Learning Framework Assignment Example | Topics and Well Written Essays - 4250 words

Learning Framework - Assignment Example irected, reflective learners Learning Goal 2: Be knowledgeable in their major field of study Learning Goal 3: Be critical enquirers and problem solvers Learning Goal 4: Be able to think and act ethically Learning Goal 5: Be able to work collaboratively Learning Goal 6: Be effective communicators The Learning Framework is the first stage of your assessment programme that culminates in your Oral Brief and Co-operative Education Report. In your Co-operative Education Report you will critically reflect on, analyse and evaluate your development throughout your Co-operative Education Placement and work on and complete a discipline research topic of your choice. Instructions for completing this document You are required to address all of the points which relate to each of theBBus Learning Goals. You may either answer each point individually or you may choose to respond to all points in the one discussion of paragraphs using appropriate headings and sub-headings. Learning Goal 2: Be knowledg eable in your major field of study demonstrating the application of knowledge from your major(s) to your Co-operative Education Placement In this Learning Goal you will explain how knowledge from your major(s) might apply to your tasks and discuss the value of your role. You are required to address both of the points below. You may include further comments or discussion that is relevant to this Learning Goal. You must integrate relevant concepts, models, frameworks, theories and/or technical competencies (use in text references) to support your discussion. 1. Provide a brief overview of your role and your Co-operative Education Placement Organisation (CPO) 2. Briefly describe each of your key tasks or activities that relate to your major(s). For each key task or activity, identify a comprehensive range of theories, concepts, models, frameworks and/or technical competencies from your major(s) and explain how they could apply. 3. Discuss the value that your role and personal attribute s may add to your CPO. 1. Provide a brief overview of your role and your Co-operative Education Placement Organisation (CPO) 2. Briefly describe each of your key tasks or activities that relate to your major(s). For each key task or activity, identify a comprehensive range of theories, concepts, models, frameworks and/or technical competencies from your major(s) and explain how they could apply. 3. Discuss the value that your role and personal attributes may add to your CPO. 1. I have already worked in a branding and advertising agency in Riyadh, Saudi Arabia and I became interested in functional attributes of branding and advertising career during my tenure in Brand House Advertising Service. It has been already mentioned that I am going to join Brand House Advertising Service in Riyadh as Co-op Placement in temporary basis. During the short tenure of

Anne the Bag Lady Essay Example for Free

Anne the Bag Lady Essay Anne the Bag Lady Every afternoon you can count on seeing Anne right at one oclock at the park, pushing her grocery cart full of her treasures. A cart overflowing with heavy-duty black garbage bags as well as an array of duffels and suitcases. The black garbage bag an ambiguous container the contents within cannot be seen or known. As she pushes her cart, the constant rattling of a wheel competes with the clanging of aluminum cans that she collects hanging in a bag on the side of her cart. Anne roceeds to her bench, constantly aware of everyone around her, but never making eye contact. She arranges herself at her bench under the old oak tree, not far from the playground. She places her cart so it is never out of her line of vision. Her eyes are constantly moving looking, watching darting likes that of a small animal sensing danger. Anne begins to eat her regular sandwich, ham and cheese on wheat that she gets from Father Tim at the local Catholic Church. As she eats her sandwich, you otice how grimy her hands are hands she had Just used digging in garbage cans for her precious aluminum. Today Anne is wearing her best dirt caked Jacket, once a bright Kerry green, now a faded sickly green, with a tear on the sleeve. Her mousy blonde wig that once may have been styled in an attractive shoulder length bob; now a tangled, grimy mess. Do you know how hard it is to get a wig to keep its shape when you carry it around in a plastic bag? Anne has put on her newest shoes, old tan olored work shoes one without laces. Her dress looked like the old flowered snap front cotton house coats, my grandmother used to wear around the house. Hers is worn, dirty and the color is faded beyond all recognition, peeking out from under the hem of her dress is an old black slip, the lace at the bottom torn. Anne is wearing stockings that go to her knees held up by some kind of yarn or string. Over her stockings she is wearing socks that are used and worn the color again impossible to know. Anne always sits alone, a solitary fgure, watching, looking, wary. She very rarely speaks to anyone except for maybe Father Tim; even then short, cryptic remarks. She is rather small in stature, not more than five feet, two or three, bent and the shoulders from age. Anne does not look fragile or tiny maybe old and rigid, but never fragile. Anne has been a part of this community for as long as can be remembered, almost a historical monument. She is a part of the community that most do not notice, but seems to miss when is not there.

