay out of their way, which Harry [is] only too happy to do† (Harry Potter and the Prisoner of Azkaban, 24). Shunning communication and distancing themselves physically from Harry, the Dursleys fail at being the loving family that Harry needs and craves. By giving Harry little to eat and old clothes to wear, the Dursleys contin ue to treat Harry as n... ...ting and abusing him. In The Mouse and His Child, the father mouse is fond of his little son, but he is inept at keeping his family of two stable. Being a passive and pessimistic parent, the father mouse, like Harry’s aunt and uncle, fail at providing the mouse child with physical support, emotional support, and moral encouragement. Although they are family, the Dursleys and the mouse father provide a dysfunctional setting for Harry and for the mouse child, forcing their children to grow up painfully faster. Works Cited Handel, G. Introduction to the first edition, 1967. In The Psychosocial Interior of the Family. Ed. G. Handel and G.G. Whitchurch. New York: Aldine de Gruyter, 1994. xxiii-xxx. Hoban, Russell. The Mouse and His Child. New York: Harper & Row, 1967. Rowling, J.K. Harry Potter and the Prisoner of Azkaban. Vancouver: Raincoast Books, 2000.

Meeting Essential Care Needs Essay

Mrs Gale is a 70 year old widow and retired unskilled worker. The patient lives alone and relies on her son to provide basic care, medication and meals. Mrs Gale has a history of weight fluctuation owing to lifestyle but is currently at risk of malnutrition due to Parkinson’s disease. Mrs Gale shows signs of early dementia and suffers from poor mobility and pain caused by arthritis. Mrs Gale also has mild depression triggered by loss and has become socially isolated. All names have been changed as per the Nursing and Midwifery Council confidentiality guidelines (2008). Mrs Gale is a 70 year old widow and retired unskilled worker. The patient lives alone and relies on her son to provide basic care, medication and meals. Mrs Gale has a history of weight fluctuation owing to lifestyle but is currently at risk of malnutrition due to Parkinson’s disease. Mrs Gale shows signs of early dementia and suffers from poor mobility and pain caused by arthritis. Mrs Gale also has mild depression triggered by loss and has become socially isolated. All names have been changed as per the Nursing and Midwifery Council confidentiality guidelines (2008). Introducing the nature of essential care needs Daily activities of living such as; eating, breathing, and mobilising were seen by Roper (1976) as a method of identifying the needs of a patient. By understanding what a patient requires in order to function normally, a nurse can address what is missing and produce a care plan accordingly. The Roper, Logan and Tierney’s model of nursing identified the activities that are deemed essential and suggests that it is not important to treat all the activities at once (Roper et al. 2000). Yura & Walsh (1983) believed that it is impossible to separate a person into their needs and therefore you cannot treat one without treating the others. Newton (1991) concluded that in order to conduct a holistic approach, all factors need to be considered. Along with the essential needs there are also the physical, psychological, sociocultural, politico-economic, and environmental factors that will need consideration. Factoring these into patient care produces a person centred approach (Steinbach 2009). This means that a patient will experience care that is individually tailored to them. In order to meet the needs of Mrs Gale, the care will be assessed according to differences in her human needs, her social role, her expectations of care and her lifestyle behaviours. This is because as an older adult, Mrs Gale’s needs are different to those of younger adults and children (Copeman 1999; Yura & Walsh 1983). There will be particular focus on Mrs Gale’s nutritional needs as this is an area of concern due to her Parkinson’s and the risk of malnutrition associated with it. The involuntary shaky movements associated with Parkinson’s disease causes an increase of energy expenditure which can lead to weight loss. Other symptoms and her medication can also decrease food intake. Fortunately medication such as levodopa contains medication that minimises these side effects (Green n. d. ). Mrs Gale’s poor mobility and pain levels will also affect her ability to consume nourishment as well as the ability to prepare, serve and purchase food and drink. Roper et al. (1996 cited Bloomfield & Pegram 2012) stated that when addressing psychological needs it is important to understand that Mrs Gale’s appetite will be affected by her emotional state. Mrs Gale’s cognitive impairment may also lead to her forgetting to eat or consuming too much (Beardsley 2000). The environmental factors to consider for Mrs Gale are the layout of her home, having a suitable eating area, available food storage and how is Mrs Gale able to purchase food (Copeman1999; NICE 2006). Mrs Gale has been identified as being from a working class family; this means she has learnt behaviours which may impact on her health such as not buying suitable foods (Browne 2005). The financial costs of healthy foods, available funding, benefits and local care provisions via the social care system or local government schemes will also need deliberation (Copeman1999; Age