An Inward Collapse of the Human Perspective in Forsters A Passage to I

An Inward Collapse of the Human Perspective in Forster's A Passage to India      Ã‚  Ã‚  Ã‚   The reverberation of sound in the form of an echo is threaded throughout E.M. Forster's A Passage to India, and the link between the echo and the hollowness of the human spirit is depicted in the text. The echo is not heard in the beginning of the text when the English newcomers, Mrs. Moore and Ms. Quested, arrive in India; it is more clearly heard as their relationship with India gains complexity. The influence of the colonizers and the colonized on one another is inevitable; however, the usual assumption is that the colonists are the most successful in imposing their values and ideologies on the individuals whom they view as the "natives." In an introduction to a text depicting a portrait of the colonizer and the colonized, Jean-Paul Sartre states that in attempting to dehumanize colonized individuals, the colonist becomes dehumanized himself. "A relentless reciprocity binds the colonizer to the colonized-his product becomes his fate" (Sartre xxviii). While Forster 's text possesses numerous instances of the English losing a humanistic perspective as they place the Indians in a submissive role and treat them as subjects, it can be argued that Sartre's observation of the dynamic existing between the colonizer and the colonized is somewhat manipulated in Forster's text-instead of being dehumanized from their exposure to the colonized, the colonizers gain greater insight into the essence of humanity. The English characters in the text are embraced by the mystery and spirituality of the Orient, which is the focus of their imperialism. As a result, the English join their Indian counterparts in looking inward and outward to discover that the void a... ...rain and snows! O day and night, passage to you! -Walt Whitman       Works Cited    Crews, Frederick C. E.M. Forster: The Perils of Humanism. New Jersey: Princeton University Press, 1962. Forster, E.M. A Passage to India. San Diego: Harcourt Brace & Company, 1984 Parry, Benita. "A Passage to More than India." Ed. Malcolm Bradbury. Forster: A Collection of Critical Essays. New Jersey: Prentice-Hall, Inc., 1966. Rosecrance, Barbara. Forster's Narrative Vision. Ithaca: Cornell University Press, 1982. Sartre, Jean-Paul. Introduction. The Colonizer and the Colonized. By Albert Memmi. New York: Orion Press, 1965. xxi-xxix. Stone, Wilfred. The Cave and the Mountain: A Study of E.M. Forster. London: Oxford University Press, 1966. Thomson, George H. The Fiction of E.M. Forster. Detroit: Wayne State University press, 1967.

Criticism Essay -- essays research papers

Criticism   Ã‚  Ã‚  Ã‚  Ã‚  Criticism can be negative or positive; the way it is said may be good or bad. Why do most of us want to avoid giving or receiving criticism? The purpose of criticism is to encourage positive outcomes (what the giver wants). Ideally, it brings balance into our lives, provides us with a basis of comparison, and brings truth, honesty, and intimacy. Hopefully, it gives us honest feedback—a balance of praise and criticism. Do most of us want to know how we are doing?   Ã‚  Ã‚  Ã‚  Ã‚  Why do successful business people actually seek out criticism from people they respect? Why do people feel they are unfairly criticized? Are tone of voice, choice of words important? What communication skills does one need to criticize well? Why do those who are criticized act defensively? Can one be defensive and actually hear what is being said?   Ã‚  Ã‚  Ã‚  Ã‚  RECEIVING CRITICISM:   Ã‚  Ã‚  Ã‚  Ã‚  Is this a great source of stress? Have the past criticisms from parents, teachers, and other made us into the person we are today? The receiver must try must try to personalize the criticism and view it as information worthy of examination (either to accept or reject). Often we associate the one criticizing us with hostile bosses or other in the past.   Ã‚  Ã‚  Ã‚  Ã‚  Is the criticism valid? What is the intention? What action is needed to be taken?   Ã‚  Ã‚  Ã‚  Ã‚  What is the worst part of receiving criticism? (Loss of control, emotional involvement, etc.). How do we normally react? (Defensive, stop listening, cry argue, blame others, feel rejected) How can we reduce the stress? (Perhaps see criticism as just information). Do we normally ask several questions: is it â€Å"legitimate†? Does the person have a right to criticize us (neighbor, parent, and spouse, boss)? What is the intention—blame me, embarrass me, destroy me? What words set us off in anger—name used, should have, must have, always, never, but†¦   Ã‚  Ã‚  Ã‚  Ã‚  Does the criticism tell you what is wrong and what is expected in the future? Is the information correct?   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"No one can make you feel inferior without your consent.† Need to deal with criticism correctly: ask question to understand exactly what the person means, find out the intention of the person means, how one rectifies th... ...make you feel inferior without your consent.