Produce Text Incorporating Three Patches On Professional Understanding Nursing Essay

Produce Text Incorporating Three Patches On Professional Understanding Nursing Essay The aim of this assessment is to produce a patch work text incorporating three patches on professional understanding. I am a second year Diagnostic Radiography student on a Inter professional programme working within the NHS. Radiography as a profession is very diverse and requires good communication among the inter-professional team. Diagnostic Radiography uses X-rays, Computerised Tomography (CT), Fluoroscopy, Nuclear Medicine, Ultra Sound and Magnetic Resonance Imaging (MRI) to generate images of bones and organs. Within this profession there are many aspects of ionising radiation that can be covered in one department; these aspects come under different modalities, many of which are mentioned above. The primary role of the radiographer is to diagnose injury or disease within the human body with the aid of these modalities using ionising radiation. As a professional body that is in control of Radiation exposure, there are regulations and guidelines I must adhere to. Such as the radiation protection legislation and the code of professional standards and conduct in accordance with the Society of Radiographers (SoR), who are the radiographers governing body. IRMER, The ionising radiation (medical exposure) regulations, lay down the basic measures for the, health protection of individuals against the dangers of ionising radiation in relation to medical exposure. This applies to anyone working with radiation within a medical environment and provides safe working surrounding s for both the radiographer and the patient. I am also bound to ten statements found within the code of conduct for radiography which exemplify the, principles of professionalism, professional responsibility and accountability. These codes and regulations are not only set in place to ensure good practice but to also protect the patient and provide excellent patie nt care. Professional Understanding Patch 1 It is on reflection of my profession and these conducts that I wish to evaluate my role and contribution to the inter-professional team with the Gibbs reflective framework 1988 being used as my guide for reflection (see appendix), as this cycle, encourages you to think systematically about the phases of an experience or activity,'(Gibbs 1988). Whilst working within the confinements of the NHS I have unfortunately stereotyped many of my colleagues and feel I do not appreciate the true meaning of collaborative practice An Interprofessional process for communication and decision making that enables the separate and shared knowledge and skills of care providers to synergistically influence the client/patient care provided, (Jones Way, 2000). As after all, we all share as professionals the priority to make the care of people our first concern, treating them as individuals and respecting their dignity, (NMC 2008) As I look back over my practical experience I can see that it was pure naivety mixed with focused ambition which caused me to initially stereotype my colleagues. I was so intent on progressing through my degree that my main focus was on what I was learning in relation to radiography, by means of what images I was producing and whether or not they where diagnostic. My focus was on insuring I wasnt missing any vital pathology or fractures and on learning more of the anatomy so I could truly understand what I was looking for and why. It was this original determination that diminished the bigger picture for me, as I was unable to see the impact that as a professional I was having not just on the patient but on how the patients treatment will be managed and by who. The fact that I had little to no interaction with paediatric or adult nurses also contributed to this problem, but this was my own fault as I ignored these chances when they arose as I felt they would inhibit my main priority. So unfortunately to me my colleagues where still labelled as either subservient, handmaidens of the physician (Pillitteri Ackerman, 1993) or the childish, plays all the time nurse as there was no interest or need on my behalf to change this erroneous view. Ironically it was these views that would inhibit my professional development as in order for me to progress in the way I desired and become the best professional I could be I needed to appreciate my colleagues and work together with, one or more members of the health care team who each make a unique contribution to achieving a common goal, (CNO 2008). It wasnt until professional issues arose on placement that I began to question why I had labelled my colleagues this way, my first thought was through slapstick comedy and the media, regardless of the reason I was sure these were labels I wanted removed. Through both practical experience and academic modules I was slowly able to gain more of an insight into the roles and responsibilities of both child and adult nurses and although there are obvious differences, the main being that I work with and administer radiation and they dont, I found I was writing more similarities. The Code of Conducts that each individual professional is bound by provides these similarities but its our personal views on each profession and our lack of understanding that causes the stereotypes. Through understanding my own codes of conduct, ten statements set by the Society of Radiographers (SoR) and by comparing those with the codes set forth by the Nursing and Midwifery Council (NMC) and the Royal College of Paediatrics and Child Health (RCPCH), the main similarity between the professions is clearly visible, as both documents publicly set out, the underpinning values and principles to promote, maintain and disseminate the highest standards of behaviour in order to enhance the good standing and reputation, (SoR 2004) of that profession and both also endorse the importance of working with others to, protect and promote the health and wellbeing of those in your care, (NMC). It became clear to me that although our individual professions dictate our role within the practical setting the codes and legislations we each adhere to entwine. As it is our collaboration with other health care professionals that promote and maintain patient centred practice, providing the patient with the right care at the highest quality. As an adult nurse provides care to support the recovery of patients, I as a radiographer diagnose disease and am responsible for the examination of patients using radiation. These differences help me to define myself as a professional, but it is through the collaboration with others that I am made more individual. As individuals we each have a specific role to play but as a collective our roles are so much more important, as we would not be able to fulfil our purpose of making the care of people our primary concern without the help of other professional bodies. 