Alternative Communication Intervention In Children Health And Social Care Essay

Alternative Communication Intervention In Children Health And Social Care Essay Children and youth who sustain a traumatic brain injury (TBI) and/or spinal cord injury (SCI) may have temporary or permanent disabilities that affect their speech, language and communication abilities. Having a way to communicate can help reduce a childs confusion and anxiety, as well as enable them to participate more actively in the rehabilitation process and thus, recover from their injuries. In addition, effective communication with family, care staff, peers, teachers and friends is essential to long-term recovery and positive outcomes as children with TBI and SCI are integrated back into their communities. This article describes how rehabilitation teams can use augmentative and alternative communication (AAC) and assistive technologies (AT) to support the communication of children recovering from TBI and SCI over time. 1. Introduction Children and youth who sustain a severe traumatic brain injury (TBI) and/or a spinal cord injury (SCI) often experience sequealae that can affect their ability to communicate effectively. In early phases of recovery, many children with TBI and SCI are unable to use their speech or gestures for a variety of medical reasons related to their injuries. As a result, they can benefit from augmentative and alternative communication (AAC) interventions that specifically address their ability to communicate basic needs and feelings to medical personnel and family members and ask and respond to questions. AAC approaches may include having access to a nurses call signal; strategies to establish a consistent yes no response; techniques that help a child eye point to simple messages; low-tech boards and books that encourage interaction with family members and staff; communication boards with pictures or words; and speech generating devices (SGDs) with preprogrammed messages, such as I hurt Come h ere, Help me please! Whens mom coming? As children with TBI and SCI recover from their injuries, many no longer will need AAC. However, some children face residual motor, speech, language and cognitive impairments that affect their ability to communicate face-to-face, write or use mainstream communication technologies (e.g., computers, email, phones, etc.). A few may require AAC and assistive technology (AT) throughout their lives. Having access to communication through AAC and AT enables these children to participate actively in the rehabilitation process and ultimately, in their families and communities. Without an ability to communicate effectively, children with TBI and SCI will face insurmountable barriers to education, employment, as well as establishing and maintaining relationships and taking on preferred social roles as adults. All AAC interventions aim to support a childs current communication needs while planning for the future (Beukelman and Mirenda, 2005). However, the course of AAC treatment for children who sustain TBIs and SCIs is different because of the nature of their injuries is different. In addition, the focus of AAC interventions will differ for very young children (e.g., shaken baby syndrome) who are just developing speech and language and for those who were literate and have some knowledge of the world prior to their injuries (e.g., 16 year-old involved injured in a motor vehicle accident). For young children, the AAC team will focus on developing their language, literacy, academic, emotional, and social skills, as well as ensuring that they have a way to communicate with family members and rehabilitation staff. For older children, AAC interventions build on residual skills and abilities to help remediate speech, language and communication impairments as well as provide compensatory strategi es that support face-to-face interactions and ultimately communication across distances (phone, email) with team members, family and friends. AAC intervention goals seek to promote a childs active participation in family, education, community and leisure activities and aim to support the establishment and maintenance of robust social networks (Blackstone, Williams, and Wilkins, 2007; Light and Drager, 2007; Smith, 2005). While a variety of AAC tools, strategies and techniques are available that offer communication access, successful AAC interventions for children with TBI and SCI also require that medical staff, family members and ultimately community personnel know how to support the use of AAC strategies and technologies because the needs of these children change over time. Speech-language pathologists, nurses, occupational therapists, physical therapists, physiatrists, pediatricians, and rehabilitation engineers work collaboratively with the childs family and community-based professionals to establish, maintain and update effective communication systems. Ultimately, the goal is for children to take on desired adult roles; AAC can help them realize these goals. 2. Pediatric TBI and AAC AAC intervention for pediatric patients with TBI and severe communication challenges is an essential, complex, ongoing and dynamic process. AAC is essential to support the unique communication needs of children who are unable to communicate effectively. It is complex because of the residual cognitive deficits that often persist and because many children with TBI have co-existing speech, language, visual, and motor control deficits (Fager and Karantounis, 2010; Fager and Beukelman, 2005). AAC interventions are ongoing and dynamic (Fager, Doyle, and Karantounis, 2007) because children with TBI experience many changes over time and undergo multiple transitions. Light et al. (1988) described the ongoing, three-year AAC intervention of an adolescent who progressed through several AAC systems and ultimately regained functional speech. DeRuyter and Donoghue (1989) described an individual who used many simple devices and a sophisticated AAC system over a seven month period. Additional report s describe the recovery of natural speech up to 13 years post onset (Jordan, 1994; Workinger and Netsell, 1992). 2.1. AAC Assessment and Intervention Assessment tools can help identify and describe the cognitive, language and motor deficits of patients with TBI and provide a framework for AAC interventions. The Pediatric Rancho Scale of Cognitive Functioning (adapted by staff at Denver Childrens Hospital in 1989) is based on the Ranchos Los Amigos Scale of Cognitive Functioning (Hagan, 1982). Table 1 describes general levels of recovery, based on the Pediatric Rancho Lost Amigos Scale, and gives examples of AAC intervention strategies that rehabilitation teams can employ across the levels as described below. Levels IV and V. AAC Goal: Shaping responses into communication In the early phase of recovery, pediatric patients at Levels IV and V on the Pediatric Rancho Scale are often in the PICU, the ICU, acute hospital or acute rehabilitation environment. At Level V (no response to stimuli) or Level IV (generalized response to stimuli) AAC interventions focus on identifying modalities that children can use to provide consistent and reliable responses. For example, staff can use simple switches (e.g., Jelly Bean ®, Big Red ® and Buddy Button from AbleNet), latch-timers (e.g., PowerLink ® from AbleNet) and single message devices (e.g. BIGmack ® and Step Communicator ® from AbleNet) to support early communication (see Table 1 for some examples). Because childrens early responses may be reflexive rather than intentional, the family and medical/rehabilitation team can also use AAC technologies to encourage more consistent responses. Families provide valuable input about the kinds of music, games and favorite toys a child finds motivating. The team c an then use these items to evoke physical responses from the child. For example, if the family identified the battery-operated toy Elmo ® from Sesame Street ®, the rehabilitation team might present Elmo singing a Sesame Street song and then observe to see if the childs responds. If the child begins to turn her head when Elmo ® sings, the team might attach a switch with a battery interrupter to the toy and ask the child to hit the button and play the Elmo ® song. In doing so, the team can learn several things. For example, the team may note that a child is able to follow commands, indicating cognitive recovery. The team may also begin to consider alternative access methods for children with severe physical impairments, i.e., head movement may become a reliable way to operate an AAC device or computer in the future. It is difficult to predict whether a child will recover natural speech during early stages of recovery. 2.2. Middle Levels II and III: AAC Goals: Increase ability to communicate with staff, family and friends and support active participation in treatment Pediatric patients at Levels III (localized response to sensory stimuli) and II (responsive to environment) become more engaged in their rehabilitation programs as they recover some cognitive, language and physical abilities. During this phase, long-term deficits that affect communication become apparent (e.g., dysarthria, apraxia, aphasia, attention, initiation, memory, vision, spasticity). Dongilli, Hakel, and Beukelman (1992) and Ladtkow and Culp (1992) also report natural speech recovery in adults after TBI at the middle stages of recovery. Continued reliance on AAC strategies and technologies is typically due to persistent motor speech and/or severe cognitive-language deficits resulting from the injury (Fager, Doyle, and Karantounis, 2007). AAC interventions at these levels focus on using a childs most consistent and reliable response to communicate messages, encourage active participation in the rehabilitation process and increase interactions with family and staff. AAC interventions always take into account the childs developmental level and interests. Table 1 gives some examples of AAC technologies employed during these Levels III and II. For example, Jessica was admitted to the hospital at 18-months with shaken baby syndrome. At Level II, she began responding to her parents by smiling and laughing and also began to manipulate toys with her non-paralyzed hand when staff placed a toy within her intact field of vision. However, she did not exhibit any speech or imitative vocal behaviors and her speech-language pathologist noted a severe verbal apraxia. Nursing staff and family members noted that Jessica seemed frustrated by her inability to express herself. Prior to her injury, she could name over 30 objects (toys, pet s, favorite cartoon characters) and was beginning to put two word sentences together (Momma bye-bye, Daddy home). AAC interventions included the introduction of a BIGmack ®, a single-message speech generating device (SGD) that enabled the staff and family members to record a message that Jessica could then speak during her daily activities(e.g., more, bye-bye, turn page). Because the BIGmack ® is a colorful, large and easy to access SGD, Jessica was able to press the button despite her upper extremity spasticity and significant visual field cut. Within a month, Jessica had progressed to using a MACAW by Zygo ®, an SGD with eight-location overlay that staff programmed with words she had used prior to her injury (e.g., mommy, daddy, more, bottle, book, bye-bye). Staff also designed additional overlays to encourage her language development by providing vocabulary that enabled her to construct two-word combinations (e.g., more crackers). Jessica began to express herself at a developmentally appropriate level, but she had residual memory deficits that required cuing and support from her communi cation partners. For example, initially, she did not recall how to use her AAC system from session to session so staff needed to reintroduce it each time. However, after several months, Jessica began to search for her SGD to communicate. Jessica, like many children with TBI at this level, was able to learn procedures and strategies with repetition and support (Ylvisaker and Feeney, 1998). 2.3. Level II and Level I. AAC Goals: Support transitions, recommend AAC strategies and technologies for use at home and in the community As pediatric patients transition from Level II (responsive to environment) to Level I (oriented to self and surroundings), they often move from an acute rehabilitation facility to an outpatient setting, home or a care facility. Thus, before discharge, AAC teams will conduct a formal AAC assessment and provide long-term recommendations for AAC strategies and technologies that can enable children to be integrated successfully back into community environments. Table 1 illustrates the types of AAC technologies and strategies employed at Levels II and I, as described below. For children who continue to use AAC and AT when they return to their communities, the rehabilitation team identifies a long-term communication advocate. This person, often a family member, becomes actively involved in AAC training and collaborates with rehabilitation staff to prepare the childs educational staff, extended family and other caregivers (Fager, 2003). Having a link between the rehabilitation team and community professionals is essential because most teachers and community-based clinicians have limited experience working with children with TBI and may need support to manage the cognitive and physical deficits often associated with TBI. For example, McKenzie, a 12 year-old with a severe TBI secondary to a car accident, was quadriplegic with severe spasticity and no upper extremity control. She also had cortical blindness and significant communication and cognitive impairments. As she recovered, McKenzie used a variety of AAC systems (e.g., thumbs up/down for yes no, two B IGmacks ® to communicate choices, and a scanning Cheap Talk by Enabling Devices with four messages to participate in structured activities). Prior to discharge, the rehabilitation team conducted a formal SGD evaluation and recommended the Vmax by DynaVox Mayer-Johnson, a voice output device. McKenzie was able to access the device via a head switch mounted to the side of the head rest on her wheelchair. Using auditory scanning, she could create and retrieve messages. Because she was literate prior to her injury and could still spell, the staff set up her device to include an alphabet page as well as several pages with pre-programmed messages containing basic/urgent care needs, jokes and social comments. Family and friends participated in her rehabilitation and learned to use tactile and verbal prompts to help her participate in conversational exchanges. Due to her residual cognitive deficits, however, McKenzie had difficulty initiating conversations and remembering where pre-stored messages were in her device. When prompted, she would respond and initiate questions and could engage in conversations over multiple turns. Over time, she began to participate in meaningful, social interactions, often spelling out two-three word novel phrases using her alphabet page While her parents were renovating their home to handle her wheelchair, McKenzie transitioned to a regional care facility that specialized in working with young people with TBI. The acute rehabilitation team identified McKenzies aunt as her AAC advocate because she had participated actively in earlier phases of McKenzies recovery, was proficient with the maintenance (charging, set-up and basic trouble-shooting) of the Vmax and could customize and program new messages into the system. The care facility staff met with McKenzies aunt weekly so they could learn how to support McKenzies use of the SGD. Specific training objectives included maintenance and basic trouble-shooting, set up, switch-placement and how to program new messages to use in specific and motivating activities. Staff learned how to modify the placement of her switch when McKenzie became fatigued or her spasticity increased. Additionally, McKenzies school staff (special education coordinator, speech-language pathologist, occupational therapist, and one of her regular classroom teachers) visited McKenzie at the rehabilitation and the care facilities to help prepare for her return home and learned how to support her in school, given her physical and cognitive limitations. 