My Two Dads Essays - Same-sex Sexuality, Sexual Orientation, LGBT

My Two Dads Table of Contents Topic Rationalpp. 2 Internet Resourcespp. 4 Abstractspp. Topic Rationale The reason I chose homosexuality as a topic is because it is queer to me. What I do not understand is what would drive people to this way of life. As far as I can tell, people had weird lives when they were younger. Maybe they were dropped on their heads as babies. Maybe they were abused as children, be it emotionally, sexually, mentally, verbally, physically, socially, politically, economically, chemically, and/or academically. Maybe these people joined the ?other team? later in life. They could have just come into it, perhaps simply putting a name to the idea. It's possible that they have had a peculiar attraction to the same sex, taken a step back and realizing what exactly is happening. Or they may have done so just to gay out of a rut or for a change. It may have been that they were rejected one too many times or that they saw one too many straight people who were jerks, and they said to themselves that they did not want to be one of them. There are many reasons, some petty or insignificant or ridiculous. Some reasons are extreme of obvious. What my long term goal, in a nut shell, is to understand them, their reasons, and I am guessing that this will make me a better person. The preconceptions that I have are that they, the gays, are wrong, and I, (the straight one), am right. I think that I base this on the fact that the majority of the populous are straight. I mean, the entire American population can't be wrong, can they? Another preconception that could be is that I am comfortable, simply because I had never given it much thought before. I am not going to go around and beat them senseless to say that homosexuality is unacceptable. The truth is, to me, that it is acceptable. This is where my motto come into play: ?If it feels good, do it (Within reason)!.? If they know what they are doing, then go ahead and do it. It is their perogative and their lives and let them do as they please. I also feel that gay people are the most polite people in the world too; I also hope to understand this as I research more. I do not really have much of a previous experience with any aspect of this topic. This is one of the main reasons why I chose this topic, to learn more about this. My only experience with this is from TV. There is a gay host with his own homemaking show and a gay character in MTV's ?The Real World? in San Francisco by the name of Pedro, a Cuban. I am also familiar with Ellen DeGeneres, a lesbian comedian/actress and Melissa Etheridge, the singer. If they are comfortable with it, then we should be too. Buckel, David ?Lambda Legal Defense and Education Fund for Immediate Release?

101 Syllabus and Intro to Course Professor Ramos Blog

101 Syllabus and Intro to Course Syllabus Welcome to English 101, Freshmen Composition We will be using the blog to post comments and final drafts of essays in order to help us learn from each other. One of the best ways to improve your writing is to study the writing of others. This blog will allow us to share and see others’ writings. I will also be posting updates and assignments to make sure we are all on the same page. The syllabus will be posted under 101 Syllabus. The resources page will have links and videos to help you with citations, WordPress, and more. Syllabus The syllabus for this course can be found on the navigation menu for this class website. Textbook The textbook for this class is â€Å"They Say, I Say†Ã‚  with readings, 4th edition. Make sure to order the textbook that has the readings included! The cover should be bluish, not black. Also, we will be reading Sandra Cisneros’  Woman Hollering Creek and other Stories.  Available on Amazon for $10 new, and 1 cent used. You will need this one by week 3. Writing Approach The way I like to approach the teaching of writing is through  Genre. You may know genres from music and movies. Just like those, there are many different writing genres that we can use. We will be focusing on four genres for this course. We will learn more about each genre as we are working on them. Each genre asks you to do specific work. You will be graded on how well you write the genre, using the five criteria we agree on together. Literacy Narrative Literary Analysis Report Argument Ice Breaker Name Major Two interesting facts about you Find one other person who has something in common with you. Either first or last name, major or related major, one or more interests as you or related facts. Homework Buy your Textbooks Read Chapter 1 from They Say, I Say 101 Syllabus and Intro to Course Syllabus Welcome to English 101, Freshmen Composition We will be using the blog to post comments and final drafts of essays in order to help us learn from each other. One of the best ways to improve your writing is to study the writing of others. This blog will allow us to share and see others’ writings. I will also be posting updates and assignments to make sure we are all on the same page. The syllabus will be posted under 101 Syllabus. The resources page will have links and videos to help you with citations, WordPress, and more. Syllabus The syllabus for this course can be found on the navigation menu for this class website. Textbook The textbook for this class is â€Å"They Say, I Say†Ã‚  with readings, 4th edition. Make sure to order the textbook that has the readings included! The cover should be bluish, not black. Also, we will be reading Sandra Cisneros’  Woman Hollering Creek and other Stories.  Available on Amazon for $10 new, and 1 cent used. You will need this one by week 3. Writing Approach The way I like to approach the teaching of writing is through  Genre. You may know genres from music and movies. Just like those, there are many different writing genres that we can use. We will be focusing on four genres for this course. We will learn more about each genre as we are working on them. Each genre asks you to do specific work. You will be graded on how well you write the genre, using the five criteria we agree on together. Literacy Narrative Literary Analysis Report Argument Ice Breaker Name Major Two interesting facts about you Find one other person who has something in common with you. Either first or last name, major or related major, one or more interests as you or related facts. Annotate Your Texts How to Annotate To summarize how you will annotate text: 1. Identify the BIG IDEA 2. Underline topic sentences or main ideas 3. Connect ideas with arrows 4. Ask questions 5. Add personal notes 6. Define technical words â€Å"Shitty First Drafts† The writing process is a very important concept that you need to learn. This will move you from writing ok papers to good papers. The first draft is the down draft. The second draft is the up draft. The third draft is the dental draft. Anne Lamott, â€Å"Shitty First Drafts† Take a couple minutes and read the short article. Annotate the text. Homework Buy your Textbooks Read Chapter 1 from They Say, I Say

Political Issues - The Congress Essay Example | Topics and Well Written Essays - 500 words

Political Issues - The Congress - Essay Example The member of Congress holds forums with the constituents while at home. The member also likes to appear as if they are one of the constituents. He achieves this through putting on the local attire, talking in a casual manner, and answering the questions in a way that will leave the constituents attracted to him. Moreover, he uses this forum to listen to the grievances of the people on the ground and issues that they would like the member to address once he gets into Capitol Hill. Hill style is significant in fulfilling the election promises. It is the style of which a member represents his district. This can be achieved through voicing a support to projects that are of great significance to the constituents. In addition, a member can request more funds to support stalled projects in the district. Hill style focuses mainly on bringing money back home. In addition, it includes voicing the support of the home people, businesses, and sports team in order to attract investment and increa se the focus on the area. Through the hill style, the constituents are able to fell well represented, an aspect that leads to the reelection of the member. One of the major problems facing the Congress is the increasing number of unemployed people in the country. The economy is growing slowly and people are optimistic that is heading in the right direction. However, ballooning debt is likely to affect the policies that are meant to create more jobs for the young people who are being released from the institutions of higher learning.