825 words Patch 2 Team work or team working can be defined as a certain number of people who have shared objectives at work and who cooperate, on a permanent or temporary basis, to achieve those objectives in a way that allows each individual to make a distinctive contribution, (CIPD 2010).This meant that traditional hierarchical forms were gradually replaced with employees that were expected to fulfil a variety of roles, now known as collaborative practice. Marc Alperstein and Amà ©lie Scalercio have constructed a piece of art, Collaborative Works, (see appendix) that I feel embodies this transition and highlights the individual issues that surround collaboration. The picture itself seems to document a conversation or argument that exists between two wills who are struggling to impose their presence or mark into an act. It is necessary that these works engage in collaborative practice to record the struggle that ensues in this dynamic exchange, one that could not exist if operating in solitude, (Art ist statement). The image almost mimics what occurs within the confines of a hospital environment, as it demonstrates that without Interprofessional working we would not be able to fulfil our collective role of good patient management and care. Making a difference, (DH 1999) suggests that effective care is the product of interagency working, where professionals work in collaboration to provide care which is designed to meet the needs of the patient. This concept was further promoted with the publication of The NHS Plan (DH 2000a) a ten year programme of reform practice. The NHS Plan (DH 2000a) aimed to create a service designed around patient needs, encouraging professionals to work together. Collaboration however, does not come without its constraints, as portrayed in the artist impression the two hands are tied together, illustrating the conflict shown by each individual profession as Interprofessional working is extremely challenging in the workplace, and is not an easy concept for healthcare professionals to adopt, (McWilliam et al 2003).Unfortunately this leads to a lower standard of care being delivered to patients within hospital environments, due to healthcare professionals misunderstanding the policies, education and research regarding Interprofessional working. This is owed to the, lack of support and training from managers, and the need for, managers to involve staff in changes within practice and that this involvement facilitates co-operation. (Deegan et al 2004). Co-operation is a major factor of a successful Interprofessional team as it not only benefits and improves the care that we provide to our patients but also enables the team itself to act efficiently by enabling professional benefits such as the, sharing of knowledge and the opportunities to experience areas of work outside ones own remit. (Barr 2004) The advantages are not only work related it is also suggested that professionals may have levels of improved job satisfaction and increased levels of confidence in dealing with difficult situations. We are all so focused on our individual job roles and on the polices and procedures that define us as a professional that we create our own conflict with an opposing profession as we try to prove ourselves, which is echoed in the picture. As each person holds one end of the tie, the tie representing the constraint we place upon ourselves and upon our professional identity, with each hand representative of how this constraint is self inflicted. After all this an image of two wills struggling to find their presence or mark in an act, as we at our place of work struggle to define our role within the patient pathway. However it is this conflict that diminishes the bigger picture as, as each hand is responsible for creating this conflict restraint; one hand can not break free of the bound without the collaboration of the other. This strongly relates back to practice as without the help and cooperation of another profession the patient like the hand would not be able to progress and conseq uently become free without Interprofessional collaboration. In order for us as professionals to provide care that is respectful of and responsive to individual patient preferences, needs, and values and ensuring that patient values guide all clinical decisions (Institute of medicine PCC) we must work as Interprofessional team and, learn from and about each other to improve collaboration and the quality of care. (CAIPE 1997). There will always be a time that I as radiographer will need to cooperate with other members of the Interprofessional team, be it in surgery with consultants, anaesthetists and nurses or in the department with the radiologists, and it is this collaboration that will ensure that the patient is the focus point and that they will be managed and assessed as an individual with all pathways collectively working together, as opposed to two wills who are struggling to impose their presence or mark into an act. Words 798. Patch 3 Throughout this past year the main focus both practically and academically has been on collaborative practice, and how this has represented itself as a personal struggle to over come problems such as stereotyping colleagues, conflict issues and communication concerns. With the aid of the CPD module these issues that once clouded personal judgment faded and the real connotation of collaborative practice was revealed. Collaborative practice infers that people from different professional and academic backgrounds form a working relationship for the purpose of enhanced service provision. Although the real value of collaborative working is clear the move towards collaborative practice in Health and Social Care proved challenging, as it was essentially, the change from institutional to community-based care, (Barr et al, 1999). This meant that the, demarcations and hierarchical relations between professions were neither sustainable, (Sibbald, 2000) or appropriate and new ways of working that, crossed professional boundaries had to be created, in order to allow a more flexible approach to care delivery, (Malin et al, 2002). This transition became the cause of conflict within a now Interprofessional team and as a result stereotypes were formed and communication problems arouse. It seems that although this change was for the better, in providing a better standard of care for the patient, this focus was lost by the professionals whose duty this was. This is still very much an issue, where professionals are so centred on their individual position; they forget how much of a r ole they play in the Interprofessional team. The fact that collaborative practice has lacked a clear definition and instead has been linked with terms such as cooperation, coordination, participation and integration, has in some ways strengthened the issues that have prevented professionals from satisfying its purpose efficiently. It is also a relatively new field of practice, with the first major studies being undertaken in the 1980s, (Roy, 2001) however, since