2.4. AAC themes in TBI When working with pediatric patients with TBI, three AAC themes emerge. 1. Recovery from TBI is dynamic and takes place over time. In early stages of recovery, most children with TBI have physical, speech, language and cognitive deficits that affect their communication skills. Depending on the nature and severity of their injuries, however, most recover functional speech, although some will have life-long residual speech, language and communication deficits. Acute rehabilitation teams can employ AAC interventions to support communication, as well as monitor the childs changing communication abilities and needs over time. 2. The cognitive-linguistic challenges associated with TBI make AAC interventions particularly challenging for rehabilitation staff, as well as for families, friends and school personnel. Because of the complex nature of the residual disabilities caused by TBI, collaborations among rehabilitation specialists, family members and community-based professionals are essential. Some children with TBI require AAC supports throughout their lives. Family members, friends and school personnel rarely know how to manage their severe memory, attention and/or initiation deficits that can affect long-term communication outcomes. 3. There is a need to plan carefully for transitions. Children with TBI will undergo many transitions. While research describing these transitions in children is not available, reports of the experiences of adults with TBI describe multiple transitions over time. Penna et al. (2010) noted that adults with TBI undergo a significant number of residence transitions particularly in the first year following injury and Fager (2003) described the different transitions (acute care hospital, outpatient rehabilitation, skilled nursing facility, home with adult daycare services, and eventually assisted living) for an adult with severe TBI experienced over a decade, documenting significant changes in his cognitive abilities, as well as his communication partners and support staff. Children with TBI are likely to experience even more transitions over their lifetimes. 3. Pediatric SCI and AAC Pediatric patients with SCI often have intact cognitive skills and severe physical disabilities that can interfere with their ability to speak. In addition, they often have significant medical complications and may be left with severe motor impairments that make it difficult, if not impossible, for them to write, access a computer or participate in the gaming, online and remote social networking activities embraced by todays youth (e.g., texting, email). A subgroup may also present with a concomitant TBI sustained as a result of the fall, car accident or other traumatic event that has changed their lives. For them, AAC treatment must reflect guidelines that take into account both SCI and TBI. As with TBI, the growth and development inherent in childhood and adolescence and the unique manifestations and complications associated with SCI require that management be both developmentally based and directed to the individuals special needs (Vogel, 1997). Initially, AAC interventions typically focus on ensuring face-to-face communication when speech is unavailable or very difficult; over the long term, however, enabling children to write and engage in educational, recreational and pre-vocational activities using computers and other mainstream technologies becomes the focus. 3.1. AAC Assessment and Intervention The ASIA standard neurological classification of SCI from the American Spinal Injury Association and International Medical Society of Paraplegia (2000) is a tool that rehabilitation teams frequently use to assess patients with SCI because it identifies the level of injury and associated deficits at each level. This can help guide the rehabilitation teams clinical decision-making process for AAC interventions. As shown in Table 2, children with high tetraplegia (C1-C4 SCI) have limited head control and are often ventilator dependent. They often require eye, head, and/or voice control of AAC devices and mainstream technologies to communicate. While switch scanning is an option for some, it requires higher-level cognitive abilities, endurance, and vigilance and may be inappropriate for very young children and those who are medically fragile (Wagner and Jackson, 2006; McCarthy et al., 2006; Peterson, Reichle, and Johnston, 2000; Horn and Jones, 1996). Children with low tetraplegia (C5-T1 SCI) demonstrate limited proximal and distal upper extremity control. If fitted with splints that support their arm and hand, some are able to use specially adapted mouse options (e.g., joystick mouse, switch-adapted mouse, trackball mouse), large button or light touch keyboards and switches to control technology. These children are also candidates for head tracking and voice control of AAC devices due to the fatigue and physical effort involved in using their upper extremities. For example, a multi-modal access method to AAC technology and computers may include voice control to dictate text, hand control of the cursor with an adaptive mouse to perform other computer functions (e.g., open programs), and an adaptive keyboard to correct errors that are generated while dictating text. This multi-modal approach can be more efficient and less frustrating than using voice control alone for these children. Table 2 provides examples of appropriate access options to AAC and mainstream techn ologies. 3.2. Supporting face-to-face communication For children with high tetraplegia, being dependent on mechanical ventilation is frightening especially when they are unable to tolerate a talking valve (Padman, Alexander, Thorogood, and Porth, 2003). Thus, providing these children with a way to communicate is essential to their recovery and sense of well-being. As children with lower levels of injury are weaned from a ventilator, they may experience reduced respiratory control and be unable to speak (Britton and Baarslag-Benson, 2007). Medical specialists can provide access to AAC strategies and technologies, which enable these children to communicate their wants, needs and feelings throughout the day. This allows them to interact with direct care staff, participate in their rehabilitation process, and maintain relationships with family and friends. Pediatric rehabilitation teams may use a range of AAC strategies and technologies to support face-to-face communication in children with SCI. Some examples include low tech communication boards used with eye gaze or eye pointing, partner-dependent scanning, an electro larynx with intra-oral adaptor, or laser light pointing to a target message or letter on a communication board (Britton and Baarslag-Benson, 2007; Beukelman and Mirenda, 2005). Introducing AAC and AT technologies early in the recovery process, particularly for children who demonstrate high tetraplegia, will also begin to familiarize them with approaches they may need to rely on extensively throughout their lives, even after speech returns. For example, Jared, a 17-year-old high school senior, sustained a SCI in a skiing accident at the C2 level. In addition to his injuries, he developed pneumonia and a severe coccyx wound during his hospitalization, which lengthened his hospital stay. He was unable to tolerate a one-way speaking valve due to the severity of his pneumonia and decreased oxygenation during valve trials. Although Jared had minimal head movement, he was able to control an AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ head tracker to access his home laptop computer and spell out messages he could then speak aloud using speech synthesis software. He used his AAC system to indicate his medical needs to caregivers and later reported that having the ability to communicate helped alleviate some of the anxiety he experienced due to his condition and extended hospitalization. After Jared recovered the ability to use a talking valve, his work with the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢ focused on computer access to meet written and social communi cation needs. Once his wound had healed, he was able to return home 11 months later. At that time, all of his classmates had graduated. Using the AccuPointà ¢Ã¢â‚¬Å¾Ã‚ ¢, Jared was able to complete his GED at home and enrolled in online classes at the local community college. 3.3. Supporting written communication and education At the time of their injury, some pediatric patients with SCI are pre-literate, others are developing literacy skills, and others have highly developed literacy skills. However, most children with tetraplegia will require the use of assistive technologies to support written communication because their injuries preclude them from using a pencil and/or typing on a traditional computer keyboard. In a report describing the educational participation of children with spinal cord injury, 89% of the children with tetraplegia relied on AAC to support written communication needs (Dudgeon, Massagli, and Ross, 1996). For example, Max, a 6 year-old boy who suffered a C6 SCI after an All Terrain Vehicle accident, was reading age-appropriate sight words and developing his ability to write single words prior to his injury. After the initial recovery period, formal testing revealed that Max had no residual cognitive or language impairments. However, he faced significant barriers not only to his continued development of age-appropriate reading and writing skills, but also to his ability to learn and do math, social studies, science, play games, use a cell phone, etc. Due to his tetraplegia, he needed ways to access text and write, calculate, draw and so on. Max learned to access a computer using a large button keyboard, joystick mouse, and adaptive hand-typers (cuffs with an attached stylus that fit on the ulnar side of the hand and allow the user to press the keys of a keyboard) to support writing activities and computer access. During rehabilitation, he was able to continue with his schoolwork by dev eloping the skills to use the technology and keep up with his classmates. He returned home during the summer and participated in an intense home tutoring program. By the fall, he was able to join his classmates and was able to perform at grade level in all classes. Essential to Maxs future educational success and development, as well as his future employment, may well depend on his ability to write, calculate and perhaps even draw using a variety of assistive technologies that support communication. 3.4. Support social participation and pre-vocational activities Access to assistive and mainstream technologies not only facilitates participation in education, but also has implications for future employment as these children transition into adulthood. Assistive and mainstream technologies are now available at modest cost that can help individuals with SCI to compensate for functional limitations, overcome barriers to employability, enhance technical capacities and computer utilization, and improve ability to compete for gainful employment In addition, these technologies also provide access to life-long learning, recreational activities and social networking activities. Specifically, computers are described as great equalizers for individuals with SCI to engage in employment opportunities and distant communication (McKinley, TewksBury, Sitter, Reed, and Floyd, 2004). Social participation in the current technological age includes more than face-to-face communication. Social participation has expanded with the popularity of social networking sites (e.g., Facebook à ¢Ã¢â‚¬Å¾Ã‚ ¢and MySpaceà ¢Ã¢â‚¬Å¾Ã‚ ¢), video web-based communication (e.g., Skypeà ¢Ã¢â‚¬Å¾Ã‚ ¢) and instant communication and messaging (e.g., Twitterà ¢Ã¢â‚¬Å¾Ã‚ ¢). Advances in the field of AAC have allowed individuals with the most severe injuries access computer technologies to engage in these social communication activities. For example, Crystal was a 10-year-old who sustained a C1 SCI due to a fall. Crystals injury left her with no head/neck control and her only consistent access method to computerized technology was through eye tracking. With an ERICA eye gaze system from DynaVox Mayer-Johnson, Crystal quickly became independent with computer access. She emailed and texted her friends and family daily, communicated via her Facebookà ¢Ã¢â‚¬Å¾Ã‚ ¢ account, and engaged in onli ne gaming programs with her friends and siblings. This technology allowed her to begin to communicate again with her school friends while she was still undergoing acute rehabilitation. Maintaining these social networks is an essential component to emotional adjustment children with SCI go through after sustaining a severe injury (Dudgeon, Massagli, and Ross, 1997). Additionally, Crystals friends began to understand that while her impairments were severe, she was essentially the same person with the same interests, humor, goals, and expectations as before her injury. 3.5. AT/AAC themes in SCI When working with pediatric patients with SCI, three AAC themes emerge. 1. For those with high tetraplegia, AAC may facilitate face-to-face as well as distant and written communication needs, depending on the developmental level of the child. Introducing AAC technology early, when face-to-face communication support is needed, helps the child become familiar with the technology they will need to rely on after natural speech has recovered. 2. Return to an educational environment is a primary goal with many children with tetraplegia returning to school within an average of 62 days post discharge (Sandford, Falk-Palec, and Spears, 1999). Development of written communication skills is an essential component to successful educational completion and future vocational opportunities (McKinley, Tewksbury, Sitter, Reed, and Floyd, 2004). 3. Introduction to methods of written and electronic communication provides an opportunity for patients with SCI to engage in social networks through email, texting, and social networking sites. As these children with severe physical disabilities face a life time of potential medical complications (Capoor and Stein, 2005), the ability to maintain and develop new social connections via electronic media allow them to stay connected during times when their medical conditions require them to be house or hospital-bound. 4. Conclusion Communication is essential for continued development of cognitive, language, social, and emotional skills. Children with TBI and SCI have physical and/or cognitive-language deficits that interfere with typical communication abilities. Their communication needs are supported through AAC strategies and technologies. A myriad of technology options are available that not only support face-to-face interactions, but equally important distant social networking and educational activities. AAC interventions in the medical setting that not only support communication of basic medical needs, but also facilitate engagement in social, educational, and pre-vocational activities will result in successful transition to home, school and community environments for these children.