Intrapreneurship and Entrepreneurship Essay Example | Topics and Well Written Essays - 1750 words

Intrapreneurship and Entrepreneurship - Essay Example Still, entrepreneurship is limited in resources (including financial resources) and has fewer possibilities to compete on the global scale. The paper will discuss differences of concepts, their piratical application, the main driven forces and risk related factors. The study of new venture development and entrepreneurship as a process, and the study of the early stages of the business life cycle, belong as much or more to marketing than to any other business function. Indeed, some argue that the very term management may be somewhat in definitional conflict with the term entrepreneurship (Clark and Lee 2006). Further, the entrepreneurial spirit can be hypothesized that marketing is the organizational function most dominated by boundary agents; by open interactive systems; and by truly entrepreneurial activity. Market opportunity analysis, new product development, the diffusion of innovation, and marketing strategies to create growing firms are at the heart of both marketing and entrepreneurship. These also represent the most relevant, existing marketing literature bases. Entrepreneurship as defined by Burns (2001) focuses on opportunity and is therefore particularly relevant to the marketing interface; it is the process of creating value by com bining resources to exploit an opportunity. Although entrepreneurship requires innovation, not all innovation is entrepreneurial. There is an extensive body of knowledge on creativity in science and the arts that does not involve "the commercial or industrial application of something new--a new product, process, or method of production; a new form of commercial, business, or financial organization" (Burns 2002, p. 54). Pinchot and Pellman (2000) explain that "intrapreneurs are linked to the speed and cost-effectiveness of technology transfer from research and development to the marketplace" (p. 45). The researchers claim that Intrapreneurship is often associated with inventions that come up with new products and new processes. There is also considerable research on innovation and the management of research and development that deals with an end product of ideas or objects whose ability to deliver economic value has yet to be tested. In the entrepreneurship literature, innovation is coupled with its ability to create economic v alue. Whether done by an individual or a team, there is general agreement that entrepreneurship involves an act by a motivated individual who innovates by creating value through

Role of Business Ethics and Corporate Social Responsibility Assignment

Role of Business Ethics and Corporate Social Responsibility - Assignment Example Ethics can be defined as the study of moral which is appropriate for taking decisions after judging the plan of action. The two concepts are linked with each other for most of the firms. It is observed that in today’s competitive world, sustainable development is required in every organisation for its successful operation. It also leads to the enhancement of quality of products and services that they offer to their customers (Aybars and Kutlu, â€Å"Managing corporate performance†). Corporate responsibility can be regarded as the degree to which an organization complies with rules and legal guidelines which is made for the betterment of society (Nicolau, â€Å"Corporate social responsibility†). The contemporary business practices often identify noteworthy levels of understanding between the good and responsible corporate practices. In today’s world, the stakeholders and shareholders, who have understood the importance of CSR, is focusing on incorporating b usiness activities within the societal norms, which leads to good management practices. CSR has been regarded as the technique which assists an organization in evaluating the business activities and its effect on the environment and society through transparent and ethical decision making. World Business Council for sustainable development has stated that CSR approach can be defined as method of attaining sustainable development by contributing to the society. The different CSR activities include health and safety, corporate governance and ethics, environmental stewardship, human rights and sustainable development. It, thus, focuses on the features like, societal and community involvement, corporate philanthropy, development and investment, customer satisfaction, employee volunteering, anti-corruption... The assignment highlights the theory of Corporate Social Responsibility and its impact on the community and modern society. The researcher also elaborates the importance of ethics in leading a business organisation in a proper manner today. The concept of Corporate Social Responsibility, that is described in the assignment helps in revenue generation for a particular organisation in an ethical way. It also contributes positively to the society and environment. The assignment presented by the researcher also depicts the role of Corporate Social Responsibility practices in contemporary organisational practices. It can be concluded though that business ethics and corporate social responsibility have immense importance in development of an organisation. Without following the two fundamental concepts that are mentioned in the assignment, an organisation will not be successful in the long run and can even face challenges. Corporate social responsibility has become the best part of sustaina ble development program. For long-term sustenance, the organisation has to take into account the shareholder’s interest, environment and society as a whole. Ethics elaborates the correct and incorrect behaviour of any human being, which can affect the operation of an organisation and also, lead to disturb the entire society. Therefore, the researcher concluds the discussion and states that ethics and Corporate Social Responsibility both are required for organisational effectiveness for corporations and to run a peaceful business.