the implementation of the 1990 NHS and Community Care Act (Department of Health, 1990), the collaborative practice has featured prominently in government policy documents to promote, joint working, partnership and the creation of a seamless service between health and social care, (Maxwell, 1998; Payne, 1995). The importance of collaboration has always been emphasised practically and is also part of the academic pathway in the hope that the surrounding issues can be resolved before practitioners become professionals. Throughout the module the significance of collaboration with regards to person centred care became more important than the issues that encircled collaborative practice. It became increasingly essential to see the patient as equal partners in planning, developing and assessing care to make sure it is most appropriate for their needs and putting service users and their families at the heart of all decisions. In order to provide an excellent level of service each patient needs to be viewed as the individual they are, they can not be stereotyped by their age, sex, or symptoms. The main reason being that the way in which one patient is managed and treated would not work for another patient representing with the same symptoms, as his or her body could react differently to that treat ment, thus complicating the initial problem. It is the duty of any professional body to provide, care that respects the person as an individual and is arranged according to their needs, (DH 2008). However this care can not be administered without good communication from each professional that is responsible for the pathway of each individual service user. Communication is pivotal in a successful relationship be it between colleagues in the work place, students at university or family at home, it enables individuals to express themselves their concerns or relay important information to others. When this barrier is broken especially within the hospital sector each department become isolated and effectively treats the patient blind, as without communication from the nursing staff or the accident and emergency department a radiographer would not be aware of the symptoms a patient presents with and would therefore not be able to conduct an examination catered to that individuals needs. T he requirement for good communication enhances not only the professionals skills and ability to provide and excellent level of person centred care but enables a successful Interprofessional team to be consolidated, something that is also promoted academically. Interprofessional Learning can be defined as, Occasions when two or more professions learn with, from and about each other to improve collaboration and the quality of care, (CAIPE 2005). Interprofessional learning enables different health and social care workers and agencies to gain a greater appreciation of each others values, knowledge and abilities and facilitates the best use of their skills which underpins the reality of the complexity of healthcare. Single professions or individual professionals working in isolation do not have the expertise to respond adequately and effectively to the complexity of many service users needs, (CAIPE 2006). In order to ensure that care given is safe, seamless and of a high standard it is e ssential that individual professionals, respect the integrity and contribution of each profession, (CAIPE 2006) and communicate with them effectively, relaying all the appropriate medical history and continuing to work closely with each other to ensure the patient is managed correctly and efficiently. Good patient care stems from a well defined Interprofessional team that collaboratively work with each other, to overcome communication issues, conflict issues and the stereotyping of their colleagues. By doing this all the professionals involved are able to treat the patient as an individual and cater to their individual needs, making them a part of the process and involving them in the decisions made about them. This all bauds well for the successful running of the NHS and in turn successful patient management, each professional chooses to be apart of this system to improve the quality of life for each and every service user, but it is important to remember that this can not be achieved by individuals who become isolated form a team. Although it is important to be an individual, it is of greater importance to be individual that is a part of an Interprofessional team. Words 1014. References: Barr, H (2005) Interprofessional Education: Today, Yesterday and Tomorrow. Accessed on 30.08.10. Reviewed 2004. Available at: http://www.health.heacademy.ac.uk/publications/occasionalpaper/occp1revised.pdf CAIPE. Interprofessional learning. Accessed on 23.11.10. Reviewed 2010. Available at: http://www.caipe.org.uk CIPD 2010 Team working. What is team working? Accessed on 03.10.10. Reviewed on 01.01.10. Available at: http://www.cipd.co.uk/subjects/maneco/general/teamwork.htm. Collaborative works. Marc Alperstein and Amà ©lie Scalercio. Accessed on 16.08.10. Reviewed 2010. Available at: http://www.marcalperstein.com/collaboration Cooper, H., Braye, S,. and Geyer, R. ( 2004) Complexity and Interprofessional education. Learning in Health and Social Care 3 (4) pp 179-189. Accessed 02.02.10. DOH (2000a) A Health Service of all the Talents: Developing the NHS Workforce. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.go.uk DOH (2000b) The NHS Plan: A Plan for Investment, A Plan for Reform. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.gov.uk DOH (2001) Working Together Learning Together: a Framework for Lifelong Learning for the NHS. DoH London. Accessed on 30.08.10. Reviewed 2010. Available at: www.dh.gov.uk Framework for action on Interprofessional education and collaborative practice. Health professionals networks nursing and midwifery human resources for health. Publisher WHO the world health organisation. Reviewed 2010. Accessed 20.08.10 Freeth, D (2001) Sustaining Interprofessional collaboration. Journal of Interprofessional Care 15 pp 37-46. Accessed 02.09.10. Gibbs G (1988) Learning by Doing: A guide to teaching and learning methods. Further Education Unit. Oxford Polytechnic: Oxford 2009. Accessed on 20.08.10. Reviewed 2009. Available at: http://www.brookes.ac.uk/services/upgrade/a-z/reflective_gibbs.html Glen, S and Reeves, S. (2004) Developing Interprofessional education in the pre-registration curricula: mission impossible? Nurse Education in Practice 4 pp 45-52. Accessed 05.09.10 Gordon F, Walsh C, Marshall M, Wilson F, Hunt T (2004). Developing Interprofessional capability in students of health and social care the role of practice-based learning. Journal of Integrated Care 12 (4) pp 12-18. Accessed 05.09.10 Interprofessional Collaboration among health colleges and professions. College of nurses Ontario (CNO). Accessed on 22.08.10. Reviewed May 2008. Available at: http://www.hprac.org Interprofessional learning. Practice based learning. Accessed n 25.11.10. Reviewed 04.09.08. Available at: http://www.practicebasedlearning.org/resources/ipl/intro.htm Interprofessional learning and caring for needs. London: South Bank University. Whitehead, D. (2001) Applying collaborative practice to health promotion. Nursing Standard. 