† We often carry on an internal dialogue with ourselves in which we criticize ourselves. Self-criticism is the most popular form of criticism. We focus on negative aspects of behavior, instead of evaluating ourselves both positively and negatively. One needs touse self-criticism to inspire oneself to new heights, not to lows. Often we defeat ourselves by focusing on criticism rather than a remedy. We are usually too general: â€Å" I made a mess of everything.†   Ã‚  Ã‚  Ã‚  Ã‚  Make Criticism into a Positive Force   Ã‚  Ã‚  Ã‚  Ã‚  Criticism is a vital part of our lives. If used well, it can empower us; if used badly, it can destroy careers, relationships, and destroy self-confidence. Key questions to ask: Is the person giving criticism off limits? Does it have value? Does it call for a specific action? It is worse to get no criticism than to receive it. When criticizing others, remind the person you are not personally criticizing others him/her but a specific action. Avoid criticizing in front of others. Maintain the other person’s self-esteem—don’t destroy them. Criticism is a commutation tool to bring about change.

Diploma in Leadership for Health Essay

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice. The learning outcomes below are to be covered to enable you to achieve the unit. 1. Understand principles of professional development. 2. Be able to prioritise goals and targets for own professional development. 3. Be able to prepare a professional development plan. 4. Be able to improve performance through reflective practice. ASSIGNMENT COMPLETION INSTRUCTIONS Complete each learning outcome with a minimum of 250 words for each assessment criteria. Refer to the relevant workshop material in particular the Additional Reading Material. This assignment needs to be typed and when completed sent to: suzannebettaney@eurosourcesolutions.com LEARNING OUTCOME 1 – UNDERSTAND PRINCIPLES OF PROFESSIONAL DEVELOPMENT. 1.1 Explain the importance of continually improving knowledge and practice. It is important whilst working in a childcare setting to continually improve your knowledge and practice to ensure all aspects are carried out correctly in line with up to date policies and procedures. This helps to ensure that the best practice is followed at all times. Understanding that practice can change frequently and keeping ourselves up to date is vital. Constant development of all staff would also ensure that no one is falling behind and that everyone is up to date. Sharing information around the team helps to certify all staff are kept up to date with changing practice and are following the best practice possible. ‘Froebel believed that the training of workers for early years settings was essential’ – Early years and education pg.6. Benefits of training The benefits of staff training are good practice and bring together professionals to develop common ways of working which will widen an employee’s potential to progress and enhance performance. Continually training or extending to having managerial skills enable the individual to apply for a new job role or a promotion, therefore leading to a career progression. Benefits to the individual The benefits to the individual of improving knowledge and practice are becoming confident in your skill. Effective education requires practitioners who understand that young children develop rapidly, children are entitled to provision that supports and extends knowledge, skills, understanding and confidence. The outcomes for the children are better for development and learning. Training acts as a toolkit to use in all scenarios. Benefits to the employer It is the employer who has overall responsibility for their staff and therefore it is in their best interests to have a well trained team. It is  beneficial to the manager to be able to get work done safely, effectively and efficiently, the organisation is only as good as its overall staff. Having had further training staff will be able to pick up on extra additional needs a child may need as a result the child needs can be met successfully. 1.2 Analyse potential barriers to professional development In order for me to progress within my professional development, i should consider any potential barriers, once these barriers have been identified i should look at these barriers as challenges to overcome and not as problems which may remain unsolved. I consider barriers as a stepping stone to improve my skills and knowledge. Here is a list of some barriers which may prevent further professional development Having inadequate staffing levels Fear and lack of confidence in learning Lack of time due to high work loads Lack of resources and skills Lack of effective evaluation of learning Everyone has different learning styles, some people find it difficult sitting in a class and taking notes from a teacher, other people learn better from practical, I myself learn better being more hands on. Language barriers could play a big part in a staff member understanding what they are hearing or reading. A manager should encourage this member of staff to get extra help from themselves or an early year’s advisor. Individuals’ personal beliefs and attitudes impact significantly on the way they behave, overcoming these barriers is essential and here are a few ideas of how things can be resolved. Talking to the key individual, this gives an