The nurse practitioners

The nurse practitioners Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Worldwide, a lot of people have no insurance coverage or uninsured (Chalfin Fein, 1994). As the government and politicians in different countries continues the debate over unique dynamic of health care, there are still shortage of physicians and other registered practitioners. Here comes the importance of a nurse practitioners especially in the fields of neonatal, pediatric, general medicine and obstetric. Nurse practitioners have proved their ability in providing care such as children, women, migrant workers, the homeless and the workplaces such as schools, work sites and health departments.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The nurse practitioner (NPS) is a registered nurse with advanced preparation, graduation from a nurse practitioner program, and successful completion of the licensing exam (Wikapedia 2009). They provide client outcomes that are as good as physicians outcomes Nurse practitioners (NPs) provide primary health care services to consumers. Nursing care services provided by NPs include assessing client health using a holistic framework, identifying medical and nursing diagnoses, planning and prescribing treatments managing health care regimens for individuals, families, and communities, promoting wellness, preventing illness and injury, and managing acute and chronic health conditions. NPs carved out a distinct difference in practice from the medical model by using a holistic approach to care based on nursing theory As recognition grew, mostly related to the reduced cost of primary care and positive health outcomes for clients (Wikipedia, Nurse practitioner, 2009 ). Nurse Practitioners Scope of Practice   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Today, more than 95,000 NPs practice in a variety of settings. Frequently, the health care system defines NP practice according to clients served, including pediatric NP, family NP, adult NP, and geriatric NP. Before qualifying for direct third-party reimbursement, NPs must obtain certification. Several bodies offer certification examinations, including the American Nurses Credentialing Center, the American Academy of Nurse Practitioners and Nurses, the National Certification Board of Pediatric Nurse Practitioners, and the National Certification Corporation. Most NPs are required to renew certification every 5 years. This process requires documented practice and evidence of continuing education. Within their relatively short existence, NPs have earned the respect of clients and other health team members. Recent research has demonstrated the effectiveness of NPs in primary care, health promotion, decreasing hospitalization rates, and client satisfaction (Bu reau of Labor Statistics, 2007). Nurse practitioners education and licensing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  There are three basic educational paths to registered nursing to become nurse practitioners. They are a bachelors degree, an associate degree, and a diploma from an approved nursing program. Nurses most commonly enter the profession by completing one of these programmes. Nurse practitioners then should take licensing examination in order to obtain a nursing license. Further training or education can qualify nurse practitioners to work in specialty areas. (Hampson, Gillian D. 2006) The three major educational paths to registered nursing are a bachelors of science degree in nursing (BSN), an associate degree in nursing, and a diploma. Associate degree in nursing educates nurses in the community college setting. Nurses usually take 2 years of coursework that focus on the technical aspects of professional nursing. Diploma programs provide nursing education in primarily the hospital setting. Diploma nursing students attend school for 3 years and take courses focused on professional nursing. Diploma nursing programs emphasize the scientific aspects of nursing practice; provide more hours of clinical instruction than other programs, and graduate nurses adept at following policies and procedures rather than relying on theory to meet clinical practice demands. A bachelors of science degree in nursing (BSN) educate students in university settings. A bachelors of science degree in nursing (BSN) may be traditional or accelerated in nature. In a bachelors of science degree in nursing (BSN) student receives a well-rounded education over 4 years. Courses in nursing may be integrated with other fields of study. a bachelors of science degree in nursing (BSN), nursing majors frequently take the same courses as other health profession majors. (Hood, L.J, Leddy, S.K, 2006)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  After completing the education program, the nurse must be licensed by the state in which he or she plans to practice. The State Boards of Nursing regulate nurse practitioners and each state has its own licensing and certification criteria. In general, the criteria include completion of a nursing program and clinical experience. Because state board requirements differ, nurse practitioners may have to fulfill additional requirements, such as certification by the American Nurses Credentialing Center (ANCC) or a specialty nursing organization. The license period varies by state; some require lasting two years re-licensing, others require occurring every three years. (womenshealthchannel, 2007) Characteristics of Nurse practitioners   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nurse practitioners have a standardized education for entry into the profession. Like many other professions nurse practitioner requires from members to have intelligence, deep personal commitment, mutually shared values, and specialized skill to make autonomous decisions to serve society. A nurse practitioner should have these have authority to control its work, should possess exclusively unique body of knowledge, extensive period of format training , specialized competence, control over work performance, service to society, self-regulation, credentialing systems to certify competence, legal reinforcement of professional standards, ethical practice, creation of a collegial subculture, Intrinsic reward and public acceptance in order to be classified as one. The nurse practitioner does use a specialized knowledge base, has autonomy and control over his work, requires specialized competence, regulates himself, possesses a collegial subculture, and has public acceptance.( Hampson, Gillian D. 2006) Intellectual Characteristics of Nurse practitioners   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nurses make decisions that affect clients lives, nurse practitioners must have the intellectual capability to master scientific concepts, understand the impact of self on others, use this information in clinical practice, and understand potential consequences for alternative actions. Nurse practitioners possess a body of knowledge on which professional practice is based, a specialized education to transmit this body of knowledge to others and the ability to use the knowledge in critical and creative thinking. (Hood, L.J Leddy S.K, 2006) The roles of nurse practitioners   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nurse practitioners use 31 different competencies as they engage in clinical practice. They are shorten into the following seven domains upon which nurse practitioners roles are based on â€Å"The helping role† which provides the foundation for the roles of caregiver (provider of direct client care, colleague, helpful team member and client advocate the person looking out for the clients best interest. (Hunt. R, 2001). â€Å"The teaching-coaching function† which provides the foundation for the roles of teacher (provider of education and information) and counselor (one who provides emotional support and encouragement). â€Å"The diagnostic and patient monitoring function† which provides the foundation for the caregiver, and critical thinker (someone who uses complex thought processes) roles. â€Å"Effective management of rapidly changing situations† which provides the foundation for the caregiver, change agent (person who initiat es and guides the change process) and coordinator (person who manages, leads and verifies that things get done) roles. â€Å"Administration and monitoring of therapeutic interventions and regimens† will provide the foundation for the caregiver and change agent roles. â€Å"Monitoring of and ensuring the quality of health care practices† provides the foundation for the roles of coordinators, client advocates, and change agents. And lastly, â€Å"Organizational and work role competencies† provides the foundation for the client advocate, change agent, and coordinator roles.