15(20) pp33-37. Accessed 15.11.10 Jones and Way 2000 collaborative practice. Collaborative practice. Support the development of improved collaboration in healthcare. South eastern Interprofessional Collaborative Learning Environment (SEIPCLE). Queens University. Accessed 20.08.10. Reviewed no date. Available at: http://www.rehab.queensu.ca/uploads/clined/CollaborativePracticeModule.pdf Patient centred care. Why patient centred care? Accessed on 21.08.10. Reviewed 2008. Available at: http://www.patientcenteredcare.net/. Patient centred care policies (2008). Accessed on 21.11.10. Reviewed 2010. Available at: www.dh.gov.uk. Person centred care. The health foundation . Accessed on 20.11.10. Reviewed 2010. Available at: http://www.health.org.uk Person Centred Care (2006). Accessed on 21.11.10. Reviewed 2010. Available at: www.cmg.org.uk. RCPHC. Royal college of paediatrics and child health. Codes of Conduct. Accessed 23.08.10. Reviewed no date. Available at: http://www.rcpch.ac.uk. SoR statements of conduct Radiography. Statements for Professional Conduct. The college of radiographers. Accessed 22.08.10. Reviewed September 2004. Available at: www.sor.org Appendix 1 Gibbs reflective cycle 1988 http://www.deakin.edu.au/itl/pd/tl-modules/teaching-approach/group-assignments/images/reflective-practice.gif

My Experience with Domestic Violence Essay -- Personal Narrative Essay

I would shut my eyes because I knew what was coming. And before I shut my eyes, I held my breath, like a swimmer ready to dive into a deep ocean. I could never watch when his hands came toward me; I only patiently waited for the harsh sound of the strike. I would always remember his eyes right before I closed my own: pupils wide with rage, cold, and dark eyebrows clenched with hate. When it finally came, I never knew which fist hit me first, or which blow sent me to my knees because I could not bring myself to open my eyes. They were closed because I didn’t want to see what he had promised he would never do again. In the darkness of my mind, I could escape to a paradise where he would never reach me. I would find again the haven where I kept my hopes, dreams, and childhood memories. His words could not devour me there, and his violence could not poison my soul because I was in my own world, away from this reality. When it was all over, and the only thing left were bruises, tea rs, and bleeding flesh, I felt a relief run through my body. It was so predictable. For there was no more need to recede, only to recover. There was no more reason to be afraid; it was over. He would feel sorry for me, promise that it would never happen again, hold me, and say how much he loved me. This was the end of the pain, not the beginning, and I believed that everything would be all right. Like so many innocent, selfless girls, untouched by the world, I forgave him. The pain dispersing through my body reminded me that I was strong and all I needed to do was heal. I would cry without tears at first, the sadness inside me so intense, that the hollowness in my heart would weigh me down. My heart’s deep hollowness was so immense, that the loudest shrie... ...e helped me overcome the obstacle of domestic violence. My will and motivation was to get an education, better myself, and become a strong and intelligent woman. I choose to view this unfortunate situation as a learning experience because I am stronger now and I will never go backwards. Something that I have learned after overcoming this battle is that life is very unpredictable and it is up to the individual to rise above and choose the right path. This excerpt from the poem â€Å"Recovery† by Maya Angelou has given me encouragement and inspiration to move on with my life and become the best person that I can be: â€Å"A last love, proper in conclusion, should snip the wings forbidding further flight. But I now reft of that confusion, am lifted up and speeding towards the light.† I live by these words everyday because they motivate me to succeed and overcome the impossible. My Experience with Domestic Violence Essay -- Personal Narrative Essay I would shut my eyes because I knew what was coming. And before I shut my eyes, I held my breath, like a swimmer ready to dive into a deep ocean. I could never watch when his hands came toward me; I only patiently waited for the harsh sound of the strike. I would always remember his eyes right before I closed my own: pupils wide with rage, cold, and dark eyebrows clenched with hate. When it finally came, I never knew which fist hit me first, or which blow sent me to my knees because I could not bring myself to open my eyes. They were closed because I didn’t want to see what he had promised he would never do again. In the darkness of my mind, I could escape to a paradise where he would never reach me. I would find again the haven where I kept my hopes, dreams, and childhood memories. His words could not devour me there, and his violence could not poison my soul because I was in my own world, away from this reality. When it was all over, and the only thing left were bruises, tea rs, and bleeding flesh, I felt a relief run through my body. It was so predictable. For there was no more need to recede, only to recover. There was no more reason to be afraid; it was over. He would feel sorry for me, promise that it would never happen again, hold me, and say how much he loved me. This was the end of the pain, not the beginning, and I believed that everything would be all right. Like so many innocent, selfless girls, untouched by the world, I forgave him. The pain dispersing through my body reminded me that I was strong and all I needed to do was heal. I would cry without tears at first, the sadness inside me so intense, that the hollowness in my heart would weigh me down. My heart’s deep hollowness was so immense, that the loudest shrie... ...e helped me overcome the obstacle of domestic violence. My will and motivation was to get an education, better myself, and become a strong and intelligent woman. I choose to view this unfortunate situation as a learning experience because I am stronger now and I will never go backwards. Something that I have learned after overcoming this battle is that life is very unpredictable and it is up to the individual to rise above and choose the right path. This excerpt from the poem â€Å"Recovery† by Maya Angelou has given me encouragement and inspiration to move on with my life and become the best person that I can be: â€Å"A last love, proper in conclusion, should snip the wings forbidding further flight. But I now reft of that confusion, am lifted up and speeding towards the light.† I live by these words everyday because they motivate me to succeed and overcome the impossible.