insight into particular problems or situations. Advantages include: Ideas can be explored Information can be obtained Gets any problems fixed quickly Disadvantages: It relies heavily on the key individual The responses may be biased It may be difficult to find the right person to talk to Observation is an effective way of assessing people’s behaviour in their working environment, this gives detail and analysis of current behaviours. A disadvantage of this is that some people’s behaviour alters if they know they are being observed. A good questionnaire can help give me a clear picture of current practice, I can then get a rapid collection of large amounts of data from lots of people it also highlights any need for change through communication from result. Some disadvantages from this is that time is needed to develop good questions and I cannot ask follow up questions. Professional development is vital to improve the workplace and it is essential for good people management. Continuing professional development is an ongoing, planned, learning and development process which enables all workers to expand and fulfil their potential. 1.3 Compare the use of different sources and systems of support for professional development. Support for my learning and development is very important and can be provided by other people in my workplace and also by outside agencies. Sources of support Staff meetings Training provided in house Training by outside agencies Appraisals Discussions with staff team Internet and E-learning Training – planned activities which enable a trainee to do something they haven’t done before. Learning – absorbing new information to apply in practice. Training is the input of information from outside, learning is the internal process of absorbing and understanding that information so it can be put into practice. Another source of support is using my manager as a role model and having staff meetings for advice. Supervisors can support my professional development by using supervisory meetings as an opportunity to scaffold and support any new knowledge. One way of doing this is to analyse my own work and its implementations. Reflection is important because it empowers people to assess their own performance. Awareness of my own strengths as well as my limits and vulnerabilities allows me to make mid-course corrections in work performance that feels natural and unforced. 1.4 Explain factors to consider when selecting opportunities and activities for keeping knowledge and practice up to date. LEARNING OUTCOME 2 – BE ABLE TO PRIORITISE GOALS AND TARGETS FOR OWN PROFESSIONAL DEVELOPMENT. 2.1 Evaluate own knowledge and performance against standards and benchmarks. My role as team leader is to work as part of the management team, to provide professional leadership and management to the nursery staff to ensure all children receive the highest standards of care and education. I need to have positive working relationships with staff, parents and carers and make sure that my entire team feel supported in their job roles. My key responsibilities: Provide professional and relevant feedback to parents/carers about their child. Ensure records of development and learning are accurately maintained by the appropriate staff. Make sure appropriate planning is in place to maintain the required standards. Provide leadership and support staff to  enable them to establish and uphold positive working relationships. Guarantee that practice and provision in the nursery meets the requirements of the early years foundation stage. Ensure all children are kept safe and that staff understand and, when necessary, follow safeguarding procedures. Support the development of good practice with regards to special needs and inclusion. Develop and maintain highly professional working relationships with relevant local authority departments, regulatory bodies and other agencies. Health and safety: Undertake a shared responsibility for health, safety and cleanliness throughout the nursery. Be fully aware of all emergency and security procedures. Operational: Support the manager and staff during inspections by regulatory bodies and assist in the implementation of any recommendations. Promote the nursery to current parents and potential customers. Staff: Support and supervise nursery staff with their day to day duties. Support and mentor staff and students. Be responsible for taking part in all self-development activities such as appraisals. Identify any training needs. Develop positive relationships with staff. General: Adhere to all company policies and procedures. Ensure that the company’s policies on diversity and equal opportunities are adhered to. The tasks I have stated above require a different combination of skills, knowledge and personal attributes for my work to be effective. I need to hold strong written and spoken communication skills, have good time management and organisational skills to meet deadlines and targets and to  have leadership skills to be able to support, develop and motivate my team. I need to hold and NVQ level 3 or above with at least 2 years experience in an early years setting, have a working understanding of the early years foundation stage and have current first aid qualifications to carry out my job role. I also need to have previous leadership skill, experience of meeting OFSTED requirements, practice as a room leader or manager and knowledge of OFSTED and EYFS. Some personal attributes that I feel I hold which allow me to achieve in my job role are being caring, mature and having a patient nature. I also need to be consistent and fair and have a sense of responsibility. 