( Michaelene, P; Jansen, M; Zwygart, M. 2006) The role of nurse Practitioners development from social political perspective   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Nurse practitioners have a history of political activism. Nurse practitioners participate in public policy formation in a variety of ways. During the womens suffrage movement of the early 1900s, the American Nurses Association joined forces with other womens groups to work successfully in attaining the right for women to vote. Once they are successful in affecting public policy by providing input, some nurse practitioners progress to higher levels of political activism. Feldman and Lewenson (2000) identify how being involved in politics and the political process fits with the goals of professional nursing to benefit society. The public perceives nurses as being trustworthy and credible. Nurse practitioners advocate for large groups of clients when they use their specialized knowledge of wellness, health, illness, and delivery of health services to influence policy makers to create new and fund public health programs. Nurse practitioners also have well-refi ned communication and assessment skills that enhance the ability to determine what types of health programs are needed. Because of the ability to understand nursing and health-related research, nurses can present strong cases based on solid evidence to document needs for new programs and to continue present ones. 9Ameican College of Physicians, 2008)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Politically active Nurse practitioners frequently use nursing process to guide their thinking for public policy development and evaluation. Because laws govern professional nursing practice, Nurse practitioners have a stake in public policy legislation and enforcement. Legislators pass laws and provide funding for health care programs, access, professional education, and research. Nurse practitioners might react to proposed legislation by writing their elected officials to influence their action during the legislative process. Some Nurse practitioners engage in proactive political action by proposing legislation, persuading an elected official in the legislature to introduce a bill, devising public relations campaigns around their proposal, lobbying to get the bill passed by both houses of Congress, and influencing the head of the executive branch to sign it. Nurse practitioners participate in national, state, and local legislative efforts. A national or s tatewide effort to pass legislation requires the participation of many for success. However, once legislation becomes law, some nurses continue to work with state or federal agencies responsible for devising the regulations to implement the law. (American College of Physicians, 2008)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In 1996, Cohen, Mason, Kovner, Leavitt, Pulcini, and Sochaiski outlined four stages of political activism in nursing that still apply today. The first stage is buying in- which nurse practitioners become aware of the importance of political activism to attain professional goals, and they use the political system to have input into public policy development. Secondly, regarding Self-interest-wherein Nurse practitioners continue to use the political system to the sole advance of intra professional agendas. Thirdly is about Political sophistication where Nurse practitioners engage in complex political activity, such as building coalitions and running for political office. And lastly is leading the way-where Nurse practitioners serve as influential persons by holding key govern-mental positions and in the process select the course for public policy changes. (Hood, L.J Leddy, S.K. 2006) Pediatric nurse practitioner knowledge, abilities, characteristics and responsibilities   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Pediatric nurse practitioners deliver care to newborns, infants, toddlers, pre-scholars, school-aged children, adolescents, and young adults. The pediatric nurse practitioner is a specialist in the care of children from birth through young adult with an in-depth knowledge and experience in pediatric primary health care including well childcare prevention and management of common pediatric illnesses. This care supports health of children within their family, community, and environment. (Crabtree, M. Katherine; Stanley, Joan; Werner, Kathryn E.; Schmid, Emily, 2002) Upon graduation or entry into practice, the pediatric nurse practitioner should demonstrate good abilities in the following: Health promotion, health protection, disease prevention, and treatment   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner is a provider of direct health care services. The pediatric nurse practitioner synthesizes scientific and contemporary clinical knowledge for the assessment and management of both health and illness states as following: Assessment of health status   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  These qualifications describe the role of the pediatric nurse practitioner in assessing all aspects of the patients health status, including for purposes of health promotion, health protection, and disease prevention. The pediatric nurse practitioner should obtain and document a relevant health history for children. The pediatric nurse practitioner should perform age-appropriate screening for developmental and behavioral concerns, such as speech development, learning disabilities, and behavioral and mental health concerns. The pediatric nurse practitioner assesses the childs developmental status based on developmental theories recognizing the individual differences in temperament, reactions to selected developmental tasks and situational crises, and coping styles and strategies. The pediatric nurse practitioner should identify and analyze factors that affect the childs growth and development. The pediatric nurse practitioner assess for evidence of child ab use and neglect and the effects of violence on the child. The pediatric nurse practitioner analyzes the family system to identify factors that influence the health of the child and adolescent. The pediatric nurse practitioner should assess patients and familys knowledge and behavior regarding leading health indicators. Diagnosis of health status   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner should differentiate between normal and abnormal development in relation to physiological, cognitive, and social behavior of the child. The pediatric nurse practitioner should identify, natural history, developmental considerations, pathogenesis, and clinical events of common disease processes in children. The pediatric nurse practitioner should order and interpret age and situation appropriate screening, labs, and other diagnostic tests. The pediatric nurse practitioner should cooperate in the diagnosis of children with special health needs and disabilities. Plan of care and implementation of treatment   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner should have abilities to promote healthy nutritional practices, including promotion and management of breastfeeding, national nutritional programs, and nutritional intake considering food preferences and avoidance of food sensitivities. The pediatric nurse practitioner should provide interventions to modify behavior associated with health risks. The pediatric nurse practitioner should refer children with developmental disabilities. The pediatric nurse practitioner should link health objectives into individual educational plans. The pediatric nurse practitioner should assist the child in coping with developmental behaviors. The pediatric nurse practitioner should evaluate health maintenance and health promotion services for the child and family by including teaching, counseling, and advising. The pediatric nurse practitioner should help in planning for transition to adult health care. (Margaret G. Marks, 1998) Nurse practitioner-patient relationship   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner should adapt the nurse practitioner-patient relationship to the changing nature of the childs cognitive and Psycho-social developments. The pediatric nurse practitioner should communicate effectively with children and family members. Teaching-coaching function   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner should provide expectant guidance that is age or developmentally appropriate. The pediatric nurse practitioner should advise regarding and support effective parenting. The pediatric nurse practitioner should help the child in taking responsibility for self-care and healthy behavior in agreement with age and developmental cure. Professional role   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner should serve as an advocate for the child and the family, especially in giving services to provide for the health, safety, and protection of the child. The pediatric nurse practitioner should know the importance of sharing in professional and community organizations that affect on the health of children. The pediatric nurse practitioner should understand his or her role in primary and specialty health care to other health care providers. The pediatric nurse practitioner should serve as a source in the shape and development of pediatric community health services. (Hennery H., Bernstein, 2005) Managing and negotiating health care delivery systems   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner should have information regarding state and federal programs for child and family health care. Monitoring and ensuring the quality of health care practice   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner should monitor public matters that affect on presenting health services for children and their families. Cultural competence   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The pediatric nurse practitioner should recognize the influence of cultural differences on child health practices, and parenting. Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The future of health care providence needed various teams of health care workers that collaborate to provide patient-centered care. To perform well in multidisciplinary teams in an understanding of the distinctive roles, skills and values of all team workers. Nurse practitioners should be well qualified and skillful to get along with these teams. In future, nurse practitioners need a broad based education, assertiveness skills, technical competence and the ability to deal with rapid change. However, research and technology may provide the instrument nurses require for defining professional nursing, demonstrating that professional nursing care affects client care outcomes, and marketing professional nursing to the public. Nurse practitioners will be in need for extra skills and abilities to develop healthcare.