Down Syndrome Essays -- essays research papers

Down Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  Have you ever been in a situation where you were confronted by a child who has Down Syndrome and were unsure of how to act around that child? I'm sure many of us have experienced the awkwardness that accompanies such a situation. Many people feel guilt or pity for these children, I believe these reactions result from a lack of knowledge about the condition. Which is why I have chosen this topic.   Ã‚  Ã‚  Ã‚  Ã‚  Down Syndrome is a condition that cannot be physically passed on from one person to the next. It is a genetic disorder that is inherited through our parents when something goes wrong during pregnancy. As a result, they have a combination of features typical of Down Syndrome, including some degree of cognitive disability, as well as other developmental delays. One thing we should always keep in mind is that they are children and having Down Syndrome comes second.   Ã‚  Ã‚  Ã‚  Ã‚  In 1866 British doctor John Langdon Down defined and described the characteristic symptoms of Down Syndrome but was unsure of the cause. It wasn't until 1959 that Dr. Lejeunne and his team in Paris showed that people with Down Syndrome have an additional chromosome. We normally have 23 pairs of chromosomes, each made up of genes. The cells of people with Down Syndrome include three chromosome #21 instead of two. The extra 21st chromosome causes an extra dose of proteins. These proteins cause the typical features of Down Syndrome. While the fetus with Down Syndrome is developing, its body cells do not reproduce as fast as usual. That is the main reason why these babies are smaller than average after birth and their brain not as big as those of other newborn children.   Ã‚  Ã‚  Ã‚  Ã‚  A child who has Down Syndrome will have exclusive individual characteristics which they have inherited from their parents. The child may resemble their father, mother, grandmother, or aunt. This is true not only for their outward appearance but also for their temperament and physical and intellectual abilities. Children with Down Syndrome have different traits, for instance some can be easy-going while other are stubborn, some may like music while others show no interest. matter what, each of these children are unique and special in their own way.   Ã‚  Ã‚  Ã‚  Ã‚  Children with Down Syndrome have distinct physical characteristics. They are short in stature and have a small, round face with a high flattened ... ...y studies I have found Down Syndrome to be a rare, yet present condition that can be found in all parts of the world. Most people might look at the individual infected and tell themselves how lucky they are , not to have to go through what most of them do. But tell me this, how many will actually take the time to better understand the situation and actually see what makes them who they are? It's human nature to ignore or criticize the unknown, this will always be true to a certain point. Just as the truth will always remain the same, in that these people are beautiful human beings that deserve the same respect and rights as anyone else. Works Cited Down Syndrome Awareness Foundation. ?Facts About Down Syndrome? 27 July, 2007. http://www.downsyndromeawarenessfoundation.com/wsnE154.html Hudler, Rex & Jennifer. ?About Down Syndrome? Team Up For Down Syndrome. 27 July, 2007. http://www.teamupfordownsyndrome.org/aboutDS.html Van Riper, Marcia. ?Living with Down Syndrome: The Family Experience.? Down Syndrome Quarterly. Volume 4, Number 1 March 2005. http://www.denison.edu/dsq/vanriper.shtml Works, Lee. ?Diagnosis Down Syndrome? 1 July, 2002. http://leeworks.net/DDS/ Down Syndrome Essays -- essays research papers Down Syndrome   Ã‚  Ã‚  Ã‚  Ã‚  Have you ever been in a situation where you were confronted by a child who has Down Syndrome and were unsure of how to act around that child? I'm sure many of us have experienced the awkwardness that accompanies such a situation. Many people feel guilt or pity for these children, I believe these reactions result from a lack of knowledge about the condition. Which is why I have chosen this topic.   Ã‚  Ã‚  Ã‚  Ã‚  Down Syndrome is a condition that cannot be physically passed on from one person to the next. It is a genetic disorder that is inherited through our parents when something goes wrong during pregnancy. As a result, they have a combination of features typical of Down Syndrome, including some degree of cognitive disability, as well as other developmental delays. One thing we should always keep in mind is that they are children and having Down Syndrome comes second.   Ã‚  Ã‚  Ã‚  Ã‚  In 1866 British doctor John Langdon Down defined and described the characteristic symptoms of Down Syndrome but was unsure of the cause. It wasn't until 1959 that Dr. Lejeunne and his team in Paris showed that people with Down Syndrome have an additional chromosome. We normally have 23 pairs of chromosomes, each made up of genes. The cells of people with Down Syndrome include three chromosome #21 instead of two. The extra 21st chromosome causes an extra dose of proteins. These proteins cause the typical features of Down Syndrome. While the fetus with Down Syndrome is developing, its body cells do not reproduce as fast as usual. That is the main reason why these babies are smaller than average after birth and their brain not as big as those of other newborn children.   Ã‚  Ã‚  Ã‚  Ã‚  A child who has Down Syndrome will have exclusive individual characteristics which they have inherited from their parents. The child may resemble their father, mother, grandmother, or aunt. This is true not only for their outward appearance but also for their temperament and physical and intellectual abilities. Children with Down Syndrome have different traits, for instance some can be easy-going while other are stubborn, some may like music while others show no interest. matter what, each of these children are unique and special in their own way.   Ã‚  Ã‚  Ã‚  Ã‚  Children with Down Syndrome have distinct physical characteristics. They are short in stature and have a small, round face with a high flattened ... ...y studies I have found Down Syndrome to be a rare, yet present condition that can be found in all parts of the world. Most people might look at the individual infected and tell themselves how lucky they are , not to have to go through what most of them do. But tell me this, how many will actually take the time to better understand the situation and actually see what makes them who they are? It's human nature to ignore or criticize the unknown, this will always be true to a certain point. Just as the truth will always remain the same, in that these people are beautiful human beings that deserve the same respect and rights as anyone else. Works Cited Down Syndrome Awareness Foundation. ?Facts About Down Syndrome? 27 July, 2007. http://www.downsyndromeawarenessfoundation.com/wsnE154.html Hudler, Rex & Jennifer. ?About Down Syndrome? Team Up For Down Syndrome. 27 July, 2007. http://www.teamupfordownsyndrome.org/aboutDS.html Van Riper, Marcia. ?Living with Down Syndrome: The Family Experience.? Down Syndrome Quarterly. Volume 4, Number 1 March 2005. http://www.denison.edu/dsq/vanriper.shtml Works, Lee. ?Diagnosis Down Syndrome? 1 July, 2002. http://leeworks.net/DDS/

Economic Crisis: Solutions Essay

Global crisis is clearly felt nowadays, not only by third world countries but also by the richer and industrialized countries. Uprisings are recurring in different parts of the world by people who want change and a better life. Even in our country, the crisis is getting heavier each day. But then the real question is not the â€Å"what†, but more so, the â€Å"how†. How do we really resolve this problem? It is not unknown to us that the Philippines is in fact a country rich in natural resources. Even if the worst comes, we can certainly sustain our living on our own. But what is happening now? Why are we poorer than we were before? One of the problems is our relationship with the country: United States of America. They are currently exploiting both our natural and human resources. In addition to that, we are trying to bail them out from their economic crisis by paying our debt to them, in turn ignoring the needs of our own. The government now is trying to â€Å"lessen† our debt by paying them little by little. But then who is suffering? The people. Right now, the rich countries are continuously becoming richer, and the poor, poorer still. They are feeding off of us. The solution: cut our dependence to them. Some might that the US is the major source of investments in the country. But the effect is short term only. Once they pull out the capital that they invested, our economy would instantly run down the negative slope. So evidently, we can’t immediately cut our connection to them. I say we start off small at first. For one, the government could redistribute the lands of the landlords to the farmers because small scale industries are much of a help in our economy. And also by doing this, we are not giving the control to our agricultural economy to few people only. Second, major companies in the country should be mainly owned by the Filipinos. It gives the people jobs, the country higher internal revenue and we prevent them from over-exploiting our cheap human resources. Third, as a student and a scholar, academics should learn how to give back to our country. The youth and the intellectuals should be utilized in our own country, not abroad. We have enough bright minds here in the Philippines to device plans and start companies that may be beneficial to our economy. We can undoubtedly stand on our own. It is just that we were born on a mindset that we can never be independent. We can live without the help of the United States. There should be change, no matter how small it is. We should start on our own selves. A million small changes when combined can definitely make a large difference.