2.2 Prioritise development goals and targets to meet expected standards. To become more effective in my job role I need to have a plan. Having a visible plan helps me as a team leader see a quick overview of daily tasks and allows me to check that everyone understands their own work objectives. It also helps to agree timescales and goals and helps with performance and managing. Planning skills are vital to my efficiency and success in my job. I have to be able to set and achieve targets, prioritise these and help others do the same. The main purpose of negotiating realistic targets for work is to ensure that work gets done in a reasonable time and allows for overall better management, focusing on the outcome. Setting targets is part of planning so the more accurately I keep to a plan usually the more likely I am to succeed. Personal development is a long process. It helps me to assess my skills and qualities, consider my aims in life and set goals in order to realise and maximise my own potential. Practical steps need to be taken to enhance my personal development including: Organising my time Overcoming barriers to learning a new skill Undertaking a skills appraisal Being able to manage my time effectively will allow me to plan specific periods where I can devote myself to studying and preparing for future  assignments. Time management has always been one of my personal areas to improve and now I feel that i need to prioritise study time as this could be a potential pitfall for me. My end goal is to be able to complete my NVQ level 5 and in order to do this I need to plan where to study and still set aside time to spend with my family and work life. Some ways in which I can begin to organise my time could be to delegate at home and at work and to collect appropriate reading materials to help me, I can use all these skills to implement at work what I have learnt from studying. LEARNING OUTCOME 3 – BE ABLE TO PREPARE A PROFESSIONAL DEVELOPMENT PLAN. 3.1 Select learning opportunities to meet development objectives and reflect personal learning style.(please state the method you used to identify your learning style and describe your findings) State and explain the learning opportunities. Having a personal development plan helps me to take responsibility for my own personal development; this will motivate me to develop my own skills and to be aware of strengths, weaknesses and what training might be required to fulfil my future plans. Here are a few main steps to begin this process: Consider my own skills, strengths and weaknesses. Before i can work out which areas I need to develop, I need to analyse the skills I already hold. Decide which areas I need to develop. Looking at my current job I need to decide whether I intend on staying in my job role. Create the plan. I would think about how I can achieve objectives and do I need more training? Discuss plan with others. My manager or even my colleagues could give support and offer suggestions to help gain experience. Implement my plan Review my plan After looking at all these steps I can now begin building my own professional development plan. After previously stating in an earlier section everyone’s learning styles are different, I see myself as a pragmatist meaning I am keen to test things out in practice and like to experiment with new ideas. 3.2 Produce a plan for own professional development, using an appropriate source of support.(Use format shown in additional reading activities) It is often a good idea to keep a record of personal development plans. By writing down key developments in learning and development as and when they occur, I am able to reflect on my success at a later date. This reflection may well help to motivate me to learn more skills in the future. Targets identified Resources required Recommended solution Expected outcome Timescale for completion Leadership skills Time management To complete NVQ level 5 Help from colleagues and friends Time log and diary Appropriate reading materials Be assertive and take control of situations Prioritise my time, make a plan for work, home and studying Plan when to study To be a confident team leader who can delegate To have a healthy a Balance for work and home. To pass each assignment and maintain standards at work Ongoing Immediately December 2015 I will use the results of my PDP evaluation as part of the continuous improvement process to develop the following years’ PDP, and to revise professional learning goals based on my performance results and practice. 