Airport Planning and Organization Essay -- Logistics

Single File? According to the Federal Aviation Administration (2007), â€Å"The master planning process will vary with the size, complexity, and role of the study airport and may include a variety of supporting studies. However, all master planning studies will fall within one of two basic types: Airport Master Plans or Airport Layout Plan (ALP) Updates† (Federal Aviation Administration, 2007, p.1). This description of the master planning process is further explained by the FAA in saying, â€Å"Airport planning is a systematic process used to establish guidelines for the efficient development of airports that is consistent with local, state and national goals. A key objective of airport planning is to assure the effective use of airport resources in order to satisfy aviation demand in a financially feasible manner. Airport planning may be as broad based as the national system plan or more centrally focused as an airport master plan for a specific airport† (Federal Aviation Administ ration, 2010, p. 500-1). This explanation of how airport planning is organized may allow the reader to become more familiar with how decisions are made in regards to airport planning and organization. The basis of any airport plan or layout is set up for one primary function; to move people out as fast if not faster than they have moved in. There are a variety of ways that have been tested, failed, retested, improved, and finally established or dissolved in order to help promote this concept of moving people as easily and sufficiently as possible. Two examples that have two very different approaches to the methods of passenger flow within the airports would be to look at Detroit Metropolitan Wayne County Airport (DTW) and Washington Dulles International Airp... ...nal Airport | the Official Website of ATL Airport. Retrieved January 22, 2012, from http://www.atlanta-airport.com/Airport/ATL/ATL_FactSheet.aspx Federal Aviation Administration. (2007, May 1). Advisory circular. FAA.gov. Retrieved January 22, 2012, from http://www.faa.gov/documentLibrary/media/advisory_circular/150-5070-6B/150_5070_6b_chg1.pdf Federal Aviation Administration. (2010, October 1). Airport Planning. FAA.gov. Retrieved January 22, 2012, from http://www.faa.gov/airports/central/aip/sponsor_guide/media/0500.pdf Metropolitan Washington Airports Authority. (2012). Air Traffic Statistics. Dulles International Airport. Retrieved January 22, 2012, from http://www.mwaa.com/dulles/653.htm Wayne County Airport Authority. (2004). Aviation Statistics. MetroAirport.com. Retrieved January 22, 2012, from http://www.metroairport.com/about/AviationStatistics.asp