The Evolving Role of Government in Education

The Evolving Role of Government in Education Kawanna Rutledge Grand Canyon University EDU 310 October 30, 2010 The Evolving Role of Government in Education In the essay, I will be discussing the following: the evolving role of state and federal government in U. S. education, the church /state debate in public education as while as the laws and cases that had an impact on U. S. education. The state and the federal government have different roles in U. S education. The state is responsible for the department of education, curriculum, and the funding.However, the state provides funding to public schools throughout each state to benefit the children education, staff members, administrators, and teachers etc. Basically, the state board is responsible for approving statewide educational policies and determine budget priorities (â€Å"Education in the U. S. †, 2010). In addition, the federal government also provides funding to the public schools as well. The government has many feder al agencies and organization that helps benefit children educational needs in order for them to be successful. The NCLB alters the federal government’s role in elementary and secondary education by requiring the states and schools to measure success in terms of student performance† (â€Å"Education in the U. S. †, 2010). However, the federal government also provides grants and scholarships to people who are attending a college or university to get a higher education. As a result, the NCLB also benefits children with disability, because they have the same rights and opportunities as other children with no disability to attend any public school, college or university in order to enhance their knowledge and become successful individual.The most famous case that had a major impact on U. S. education was the Brown v. Board of Education. This particular case was about segregation and discrimination against African American students attending an all white school. Howeve r, it was not right how the public school was discriminating against African American students, because they had the same rights and opportunity as the white students to attend any public school across the nation. The constitution says: â€Å"No state shall†¦ deny to any person†¦ the equal protection of the laws. (14 Amendment) meaning that all people across the nation have the same rights, and opportunity as others. In September 1950, Linda Brown, 7, was not allowed to register at an all-white school in Topeka Kansas. The Kansas school system-and others around the nation-thought that it was okay for black students and whites students to attend separate but equal schools. Linda’s father thought that practice was unfair and sued the school system. His case and others like it went to the Supreme Court under Linda Brown name.The justices ruled 9-0 that segregating public schools meant that black students were not being treated equally. The court said they were therefo re being deprived of their 14 Amendment rights (â€Å"3 Supreme Court Cases†, 2010, p. 4). As a result, Brown had won the case, and it opened up many opportunities for African American students which gave them the same equal rights as white students to attend any public school and further their education as well.The separation of church and state has been debating over religion practice in the public schools for many years. The First Amendment in the U. S. Constitution states in part that â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof† (Mc Carthy, 2009, p. 714). In the United States, the government had abandon religion practice in public schools, because the government feels that religion practice in public school is not appropriate for the students.Therefore, the government took action, and abandon religion practice from all public schools such as reading the bible, prayer, celebrating most holidays, praying at graduations ceremony, and school programs like the chores etc. Passe and Willox (2009) stated over time, a series of Supreme Court rulings applied the establishment clause to schools, there by prohibiting schools from celebrating particular religions, or even from promoting religions, over secular belief system.Most schools discontinued the practice of public prayer, holiday celebration with religion themes and taking matter to the extreme-teaching about religion altogether. (Passe & Willox, 2009, p. 103) The government had made a big mistake by removing religion practice from public schools, because the Bible as well as other textbooks teaches the children about, morals, values, respect and life etc. The government fails to realize that education started in churches and the Bible was used to help children and people learn how to read.In conclusion, the state and federal government need to provide more funding to the Department of Education, because there are too many schools closing down in society today due to the lack of funding. In addition, the church and state need to come to an agreement and bring religion back into the public schools to educate the children, because the Bible also teaches about the world as well as the future to come.Reference Embassy of the United States in Japan: Education in the U. S. Retrieved October 29, 2010, from http://www. aboutusa. japan. usembassy. gov/e/jusa-education. html Mc Carthy, M. (2009). Beyond the Wall of Separation: Church-State Concerns in Public Schools. (cover story). Phi Delta Kappan, 90(10) 714-719. Passe, J. & Willox, L. (2009). Teaching Religion in America’s Public Schools: A Necessary Disruption, Social Studies 100(3), 102-106. (2010). 3 Supreme Court Cases EVERY KID SHOULD KNOW. (cover story). Scholastic News- -Edition 5/6, 79(2), 4-5.

Byzantine Empire Essays

Byzantine Empire Essays Byzantine Empire Paper Byzantine Empire Paper A Resource to Accompany History Alive! The Ancient World Brings Learning Alive! Teachers Curriculum Institute 1. Introduction In Chapter 37, you learned how the emperor Constantine moved his capital from Rome to the ancient city of Byzantium in 330 C. E. This city eventually became known as Constantinople. After Constantines reign, power was usually divided between two emperors. One was based in Rome, and one in Constantinople. After the fall of Rome, the eastern half of the empire continued for another 1,000 years. Today we call this eastern empire the Byzantine Empire, after Byzantium, the original name of its capital city. This great empire straddled two continents, Europe and Asia. It lasted from about 500 to 1453 C. E., when it was conquered by the Ottoman Turks. East and west did remain connected for a time through a shared Christian faith. But the church in the east developed in its own unique way. It became known as the Eastern Orthodox Church. Over time, Byzantine emperors and church officials came into conflict with the pope in Rome. The conflict eventually led to a permanent split between the Eastern Orthodox Church and the Roman Catholic Church. Justinian more than anything wanted to restore the Roman Empire, and while restoring it he wanted to include much of the Roman fortifications used in the old Roman Empire. As shown in document 5, Justinian built the Hippodrome which was modeled after The Circus Maximus. Justinian started restoring the Roman Empire by trying to conquer the land that first belonged to the eastern Roman Empire. He gained back southern Spain, all of Italy, and northern Africa. Once he started gaining all this land he had to start to find a way the gain back all the money he spent on conquering land. As shown in document 6, The Byzantine Empire reached its greatest size under Justinian. Because of the location the Constantinople, Justinian had a great advantage because it was right in the center of two cross roads between Asia and Europe, so the empire gained a lot of money in trade because if its location. Because of all these advantages of Constantinople, it was known as the center of power. Without all the contributions Justinian made, the Roman Empire probably wouldn’t have been rebuilt. Out of the many contributions that Justinian gave to the Roman Empire a few stand out. One of the many contributions Justinian made was the building of the Hagia Sophia which was a huge dome like building that when entered gave people the influence of god. In document 3 the Hagia Sophia is described as a spherical-shaped dome that is exceedingly beautiful. The entire ceiling is covered with pure gild, which adds glory to the beauty. The Hagia Sophia was known as a place of god, a place where people worshiped god. This was important because it taught people how important religion was in their lives and the beauty it can bring. Another contribution Justinian gave to the Byzantine Empire was his code of law; his laws kept the empire in order and told people the way to live. According to document 1, people were finding the laws obscure because they had become for more numerous than they should be and in obvious confusion because they disagreed with each other. Justinian preserved them in the Legal Code of Emperor Justinian by controlling their discrepancies with the greatest firmness. That means that he controlled their conflicting ideas by creating this code of law. Justinian created the laws so that everybody had fair rights. Justinian’s main goal in rebuilding the empire was to preserve the Greco-Roman culture. Justinian kept some of the old Roman traditions but fixed them to fit the requirements for the new empire, for example, laws were rearranged to become fair to everybody because many citizens didn’t agree with them and new buildings and structures were constructed which lead to a lot trade and cultural diffusion. Justinian made a large impact to the new empire.

Corporate Governance and Country Governance

Corporate Governance and Country Governance The four common elements of corporate governance and country governance are â€Å"fairness, accountability, transparency and responsibility† (Boyd and Stephen 5; Fernando 45). Fairness refers to equitable treatment and protection against misappropriation of assets.Advertising We will write a custom research paper sample on Corporate Governance and Country Governance specifically for you for only $16.05 $11/page Learn More Accountability refers to effective monitoring of the board and accountability of the board to the company and shareholders. Transparency refers to the timely and accurate disclosure on finances, performance and ownership. Lastly, responsibility refers to ethical behaviors and complying with national laws. Specific elements of corporate governance include â€Å"equity holders, markets (capital markets and product market), debt providers (public debt and private debt), employees, business practices, legal system and public opinionâ₠¬  (Boyd and Stephen 5). On the other hand, specific elements of country governance include â€Å"political stability, voice and accountability, government effectiveness, absence of violence, control of corruption, regulatory quality and rule of law† (DjiteÃŒ  205). Indicators of Country governance include â€Å"Democracy Index (DI), Corruption Perception Index (CPI), Global corruption Barometer (GCB) and Bribe Payer’s Index (BPI)† (HaÃŒ k et al. 377). The use of DI is based on the assumption that public participation in the political practices may control government corruption. On the other hand, the CPI is a survey of surveys, mirroring the views of investors, scholars and risk analysts, both citizens and foreigners. First established in 1995, the CPI builds on seventeen studies from thirteen sovereign bodies. The CPI is a result of systematic survey of polls offered to Transparency International between 2001 and 2003 (HaÃŒ k et al. 377). While the CPI aim s at evaluating heights of corruption among countries, the Global corruption Barometer (GCB) focuses on positions of the public concerning these heights of corruption (HaÃŒ k et al. 377). The GCB interviews respondents on the effects of corruption on their private and family life.Advertising Looking for research paper on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Respondents from developing countries may be able to live with high heights of corruption, while respondents in developed countries cannot tolerate even low levels of corruption. The BPI complements the GCB and CPI, since it deals with the tendency of corporations from top exporting nations to bribe in developing markets (HaÃŒ k et al. 377). Similarly, indicators of corporate governance include ownership concentration, equity share and value of shares traded. Ownership concentration as an indicator allows comparison of states in relation to the ownership arrangement of their corporate sectors. High levels of ownership concentration denote that block holders control corporations. Conversely, low levels of ownership denote that block holders are minor economic factors. Equity share implies that there is more inclination towards external minority shareholders. Conversely, a high proportion of equity in GDP denotes that corporations have been successful in orienting their governance to the needs of outsider capital and minority stakeholders. The value of shares traded is defined as â€Å"the total value of shares traded on national stock divided by GDP† (DjiteÃŒ  77). Normally, this data progression acts as an indicator of the activity of equity markets. It shows the level at which the tenure of listed companies shifts between different equity market players, but not the general value of ownership stakes. The Sarbanes-Oxley Act is not the only law that deals with corporate governance since we also have company laws, securities r egulation, accounting and auditing standards, insolvency law, labor law and tax law. All these laws protect investors from corporate inefficiencies, malfeasances and misleading financial information. Good governance is essential both at corporate level, and at national level. Countries should come up with more policies and exercise reforms that support good governance at all levels. Policy objectives should focus on reducing the reliance of corporations on bank financing. Banks should refrain from loaning projects, which are appropriate just for venture capital, with reference to risk-return profile.Advertising We will write a custom research paper sample on Corporate Governance and Country Governance specifically for you for only $16.05 $11/page Learn More Equally, open restrictions should be applied on bank borrowing by corporations. Such a condensed association between lenders and borrowers forms a central objective of prudential banking laws. Nonetheles s, reinforcement is required, if the general reliance of corporate borrowers and bank lenders is to reduce. Apparently, such a condensed association is only feasible if substitute-financing sources (a more buoyant capital market) are accessible. Debt-equity-ratio should be fixed at a definite multiple, for example at two. Limit must as well be applied on bank debt as a multiple of equity, or as a proportion of total debt. What requires close supervision is not the association between a corporation and all banks, but the relation with entity banks. The share of an individual borrower in overall bank loaning may also be limited. Surpassing this limit should be restricted on public listing. Large-scale bank borrowing should be left to borrowers who conform to the standards and regulations of good corporate governance. On their part, banks should liberate themselves from the control by majority shareholders holders. Commercial banks should all ensure that they are public listed in the s tock market. Banks that may face limitation due to size should combine with larger banks. A limit should be fixed on the number of shares that an individual entity can hold (for example, twelve percent). Boyd, Gavin, and Stephen Cohen. Corporate Governance and Globalization: Long Range Planning Issues, Washington, DC: Elgar, 2000. Print. DjiteÃŒ , Paulin. The Language Difference: Language and Development in the Greater Mekong Sub-Region, Bristol, U.K: Multilingual Matters, 2011. Print. Fernando, Arthur. Corporate Governance: Principles, Policies and Practices, New Delhi: Pearson Education, 2009. Print.Advertising Looking for research paper on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More HaÃŒ k, TomasÃŒÅ', BedrÃŒÅ'ich Moldan and Arthur Dahl. Sustainability Indicators: A Scientific Assessment, Washington, DC: Island Press, 2007. Print.