3.3 Establish a process to evaluate the effectiveness of your professional development plan. In order to establish the effectiveness of my PDP, I will need to measure my achievements against the targets and goals I have set. As well as being SMART, in order that the goals are achievable, I must use a method of evaluating it’s effectiveness. In this case, a formative method would be appropriate as I will need to evaluate my outcomes on a regular basis. Summative methods would not be appropriate as it would only take into account measures of actual achievements, and would not account for all the different factors involved in the process. A formative evaluation would enable evaluation of all these factors in order to have a working document that can be adapted on a regular basis, in order that it stays relevant and SMART. My targets are time management, developing my leadership skills, delegating and completing NVQ. I need to break down some of these further in order to make it easier rather than just trying to measure that my leadership skills have improved. For example, delegation is a leadership skill but will also help with my time management. How I go about delegating will show how my leadership skills are developing. Therefore ‘improving my leadership skills’ is the end goal and the targets I need to meet to help me achieve this are ‘to improve my time management’, ‘complete my NVQ’, ‘delegate tasks’ and to be able to take steps to achieve this. I might also break these down further so that ‘to improve my time management’ would be ‘to complete assignments and submit them on time’. However, to achieve this I need to set aside time to study, which will show that I can manage my  time, so I would need to include this within the plan, as well as how I have achieved this. I will also include times when I have been unable to achieve things such as ‘setting aside study time’ and evaluate this. This will demonstrate my leadership skills are improving. When evaluating the effectiveness of my PDP, I must reflect on what has been useful and what has hindered the targets I have set myself. This must also take into account the opinions or feedback from colleagues and peers. As I have chosen a formative style of PDP, regular evaluation and reflectiveness is an integral part of the formative PDP, and something that I must evaluate and re-evaulate on a regular basis, so that I am more aware of my strengths and weaknesses. When I evaluate my plan, my reflections on the effectiveness of the plan will help me to adapt my behaviour and the plan if necessary. LEARNING OUTCOME 4 – BE ABLE TO IMPROVE PERFORMANCE THROUGH REFLECTIVE PRACTICE. 4.1 Compare models of reflective practice. There are many different models of reflection; the most simple model could be Boud’s triangular representation. Experience Learning Reflection This model has restrictions; it doesn’t lead us as to what reflection might consist of or how learning might transform into experience. Alternatively, other theorists have broken down the cycle into further stages; an example of this is Gibbs reflective cycle. Gibbs model acknowledges that personal feelings influence the situation and how I could begin to reflect on it Edgar Schon describes reflection in two ways, reflection in and reflection on action. The differences in these types of reflection are reflecting whilst the situation unfolds (during the activity) and reflecting retrospectively on an event (looking back and changing what didn’t work). Greenwood states that reflection before action is an important preparatory element to  reflective learning as it allows the practitioner to formulate plans ahead of situations arising. Reflecting on action is perhaps the most common form of reflection; it involves me carefully re-running in my mind events that have occurred in the past. The aim is to value strengths and to develop different, more effective ways of acting in the future. Reflection in action is the feature of the experienced professional, it means examining my own behaviour and that of others while in a situation (Schon 1995) The following skills are involved: Being a participant observer in situations that offer learning opportunities; Attending to what I see and feel in my current situation, focusing on responses and making connections with previous experiences. Reflection on action is a more appropriate type of reflection especially when developing a personal development plan as I can record, look back, analyse, and improve after each target has been reached. 4.2 Explain the importance of reflective practice to improve performance. Reflection is one way of helping to link a theory and integrate learning. Through reflection i can: Focus thoughts on experience Gain greater understanding of my practice Become more aware of knowledge and skills which I have developed Identify strengths and areas for development Develop an action plan for future development. ‘Reflecting on performance and acting on reflection’ McKay notes ‘is a professional imperative’ – 2008 forthcoming Through reflection i can examine my own thoughts and feelings about the experience and identify the interventions that best meet the specific child’s goals for growth and development Being a reflective practitioner helps to increase my skills, understanding and learning. It results in being  a more effective practitioner. Effective practitioners are those who understand themselves, their knowledge, their feelings and the framework within which they understand children. Being a reflective professional requires that I continually review and develop my own practice. 