Effects of Parental Death

The Effects of Parental Death and its causes On Their Children’s Behaviors. By Tameka L. Flynt A paper presented in Partial Fulfillment Of the Requirements of CST 5006 – Survey of Research Methodology Capella University May 2010 Address: P. O. Box 1987 Griffin, GA 30223 Phone: 678-588-9932 Email: [email  protected] com Instructor: Trent Nguyen Abstract The purpose of this study is to review literature related to the effects of parental death on children. Children who experience the death of a parent is considered an at risk population for psychological, behavioral, and social problems.There are many factors relating to the way children adjust to parental death. Some of these factors include the age of the child, the gender of the child, the circumstances surrounding the death (accidental, expected, or violent death), the adjustment of the surviving caregiver, etc. Children who experience the accidental or violent death of a parent are more at risk to develop psycholog ical problems, such as depression and post-traumatic stress disorder, than those children who experience the expected death of a parent. Table of Contents Abstract2 Table of Contents3 Introduction4 The Statement of the Problem5Review of Literature5 Qualitative Research5 Quantitative Research9 Conclusion14 Annotated Bibliography15 Introduction Four percent of youth in the United States lose at least one parent by age fifteen (Samide & Stockton, 2002). The Death of a parent is a major and devastating event for a child. It can affect a child’s psychological and social development, which can lead to low academic performance and behavior problems. Everyday someone dies whether it’s from a sudden death such as a car accident, a natural disaster, and violence or an expected death such as long term illnesses.Many people that die have at least one child that live in the home under the age of eighteen. Understanding how the children are affected by parental death is importan t for developing effective prevention and interventions strategies that can be used by children counselors, social workers, and school counselors. Studies have been done to understand how these children are affected but there is room for further research. The Research questions that guided this research for the review of literature include: 1. Does the cause of death have a different effect on the way children grieve or adjust to life without their parent? . What are the most common problems children experiences after the death of a parent? 3. How are children affected by parental death? 4. What are the needs of children who experience parental death? The Statement of the Problem This research proposes to identify the different effects parental death has on children and the factors (cause of death, age of child, gender of child, gender of surviving parent, etc) that relates to the adjustment of the child to the death of a parent. Review of Literature Qualitative ResearchHope and Hat e (2006) performed a qualitative study to explore the factors that affect children’s adjustment to the death of a parent. The authors of this study reviewed literature and found that many factors contribute to the way children adjust to parental death. Previous research shows that children experience distress related to the loss of a parent. Factor that affect the way a child adjust includes the age of the child, the sex of the child, circumstances of death, relationship to the deceased parent, adjustment to the remaining caregiver, & participation in post death rituals such as funerals.Other studies have compared the adjustment of children who have lost a parent to suicide to those who have lost a parent to terminal illness. Hope and Hodge (2006) conducted this study to obtain insight from social workers who work with childhood grief. They interviewed five social workers asking questions related to the adjustment of children who lost a parent. They focused on the age of children, the sex of children, the circumstances of death (sudden or expected), and adjustment of the current caretaker. They focused on these factors because they found that these were the most common studied but the findings are the most contradictory.After interviewing the social workers Hope and Hodge (2006) found that they had observed similar patterns regarding the factors that affect the adjustment of children who lost a parent to death. Boys tend to show externalizing behaviors whereas girls tend to show internalizing behaviors due to the lost of a parent. They found that the cognitive level rather than the age of the child affects their adjustment more. Therefore younger children and preadolescents seem to have more difficulty adjusting to the death of a parent than adolescents.The results did not support earlier findings that sudden death present more difficulty adjusting than expected death. Most of the participants reported that sudden and expected death is equally traum atic to children. The participants also said that the adjustment of the caretaker is important for a positive adjustment for the children. The caretaker must be able to grieve while supporting the child’s need to grieve. This study shows that children of different ages and genders react different to the death of a parent. The authors of this study choose to perform a qualitative study because of the small number of participants.The sample was collected purposefully to focus on what social workers experienced when working with bereaved children. The methods used in this study limits generalizability. The participants all live in the same are of Virginia, therefore it is questionable if the results would be the same all over the country. It also focused on one culture so the results can be different with other cultures the authors also realized that the interviews may have been biased because of the answers that were given and the styles and opinions of the interviewer.Through this study social workers can gain a better understanding of how children adjust to the death of a parent so they can develop intervention strategies when working with these families. Children who witness the homicide of a parent are becoming more common in the United States today. There is very little research done that evaluates the children after such a traumatic event. Eth, Spencer, Pynoos, & Robert (1994) conducted a qualitative study where they performed a psychiatric evaluation of children who witness the homicide of a parent. They interviewed 55 children and adolescents between the ages of 3 to 17 in Los Angeles.They interviewed children from hours to weeks after the homicide to study the child’s immediate response. They also interviewed children who had witness the homicide years earlier to study the continued impact of the event. The purpose of this study is to contribute to our understanding of the nature of child’s experience of trauma, the influence of development phase on symptoms expression, and the interaction of grief and trauma (Eth, Spencer, Pynoos, & Robert, 1994). The results of the interviews indicate that children who witness the violent death of parent results in a variety of juvenile post-traumatic stress.The interviews also suggest that the developmental phase of the child influences the development of post-traumatic stress. These interviews suggest that witnessing a homicide impairs the child’s ability to grieve because they tend to focus on the mode of death which disrupts thoughts about the deceased. The sample in this study is small so it only represents a small population. The limitations also include the fact that the study was only performed in a specific community therefore it limits the generalizability of the study.The sample was selected purposefully because they chose to focus only on children who witness the homicide of a parent. Eppler (2008) performed a study to explore the themes of resilie ncy in children after the death of a parent. After the death of a parent many children experience difficulty grieving. They may experience feelings such as shock, guilt, and anger. They may lash out at their peers for a topic other than death. Eppler (2008) reviewed several literature related to bereaved children and their experiences. He found that children who experienced the lost of a parent display lower levels of self esteem and self efficacy.The purpose of this study was to explore qualities of resiliency in children. The research question that guided this study was â€Å"What resilience factors are identifiable in the stories of grieving children? † (Eppler, 2008). The sample included 12 bereaved children who loss a parent within the past 36 months. The children were between the ages of 9 and 12 years old. There were 7 female and 5 male participants. The sample was collected purposefully to broaden the understanding of children who experience grief. The participants we re individually interviewed after gaining the parent’s or guardian’s written consent.The children were asked questions related to life before the death, how they found out about the death, their current situations, and what they thought would happen in the future. They were asked to write their stories after answering the questions. The author analyzed the data by reading and rereading the transcripts, notes, and stories. He also increased validity by directly quoting the participants. Eppler (2008) found that sadness was the dominate theme reported when a parent dies. The children in this study also reported that they see themselves as happy, nice, helpful, normal, and fun.Most of the children reported that they had support from immediate family, extended family, school, and some peers. Children that reported a full range of emotions and a support system did not seem to focus on sadness, fear, anger, and isolation. Limitations of this study include that children from one developmental age group participated in the study. There should be studies done to examine resilient factors in adolescents and younger children. This study is also not generalizable to other ethnic groups because the majority of the sample was White. There was one participant who was African American.It is important that other studies be done to include other ethnic groups. Quantitative Research Children who experience the death of a parent may have problems adjusting to the new lifestyle. They tend to develop psychological and social problems. Children who experience the death of parent through accidental or sudden death may experience depression symptoms and post-traumatic stress disorder. A longitudinal study conducted by Brent, Melhem, Donohoe, Walker (2009) examined the effects of grief on children 21 months after parental death. A previous study was conducted by them nine months after the death of a parent.The questions that guided this study is 1) what are the predictors and pathways of depression and post traumatic stress disorder in parentally bereaved children and 2) does children of parents who died of suicide, accidents, or sudden natural death show a difference in the incidence and course of depression. Brent, Melhem, Donohoe, & Walker (2009) hypothesized that youth who lost a parent to death would continue to show a higher prevalence and symptom severity of depression and post-traumatic stress disorder than non bereaved children 21 months after the death of a parent.They also hypothesized that children who parents died by suicide would show higher prevalence of depression and that predictors would include stressful life events, negative coping, low social support, and prior history of depression. The sample consisted of 176 children of parents who died by suicide, accident, or sudden natural death and 168 children of parents who both are still alive. The participants were recruited through coroner’s reports and newspaper advertise ments. The participants were interviewed two times, once at nine months after the death and once at 21 months after the death.They were assessed on socioeconomic status and household income, psychiatric disorders, experiences surrounding the death, severity of