Racial and Cultural Test Bias, Stereotype Threat and Their Implications

Racial and Cultural Test Bias, Stereotype Threat and Their Implications A substantial amount of educational and psychological research has consistently demonstrated that African American students underperform academically relative to White students. For example, they tend to receive lower grades in school (e.g., Demo & Parker, 1987; Simmons, Brown, Bush, & Blyth, 1978), score lower on standardized tests of intellectual ability (e.g., Bachman, 1970; Herring, 1989; Reyes & Stanic, 1988; Simmons et al., 1978), drop out at higher rates (e.g., American Council on Education, 1990; Steele, 1992), and graduate from college with substantially lower grades than White students (e.g., Nettles, 1988). Such performance gaps can be attributed to any number of factors, such as socioeconomic status, academic preparation, and educational opportunities; however, Steele (1997) pointed out that even when background factors are held constant, subsequent achievement remains lower for minority students. Moreover, much research in this area has focused on how African America n students’ lack of motivation and negative attitudes contribute to their inferior academic performance (Ogbu, 1990); yet many Black students often report high educational aspirations (Fordham, 1996; Fine, 1991; Ogbu, 1987, 1990; Hauser & Anderson, 1991), even higher than White students of comparable class background (MacLeod, 1995). What remains certain is the urgent need to explain what accounts for the persistent academic underachievement of Black students. One widely held explanation for the achievement gap in test performance between Black and White students is that the tests are either culturally or racially biased. Jencks (1998) points out three types of biases... ...lantic Monthly, 68-78. Steele, C. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 6, 613-629. Steele, C., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 5, 797-811. Steele, C., Spencer, S. J., & Aronson, J. (2002). Contending with group image: The psychology of stereotype and social identity threat. (In M. Zanna (Ed.), Advances in experimental social psychology (Vol. 34, pp. 379-440. New York, NY: Academic Press. Vars, F. E., & Bowen, W. G. (1998). Scholastic aptitude test scores, race, and academic performance in selective colleges and universities. (In Jencks, C. & Phillips, M. (Eds.), The Black-White Test Score Gap (pp. 55-85). Washington, DC: Brookings Institution Press.)

Choruses †what is the importance of these speeches in Dr. Faustus?

Choruses – what is the importance of these speeches in Dr. Faustus? The essential function of the chorus speeches are as a commentary, an omnipotent voice which observes Faustus’s actions, clarifies his character and by foreseeing his change in fortunes, heightens the anticipation of the audience. Also, rather like dressing Mephastoples in a Friar costume, the chorus speeches are a practical device used by Marlowe to communicate aspects of the play which are simply impossible to perform on stage. Thus, they have particular significance from a 16th century perspective, as the theatre would not have had the elaborate lighting and stage sets to demonstrate a change in scenery as audiences are used to today. The chorus speeches are made at various times throughout the play, linking the dramatic scenes together. They are therefore crucial to the structure, as without them, the audience would not have the same sense of exactly how Faustus is using his powers as time passes or indeed, fully understand the progressing danger he is in. The opening chorus is essential is introducing the audience to Fausts’s character, the themes of the play and to a certain extent the morals Marlowe intended to convey. By speaking directly to the audience, the chorus brings them into the play, laying down the foundations of the essential plot. Saying this, the opening lines are not about Doctor Faustus itself but rather ironically about what the play is not going to entail. This however, has the effect of drawing in audience as the descriptions of the ‘alternative’ plays are presented as epic and intriguing in themselves: ‘Nor, in the pomp of proud audacious deeds’ The power of this line is emphasised by the alliterative... ...rue of the final, emphatic chorus, which in a way shows us that Faustus wasted his talents: ‘’Cut is the branch that might have grown full straight.’’ gives the impression that despite his ambitions, Faustus had unfulfilled his potential and could have used his skills to help others instead of for selfish reasons. Although for it’s time the essential themes of the play seem quite forward thinking yet chourus speeches were not an unheard of feature in 16th century England. They had been preciously used in Morality Plays so Marloew was arguably using a structure that had proved to be a success. However, by having a chorus directly speaking to the audience there is increased communication between the audience and the actors on stage and is simply a simple yet effective way to connect the scenes together and eliminate any confusion the audience may have. Choruses – what is the importance of these speeches in Dr. Faustus? Choruses – what is the importance of these speeches in Dr. Faustus? The essential function of the chorus speeches are as a commentary, an omnipotent voice which observes Faustus’s actions, clarifies his character and by foreseeing his change in fortunes, heightens the anticipation of the audience. Also, rather like dressing Mephastoples in a Friar costume, the chorus speeches are a practical device used by Marlowe to communicate aspects of the play which are simply impossible to perform on stage. Thus, they have particular significance from a 16th century perspective, as the theatre would not have had the elaborate lighting and stage sets to demonstrate a change in scenery as audiences are used to today. The chorus speeches are made at various times throughout the play, linking the dramatic scenes together. They are therefore crucial to the structure, as without them, the audience would not have the same sense of exactly how Faustus is using his powers as time passes or indeed, fully understand the progressing danger he is in. The opening chorus is essential is introducing the audience to Fausts’s character, the themes of the play and to a certain extent the morals Marlowe intended to convey. By speaking directly to the audience, the chorus brings them into the play, laying down the foundations of the essential plot. Saying this, the opening lines are not about Doctor Faustus itself but rather ironically about what the play is not going to entail. This however, has the effect of drawing in audience as the descriptions of the ‘alternative’ plays are presented as epic and intriguing in themselves: ‘Nor, in the pomp of proud audacious deeds’ The power of this line is emphasised by the alliterative... ...rue of the final, emphatic chorus, which in a way shows us that Faustus wasted his talents: ‘’Cut is the branch that might have grown full straight.’’ gives the impression that despite his ambitions, Faustus had unfulfilled his potential and could have used his skills to help others instead of for selfish reasons. Although for it’s time the essential themes of the play seem quite forward thinking yet chourus speeches were not an unheard of feature in 16th century England. They had been preciously used in Morality Plays so Marloew was arguably using a structure that had proved to be a success. However, by having a chorus directly speaking to the audience there is increased communication between the audience and the actors on stage and is simply a simple yet effective way to connect the scenes together and eliminate any confusion the audience may have.