4.3 Use reflective practice and feedback from others to improve performance. (please write a personal and witness account of this in practice with explanation and examples) One personal example of using reflective practice to improve my performance came to me only recently. Up until a few weeks ago I was job sharing my team leader role with another member of my team. I found it very difficult to voice my opinions and always felt as if delegating wasn’t working. All shared responsibility on her side was more often left incomplete and as you can see I was feeling very annoyed and upset about this due to the feeling I was letting the remainder of my team down. After continually liaising with my manager about this I began to feel more confident in speaking out as I feel very passionate about my job I didn’t want to fall even more behind with planning and jobs to improve my team. I have now taken on full responsibility of my unit and have had very positive feedback from my manager on how the unit and team have improved significantly. Every day I am developing more self confidence and courage and am learning to be more assertive as a team leader. Having positive feedback from my manager and colleagues has given me a huge confidence boost, knowing that I am capable of leading my team which enables me to continually improve the quality of my work. 4.4 Evaluate how practice has been improved through: Reflection on best practice Reflection on failures and mistakes.

International Students Essay

Attention getter- â€Å"Did you have a lion in your backyard when you were growing up?† â€Å"Did you have to hunt for your food?† Reveal Topic- These were the questions asked by my classmates when I first moved to the United States. Often times, international students are asked bizarre questions about their culture. Frequently, international students are asked what their names mean and although most may know, some don’t have the slightest idea. My name, Taiwo, means first of the twins to be born and the first to taste the world. From the audience survey I received back, only 2 out of 16 people that took the survey knew the meaning of their name. Most questions asked of international students can be humorous but some are very offensive. Credibility Statement- I moved to the United States when I was 12 years old, and my biggest problem was readjusting to the weather, which by the way I’m still not adjusted to. In Nigeria, my home country, there are only two seasons which are the wet and the dry season. Although I am not an international student, I can relate because I had to go through so many changes and at one point it was unbearable. Each year, Johnson County Community College is home to international students from more than one hundred countries with their own cultures, skills, and struggles. Preview of main points- Today, I am going to inform you about international students struggle with challenges like cultural and social adjustment. Connective- First, I would like to explain I. International student’s struggles with cultural adjustments. A. According to Gregory Trivonovitch, there are four transitional stages: a honeymoon, hostility, integration/acceptance, and finally, the home stage. 1. The honeymoon stage is described as the stage full of joy and excitement because most international students that are just arriving are captivated with everything new. They  a excited to start studying at a United States university. The second stage is hostility that â€Å"is characterized by frustration, anger, anxiety, judgementalism, fear, and sometimes depression† (Claremont). The third stage  is integration and acceptance, meaning when international students start to feel comfortable and relaxed in their new environment. At this stage they can join different clubs like the international club. The international club at Johnson County Community college â€Å"brings together students from America and around the globe for educational and social activities† (Johnson County Newspaper). The last stage is the home stage. This final stage is the â€Å"feel at home† stage that allows the students to absorb both their culture and the American culture. 2. Students go through these stages because they feel that they have lost but at the same time gained their identity. B. The anxiety and stress of being separated from their families, relatives, and their friends in their native countries can be overwhelming for them. 1. Leaving a culture and surroundings that one is very familiar with while transitioning to a new one can be difficult. 2. For instance, my friend john, an international student, said he asked one of his friend to â€Å"hook up†, meaning he wanted to hang out, but his friend taught he meant to â€Å"hook up† â€Å"hook up† as in sexually. John also mention how difficult it was for him to adjust to this new lifestyle and is still learning how to. Connective- Now that I have informed you about international students struggle with cultural adjustment and along with it explaining the four stages of cultural shock, II. I am going to explain international students’ struggles with social adjustment. A. International students usually stay in the United States for a short period of time or depending on how long they study for. They face sets of challenges such as interacting with others and making new friends. B. â€Å"International students may also experience a loss of social status and self-respect because their social standing in their home country may not be recognized in the U.S.