Review emerging standards of culturally competent care Research Paper

Review emerging standards of culturally competent care - Research Paper Example This is possible only if health professionals are sensitive enough to demonstrate respect toward the different values, beliefs, and practices of one’s counterparts (Cherry & Jacob, 2005, p.246). The writers also insist on the need of taking responsibility ‘to inquire, learn about, and integrate beliefs and values of others in professional encounters’ so that it would change one’s negative prejudicial behavior. This paper will evaluate the significance of developing cultural competence in nursing care especially in critical care settings like Intensive care units (ICU) where proficient care is highly crucial. What is Culturally Competent Care? Health care is a very sensitive area of service where people often confront with long standing disparities on the basis of culture, tradition, nationality, ethnicity, language, and socio-economic status. ‘Culturally Competent Care’ is the modern perception that has been developed to address health and huma n service issues in a multicultural social environment. In other words, the modern world requires collective responses of doctors, nurses, and other care givers to patient’s varying attitudes, values, verbal indications, and many more; which is possible only by initiating cultural sensitivity as a new dimension of clinical specialization like age and gender. In order to be culturally competent, nurse needs to obtain cultural information with intent to apply that knowledge into practice while they encounter various sorts of ethnic and cultural differences. The major objective of this knowledge acquisition is to avoid stereotyping patients on the basis of their race, culture, or any external appearance. The logic behind this approach is that high-quality outcome can be derived from culturally competent care. When doctors and nurses familiarize themselves with the cultural perceptions and practices of patient, normally it would make a positive impact on treatment results and pat ient satisfaction. Why cultural competence in nursing? As mentioned in the introduction, cultural diversity has become the major facet of almost every developed nation. Therefore, in order to meet the specific needs of people with different cultural background, the nursing care given should be culturally competent. Health care industry reform has been a hot button issue for several decades in the United Sates. Although several attempts have been made to equalize care delivery across the nation, as critics comment, all were defeated by unethical medical-political coalition. Culture influences people’s perception of illness and their causes, the way they seek health care, their approaches to medical treatments, and how they respond to health care providers. Therefore, health providers especially nurses need to obtain skills to act according to the health behaviors of the clients. Infant death and pregnancy loss is an ongoing problem in the United States of America. Studies show the noticeable racial and community based disparities in infant death rates. This situation points to the need of equal delivery of health care services to everyone regardless the race, culture, or community. According to the AAN Expert Panel Report (1992) culturally competent nursing care should follow mainly four principles; 1) care is designed for the specific client 2) based on the uniqueness of the

The federal judiciary Essay Example | Topics and Well Written Essays - 500 words

The federal judiciary - Essay Example In cases where an act of legislation is made by the legislature but it goes against the constitution the court has a right to rescind that act. The executive is aimed at having more powers and advancing its authority as well as limiting the congressional powers. The legislative veto was the powerful mechanism that congress used for its oversight and was meant to make checks on the government and a policy-making instrument. They went beyond their powers and exercise duties or veto rules made by executive at times and the judicial review would come in like in the case of Chadha. Chadha, an international student whose visa had expired, was due for deportation but applied for a suspension and an application was made by the Attorney General for suspension since Chadha would face hardships and did not have anywhere to go. The INS judge suspended the deportation and made a report to the congress under law. The house sub-committee recommended deportation but did not make submission to the members for vote. It was thus passed without vote or debate. After the veto by the house it was not submitted to the senate or president, but the INS judge reopened proceedings and Chadha was ordered deported. He filed a petition for review and the court of appeal held that the house was without consultative authority and thus approved the suspension. The INS argued in this case that the Immigration and Nationality Act had violated the separation of powers as it had authorized the legislature to revoke decisions made by the executive arm. It also found out that the particular section of the act was unconstitutional since it violated the principles bicameralism and the presentment clause. The court ruled that the house had taken action that meant to alter the duties of attorney general. The ruling stroke down the legislative veto and the attorney general had the delegated duty of the executive and thus by vetoing

Health Gap between Rich and Poor in Briatin Essay

Health Gap between Rich and Poor in Briatin - Essay Example There were a lot of repressed meanings that could possibly be interpreted in these news writings. As a result, this essay would present the point of view on the issue through the evaluation of the three online news sources via using a deconstructive approach. I would first discuss my point of view with regards to the online news article published by BBC Online (1998). Upon reading BBC’s news report, I could say that it was really written in a conservative approach with the aim of not only providing information to the public but largely on persuading the citizens of UK, in particular, the poor sectors of the society, that the government could resolve this widening health gap. This media group’s manner of reporting was done through informing the public on what the government was thinking about the health issue. In fact, as stated by the author of the report who was a government’s former chief medical officer, Sir Donald Acheson, the local authorities had already me chanisms to resolve the challenges encountered by the most economically deprived sector of society. As part of the government, he greatly had voiced how the government were seriously considering the said health issue because of its significant impact on the succeeding generations. In fact, the seventy – five (75) recommendations given in the report was far – reaching as it had included thirty – nine (39) categories which consisted of health all the other areas related it like education, housing and environment. Though, it was only the voice of the government that was clearly expressed. Through taking into consideration the source of the news report, the BBC, a non – commercial, government - owned organization, it could be greatly understood the careful manner of reporting since it was being funded and supported by the government itself. As part of the local authority, this medium was serving a purpose of not only providing the information to the public bu t also, for the large part, it had played to protect the government. It was biased in the sense that the voice of the government was the only voice that was presented. Thus, this article of BBC had suppressed the other possible interpretations of this issue through not presenting the other sides of the problem. Given the serious health concerns encountered by the authorities, BBC had functioned as a mechanism of the government to give assurance to its people that everything was manageable and under control, that the growing health gap between the rich and the poor sectors of society would soon be resolved. In this manner, the public should worry about nothing because the government was doing its role. Indeed, BBC’s manner of providing information to the public was serving the benefit of its sponsor, the government. On the

The great pacific patch Essay Example | Topics and Well Written Essays - 500 words

The great pacific patch - Essay Example The western and the eastern garbage patches form the Great Pacific Garbage Patch. Larger proportion of the patch consists of the plastic that is not bio-degradable but instead, photodegradable releasing small plastic particles that are harmful to marine animals. The particles act like sponge that soak toxic chemicals in the sea and suspend on the sea water and seabed sediments. When fish and other marine animals feed on them, they may die and their predators may have less to feed on causing successive deaths (Curtin & Belcher, 2008). Changes in the sea life for algae and other marine life also affect human life. For example, changes in water temperatures disturb the numbers of bacteria and fungi in the waters with negative consequences on marine animals and fish. Fish is essential for the growing human population and diseases arising from microorganisms affect food attainability. Wastes from factories cause harm to these organisms and can as well poison wildlife and humans. Wastes from industries also lead to declining of the sea grasses and reduced pathogenic potentials. Sea skaters also lay their eggs on flotsam objects such as pumice and seashells. Increased number of plastic wastes in the seas and large water bodies has increased egg concentrations in the gyre area because the plastic garbage provides surface for laying of these eggs. The marine wastes can also disturb the food webs at the sea in the north pacific gyre. Planktons and algae on the basement of the sea use sunlight to make their own food. The trash that collects on the surface of water blocks the sunlight from reaching planktons and algae which are the most common autotrophs in the food web. The entire food web may change because fish and other small animals that feed on the planktons and algae will have less to feed on and as a result may die. The predators that feed on these fish will also be affected and the food web will be affected in whole (Bowler, Karl, & Colwell,

Process Paragraph Essay Example | Topics and Well Written Essays - 500 words - 1

Process Paragraph - Essay Example This could be highly unsettling and make it difficult for people to adjust in the new place. The culture shock therefore becomes a key issues for migrating population which must be addressed to make their transition from one culture to another easier and friendly. Different language, laws and regulations, dress code, food etc. become crucial factors that inculcate a sense of homesickness, depression, isolation etc. amongst the immigrant population and travelers. Therefore, it becomes very important to have prior knowledge about the new country and its culture so that one is prepared for changes. All the people who travel to new country, especially those with different culture experience varying level of culture shock. When they are prepared for new experience, the culture shock is not so severe. But, nonetheless, it is a temporary phase but serious issue if not tackled early. Language and laws are major elements of discomfort. The diverse society with people having varying socio-cultural values highlights the contemporary dynamics of changing societal pattern across the globe. Overcoming culture shock by making adjustments within the evolving society therefore becomes hugely pertinent issue for peaceful co-existence. It necessitates understanding of cross cultural values and willingness to adapt oneself into new environment through different mechanisms of adjustment. Culture shock for people from Asian region and other developing economies, when they come to the West is considerably more than their European counterparts. The language, gender outlook, dress code etc. become critical aspects of cultural paradigms that evoke differing response. Language barrier is one of the most defining issues that plays critical role in overcoming culture shock. Thus, learning the language of the mainstream society of host nation becomes impartment part