Baby dumping causes Essay

Increasing baby dumping cases all over the nation shown us this situation can be classified as critical social crisis, many factor will lead to this situation. The baby dumping can refer to discarding or leaving alone for extended period of time, a child younger than 12 months of age in a public or private setting with the extent to dispose of the child. Based on the police statistic, it shown the increasing of case related to baby in this country driven to worried situation among the society. This scenario had been more serious day by day, despite there are lot of information by government or frighten by the mass media. Even though, more outcry by the Non Government Organization NGO and the public to compel stopping this loon action. In this case, mostly the teenager tend to contribute the increasing of the baby dumping cases, the elder community is also either passively or explicitly in this problems. In some case we can read on newspaper or listen on the screen of mass media baby dispose in improper manner by irresponsibly person in diverse conditions. A girl gives birth in a school toilet, the biological parent give a birth in the cheap hotel and leaves it in rubbish dump site and even worst coercion by their parent when they failed on consent to accept the baby as their descendent they rather throw the priceless gift from God than take it as a treasure. The baby diminishes in difference cruel ways, the way that can perceivably see by the people eye or may not. Sometime it is absurd to human mankind. Isn’t it?. One of the main factors is the dispute in family institution between family members, especially by their parent causing the child to be effected in this kind of situation. Even more, the crisis dragged in a long term of misunderstanding, fighting and unhappiness. The abruptly change in the family environment is not something easy to take in their mind compared with matured elders. It even worst when their parents decided to a divorce, while their kids still not ready to face the situation to loss any of them in term of love and protection. Start from this point, they may tend to find the difference ways to get all what they have lost, yes, the closest members is from their friend in their education groups at the some case wandering from online chatting that can easily found in diverse website. The feeling to rely all  the hope and soul toward the person likely in opposite gender without proper monitoring by the elders may lead to the risk with appreciation love of their relationship on the cheap hotel room bed or at any place reasonable for them. Another factor contributing the increasing of baby dumping cases is lack of knowledge education, either in moral side or in the religious side or neither of them is worst situation. Nowadays, we can see, as the centuries risen parallel as well as the education standard within the civilization, in positive side, it helping people to more understand about what is surround us. But in the others side, some of them especially teenager incline to be more independent with their act on what they gained in their education in school even higher education standard such university or college, furthermore, the teenager intend to try something different, or something new, this is the main aspect why most of the cases related to teenager problem happen in these day. For instance, by looking at the movie or any book contain unfiltered information. Without proper knowledge about it, they can easily influence to put a try or some just said, once only and never again, neglecting the consequences of their action, the minority of them really slick in manipulating the knowledge in turning it into their advantage side, the victim referred to women is in the inverse side, who lack in knowledge, make them susceptible to such risk. Poverty is also another factor that causes in child dumping scenario in this country. Poor society welfare system on who are not capable in financial of taking care child is more favor to dump the baby, this frequently occurred on adolescence in initial period to start the relationship or intend to have marriage. Political condition, such as difficulty in adoption proceedings, may also contribute to child dumping, as can the lack of institution, such as orphanage, to take in children whom their parent incapable to support, furth ermore, when the responsible society has failed to convince the people and make them realize the important to save the precious life of babies before it become plague in our community. Societies with strong social structures and liberal adoption laws tend to have lower rates of child dumping. Moreover, rape case can classified more baffling, it still happen in this millennium century, copying our ancient custom even conscience of human mankind repulse it. In some incest case it happen by among the family descent, now we can read in the front of news, the people we can trust most,  betray us in such that disgraceful manner. Or it may happen by molestation force of others culprit others than family members toward the victim. Subsequently, the victim are not willing to do that so, consequently causing them not to welcome the baby in their pregnancy. After the tri-semester of pregnancy of waiting they will be conducive to diminish the baby, claim it as blessedness child. The hatred to the culprit interprets to risk the baby life, by tendency to abandon it somewhere out of their sign. Psychologists believe the force by closest members or family can cause the drastic change of action and disturbing the human morality thinking. Even the initial instinct are totally object to their compel action. As a mother, it is hard to accept, if they are genuinely intend to act such that cruel activity, to dump baby after bring it in their pregnancy in almost three quarter of year. Even though, the small agitation and compulsion from the people around them distract or convince them to finish the life of innocent baby in such irritation mannerism. For instance, when the parent forces their kid to abortion the baby, afraid of the slander by the villager and their community surround. Either, intrude by the partner of sinful relationship to force them to terminate the baby life in any mean, to avoid their sinful action traced by peoples around them.