UK 2012). Changes due to the aging process also need to be addressed. Calcium reabsorption increases especially in women after the menopause, this decreases bone density. Lean tissue decreases as fat increases with age; there is also a decline in the percentage of body water meaning that body temperature is more difficult to control. Thirst decline and decreased renal function means that older people can become dehydrated (Copeman 1999). The function of the bowel reduces, meaning that the elderly are more susceptible to indigestion and constipation. The risk of constipation is also increased with Parkinson’s disease (Parkinson’s UK 2011). The final consideration is the deterioration of the sensory system. Taste, smell, vison, pain and touch all decline meaning that food may not be as appealing (Copeman 1999). Exploration of the evidence underpinning the delivery of care In order to determine the nutritional care of Mrs Gale the nursing process will be used. Nursing was described as a problem-solving process with 4 stages termed; assessment, planning, implementation and evaluation by Yura & Walsh (1967) (cited Aggleton & Chalmers 2000). This principle is still used in clinical practice today and is considered to be best practice (Bloomfield & Pegram 2012). By carrying out an assessment nurses can identify the causes of problems that require medical involvement. Nettina (2006) described assessment as; the collection of data that will identify actual or potential health problems. This means that a health assessment is carried out to determine what care is currently required or care that will be required in the future. Assessment begins with a complete nursing history and finishes with a nursing diagnosis which is based on facts and evidence (Yura & Walsh 1983). Assessment is carried out by observing the patient as a whole and includes; making notes on the patient’s dress, expression, non-verbal cues, deformities, and absence of parts such as teeth (Yura & Walsh 1983). Data collection is done by using various assessment tools such as; measuring weight and height, calculating body mass index (BMI) and screening tools such as the Malnutrition Universal Screening Tool (MUST) (Copeman1999; Stratton et al. 006). The use of BMI alone has raised questions due to people falling outside of the normal range and still being healthy (McWilliams 2008). Evidence for the use of the MUST was concluded from research that was conducted by Stratton et al (2006). However, the MUST is recommended by NICE and is used regularly to identify those at risk of malnutrition (McWilliams 2008). In order to plan care effe ctively there are three phases that must be considered. The first investigates the main concerns of the practitioner and patient. Subsequently the goals of the practitioner and client are determined. Finally the required nursing interventions are recorded (Carpenito-Moyet 2006). Planning can be used to design strategies to assist the patients, for example diet plans and calorie allowance (Copeman 1999). With Mrs Gale the simplest and inexpensive intervention will be to promote a healthy diet and encourage foods with high-nutrient content (Holmes 2012). During planning, goals are determined that will lead to ultimate health and wellness (Yura & Walsh 1983). These goals are developed by open dialogue between patient and practitioner and are assigned a time scale to be completed by (Carpenito-Moyet 2006). For example Mrs Gale has poor nutritional intake as a diagnosis and a goal could be to improve this. However, if the poor nutrition is due to money, then a time scale of a few weeks would allow time to sort out benefits and buy the correct nutrition. If the poor nutrition was due to behaviour issues, then a longer time period would be assigned in order to assist with help in changing that behaviour (Carpenito-Moyet 2006). The Orem model of nursing (2001) states that the nurse must act for the patient to increase their learning and awareness of their condition. However, in order for care to be implemented effectively a nurse must have intelligence, interpersonal and technical skills (Yura & Walsh 1983). The ability to build relationships with clients and other practitioners is important to form trust and identify where a multi-disciplined approach can be used (Aggleton & Chalmers 2000). Communication plays a huge role in the implementation of care due to continued discussion and questioning with the patient. The nurse must look for verbal and non-verbal cues from the patient and continue to collect data (Aggleton & Chalmers 2000). By doing this the nurse will be able to use their clinical judgement and have an adaptive approach to care (Yura & Walsh 1983). A nurse must also be realistic and recognise their strengths and weaknesses. This will allow recognition of assistance and possible referrals to other practitioners that maybe required (Siviter 2008). This sharing of information and asking for help is part of the NMC’s code of conduct (2008). A nurse must also have the knowledge to recognise normal and abnormal human functioning and the evidenced based interventions that can be used (Brooker & Nicol 2011). The care should also be safe, have the patient’s best interests, involve the multi-disciplinary team (MDT) and the patient, and informed consent should be obtained (NMC 2008). Evaluation of achievement