A world of Ideas Essay Example | Topics and Well Written Essays - 250 words

A world of Ideas - Essay Example Early on, one was oriented to assume an open-minded orientation to embrace other people from various cultural orientations. The support for pursing greater knowledge and awareness on diverse cultures, races, and ethnic backgrounds have made me acceptable of cultural diversity and enhanced one’s ability to be receptive, flexible, adaptable, and easy to adjust to the changing demands of the times. I firmly believe that despite exhibiting consistencies in one’s conformity to retain cultural traditions and beliefs, I am open to accept living in new cultures anywhere in the world. As such, I do not feel alienated or pressured to live in a new culture as an outsider. I can live with people from different cultures anytime. However, this does not mean that I completely lose my cultural underpinnings. I still retain the traditional values and beliefs that have been ingrained since one’s childhood. But, while living in a new culture, I get to adapt and adjust to those that could be accommodated, without compromising personal values and philosophies in

The great pacific patch Essay Example | Topics and Well Written Essays - 500 words

The great pacific patch - Essay Example The western and the eastern garbage patches form the Great Pacific Garbage Patch. Larger proportion of the patch consists of the plastic that is not bio-degradable but instead, photodegradable releasing small plastic particles that are harmful to marine animals. The particles act like sponge that soak toxic chemicals in the sea and suspend on the sea water and seabed sediments. When fish and other marine animals feed on them, they may die and their predators may have less to feed on causing successive deaths (Curtin & Belcher, 2008). Changes in the sea life for algae and other marine life also affect human life. For example, changes in water temperatures disturb the numbers of bacteria and fungi in the waters with negative consequences on marine animals and fish. Fish is essential for the growing human population and diseases arising from microorganisms affect food attainability. Wastes from factories cause harm to these organisms and can as well poison wildlife and humans. Wastes from industries also lead to declining of the sea grasses and reduced pathogenic potentials. Sea skaters also lay their eggs on flotsam objects such as pumice and seashells. Increased number of plastic wastes in the seas and large water bodies has increased egg concentrations in the gyre area because the plastic garbage provides surface for laying of these eggs. The marine wastes can also disturb the food webs at the sea in the north pacific gyre. Planktons and algae on the basement of the sea use sunlight to make their own food. The trash that collects on the surface of water blocks the sunlight from reaching planktons and algae which are the most common autotrophs in the food web. The entire food web may change because fish and other small animals that feed on the planktons and algae will have less to feed on and as a result may die. The predators that feed on these fish will also be affected and the food web will be affected in whole (Bowler, Karl, & Colwell,

A world of Ideas Essay Example | Topics and Well Written Essays - 250 words

A world of Ideas - Essay Example Early on, one was oriented to assume an open-minded orientation to embrace other people from various cultural orientations. The support for pursing greater knowledge and awareness on diverse cultures, races, and ethnic backgrounds have made me acceptable of cultural diversity and enhanced one’s ability to be receptive, flexible, adaptable, and easy to adjust to the changing demands of the times. I firmly believe that despite exhibiting consistencies in one’s conformity to retain cultural traditions and beliefs, I am open to accept living in new cultures anywhere in the world. As such, I do not feel alienated or pressured to live in a new culture as an outsider. I can live with people from different cultures anytime. However, this does not mean that I completely lose my cultural underpinnings. I still retain the traditional values and beliefs that have been ingrained since one’s childhood. But, while living in a new culture, I get to adapt and adjust to those that could be accommodated, without compromising personal values and philosophies in

Deinstitutionalizing the Mentally lll, Blessing or Curse Essay Example for Free

Deinstitutionalizing the Mentally lll, Blessing or Curse Essay The deinstitutionalization of the mentally ill was originally and idealistically portrayed as a liberating, humane policy alternative to the restrictive care in large state supported hospitals. It was supposed to help these individuals regain freedom and empower themselves through responsible choices and actions. Due to many funding issues, stiff opposition from communities, and ill-equipped patients, who are unable to live independently, this idealized program, has not always been a blessing for the communities or the patients. In the early 1960s, President John F. Kennedy signed into law a bill that began the movement known as deinstitutionalization. The purpose of the new law was to put an end to the tendency to warehouse people with mental illnesses, as well as those with developmental disabilities, including the mentally and physically handicapped. The idea was to move the less severely mentally ill from those large institutions into the community, where local treatment centers would be established to provide them with medical, psychiatric, and social support they need to be able to live and function. see more:smartphones boon or bane Some believe that deinstitutionalization has been and continues to be successful. Perhaps one of the brightest spots of the effects of deinstitutionalization is that the mentally ill have gained a greatly increased measure of liberty (Curtis, 2008). Some persons, despite their illnesses, have realized a certain degree of normalization in their daily activities. Some live independently, and some are productively employed, achievements that were relatively rare in the days before deinstitutionalization. For these people, deinstitutionalization must be regarded as a positive development (Warner, 1995). Deinstitutionalization, which has now become a synonym for neglect, was supposed to be about creating a new system of services and supports that would allow people with mental illness and mental retardation to thrive in their communities outside of hospital settings during all of the times when they did not need hospital services (Sheth, 2009). An estimated 4. 5 million Americans today suffer from the severest forms of brain disorder, schizophrenia and manic-depressive illness and out of 4. million 1. 8 million, or 40 percent are not receiving any treatment on any given day, resulting in homelessness, incarceration, and violence; one of the reasons for this condition is a failure of the deinstitutionalization policy (Fact Sheet, Treatment Advocacy Centre).? The U. S. Department of Justice estimates that over a quarter of a million mentally ill individuals are currently incarcerated in the U. S. state and federal prison system constituting between eight and 17 percent of the entire prison population (Martin, 2011). The deinstitutionalization policy, which has been improperly implemented, is acting like a misguided missile, causing the helpless and defenseless inmates of the mental hospitals to beg and roam on roads and footpaths; to take refuge in shelter homes and beggar’s homes; to starve on streets and eat from garbage bins; they are jeered in society and physically, verbally and sexually assaulted in alleys; they languish in jails and suffers in prisons; They shiver in cold and simmer in heat; they sleep on a bed of earth with a blanket of sky. We have shifted problems of mental hospitals to the streets, jails and shelter homes. While making backyards of our mental hospitals beautiful, we have made our streets ugly. The process of deinstitutionalization has turned deadly. There seems to be some truth in a saying that deinstitutionalization caused people to die with their rights on (Sheth, 2009). The deinstitutionalization movement of the mentally ill had a noble aim, but failed to achieve it. The solution is complicated but it is not however, unattainable. Train the police officers and emergency responders on how to identify the mentally ill patients and direct them into available treatment facilities. The government can also fund jail and prison programs that screen, evaluate and treat mentally ill inmates. Establish mental health courts, more mental hospitals with adequate staffing, start more day care centers, and have more adequate affordable housing. These solutions, of course, all require funding from a government with spending that is already out of control and on the brink of bankruptcy. But the truth is, by helping the seriously mentally ill, we help ourselves.