Education in a cosmopolitan Society Essay

Multiculturalism is being challenged by new theories of cosmopolitanism. Discuss in relation to education. Theories of multiculturalism and cosmopolitanism have had a profound effect on Australian curriculum and education. Issues such as racism and secularisation have been a prominent feature of discussion in relation to the way it shapes the Australian curriculum and the shaping of our society. Multicultural education has been incorporated into the Australian curriculum since 1983. Rooted into the curriculum were multicultural perspectives and intercultural education, as an attempt to change attitudes towards a multicultural society. â€Å"Multiculturalism, in this sense, is ideologically inscribed in the very core of the â€Å"new Australia†(Ang, I. & Stratton, 1998). â€Å"In Australia as in Canada, multiculturalism is a centrepiece of official government policy, that is, a top-bottom political strategy implemented by the state to improve the inclusion of ethnic minoritie s within the national culture and to â€Å"manage cultural diversity†. (Ang, I. & Stratton, 1998) Since its introduction multiculturalism has been a policy that worked to accommodate the needs of immigrants. Multiculturalism became a theory that expressed the personality of the emergent ethno-cultural diversity of society in the final decades of the twentieth century. Although in theory, multiculturalism preaches equality, the development of self-awareness and self-worth, society has been faced with several problems in regards to the practice of multiculturalism in Australian curriculum. Some of these problems stem from the mentality where Social groups stay together and exclude others and also labelling on the basis of stereotypes occurs. It has also seen to have many benefits like the decrease of cultural based racism and an awareness of other cultures. Multicultural policies are constantly challenged and changing in Australia due to emerging cosmopolitan ideas and the way that these ideas shape the changing education curriculum in schools. The three different types of cosmopolitanism include political, moral and cultural cosmopolitanism. Differing from multiculturalism, cosmopolitanism acknowledges the fact that cultures can change and their mode of orientation to the world can also change so that people can develop a cosmopolitan disposition for themselves in the form of self-transformation. Where  multiculturalism has problems of selectiveness, cosmopolitanism maintains indifference to labels and stereotypes to create a diverse atmosphere. Cosmopolitanism pursues to assume transformations in cultural standards through the education of self-awareness, agency and identity. Together with education, cosmopolitanism and multiculturalism contributes to modelling a inclusive society. Delanty (2006) states, â€Å"The critical aspect o f cosmopolitanism concerns the internal transformation of social and cultural phenomena through self-problematisation and pluralisation. It is in the interplay of self, other and world that cosmopolitan processes come into play. Without a learning process, that is an internal cognitive transformation, it makes little sense in calling something cosmopolitan. As used here, the term refers to a developmental change in the social world arising out of competing cultural models. This suggests a procedural conception of the social.† Cosmopolitan learning is ‘not so much concerned with imparting knowledge and developing attitudes and skills for understanding other cultures per se but with helping students examine these, but with helping students examine the ways in which global processes are creating conditions of economic and cultural exchange that are transforming our identities and communities.’ (Rizvi 2009:265-266) Cosmopolitan learning stresses the idea that education is a crucial element in supporting the transformation of individuals and culture. It helps to move away from the â€Å"us† versus â€Å"them† perception that developed through multiculturalism. Educators should support students to explore the cosmopolitan ideas of global interconnectivity and individuality. This cosmopolitan view will enable students to connect locally built practices of cultural exchange to the wider practices of globalization. Cosmopolitan learning when incorporated into an already multicultural society and curriculum can help to achieve a level of interconnectedness and acceptance, also to maintain a diverse and open minded curriculum based learning. References: Ang, I. & Stratton, J. (1998) Multiculturalism in Crisis: The New Politics of Race and National Identity in Australia. Topia: Canadian Journal of Cultural Studies 2, 22-41 Delanty, G. (2006). The cosmopolitan imagination: critical cosmopolitanism and social theory. The British Journal of Sociology, 57(1), 25-47. Leeman, Y. & Reid, C. (2006). Multi/Intercultural Education in Australia and the Netherlands. Compare: A Journal of Comparative Education, 36(1), 57-72 Rizvi, F. (2008). Epistemic Virtues and Cosmopolitan Learning Radford Lecture, Adelaide Australia 27 November 2006. The Australian Educational Researcher, 35(1), 13-35 Sobe, N. W. (2009). Rethinking â€Å"Cosmopolitanism† as an Analytic for the Comparative Study of Globalization and Education. Current Issues in Comparative Education, 12(1), 6-13 Spisak, S. (2009). The Evolution of a Cosmopolitan Identity: Transforming Culture. Current Issues in Comparative Education, 12(1), 86-91 Werbner, P. (2006). Vernacular cosmopolitanism. Theory, Culture & Society, 23(2-3), 496-498

Lymphoma