† (Eunyoung). 1. Even though their suffering might be too much there are ways to manage. As mentioned earlier, the Johnson County Community College International club is a great way to network. a. The club â€Å"is an organization that works to increase international understanding and friendship† (JCCC brochure). b. This club as many goals in mind like â€Å"support for new students, social activities that increase awareness about American culture, fundraising activities to support scholarships for international students† and more (JCCC brochure). 2. Fear of belonging and coping with it. Conclusion- In closing we have learned the struggle international students face with challenges like cultural and social adjustment challenges. International students badly need to be given full initial and ongoing explanations of what is expected of them, how the system works, and where to get help. Being in a country you’re not familiar helps you learn. If you go to a foreign country you are not familiar with, these tips will be very useful in adjusting without any complications. Bibliography â€Å"Stages of Cultural Adjustment.† CGU Writing Center. Claremont Graduate University, n.d. Web. . Hurtado, David. â€Å"Students Clubs Aim to Increase Involvement.† The Campus Ledger 21 Sept. 2012: 6. Print. Johnson County Community College International Club. Johnson County: n.p., 2012. Print. Eunyoung, Kim. An Alternative Theoretical Model: Examining Psychosocial Identity Development of International Students in the United States. Rep. Project Innovation (Alabama), n.d. Web.

ABCDEFG Algorithm Look A Airway

Text Version- ABCDEFG Algorithm Look A Airway B Breathing C CirculationFor any signs of airway obstruction For evidence of mouth/neck/swelling/haematoma For security of artificial airway Look At the chest wall movement, to see if it is normal and symmetrical To see if the patient is using their neck and shoulder muscles to breathe (accessory muscles) At the patient to measure to measure their respiratory rate Look At the skin colour for pallor and peripheral cyanosis At the capillary refill time At the patient’s central venous pressure and jugular venous pressure Look At the level of consciousness For facial symmetry, abnormal movements, seizure activity or absent limb movements At pupil size, equality and reaction to light Listen For noisy breathing e. g. gurgling, snoring or stridor Feel For the presence of air movement For security of artificial airway Feel For the position of the trachea to see if it is central For surgical emphysema or crepitus If the patient is diaphoret ic (Sweaty) Listen To the patient talking to see if they can complete full sentences For noisy breathing e. g. stridor, wheezingListen To the patient for complaints of dizziness and headaches For patient’s blood pressure and heart sounds Feel Your patient’s hands and feet to see if they are warm or cold Your patient’s peripheral pulses for presence, rate, quality, regularity and equality. Feel For patient’s response to external stimuli For muscle power and strength D Disability Listen To patient’s response to external stimuli and pain For slurred speech For patient’s orientation to person, place and time. E F Exposure Fluids G Glucose Give oxygen Position your patient Call for help if you can’t manage Never leave a deteriorating patient without a priority management and review plan Look Listen Feel For any bleeding e. g. nvestigate wounds and drains For air leaks in drains The patients abdomen that may be hidden by bed clothes For bow el sounds Look Listen Feel At the observation and fluid charts, noting the fluid For patient’s complaints of thirst The skin turgor input and output At losses from all drains and tubes At the amount and colour of the patient’s urine and urinalysis results Look Listen Feel At blood glucose levels For patient’s complaints of thirst If the patient is diaphoretic, (sweaty, cold or clammy) For signs of low glucose, including confusion and For patient’s orientation to person, place and time decreased conscious state At medication chart for insulin and oral hypoglycaemics Based on your assessment (above) decide an appropriate oxygen flow rate or percentage.If in doubt commence on 4L/min on a Hudson mask and increase as indicated by oxygen saturation or patient condition. Position your patient to optimise their breathing-usually this is as upright position as possible and as tolerated by the patient. Place the patient in the left lateral position if they are unco nscious but have adequate breathing and circulation and where there is no evidence of spinal injury Establish IV If not present, +/- fluids Document and communicate clearly all treatment provided, outcomes of treatment implemented what care is still required The plan should include expected outcomes and when the patient will be reviewed again.