is conducted to see if the best action or intervention has been used. Reflection will indicate if current goals should be maintained or if new goals are required for the patient (Siviter 2008). However, the achievement of the goals can be subjective and difficult to measure. To evaluate if the goals have been achieved, listening and observation needs to be conducted and it is important to remember that non-achievement is not failure. It is possible that new more achievable goals are needed or that the current intervention is not effective for the patient (Brooker & Nicol 2011). Short term an appropriate goal will be the achievement of weight maintenance or gain and long term will be the changing of negative health related behaviours (Siviter 2008). This will be educated via referral to a dietician and via information guides such as; the Parkinson’s and Diet leaflet, designed by the Parkinson’s Disease Society (2008). Diet can also be supplemented with high energy and protein drinks such as Fresubin and are prescribed via a dietician or General Practitioner (Holmes 2012). Mrs Gale’s weight can be monitored every 4-6 weeks, if there are changes in her medication or every 3 months if stable (Green n. d. ). Mrs Gale can also be directed to age UK who can provide details of benefits, home and shopping assistance (Age UK 2012). All of Mrs Gale’s nutritional needs have been assessed, planned and evaluated. The implementation of this care will depend on the cooperation by Mrs Gale. Practitioners have to remember that patients have the right to refuse treatment. After all the evidence is presented and all questions and concerns are addressed the patient will have an informed choice (NICE 2007). Personal development plan (University of Southampton 2012) Identified areas for further development Heart: Intrinsic motivation (Developing compassionate care) On refection I believe I need to develop my communication skills, especially when dealing with older people and cognitive impairment. This will make sure my care remains person centred (Steinbach 2009). I must also develop my understanding of how and when to use the available assessment tools so that I can complete the nursing process (Yura & Walsh 1983). I must also improve my questioning techniques so that when I am faced with a client, such as Mrs Gale, I can collect all the relevant information I will need to plan her care (Aggleton & Chalmers 2000). Suggested activities and experiences that will assist in future development In order to facilitate my development I will need to nurse patients with a variety of medical and cognitive conditions; this can be achieved while on placement. This will improve my communication skills and my confidence (NMC 2008). Furthermore I need to observe nurses in a ward or community setting while they implement the most appropriate assessment tool for their patient. This can be done while on placement and by contacting the community care team and arranging to shadow a community nurse. While completing practice experience one, I was able to take part in the planning process. I will need to continue with this so that I am confident in planning essential care. Identified areas for further development Nerve: Self-belief and self-efficacy (Developing themselves and advocating for the service user or carer) To develop my self-belief and to be an advocate for my patient I will need to work on my confidence (NMC 2008). I will need confidence in applying the best nursing practice (Yura & Walsh 1983). I will need confidence in speaking up and making sure my patients receive the correct care and any available funding that they might need. If I am unable to provide this service I must have the ability to refer my patients or to ask questions so that this can be achieved. Suggested activities and experiences that will assist in future development To develop this confidence, I must work alongside mentoring staff and observe dieticians, community nurses and general practitioners. By doing this I will appreciate how other professions care for my patient. Similarly I will gain understanding of which profession I would refer my patient to for future treatment. Working as part of a multi-disciplinary team will improve my confidence and allow for questioning (NMC 2008). Identified areas for further development Brain: Critical and analytical skills (Application of appropriate theory/research to practice) In order for me to apply theory into practise, I must research the care of various conditions and begin to understand the theoretical knowledge behind that care. This process has begun with the research I have conducted on Parkinson’s disease and also on my research into the use of BMI and MUST (Eknoyan 2008; MAG 2003). I will also need to visit other areas of practice to see the nursing process being applied (NMC 2008). Suggested activities and experiences that will assist in future development I must attend any available courses, workshops and meetings that deal with patient care and conditions. While on practice experience two, I would like to attend a nutrition workshop and discover the benefit of supplementary foods and drinks available. I will arrange to work with and observe dieticians within a hospital setting and question them on transferring this knowledge to community settings.

Pictures and Profiles of Prehistoric Sharks