depression, anxiety, post-traumatic stress disorder, and suicidal ideation, and family cohesion, social support, coping, and self-esteem. The results supported the hypothesis that parentally bereave children would show a higher prevalence of depression and post traumatic stress disorder than non-bereaved children. Children whose parents died by suicide and accidents showed a higher rate of major depression than the comparison group (Brent, Melhem, Donohoe, Walker, 2009).They found that the incidence of PTSD was higher in the bereaved group than the comparison groups during the first nine months but not during the 21 month follow up. The rate of incident depression was higher in the children who lost a parent to suicide than in those who lost a parent to sudden natural death which supports the second hypothesis made by the authors. One limitation of the study is that the majority of the subjects is Caucasian and does not include homicides therefore it limits the generalizability.Although the participants were randomly selected the Hawthorne effect could have took place. Participants that knew they are a part of a study could have act differently. A study conducted by Raveis, Siegel, & Karus (1998) conducted a study to examine the potential predictors of children’s psychosocial adjustment to parental death. The predictors examined include the child’s age, child’s gender, deceased parent gender, time since death, length of illness, presence of siblings, and parental communication. The authors reviewed literature related to bereaved children.They found that younger children and those in early adolescence appear to have poor adjustment to parental death. They also found some controver sy regarding the child’s gender. Ravels, Siegal, & Karus, (1998) stated that some studies reported that girls are more vulnerable to poor adjustment following the death of a parent where other studies found that boys are more vulnerable to poor adjustment. One study found no difference in gender at all and another study found that the deceased parent gender may affect the way they adjust.The sample used in this study consisted of 83 families with school age children whose parent died of cancer. They conducted interviews with the surviving parent and the child. They also had the child of the deceased parent to complete the Children’s Depression Inventory (CDI) and the State-Trait Anxiety Inventory for Youths (STAIY) if they were 12 years or older or the State-Trait Anxiety Inventory for Children (STAIC) if they were 11 years or younger. The results of this study suggested that the bereaved children whose surviving parent have an open level of communication have a lo wer level of distress.The gender of the child correlated with depression with girls reporting higher levels of symptom than boys. Anxiety correlated with the age of the child with older children reporting lower levels of anxiety than younger children. One limitation of this study is that it is solely relying on the answers provided by the surviving parent and the children which can become unreliable. Also the families participating in the study is predominantly White and middle or upper class. The socioeconomic factors may affect the children’s adjustment process differently.The last limitation is that the deceased parent died due to cancer. Other causes of death such as accidents, homicides, or other natural illness may yield different results. McClatchy, Vonk, & Palardy, (2009) conducted a study to evaluated the prevalence of childhood traumatic grief and post-traumatic stress disorder symptoms in children who have lost a parent to death. They compared the results of ch ildren who lost a parent to sudden/violent death to those who lost a parent to expected death.The questions that guided this research are 1) Do children who experience an expected death of a parent suffer from Childhood Traumatic Grief (CTG) to the same extent as those children who lose a parent to a sudden or violent death, 2) Do children who experience an expected death of a parent suffer from post-traumatic stress disorders (PTSD) symptoms to the same extent as those children who lose a parent to a sudden and/or violent death, and 3) To what extent do parentally bereaved children experience CTG and PTSD symptoms. The sample used in this study consisted of 158 parentally bereaved children ages 7-16.The children completed the University of California at Los Angeles Post-Traumatic Stress Disorder Reaction Index for DSM-IV to measure PTSD symptoms and the Extended Grief Inventory (EGI) to measure CTG symptoms. The results of this study showed that the incidence of PTSD and CTG was no t different in children who had experienced an expected loss of a parent compared to those who had experienced a violent or sudden death (McClatchy, Vonk, & Palardy, 2009). Children who experience both expected and unexpected losses showed signs of PTSD and CTG symptoms. African American children exhibit CTG symptoms at a higher degree than White children.This study suggested that elementary school children have higher CTG symptoms than older children. One limitation is that of generalizability because a purposive sample was used. The sample was recruited from bereavement camps therefore it is likely that those parents who were having more issues with their bereaved child were most likely to register their children up for bereavement camp. Another limitation includes the measurement tool. The EGI is a newly developed instrument and its psychometric properties have not been fully investigated (McClatchy, Vonk, & Palardy, 2009). ConclusionUnderstanding how children are affecte d by the death of a parent in essential to those professionals who work with children. Studies have shown that children are indeed affected by the loss of a parent whether it is a sudden death or expected death. Depression symptoms and post traumatic stress disorder symptoms are the most common problems that parentally bereaved children experience. They also experience behavioral problems such as aggression, acting out, lashing out at others, etc. These problems can result in academic problems in school. Parental death not only has immediate effects on children but long term effects as well.There are many factors that affect the way children adjust to parental death including age, gender, adjustment of surviving parent, circumstances of death, etc, professionals working with children needs to understand that all children react different to parental death so the needs of the children are different. Overall children need to be allowed to grieve in their own way, they need to be able t o communicate with the surviving parent about the death, and they need support from others beside family because family members are usually tending to their own grief.The needs of children who experience parental death are important for those professional to develop prevention and intervention strategies to eliminate the development of emotional and social problems. Therefore further researcher is important to develop a better understanding of parentally bereaved children. Annotated Bibliography Ayyash-Abdo, H. (2001). Childhood Bereavement: What School Psychologists Need to Know. School Psychology International , 27 (4), 417-433. This article is a review of literature on children's conception of death, factors influencing the conceptions of death, and reactions to the death of a parent.This article also provides intervention strategies including play therapy, bibliotherapy, and group therapy for school counselors to utilize when working with bereaved children. Brent, D. , Methem, N . , Donohoe, M. B. , ;amp; Walker, M. (2009). The Incidence and Course of Depression in Bereaved Youth 21 Months After the Loss of a Parent to Sucide, Accident, or Sudden Death. The American Journal of Psychiatry , 166 (7), 786-794. This study was performed to compare the incidence and course of depression between those children who lost a parent to suicide, accident, or sudden natural death.One hundred and twenty six children, ages 7-26, who experienced the death of a parent and 168 non-bereaved children were the participants in this study. Children who loss a parent to death were more vulnerable to depression and alcohol or substance abuse. Eppler, C. (2008). Exploring themes of Resiliency in Children Affte the Death of a Parent. Professional School Counseling , 11 (3), 189-196. This is a qualitative study to explore how quickly children recover after the death of a parent. Twelve children, who experienced the death of parent in the past 36 months was interviewed while the session s were recorded.They also were asked to write story about the death of their parent. Sadness was a theme that was reported by all the participants. They also had a range of emotions. Children who have helpful support systems does not focus on sadness or anger but see themselves as happy and normal. Eth, Spencer, Pynoos, ;amp; Robert. (1994). Children Who Witness the Homicide of a Parent. Psychiatry , 57 (4), 287. This article is a qualitative study that evaluated children who witness the homicide of a parent. Fifty-five children and adolescents were interviewed.This study showed that children who witness the death of a parent results in posttraumatic stress disorder symptoms. It also showed that the developmental phase of the child effects the PTSD symptoms found in these children. Hope, R. M. , ;amp; Hodge, D. M. (2006). Factors Affecting Children's Adjustment to the Death of a Parent: The Social Work Professional's Viewpoint. Child and Adolescent Social Work Journal , 23 (1), 107. This qualitative study was performed to explore the factors that affect children's adjustment to the death of a parent.The authors interviewed professional social workers with 11/2 to 22 years of experience working with bereaved children. Age, gender, circumstances of the death, and the adjustment of the caregiver are the factors that was explored. The social workers interviewed had similar observations regarding the factors that affect the adjustments of children who experience the loss of a parent. McClatchy, I. S. , Vonk, M. E. , & Palady, G. (2009). The Prevalence of Childhood Traumatic Grief- A Comparison of Violent/Sudden and Expeted Loss. Omega , 59 (4), 305-323.This study compared the prevalence of childhood traumatic grief and posttraumatic stress disorder symptoms of those children who lost a parent to violent/sudden death and those children who expected the loss of a parent. There were 158 children that participated in the study. Sixty-three children lost a parent to expected death and 60 percent of the children lost a parent to a sudden or violent death. The incidence of CTG and PTSD did not differ in children who experienced sudden/violent loss of a parent from those who experienced an expected loss. Ravels, V. , Siegal, K. , & Karus, D. (1999).Children's Psychological Distress Following the Death of a Parent. Journal of Youth and Adolescence , 28 (2), 165. This article focused on the families with children who had a parent die of cancer. The children psychological distress was examined in this article. The authors of this article focused on the attributes of the family environment and what role it plays in the distress of the child. Another factor is the circumstances surrounding the death of the parent. Eighty-three families participated in this study. The level of distress in the bereaved child was found to be affected by the way the child perceives the surviving parent.Saldinger, A. , Cain, A. , Kalter, N. , ;amp; Lohanes, K. (1999). Anticipating Parental Death in Families with Young Children. American Journal of Orthopsychiatry , 69 (1), 39-48. This article focused on the children who are losing a parent to illness and the association of mental health outcomes of these children. The sample included 41 families. The authors of the article interviewed the surviving parent and gave the children self repots to complete. Anticipating the death was associated with better mental outcomes that sudden death according to the authors.