Technology and Nursing Practice Essay Example | Topics and Well Written Essays - 2000 words

Technology and Nursing Practice - Essay Example ern definitions of nursing define it as a science and an art that focuses on promoting quality of life as defined by persons and families, throughout their life experiences from birth to care at the end of life (Wikipedia, 2006). As technology is playing a major role in all emerging fields, nursing is also growing in terms of technology. It is quite evident that the use of computer and information technologies in the health care increase at a faster rate and this is in turn going to improve the nursing practice and patient education. These technologies have also entered the teaching practices of Nursing. Modern teaching approaches with new technology-based teaching and learning assignments will increase student attainment, including retention, motivation, and class participation; improve learning and significant thinking, provide instructional reliability, and augment clinical education. Moreover, it will create nursing curricula which links people and information resources into a web of learners’ community, communication, and group association as the nursing student engages in their journey from a student to a trainee practitioner. One of the primary role of the nurse as a health care provider has be en one of patient educator. Hence nurse professionals and nurse educators require to look at how the nursing profession can use the potential of the Internet to revamp patient education and transform nursing practice. One of the technologies used is the Knowledge Management System (KMS). Knowledge management is the unambiguous and systematic organization of fundamental knowledge and its related processes. It necessitates turning personal knowledge into knowledge for learners-at-large through the organization of information across guidelines. Generally, managing knowledge focuses on two basic intentions: enabling knowledge distribution and using knowledge to generate society. Specific knowledge management activities that have been employed within the business model

Promoting Creativity and Creative Learning in Young Children Assignment

Promoting Creativity and Creative Learning in Young Children - Assignment Example It involves ensuring opportunities for children making connections within specific learning areas, and guarantee that these children relate to these learning areas. Creative learning activities may often be focused on specific goals. Creative thinking is free and open (Runco and Pritzker, 1999). It also uses both convergent and divergent thinking in ensuring creative problem-solving techniques. In thinking creatively, one idea may emerge from convergent thinking, and vice versa for divergent thinking (Runco and Pritzker, 1999). Creativity and creative learning support children overall development because creativity allows the children to be involved in a trial and error learning (Fasko, 2001). It also supports collaboration, curiosity, as well as experimentation, thereby allowing the children to be as free as possible in their learning process. Through creativity, more freedom is allowed for children, allowing them to make discoveries in learning for themselves (Fasko, 2001). There is a huge degree of play involved in learning as children explore a problem, as they think of abstract processes on how to manage such problem and how they can apply such solutions to the concrete issue. Games and creativity are often seen as frivolous activities; however, these activities often involve mental efforts, calling for the children’s participation in managing problems. It prompts them to collaborate and simulate actual scenarios (Thomas, 2013). Play allows abstract ideas to be more relevant in the children†™s mind, ensuring that an abstract idea would have more meaning to them. In order to support creativity in the classroom setting, some academics advise on the importance of leaving the concept of the teacher-authority figure behind. Students, therefore, have to be encouraged to ask their teacher questions. Where interaction sets in, collaboration follows, with possibilities for creativity being introduced.