The Influence of Police Culture

The Influence of Police Culture In order to appropriately address the topic of discussion, firstly, it is important to understand what is meant by the concept police culture. After establishing its definition, it then becomes a task to assess whether police culture does indeed have a negative influence on the way the police work as an institution or whether it merely ensures that a certain level of consistency in achieved in terms of the way officers conduct themselves in their daily working environment. The term police culture has in itself been a topic of some discussion with sociologists being divided over what the definition should and should not include as there isnt an established, concrete definition of the concept. For example one contributor who has attempted to rectify this problem is Reiner (1992) who describes it as the values, norms, perspectives and craft rules which inform police conduct (Reiner 1992 quoted in Loftus 2009: 3). Whereas another definition comes from Manning (1989) who defines it as accepted practices, rules, and principles of conduct that are situationally applied, and generalised rationales and beliefs (Manning 1989 quoted in Loftus 2009: 3). Although these definitions dont appear too different at first glance, there is in fact a clear distinction between the two that should and must be made mainly the fact that Manning stresses that such principles of conduct are situationally applied, which of course suggests that police culture is not always necessa rily influential to an officers conduct. Some officers can and do hold a certain level of professionalism when taking to the streets and any values which may corrupt such professionalism remains behind closed doors in the company of their colleagues only. Yet Reiners provided definition suggests that the police culture remains with the police officer when they take to the streets and he/she then enforces the informal rules which have been established with their fellow colleagues, which generalises that all police officers act in accordance to the police culture . However what must be taken from both definitions is that there is reason to suggest that there is a network of a shared set of norms and values within police forces which could potentially have an effect on how they operate in a working environment. What also must be stressed is that there is also a distinction between the terms police culture or cop culture (as its otherwise known) and canteen culture which is another concept which crops up time and time again in countless criminology texts. Canteen culture, as mentioned by Waddington (1999), is understood to be the norms and values held by police officers whilst off-duty, whereas police culture is the norms and values which are expressed during the course of their occupational lives (Waddington 1999 cited by Crank 2004: 16-17) Newburn (2007) also makes this a key point by explaining that there is a common tendency to assume that what police choose to say and how they choose to act when off-duty is not only indicative of how police officers think, but also how they act in public. (Newburn 2007: 216) Yet Waddington has a problem with such assumptions, as he claims that this is not the case all of the time. The way officers act and the views they hold whilst off-duty, whether in the pub with friends or work colleagues is but a safety valve to release the pressures of the realities of life as a police officer (Waddington quoted by Newburn 2007: 618) Such an argument claims that in experiencing somewhat controversial views outside of the working sphere, a person is opened up to new perspectives which sociologists such as Waddington would argue helps to avoid them from being over-exposed to a particular ideology which could then influence the way in which they carry out their duties. But what also must be considered is just how valid Waddingtons argument actually is. Yes, of course in some instances exposure to different attitudes and values can be beneficial to an officer in terms of becoming more aware of the possibility of potential new threats, but there are also some officers who would then, due to any extreme views which they may have been subjected to, may target an individual or a group of people because of the stereotypes attached to such persons and not because of genuine suspicion. Police culture, it is claimed by Reiner (1992) has many characteristics in which it can be identified with, with suspicion being just one of them. Suspicion is an absolute necessity in the police force as it is suspicion that helps the police prevent crimes from occurring and therefore everyday working experiences encourage officers to generalise people into particular labels, whether or not this is a legitimate way to suspect possible offenders (Reiner cited by Newburn 2007: 618). Unfortunately there is a strong link between suspicion and ethnicity, with ethnic minorities suspected to engage in criminal activity more than people of white ethnic origin. The 2005/2006 Home Office statistics relating to police searches provide a great example for this. In interpreting the results of stop and search practices, 15.4% of the entire UK Black community were stopped under the Police and Criminal Evidence Act 1984 (PACE Code A) in comparison to only 1.6% of the entire white population. This d iscrimination however doesnt just end with the police; it branches out into other areas of the criminal justice system such as the prison service. Genders Player in (1989) claimed that prison officers sometimes use active stereotypes and labels to help order their working environments by predicting inmate behaviour in order to maintain authority at all times. Prisoners within the ethnic minority demographic were perceived as having a chip on their shoulder, as they felt they were being victims of racial persecution and thus the officers paid more attention to monitoring their behaviour. Arguably the most problematic characteristic of a police culture in terms of the impact it has on police and community relations is the element of racial prejudice. One of the most notable examples of racial prejudices derives within the Macpherson Report (1999), arguably the most notable report in criminology, which followed the death of black teenager Stephen Lawrence. The report found that the police were institutionally racist after discovering that police were ignoring crucial evidence to the investigation and were displaying discrimination in the interviewing process of suspects suggesting that it was black on black crime, despite Lawrences friend (an eye witness) being adamant that it was a racially motivated murder. Despite the findings of the report and the provisions set out to try and avoid the recurrence of racial controversy within the police, there is evidence to claim minority ethnic recruitment still remains low and there are still continuing problems in terms of pol ice relations with ethnic minorities (Croall 2011: 221-222). The aftermath of the Macphereson Report proved that institutional racism was still rife in police recruitment centres, as four years onwards a BBC documentary titled Secret Policeman was aired which centred on the police recruitment centre, Bruche which was located just outside of Warrington. Consequently after the footage of the documentary went public, the centre was forced to close so as to not further damage the reputation of the police. New police training systems were also introduced nationwide to try and expel racism from the police force as a result of the documentary. (The Observer 2004) How officers are socialised is of another great significance. The next characteristic of a police culture is the degree of solidarity, and it is this element which although is reinforced in numerous police forces, it is an aspect which is initially developed between candidates during the recruitment stages. Due to the intense nature of the job including the long hours which officers are required to work, the intensity of some of the work and the expectation of being the ones to prevent social decline, officers are encouraged to bond strongly and they learn to rely on one another, and as such tend to develop an us-against-them attitude. This resulting mentality, in some situations, leads to not officers making pacts with one another in which they agree not to grass on fellow officers for any discrepancies that they might have witnessed whilst on duty. This is more commonly known as The Blue Code of Silence. Just like any other subculture, in order to ensure cooperation and commitment to the Blue Code, a tribal value system is implemented which makes police culture sort of like a family structure in which members of the system will receive emotional support and security from the other officers upon requirement. Several police departments worldwide have been found to have followed the Blue Code, probably most notably was a New York police department which the Mollen Commission reported were to be covering up infringements of their officers. In such case where an officer was to break the Code, then his/her reputation and essentially his career too would be ruined as he/she would then be ostracised and labelled a whistleblower and thus it is the threat of this tarnished reputation that encourages the officer to obey the unwritten rules. (Loftus 2009: 14) Accusations of excessive force by members of the police force are far from uncommon, particularly in America. And it is the use of excessive for which Manning (1970) claims is a perfect example of police culture and how it can have a negative influence on the way officers carry out their duties. (Manning 1970 cited by Crank 2004: 107) However, excessive force is not detected in all cases. Victims of police brutality may feel that the odds are stacked against them in filing a complaint to an officers superiors and are thus reluctant to do so and may feel that even if a complaint is acknowledged and results in a court case, the judge and jury would overlook excessive force as the perceived perspective would be that the victim shouldnt have gotten his/herself in a position in which the use of force was needed in the first place and thus the consequences of their anti-social behaviour was deserved. Yet with that said, there are of course examples where the victim of police brutality are non-deserving of such treatment and thus the police force as a whole have come under criticism despite it being a minority of officers that participate in such excessive violence. For example a British police constable, PC Simon Harwood, was charged with the manslaughter of Ian Tomlinson during the G20 protests in 2009. Tomlinson was finding another route home after his usual route was blocked by the protests when he was struck by PC Harwood with a baton and then pushed to the ground Tomlinson fatally collapsed and an autopsy revealed the cause of death was a heart attack, which the actions of PC Harwood where no doubt a triggering factor. PC Harwood was acquitted of manslaughter, which only strengthens the argument mentioned previously that the courts are sympathetic to the police when the question of reasonable/excessive force is raised. However, it must be stressed that many police forces do have provisions in place to deal with any complaints of unacceptable behaviour regarding their employees in which inquiries will be carried out and, if found guilty, the officer in question may be reprimanded, suspended or permanently dismissed depending on the circumstances. Also, as in the case of PC Harwood they may also, if necessary, face criminal prosecution or at the very least face a civil hearing if the victim wishes to sue for damages caused by the officers ill-considered actions. But how are the police able to get away with these kinds of infringements? Again, it all relates back The Blue Code of Silence. As already mentioned earlier in the essay, officers of some police forces claim ignorance of any wrongdoings of their work partners and in some cases, they testily which is typically an American slang term for when an officer gives false testimony in court. Relating back to the tribal values, not participating in activities such as testilying would lead to an officer being shunned and sometimes even harassed to the point of retirement as they arent assisting their family members, in effect betraying their own kind. In 1994, the Mollen Commission found that some officers within the NYPD fabricated crucial documents such as arrest reports and warrants and some officers were found to have falsified witness statements for the purposes of manipulating the jury as they felt that an accused individual deserved it. This is particularly common in cases of bad character in which an accused has had a history of offences but has escaped punishment. Although corrupt as it is, testilying is merely seen as another way of getting the job done.   In conclusion, there is a huge interest towards police culture due to the impact it can and sometimes does have on society. if it is to have an influence on the way the police go about their work. The police hold a massively important role to society as they are a visible symbol of law and order and are granted various powers such as those which enable them to arrest members of the public who they feel prove a threat to the rest of society. Although most officers do operate in a reasonable manner, it is generally the actions of the minority which enable the public to misconceive that all officers are bigoted and aggressive. Such generalisations lead to a mass distrust of the police and tensions then begin to occur between the police and their publics. You only need to look at the summer riots of 2011 (which were reported to have been sparked by an officers seemingly unauthorised use of deadly force on a suspect) to see just how damaging poor police-community relations can be to the p olices image as a social institution.

Five Equations That Changed The World :: science

Five Equations That Changed The World â€Å"He [Isaac Newton] sought out secluded areas, where he would sit for hours at a time, not so much to observe the natural world as to immerse himself in it† Sir Isaac Newton was a man who would keep to himself. If not for that quality he may not have made the discoveries that he did. He would often sit in the garden for hours on end just thinking and formulating his ideas about the universe. In fact, that is the very place where the ideas of gravity and centrifugal force first came to him. He noticed an apple fall, and wondered why the apple fell to the earth but the moon didn’t. His discoveries about gravity led to his equation â€Å"E = G x M x m x d^2†, which means â€Å"the force of gravity is equal to the gravitational constant multiplied by the two masses involved divided by the square of the distance between them. This equation told scientists in NASA how to escape gravity and leave the earth to go to the moon. â€Å"In other words, there appeared to be a trade-off between pressure and speed: The smaller the speed, the greater the pressure, or the greater the speed, the smaller the pressure† This is a great discovery of Bernoulli. It seems to make sense when we apply it to blood vessels. Where the blood moves faster, the more it pushes forward, the less it pushes on the walls. A later more ingenious application for this idea is flying. The airplane was invented after Bernoulli but not due to him. The airplane and Bernoulli’s equation â€Å"P + p x  ½v^2 = CONSTANT†, were not connected until a Russian scientist by the name of Nikolai Zhukovsky made an excellent observation. He noticed that the tops of the wings of the plane were rounded. When he tested a plane in a wind tunnel, he noticed that the wings created two jet streams, an upper and a lower. The upper jet stream was narrower than the lower. Air is considered a fluid, so therefore the jet stream can be viewed as a river. According to Leonardo DA Vinci’s â€Å"Law of Continuity†, which says â€Å"A river of uniform depth will have a more rapid flow at the narrower section than at the wider†, the upper jet stream is faster than the lower. This is an amazing discovery on Zhukovsky; he had discovered how airplanes flew.