Free Essays on Troubles And Issues

In the virtual cafà © a lot of topics have been thrown around. Terrorism brings up two popular sociological ideas, troubles and issues. Both similar in definition, issues are values cherished by groups that are felt to be threatened, and troubles are situations that occur that cause and individual’s beliefs or values to feel threatened. So, by following the definitions of troubles and issues terrorism is a combination of both. We realize that terrorism is an issue in life. But we don’t show to do anything about it until something drastic happens. A great example of this is the terrorist attacks on the World Trade Center. People knew that there wasn’t peace between the United States and Afghanistan, but we failed to do anything about it. Now, this is an issue because groups of people are actually doing something, so that something like the attack on the World Trade Center won’t happen again. The big picture of this issue is what makes it a trouble as well. The troubles are what happen to the people who have lost a loved one. If we were not to feel so threatened as a society we would have done something to make peace with the people in the Middle East. Then maybe the world trade towers and 5000 plus people would still be here today. Since the attacks on the World Trade Center did take place and it is an issue that is what makes this issue a trouble. Individuals are afraid to go back to work, and the nation is afraid to fly. They can’t find the comfort of feeling safe. True these sociological views are only a â€Å"trouble† if you personally feel threatened, but no matter what, it is still and â€Å"issue†. In conclusion, terrorism will still remain â€Å"active† because until we as individuals and a nation can face the facts that things can’t change as a society unless we do something about it, we will have a lot of individuals in the world with just troubles.... Free Essays on Troubles And Issues Free Essays on Troubles And Issues In the virtual cafà © a lot of topics have been thrown around. Terrorism brings up two popular sociological ideas, troubles and issues. Both similar in definition, issues are values cherished by groups that are felt to be threatened, and troubles are situations that occur that cause and individual’s beliefs or values to feel threatened. So, by following the definitions of troubles and issues terrorism is a combination of both. We realize that terrorism is an issue in life. But we don’t show to do anything about it until something drastic happens. A great example of this is the terrorist attacks on the World Trade Center. People knew that there wasn’t peace between the United States and Afghanistan, but we failed to do anything about it. Now, this is an issue because groups of people are actually doing something, so that something like the attack on the World Trade Center won’t happen again. The big picture of this issue is what makes it a trouble as well. The troubles are what happen to the people who have lost a loved one. If we were not to feel so threatened as a society we would have done something to make peace with the people in the Middle East. Then maybe the world trade towers and 5000 plus people would still be here today. Since the attacks on the World Trade Center did take place and it is an issue that is what makes this issue a trouble. Individuals are afraid to go back to work, and the nation is afraid to fly. They can’t find the comfort of feeling safe. True these sociological views are only a â€Å"trouble† if you personally feel threatened, but no matter what, it is still and â€Å"issue†. In conclusion, terrorism will still remain â€Å"active† because until we as individuals and a nation can face the facts that things can’t change as a society unless we do something about it, we will have a lot of individuals in the world with just troubles....

How to calm the mind before high-pressure tasks like public speaking

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Managing of Energy Assets Essay Example | Topics and Well Written Essays - 3500 words

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