Lymphomas are a group of malignant tumors (cancers) that develop from lymphatic tissues and specifically from proliferating lymphocytes.   They are of three types, namely Hodgkin’s lymphoma, non-Hodgkin’s lymphoma and Burkitt’s lymphoma (which can also be considered as a type of non-Hodgkin’s lymphoma).   The incidence of lymphoma in the US is about 64, 000 every year, and more than 493, 000 are living with the disease (Leukemia and Lymphoma Society 2006). Hodgkin’s lymphoma is a unique malignant condition in which the lymphoid tissues present throughout the body are involved (undergo painless enlargement), and is characterized by the presence of certain tumor known as ‘Reed-Sternberg cells’ (Mackie and Ludlam 1996).   The incidence of Hodgkin’s lymphoma in the US is about 7, 500 annually (Portlock and Yahalom 2000).   Non-Hodgkin’s lymphomas are a group of cancerous tumors that arises from the lymphoid tissues and is characterized by the malignant multiplication and growth of the lymphocytes. The Reed-Sternberg cells are absent.   Non-Hodgkin’s can develop in almost any site of the body such as the lymph nodes, spleen, liver, bone marrow, digestive tract, brain, etc.   70 % of all lymphomas belong to the non-Hodgkin’s variety (Mackie and Ludlam 1996), and about 50, 000 people developed this condition in the US in 1997 (Shipp and Harris 2000).   Burkitt’s lymphoma is an aggressive variant of non-Hodgkin’s lymphoma that arises from the B-lymphocytes.   It is associated with the EB virus, and more often occurs in young children (Mackie and Ludlam 1996). The exact cause of Lymphomas and the manner in which the disease occurs is still not understood properly.   Several factors including immunodeficiency states (which may be congenital or acquired), infectious diseases, chemical substances (including certain drugs, solvents, pesticides, fertilizers, herbicides, etc), physical agents, autoimmune conditions, etc, may be associated with the disease (Shipp and Harris 2000).   In immune disorders, the body’s defense mechanism is compromised, and persistent antigenic stimulation may result in the development of lymphomas. In several congenital disorders, such as Wiscott-Alcridge syndrome, common variable immunodeficiency and severe combined immunodeficiency may be related with certain lymphomas.   Several acquired immune disorders such as post-transplant states, AIDS, administration of immunosuppressant, etc, may be associated with lymphomas.   Individuals suffering from various autoimmune disorders such as Hashimoto’s Thyroiditis, Sjogren’s syndrome, lupus, rheumatoid arthritis, etc, may be associated with lymphomas. Several infectious agents such as H. pylori, EB virus, HTL Virus-1, Hepatitis C virus, Kaposi’s Sarcoma-causing virus (that is linked to the HIV virus) may be associated with the development of lymphomas (Shipp and Harris 2000). Genetic factors also play a very important role ion the development of lymphomas, as the incidence is higher in siblings (than ordinary population) and identical twins (compared to non-identical twins) (Portlock and Yahalom 2000). The tumor cells present in Hodgkin’s lymphoma is known as ‘Reed-Sternberg cells’ (large in size with 2 nucleus) which may be present in lower numbers compared to other inflammatory cells.   Based on the amount and the manifestations of the Reed-Sternberg cells, Hodgkin’s lymphoma can be classified into 4 types.   As the number of Reed-Sternberg cells increases and the lymphocytes drop, the diseases progresses, spreads to several areas of the body (including the extra-nodal sites) and has a poorer outcome (Portlock and Yahalom 2000). Various modalities are currently utilized to stop and fight the disease namely, radiotherapy, chemotherapy, bone marrow transplantation, immunotherapy, Angiogenesis Inhibitors, and gene therapy (ehealth MD 2004).   These individual modalities may be required alone or in combination with each other to effectively treat the disease and reduce the adverse-effects. Chemotherapy is the administration of certain agents (usually utilizing multiple drugs) into the blood that destroys the cancerous cells and reduces their uncontrollable multiplication (Shipp and Harris 2000).   Radiotherapy is administered to the affected site to shrink the size of the tumor by destroying cancerous cells.   Both these therapies may be required in combination with each other (ehealth MD 2004).   Bone marrow transplantations are performed to replace the bone marrow affected with the chemotherapy and replace with healthy tissue that can restore the WBC counts (Mackie and Ludlam 1996). Immunotherapy is a treatment modality in which certain substances known as ‘cytokines’ are administered which stimulate the white blood cells to capture and destroy the cancerous cells.   Some of the cytokines that are frequently utilized include interferon and interleukin.   Monoclonal antibodies can also be administered that help the body’s defense cells to fight the cancerous cells.   They usually attach themselves to the cancerous cells, which are later identified and destroyed by the white blood cells. Vaccines are also being manufactured that could prevent infections associated with lymphoma.   Angiogenesis Inhibitors are medications that prevent the formation of new blood vessels in the body.   They can be administered locally in the area of the tumor, such that the blood vessels that feed the tumor are destroyed.   In this way the cancerous cells are deprived of nutrition and may slowly degenerate.   Gene therapy involves correcting the defect in the DNA so that the cancerous cells do not multiply uncontrollably, or certain molecules are attached which cause the cancerous cell to die (ehealth MD 2004). References: E-Health MD. Non-Hodgkin’s Lymphoma. [Internet]. 2004 [cited 2007 Apr 16]. Available from: http://www.ehealthmd.com/library/lymphoma/NHL_treatment.html Mackie, MJ, Ludlam, CA 1996. Diseases of the Blood. Edwards, CRW, Bouchier, IAD, Haslett, C, editors Davidson’s Principles and Practice of Medicine. 17th ed. Edinburgh: Churchill Livingstone. p. 815-821. Portlock, CS, Yahalon, J 2000. Hodgkin’s Lymphoma. Goldman, L, Bennett, JC, editors Textbook of Medicine. 21st ed. Philadelphia: W.B. Saunders. p. 969-977. Shipp, MA, Harris NL 2000. Non-Hodgkin’s Lymphomas. Goldman, L, Bennett, JC, editors Textbook of Medicine. 21st ed. Philadelphia: W.B. Saunders. p. 962-969. The Leukemia and Lymphoma Society. Non-Hodgkin’s Lymphoma. [Internet]. 2007 [cited 2007 Apr 16]. Available from: http://www.leukemia-lymphoma.org/all_page?item_id=7030